UNIVERSITY OF KANSAS SCHOOL OF MEDICINE · 2008-present American Geriatrics Society ; Member ....

Curriculum Vitae Jessica Kalender-Rich, MD P a g e | 1

Instructions for completing this curriculum vitae for Promotion and Tenure can be found online. Any required

supporting documents should be submitted in PDF format in the applicant’s online submission folder.

UNIVERSITY OF KANSAS SCHOOL OF MEDICINE Faculty Curriculum Vitae

Date: April 25, 2016

I. PERSONAL DATA: Instructions available online.

1. Applicant Information: First Name: Jessica Middle Initial: L Last Name: Kalender-Rich Suffix: Degree(s): MD Current Academic Rank: Assistant Professor Primary Department: Internal Medicine Secondary Department: Office Address: 3901 Rainbow Blvd., MS 1005, Kansas City, KS 66160 Phone: 913-588-2610 Fax: 913-945-6824 Email: [email protected]

2. Professional Development: Instructions available online.

Undergraduate and Graduate Education: Years (inclusive) Degree Institution

1998-2001 BA (Biology) University of Kansas Lawrence, KS

2002-6 MD University of Kansas School of Medicine Kansas City, KS

Postgraduate Education:

Years (inclusive) Degree Institution 2006-9 Residency in Internal Medicine University of Kansas School of

Medicine Kansas City, KS

2009-10 Fellowship in Geriatric Medicine University of Kansas School of Medicine Kansas City, KS

Academic and Professional Appointments and Activities:

University of Kansas School of Medicine Promotion and Tenure Curriculum Vitae

http://medicine.kumc.edu/school-of-medicine/pdfa/faculty-affairs/promotion-and-tenure/instructions-for-applying.html




Month and Year Position Institution July 2010-present Assistant Professor University of Kansas School of

Medicine Kansas City, KS

January 2014-present Associate Medical Director Gentiva Hospice, Lenexa, KS

Professional Registration/Licensure:

Year Number State 2010 04-33830 Kansas, active

2011 2011001468 Missouri, active

Professional Certification(s):

Date Board August 11, 2009-2019 Internal Medicine

November 3, 2010-2020 Geriatric Medicine

October 4, 2012-2022 Hospice and Palliative Medicine

Professional Societies and Affiliations: List by national and local level; include offices held

Date Organization 2002-present American Medical Association

Member

2006-present American College of Physicians

Member

2008-present American Geriatrics Society

Member

Member, Special Interest Group: Long Term Care 2010-2012

Member, Special Interest Group: Palliative Care 2010-2012

Member Elect, Scientific Proposal Review Group 2016 Annual Meeting

2009-present American Medical Directors Association

Member

Certified Medical Director Candidate January 2016

2010-present American Academy of Hospice and Palliative Medicine Member

Member, Special Interest Group: Geriatrics

Chair-Elect, Geriatrics Special Interest Group February 2014-



February 2015

Chair, Geriatrics Special Interest Group February 2015-6

Member, Case Submission Committee 2014 Annual Assembly

Member, Case Submission Committee 2015 Annual Assembly

Member Elect, Case Submission Committee 2016 Annual Assembly

Judge, Poster Session for 2014 Annual Assembly

Designated Lobbyist in Washington DC for Hospice and Palliative Medicine, 2014

Session Moderator, 2015 Annual Assembly

Honors and Awards:

Year Award 2011 Student Voice Award, Geriatric Medicine

2015 Inspiring HPM (Hospice and Palliative Medicine) Leader Under the Age of 40, awarded at American Academy of Hospice and Palliative Medicine Annual Assembly

II. TEACHING ACTIVITIES: Instructions available online.

Teaching evaluations and other evidence of quality teaching must be provided and should accurately summarize ALL of your teaching activities. The absence of teaching evaluations may adversely affect your application for Promotion and/or Tenure. Philosophy of Teaching: Briefly describe your philosophy of teaching and how you apply it to different types of learners, e.g. medical students, graduate students, residents, fellows.

