Geriatric Medicine Refresher Day Agenda

7:30am - 8:30am REGISTRATION, EXHIBITORS & REFRESHEMENTS

8:30am - 8:40am WELCOMING REMARKS
LAURA DIACHUN, MD, CONFERENCE CHAIR, DIVISION OF GERIATRIC MEDICINE, ST. JOSEPH’S HEALTH CARE LONDON

8:40am - 9:45am MORNING PLENARY SESSION / 9:30am - 9:45am Question & Answer Period

BETWEEN COMPASSION AND CONSTRAINT: NAVIGATING MORAL DISTRESS IN THE CARE AND SUPPORT OF OLDER ADULTS

Mamta Gautam, MD

Learning Objectives:

1. Differentiate moral distress from burnout and compassion fatigue, and recognize common causes and manifestations of moral distress in the care of older persons.
2. Analyze organizational, cultural, and systemic contributors to moral distress and develop strategies for moral resilience and institutional change.

10:00am - 11:05am MORNING CONCURRENT WORKSHOPS I / 10:50am - 11:05am Question & Answer Period

THE COST OF CARING: RESTORING INTEGRITY AND HOPE IN THE CARE OF OLDER PERSONS

Mamta Gautam, MD

Learning Objectives (A, N, P):

1. Identify and analyze real-life situations that cause moral distress, distinguishing it from burnout and compassion fatigue.
2. Apply reflective tools and develop individual and team strategies to reduce moral distress and promote moral integrity.

EVALUATION OF “REVERSIBLE” AND RAPIDLY PROGRESSIVE DEMENTIAS

David Tang-Wai, MDCM

Learning Objectives (N, P):

1. Demonstrate a systematic approach to the history, physical exam, and investigations for reversible and rapidly progressive dementia.
2. Formulate an appropriate differential diagnosis for reversible or rapidly progressive dementia.

ECHO ORTHOGERIATRICS: BUILDING KNOWLEDGE, FOSTERING CONNECTIONS

Jenny Thain, MD

Learning Objectives (A, N, P):

1. Describe the key components of the Ontario Health Hip Fracture Quality Standards
2. Describe how the ECHO orthogeriatrics program can be leveraged for virtual education, developing a community of practice and supporting implementation of the Ontario Health Hip Fracture Quality Standards

SERIOUS ILLNESS CONVERSATIONS: REAL DIALOGUE AROUND NECESSARY DECISIONS

Rachel Kyle, MD
Francyelle Fernandez, NP

Learning Objectives (A, N, P):

1. Describe the core elements and structure of the Serious Illness Conversation Guide.
2. Explain the importance and ethical considerations of communication in serious illness discussions.

DIABETES COACHING: USING THE CGM AS A COACHING TOOL

Barry Simon, MD

Learning Objectives (A, N, P):

1. Explain the value of continuous glucose monitoring (CGM) data in managing people living with Type 2 diabetes.
2. Apply CGM data (TIR, AGP) to design brief coaching interventions that improve glycemic control in people living with Type 2 diabetes.

PRESCRIBING IN THE CONTEXT OF FRAILTY: LESS CAN BE MORE

George Heckman, MD

Learning Objectives (A, N, P):

1. Apply the American Geriatrics Society framework to manage multimorbidity in older adults.
2. Incorporate frailty assessment into prescribing decisions for older adults.

11:05am - 11:25am REFRESHMENTS, DISPLAYS AND NETWORKING

11:30am - 12:35am MORNING CONCURRENT WORKSHOPS II / 12:20pm - 12:35pm Question & Answer Period

PRACTICAL STRATEGIES FOR PELVIC ORGAN PROLAPSE MANAGEMENT: A PELVIC FLOOR PHYSIOTHERAPIST’S APPROACH

Sophia McLean, PT

Learning Objectives (A, N, P):

1. Identify factors contributing to a person’s experience with pelvic organ prolapse.
2. Apply general strategies to support people with pelvic organ prolapse in clinical care.

EVALUATION OF “REVERSIBLE” AND RAPIDLY PROGRESSIVE DEMENTIAS

David Tang-Wai, MDCM

Learning Objectives (N, P):

1. Demonstrate a systematic approach to the history, physical exam, and investigations for reversible and rapidly progressive dementia.
2. Formulate an appropriate differential diagnosis for reversible or rapidly progressive dementia.

THE BIOLOGICAL ERA OF ALZHEIMER’S DEMENTIA: WHAT DOES IT ALL MEAN?

Jaspreet Bhangu, MD

Learning Objectives (N, P):

1. Describe the concept of a biological diagnosis for Alzheimer’s Disease.
2. Apply a case-based approach to evaluate the testing required for obtaining a biological diagnosis of Alzheimer’s Disease.