My areas of educational expertise are Geriatrics Medicine and Palliative Medicine with a focus on simulation experiences, transitions of care, and interprofessional care. I have been fortunate to apply these interests across all levels of learners, including exposure to every third year and fourth year student on the Kansas City campus, every Internal Medicine resident, and every fellow in Geriatric Medicine and Palliative Medicine. I believe that teaching in medicine not only has to be tailored to the learner’s level of education but also to his/her interests in the field. The competencies in geriatric medicine for each set of learners are defined by national consensus groups and leading organizations in geriatrics. Thus, I base the tenants of my teaching and curriculum on these competencies, but I encourage the learner to apply them to their own clinical experiences and interests. For example, when working with the third year medical students, we spend specific time focused on an assigned “skills card” that they must complete. I teach every medical student during the rotation, either clinically or in the small group discussion setting. We apply these skills to patients throughout the rotation and discuss their findings as they relate to specific individuals. In addition, if a student already




knows their career path, I work to expose them to patients with related medical/surgical issues in order to remind them that the skills they are learning now will be important even into the future. My didactics sessions are meant to engage the students and focus on the most pertinent clinical knowledge. They begin clerkships with a solid foundation in basic sciences and now I work with them to apply the information for patient care. I also spend significant time with the Internal Medicine Residents. Because I have higher expectations of their knowledge and skills, especially as most of the assigned residents are in their third year, our curriculum is organized differently. Every Internal Medicine Resident is required to complete this rotation. True, they have the same goals and objectives to meet, but rather than didactics and web modules, they have assigned journal articles to peruse and bring to small group discussion. In addition, they are assigned significantly more patients and expected to take a stronger lead in their care. Those residents who have identified a planned specialty are assigned patients with medical issues related to that specialty when possible. They report that this makes the experience feel more relevant to their long term goals. Since 2012, a Geriatric Medicine Fellow has also worked with me annually in the clinical Long Term Care and Skilled Nursing setting. In the Long Term Care setting, the fellow is actually assigned an entire unit of patients as her primary panel. As such, the fellow is expected to manage their medical needs, communicate (with supervision) with their families, and coordinate their visits to meet Medicare requirements. This is true in the Skilled Nursing setting as well, but with slightly less continuity due to patient care demands and fellowship scheduling. Beginning in 2013, the Palliative Care Fellows rotate with me in the nursing facilities. They are intentionally assigned a patient panel that includes patients at varying levels of the palliative spectrum. Again, as post-residency learners, they are expected to take the lead on the management of these patients. In summary, each level of learner is assigned tasks fitting their level of training and, when possible, their field of choice. I also partnered with colleagues from School of Health Professions and Neurology to create a program with the local chapter of the Alzheimer’s Association. In this program, selected first year medical students are paired with community members with mild Alzheimer’s Disease and asked to take them on community outings once monthly. This program is paired with monthly didactic sessions and has allowed the students and community members to both learn about one another and develop long lasting relationships.

1. Instruction:



Didactic: e.g. lectures and formal presentations

Academic Year

Title and Course

Number

Lecture or Presentation

Title

Instruction Learner

Type (e.g. lecture, grand

rounds, formal

presentation)

Hours (actual

instruction) Number of Learners

Type of Learner(s) (e.g. medical

students, graduate students, residents)

2009-10 GERO 900 Dementia Lecture 1 hr x 12 130 MS III


2010-11 Chief Residents in Training Retreat

Discharge Planning and Environmental Needs

Lecture 2 hour 12 Upcoming Chief Residents

2010-11 Chief Residents in Training Retreat

Functional Assessment

Lecture 1 hour 12 Upcoming Chief Residents

2010-11 Psychiatry Core Curriculum

Hospital Care of the Older Adult

Lecture 1 hour 10 Psychiatry Residents


2011-12 GERO 900 Delirium Lecture 1 hr x 9 130 MS III

2011-13 GERO 900 Depression Lecture 1 hr x 9 130 MS III

2011-12 GERO 900 Infectious Disease in Older Adults

Lecture 1 hr x 9 130 MS III

2011-12 Internal Medicine Core Curriculum


Lecture 1 hour 60 PGY1, PGY2, PGY3



Falls and Executive Function

Lecture 1 hour 14 PGY3, PGY4


Medication Use in Older Adults



Anorexia in Aging


2012-13 Internal Functional Lecture 1 hour 60 PGY1,



Medicine Core Curriculum

Assessment PGY2, PGY3

2013-14 GERO 900 Depression, Delirium, Dementia

Lecture 1.5 hr x 12 130 MS III


Falls and Executive Function



Anorexia in Aging





2014-15 *PAIRS program (*partnership program with 12 selected MS 1 and community members with Alzheimers)

Medications in Dementia

Lecture 1 hour 12 MS I

2014-15 *PAIRS program

Executive Function in Dementia


2014-15 *PAIRS program

Subtle Signs, Screening, and Gut in Dementia Diagnosis





2014-15 GERO 900 Depression, Delirium, Dementia

Lecture 1.5 hr x 12 130 MS III



Nondidactic: e.g. workshops, labs, and discussion groups

Academic Year

Title and Course

Number Presentation

Title

Instruction Learner

Type (e.g. small group,

laboratory, seminar,

workshop, journal club)

Hours (actual

instruction)

Number of

Learners

Type of Learner(s

) (e.g. medical students, graduate students, residents)

2009-10 GERO 900 Skills Fair Workshop 3 hr x 4-6: 15

60 MS III

2009-10 CORE 860 Toxicology Small Group discussion

4 24 MS II

2010-11 Geriatric Medicine Rotation

Weekly Core Curriculum

Small group discussions

4-6 hr x 13: 65

26 Internal Medicine Residents

2010-11 GERO 900 Ethics Discussion 1 hr x 12: 12

130 MS III

2010-11 Aging Across the Lifespan

Ida Mae Homer Workshop 4 hr x 2: 8

8 MS II


60 MS III


4 24 MS II

2010-11 Geriatric Fellowship

Core Conference

Discussion 2 hr x 6: 12

3 Geriatrics Fellow




4-6 hr x 13: 65


2011-12 GERO 900 Ethics Discussion 1 hr x 12: 12

130 MS III

2011-12 Aging Across the Lifespan

Ida Mae Homer Workshop 4 hr x 2: 8

8 MS II


60 MS III


Primary Care Workshop

Discussion 1 60 Internal Medicine Residents

2011-12 GERO 900 SP Feedback Session

Lecture 1 hr x 6: 6 130 MS III

2011-12 GERO 900 Palliative Care Workshop 2 hr X 6: 130 MS III



Workshop 12

2011-12 Emergency Dept Critical Care Selective

Barney Smith V: Simulated Death in the ED

Standardized patient and debriefing

4 hr x 2: 8 24 MS IV


4 24 MS II

2012-13 Critical Care Selective



4 hr x 20: 80

130 MS IV

2012-13 Internal Medicine Residency Program



4 hr x 6: 24

26 PGY 1




4-6 hr x 13: 65



60 MS III

2012-13 CORE 849 ID Roundlets Student presentation and discussion

2 130 PGY 2


Intern Boot Camp: Resuscitation Status


4 26 PGY 1

2012-13 Geriatric Medicine Fellowship and Palliative Medicine Fellowship

GeriPal Ethics Small group discussion

1 hr x 8: 8 5 PGY 4




4 hr x 20: 80

130 MS IV




4 hr x 6: 24

26 PGY 1


4 24 MS II

2013-14 Geriatric Interprofession Large group 1 hr x 4: 4 4 from PGY 4



Medicine Fellowship and Palliative Medicine Fellowship

al GeriPal Ethics

discussion with breakout sessions

SOM, ~70 from SOHP

2013-14 GERO 900 Barney 2.5 Interprofessional Standardized Patient and Debriefing

4 hr x 6: 24

130 from SOM, ~70 from SOHP, ~70 from SOPh

MS III



1 hr x 8: 8 5 PGY 4




4 hr x 20: 80

130 MS IV




4 hr x 6: 24

26 PGY 1




4-6 hr x 13: 65


2013-2014

*TEAMSTEPPS (*interprofessional set of tools for patient care and communication)

Pilot for Parts 1 and 2

Interprofessional Workshop

4 hr x 3: 12

36 Students from OT, PT, SLP, HIM, Nursing, Nurse Anesthesia


2 130 PGY 2


60 MS III

2013-14 *TEAMSTEPPS

Implementation for Part 1

Interprofessional Workshop

4 hr x 3: 12

36 Students from OT, PT, SLP,



HIM, Nursing, Nurse Anesthesia


Resuscitation Status Didactics and Simulation


4 hr x 6: 24

26 PGY 1




4-6 hr x 13: 65


2014-15 University of Kansas School of Medicine- Salina

Barney V: Simulated Death in the ED


4 hr 8 MS IV


2 130 PGY 2



1 hr x 8: 8 5 PGY 4




4 hr x 20: 80

130 MS IV




4 hr x 6: 24

26 PGY 1


Interprofessional GeriPal Ethics

Large group discussion with breakout sessions

1 hr x 4: 4 4 from SOM, ~70 from SOHP

PGY 4

2014-15 GERO 900 Barney 2.5 Interprofessional Standardized Patient and Debriefing