SERIOUS ILLNESS CONVERSATIONS: REAL DIALOGUE AROUND NECESSARY DECISIONS

Rachel Kyle, MD
Francyelle Fernandez, NP

Learning Objectives (A, N, P):

1. Describe the core elements and structure of the Serious Illness Conversation Guide.
2. Explain the importance and ethical considera-tions of communication in serious illness discussions.

MAID ELIGIBILITY: FRAILTY, COGNITIVE IMPAIRMENT AND MENTAL HEALTH

Locky Butcher, Clinical Research Ethicist

Learning Objectives (A, N, P):

1. Differentiate between Track 1 and Track 2 MAiD, and analyze how cognitive impairment and frailty affect eligibility and capacity to consent.
2. Explain current MAiD provisions for mental health conditions and discuss proposed expansions.

DIABETES COACHING: USING THE CGM AS A COACHING TOOL

Barry Simon, MD

Learning Objectives (A, N, P):

1. Explain the value of continuous glucose monitoring (CGM) data in managing people living with Type 2 diabetes.
2. Apply CGM data (TIR, AGP) to design brief coaching interventions that improve glycemic control in people living with Type 2 diabetes.

12:35pm - 1:15pm LUNCH, DISPLAYS AND NETWORKING

1:15pm—2:20pm AFTERNOON PLENARY SESSION / 2:05pm - 2:20pm Question & Answer Period

A PARADIGM SHIFT TOWARDS AND AGEISM FREE & HUMAN RIGHTS BASED CULTURE OF CARE & SUPPORT

KIRAN RABHERU, MD

Learning Objectives:

1. Describe ageism as a systemic, intersecting form of discrimination and its impacts on health and care for older persons.
2. Apply a human-rights framework to identify and promote interventions that ensure dignity and ageism-free care across clinical, organizational, and policy settings.

2:20pm - 2:40pm REFRESHMENTS, DISPLAYS AND NETWORKING

2:45pm - 3:50pm AFTERNOON CONCURRENT WORKSHOPS / 3:35pm - 3:50pm Question & Answer Period

FROM AWARENESS TO ACTION: ADVANCING AGEISM-FREE, RIGHTS-BASED GERIATRIC CARE

Kiran Rabheru, MD
Olive Bryanton, MD

Learning Objectives (A, N, P):

1. Recognize explicit and implicit ageism in clinical, educational, and organizational settings using the Ageism Awareness Module.
2. Apply human-rights principles and tools from the Ageism Awareness Toolkit to identify and implement change opportunities in interdisciplinary geriatric care.

SHARED WISDOM: A COLLABORATIVE RESOURCE WORKSHOP

Geriatric Medicine Refresher Day Committee Members

Learning Objectives (A, N, P):

1. Identify and evaluate diverse reputable resources for geriatric medicine, including podcasts, guidelines, websites, and social media.
2. Apply strategies to stay current with emerging data and trends in geriatric care through collaborative discussion and resource sharing.

MAID ELIGIBILITY: FRAILTY, COGNITIVE IMPAIRMENT AND MENTAL HEALTH

Locky Butcher, Clinical Research Ethicist

Learning Objectives (A, N, P):

1. Differentiate between Track 1 and Track 2 MAiD, and analyze how cognitive impairment and frailty affect eligibility and capacity to consent.
2. Explain current MAiD provisions for mental health conditions and discuss proposed expansions.

PRACTICAL STRATEGIES FOR PELVIC ORGAN PROLAPSE MANAGEMENT: A PELVIC FLOOR PHYSIOTHERAPIST’S APPROACH

Sophia McLean, PT

Learning Objectives (A, N, P):

1. Identify factors contributing to a person’s experience with pelvic organ prolapse.
2. Apply general strategies to support people with pelvic organ prolapse in clinical care.

ALZHEIMER’S DISEASE AND NORMAL PRESSURE HYDROCEPHALUS(NPH): DISTINCT ENTITIES OR OVERLAPPING SYNDROMES?

Ameya Patwardhan, MD

Learning Objectives (A, N, P):

1. Differentiate key imaging features that distinguish Alzheimer’s Disease from NPH.
2. Analyze how overlapping and distinct imaging findings impact clinical decision-making and management in Alzheimer’s Disease and NPH.

ECHO ORTHOGERIATRICS: BUILDING KNOWLEDGE, FOSTERING CONNECTIONS

Jenny Thain, MD

Learning Objectives (A, N, P):

1. Describe the key components of the Ontario Health Hip Fracture Quality Standards
2. Describe how the ECHO orthogeriatrics program can be leveraged for virtual education, developing a community of practice and supporting implementation of the Ontario Health Hip Fracture Quality Standard

Current and Practical Knowledge To Inspire and Advance Care