4 hr x 6: 24

130 from SOM, ~70 from SOHP, ~70 from

MS III



SOPh

2014-15 *TEAMSTEPPS

Part 1 Interprofessional Workshop

4 hr x 3: 12

36 Students from SOM, OT, PT, SLP, HIM, Nursing, Nurse Anesthesia

2014-15 *TEAMSTEPPS

Ambulatory Curriculum for Patient Care and Communication

Workshop 4 hr total, divided differently for each learner group

90 Internal Medicine residents, Internal Medicine Faculty, Clinic Nursing



Clinical:

Academic Year

Instruction Learner Length of Service (e.g. 8

weeks x 6 clerkships; one

month per resident; 40

hours/week x 6 weeks)

Type (e.g. clerkship, rounding,

clinic, daily supervision,

teaching) Hours Number of Learners

Type of Learner (e.g.

medical students, residents, fellows)

2010-11 Rounding/ Supervision/ Teaching on Palliative Care Service

5 hours/ session

2 students/ week: 16 annually

MS III 10 hours/ week x 8 weeks


10 hours/ session

1 resident/ week: 8 annually

PGY1,2,3 (IM) 60 hours/ week x 8 weeks

2010-11 Geriatric Clerkship, Rounding/ Supervision/ Teaching in Skilled Nursing

5 hours/ session

2 sessions/ week

2 students/ 4-week clerkship: 24 annually

MS III 10 hours/ week x 2 students x 12 clerkships

2010-11 Geriatric Clerkship, Clinic/ Supervision/ Teaching in outpatient medicine

5 hours/ session

1 session/ week

1 student/ clerkship: 12 annually

MS III 5 hours/week x 1 student x 12 clerkships

2010-11 Supervision/ Teaching in Resident Clinic

5 hours/ session

1 session/ week

5 residents annually

PGY 1,2,3 (IM) 5 hours/ week x 5 residents

Year-round

2010-11 Geriatric Rotation, Rounding/ Supervision/ Teaching in Skilled Nursing

5 hours/ session

2 sessions/ week

2 residents/ month: 26 annually


Year-round

2010-11 Vascular Neurology, Rounding/

5 hours/ session

1 fellow PGY 4 10 hours/ week x 2



Supervision/ Teaching in Skilled Nursing

2 sessions/ week

weeks




5 hours/ session

2 students/ week: 16 annually

MS III 10 hours/ week x 8 weeks


10 hours/ session

1 resident/ week: 8 annually

PGY1,2,3 (IM) 60 hours/ week x 8 weeks


5 hours/ session

2 sessions/ week



2011-12 Geriatric Clerkship, Clinic/ Supervision/ Teaching in outpatient medicine

5 hours/ session

1 session/ week

1 student/ clerkship: 13 annually

MS III 5 hours/week x 1 student x 13 clerkships

2011-12 Supervision/ Teaching in Resident Clinic

5 hours/ session

1 session/ week

5 residents annually


Year-round


5 hours/ session

2 sessions/ week



Year-round

2011-12 Vascular Neurology, Rounding/ Supervision/ Teaching in Skilled Nursing

5 hours/ session

2 sessions/ week

1 fellow PGY 4 10 hours/ week x 2 weeks

2012-13 Geriatric Fellow, Rounding/ Supervision/

8 hours/ session

1 fellow PGY 4 8 hours/ week Year-round



Teaching in Nursing Home and Post-Acute Setting



2012-13 Palliative Care Fellow, Rounding/ Supervision/ Teaching in Long Term Care Setting

5 hours/ session

2 sessions/ week

2 fellows PGY 4 10 hours/ week x 4 weeks


5 hours/ session

2 sessions/ week




5 hours/ session

2 sessions/ week



Year-round


5 hours/ session

2 sessions/ week




5 hours/ session

2 sessions/ week



Year-round


5 hours/ session

2 sessions/ week


2013-14 Vascular Neurology, Rounding/ Supervision/ Teaching in Skilled

5 hours/ session

2 sessions/ week




Nursing


5 hours/ session

2 sessions/ week




5 hours/ session

2 sessions/ week



Year-round

2014-15 Geriatric Fellow, Rounding/ Supervision/ Teaching in Nursing Home and Post-Acute Setting

8 hours/ session

1 fellow PGY 4 8 hours/ week Year-round


5 hours/ session

2 sessions/ week


2014-15 Vascular Neurology, Rounding/ Supervision/ Teaching in Skilled Nursing

5 hours/ session

2 sessions/ week


Master’s Theses and PhD Dissertations Directed: List only those for which you are/were primarily responsible.

Year Student Name Thesis Title Degree

(completed/in progress)



Supervision of Postdoctoral Fellows: List only those for which you are/were primary supervisor. Year Fellow Name Area of Study

Advising: Thesis or dissertation committees; student academic group/individual

Date Student or Group Name Type of Student/Group 2010-11 Resident Chapter of American Geriatrics

Society Internal Medicine and Family Medicine Residents

2010-11 Micholee Polsak PGY 3, Internal Medicine

2011-13 Margaret Pruitt MD PhD, MD Class of 2015

2012-13 Shaundre Brown PGY 3, Internal Medicine

2012-13 Rachel Mason PGY 4, Geriatric Fellow

2013-present John Shuler Class of 2016, research project

2013-present Emily Miller Class of 2017, Major Society advisee

2013-present Michelle Sommer Class of 2017, Major Society advisee

2013-present Jake Kenyon PGY 2, Internal Medicine, research project

2013-present Jennifer McRae PGY 2, Internal Medicine, research project

2014-present Erin Eifler Class of 2017, mentorship for Clendening Research Award

2014 Jeaneatte Bender Physician Assistant Student

2014-present Emily Smiley Nurse Practitioner Student

2014-present Blaine Knox Class of 2017, research project

2014-present Adma Muthyala Fellow in Geriatric Medicine

2015-present Lorna Muroka Class of 2018, Major Society advisee

2015-present Jason Lepse Class of 2018, Major Society advisee

2015-present Nikki Miller (Borgess) Class of 2018, research project

2015-present Susanne Siepl-Coates, Professor Advisor for Research Proposal for Regnier Faculty Chair

“Living Until Death: On the Architecture of Palliative Care”

Department of Architecture, Kansas State University

Other Teaching Activities: CME and Faculty Department Seminars

Date Title of Location Teaching Type of Learner



Presentation Function January 2011 Palliative Care in

the Nursing Home Kansas City Hospice House, Kansas City, MO

CME Palliative Care Providers in Kansas City Metro

April 2011 Care Across the Continuum

Kansas City Hospice House, Kansas City, MO


August 2011 Palliative Care in the Nursing Home



May 2012 Care Across the Continuum



November 2012 Prevention of Communicable Disease as Health Maintenance in Older Adults

Central Plains Geriatrics Education Center, Kansas City, KS

CME Medical Professionals across Kansas in person and via ITV

November 2012 Care Across the Continuum



December 2012 What Would Grandma Think is Important? Research Initiatives in Patient-Centered Care

Grand Rounds, Internal Medicine, University of Kansas School of Medicine, Kansas City, KS

CME Internal Medicine Faculty and Residents

April 2013 Palliative Care in the Nursing Home



December 2013 Geriatric Assessments: What They Are and How They Relate to HPM



February 2014 What is a SNF? KUMC Hospitalist Meeting, Kansas City, KS

Faculty Development

Hospitalist team

May 2015 The Transition Less Traveled: Navigating Post-Hospital Choices

Grand Rounds, Internal Medicine, University of Kansas School of Medicine, Kansas City, KS

CME Internal Medicine Faculty and Residents



October 2015 Tips and Tricks for Successful Navigation in Long Term Care

Kansas City Hospice House, Kansas city, MO


2. Development of Educational Materials:

Describe any process of peer-review or expert assessment to which materials have been subjected. Specifically document if the materials have been used or referenced by colleagues, especially at other institutions or otherwise disseminated. Examples of course materials include syllabi, educational software packages, web sites, films, educational tapes, and evaluation tools.

Year Title Description Intended Audience 2010-11 Modification and Revision of

Curriculum and Learning Notebook

Internal Medicine Residents on Geriatrics Rotation

2011-12 Development of a Knowledge Assessment Examination on Outpatient Geriatric Medicine

Primary Care Residents, being used at 4 other institutions nationally as of 2015

2011-12 Modification and Revision of Barney 3 standardized patient encounter

MS III in Geriatrics Clerkship

2011-12 Modification and Revision of Barney 4 standardized patient encounter

MS III in Clinical Skills Summative Assessment

2011-12 Modification and Revision of Toxicology Small Group Session Syllabus

MS II in Integration and Consolidation Module

2011-12 Development and Implementation of Barney 5, a Palliative Care Standardized Patient

MS IV in Emergency Department Critical Care Selective, but now includes all MS IV on their Critical Care Selective

2011-12 Development and Implementation of Barney Smith, a simulated death standardized patient

PGY 1 in Internal Medicine, and adopted by Geriatric and Palliative Medicine Fellowships

2011-12 Adaptation of ABIM/ACGME Developmental Milestones into an Internal Medicine Residency Curriculum

PGY 1,2,3. Also published on MedEd Portal (www.aamc.org, #275086)

2012-13 Development and Implementation of GeriPal Ethics, a monthly ethics seminar with History of Medicine

PGY 4 in Geriatric and Palliative Medicine Fellowships

2012-13 Development of a blog with focus on academic geriatrics, “Paging for the Aging”

PGY 1,2,3 in Internal Medicine

2013-14 Development and MS III on Geriatric Medicine


http://www.aamc.org/


Implementation of Longitudinal Computer Case to differentiate dementia, delirium, and depression

2013-14 Development and Pilot of Barney 2.5, an interprofessional standardized patient to perform a team assessment and hospital discharge appointment

MS III on Geriatric Medicine, also with students from Occupational Therapy, Physical Therapy, Speech and Language Pathology

2013-14 Development of Interdisciplinary GeriPal ethics, an interprofessional ethics seminar with History of Medicine

PGY 4 from Geriatric Medicine and Palliative Medicine, in addition to Occupational Therapy, Physical Therapy, School of Law, Social Work

2013-14 Development of Entrustable Professional Activities for the NAS in Internal Medicine

PGY 1,2,3 in Internal Medicine

2013-14 Development of a repository of peer-reviewed geriatrics education material with a national group via Society of General Internal Medicine

Residency Programs Nationally

2013-14 Development of a new Problem Based Learning Module for Integration and Consolidation Module

MS II

2013-14 Development of Pharmacy Student Integration into Barney 2.5, an interprofessional standardized patient, as a medication therapeutic management visit and provider communication

MSIII

2013-14 Development of a simulation activity teaching residents how to assess patient global goals of care and code status

PGY1 in Internal Medicine

2014-15 Revision of Problem Based Learning Module for Integration and Consolidation Module

MS II

2014-15 Development and Initial Training of Ambulatory Internal Medicine Personnel in TEAMSTEPPS (nationally recognized interprofessional toolkit to improve patient safety and quality of care)

All Internal Medicine Resident Physicians, General and Geriatric Medicine Ambulatory Physicians, Nursing Staff, and Checkout Personnel

2014-15 Complete overhaul of Curriculum and Electronic Implementation

Internal Medicine Residents on Required Geriatrics Rotation



for Required Internal Medicine Rotation

3. Educational Leadership: Describe administrative responsibility for courses and other leadership activities, including formal mentoring of junior faculty. Please list faculty members mentored and your role as mentor- letters from mentorees may be included. GERO 900; 2009-present I am a core faculty member and regular participant in many aspects of the MS III Geriatric Clerkship, including clinical teaching, didactics, and curricular development of several simulation patient encounters. I am the clerkship leader for the interprofessional Barney 2.5 encounter in which the medical students pair with students from occupational therapy, physical therapy, speech and language pathology, and pharmacy to evaluate and transition a standardized patient from hospital to home. Internal Medicine Residency Program; 2010-present I am a member of the Core Faculty and the Clinical Competency Committees for the Internal Medicine Residency Program. In this role, I participate in regular meetings to review resident educational issues. We discuss and implement curricular and clinical changes. In addition, discussions about problem residents are held within this group. In 2013, we began to restructure the evaluation system for the “New Accreditation System” by ACGME and I was involved in initial development of evaluation tools such as milestones and entrustable professional activities (EPAs). I developed EPAs in cognitive assessment, medication reconciliation, and end of life care. Additionally, I am mindful that our observed teaching should feed into required milestones and have advocated and begun to create more EPAs along with any new curricula I introduce. In 2015, I brought TeamSTEPPS to the residency program, which is a national teamwork system designed for health professionals and shown to improve patient safety, satisfaction, and quality of care. We focused the training on interprofessional communication tools such as ISBARR, Huddles, and Handoffs. I developed the training modules and met with all of the residents, ambulatory care faculty, and ambulatory nursing to train them in this program in partnership with leadership provided by the GME, the Center for Interprofessional Simulations (CIPES), and the residency program. We are now in the midst of implementation. Also within the residency program, I am the Course Director for the required 4 week Geriatric Medicine Rotation. This is one of only two required rotations in the curriculum. When I joined the faculty in 2010, I helped to update the curriculum used on this rotation. In 2014, I completed revamped the curriculum to incorporate more interactive resources via the internet and, at the same time, updated the material based on new guidelines. The curriculum consists of 3 learner modules and small group discussions. My clinical focus with the residents is focused on transitions of care and care in the skilled nursing facilities. I continue to grow this curriculum and hope to incorporate more education on care transitions moving into the future. Geriatric Medicine Fellowship; 2010-present



I am a Core Faculty member and a member of the Clinical Competency Committee for the Geriatric Fellowship. In addition to leading monthly ethics sessions that join fellows and faculty from Geriatrics and Palliative Medicine (GeriPal) and managing quarterly interprofessional GeriPal ethics with members of the School of Health Professions, I also function as the lead faculty for the longitudinal nursing facility portion of one of the fellow’s clinical training. The fellow is assigned his/her own panel of patients for whom he/she is responsible and I round with him/her once weekly. I also supervise fellow on-call time. Palliative Medicine Fellowship; 2012-present I am a member of the Clinical Competency Committee for the Palliative Medicine Fellowship program. We meet regularly to review the fellows’ progress, evaluations, and educational needs. In addition, I have developed a long term care/geriatrics rotation that is required for the fellowship curriculum.

Faculty Mentoring; 2013-present Emily Riegel is a junior faculty member in Internal Medicine/Pediatrics Palliative Medicine whom I mentor for curriculum development. Rachel Mason is a junior faculty member in Internal Medicine/Geriatric Medicine whom I mentor for educational innovation and scholarly activities as well as clinical expansion in the post-acute setting. TEAMSTEPPS Master Trainer Course; June 2014

I received certification as a TEAMSTEPPS Master Trainer in 2014 and am now qualified to both train learners and other faculty in the tenants of teamwork, communication, and skills nationally proven to improve patient safety, satisfaction, and quality of care. I used this training when implementing TEAMSTEPPS with the Internal Medicine residents and with the larger interprofessional programming already in place. Simulation Instructor Course; May 2015 I completed the inaugural Simulation Instructor Course led by the Center for Medical Simulation from Harvard Medical School. This was offered to a select group of providers with experience teaching using medical simulation and the group will now serve as the educational leaders for the new University of Kansas Simulation Center.

III. SERVICE ACTIVITIES: Instructions available online. See Guidelines for Promotion and Tenure, available online, for definitions and suggested documentation of professional and academic service. 1. Professional Service (Patient Care):

The diverse area of Professional Service includes patient care. Select measures that most clearly and concisely document your accomplishments and the value of these activities to the School of Medicine and the University. Measure of both quantity and quality of activities are required. If necessary, applicants should provide brief descriptions to assist reviewers. Measures of patient care activities include: number of patients, time allocation in clinical activity, procedures completed, Relative Value Units (RVUs), and value to the School of clinical service. If the primary quality evaluation is the subjective assessment of peers, this should be demonstrated in letters from departmental colleagues, chair, or referees.



http://medicine.kumc.edu/Documents/somfacaffairs/KUSOMGuidelinesforPromotionandTenure.pdf


The significance of professional service in the forms of task forces, committees (e.g. University of Kansas Hospital and University of Kansas Physicians) and similar groups should be explained and your specific role clarified. Professional consulting services must have academic credibility and clear service intent and not be performed primarily for personal profit. My initial faculty appointment included time divided between Outpatient Geriatrics Clinic, Inpatient Palliative Medicine Consults, and new clinical sites in skilled nursing and long term care facilities. Prior to my joining faculty it had been more than a decade since Internal Medicine had a presence in these settings and I created new relationships with community facilities. Since that time, I have transitioned to a 40% clinical position with my time dedicated to skilled nursing and long term care facilities at Brookdale Place Rosehill (formerly Sweet Life Rosehill) and Kansas City Transitional Care Center. I am also the Associate Medical Director of Gentiva Hospice. My clinical focus is on frail older adults and their transitions between hospital and home, with a major goal of preventing readmissions to the hospital and increasing each patient’s quality of life. Because the settings in which I practice are in constant flux, it is impossible to share numbers in my patient panel. However, I can share that I am never at a loss to meet my required RVU. My RVU requirements if I were 1.0 FTE clinical time would be 3689.18, but because I am 0.4 FTE clinical time, my goal is 1475.67. In the most recent full year of data (2014), I accumulated 2386.65. I exceeded my goal by 62% above my required level. Are we being sent the full year’s data?

2. Academic Service: In Academic Service, your contribution to the academic community should be clearly documented. Names and dates of committees, task forces, or working groups should be provided. A brief description of the significance of the group and explanation your role should be provided. Activities related to University of Kansas School of Medicine Academic Societies should be documented in this section. Transitions of Care Committee; 2013-present I sit on this committee as the representative from Internal Medicine Geriatrics. I work closely with medicine and transitions leadership on this committee to ensure the post-acute issues are being heard and tended to. Center for Interprofessional Education and Simulation (CIPES) Group; 2014-present I am a member of the campus-wide interprofessional committee to further incorporate multiple professions into our teaching. Through this committee, I have made several interprofessional contacts with whom I have developed new educational programs. I-70 Consortium; 2013-present



This is an interdisciplinary and regional group based in KU Lawrence with a focus on teaching and research in geriatrics. There is a yearly retreat, in addition to interval communication and ongoing projects. The 2016 yearly retreat will take place at KUMC and I am on the planning committee. Major Society; 2010-present I am a mentor yearly for first and second year medical students. We meet regularly in person and via email to discuss ongoing successes and failures in years one and two. Center on Aging Research Committee; 2012-2014 I meet with the committee monthly to review research on Aging and collaborate with other professionals with similar interests. Center on Aging Website Committee; 2012-2014 I met with committee weekly for a website redesign that is community and patient friendly. It offers information about aging and resources for older adults in addition to academic information for other providers. Billing Sheet Revision Workgroup; 2015-present I am the lead on a workgroup of post-acute providers to address changes as we move from ICD-9 to ICD-10 billing. Since we do not submit our billing in the electronic health record, the updates needed are unique to post-acute providers. Joint Replacement Readiness Subgroup; 2015-present This is a hospital committee focused on preparing the health system across the continuum for upcoming bundled payment models set forth by CMS for joint replacements. I represent the post-acute skilled nursing piece of this process. Continuum of Care Committee Advisory Group; 2015-present This is a hospital committee focused on transitions of care across the continuum of hospital care, post-acute care, and ambulatory care. I am the physician lead for the post-acute medical system and am currently working with the case management and hospital groups to develop more relationships with post-acute facilities and eventually a clinical integration network to partner with the hospital. Ad Hoc Manuscript Reviewer Journal of General Internal Medicine, 2012-2013 American Journal of Geriatric Pharmacology, 2011-2013 Annals of Internal Medicine, 2011-present

IV. RESEARCH AND SCHOLARLY ACTIVITIES: Instructions available online. Opening Statement: Provide a brief opening statement to orient the reviewers to the principal areas of scholarly activity and provide your perspective. A description of your most significant contributions to the literature is often helpful to the reviewers.




I am particularly interested in care of the frail older adult and the ways in which our current healthcare system accommodates their unique needs. As such, I have looked at prescribing patterns in frail older adults as it relates to hidden renal dysfunction, the ways in which the medical system incorporates patient preferences into treatment plans, and interventions to improve interprofessional care. In addition, much of my research is on educational innovations to improve the quality of care provided to frail older adults near the end of their lives. My goal is for my research to both educate the general public, but also to educate the learners at our institution to provide the best care possible for this at-risk population.

1. Grants and Contracts:

Information must include whether you are the principal investigator or a co-investigator, names of all investigators, title of grant, funding source, dollar amount in direct costs, and years during which grant applies. Co-investigators must specify role. Provide the cover sheet, abstract, and Notice of Award in PDF for all grants or contracts awarded in last five years.

Previous Grants and Contracts Awarded: List in chronological order; oldest first, newest last; list the applicant’s name in BOLD.

Principal Investigator Investigators

Title of Grant/Contract

Funding Source

Direct Costs

Inclusive Years of Award Status

Dan Swagerty

Mary McDonald, Sally Rigler Project Lead: Jessica Kalender-Rich

Geriatrics Training Grant

Donald W. Reynolds Foundation

$2 million

2006-11 Complete

Jessica Kalender-Rich

Sally Rigler, Jonathan Mahnken, Christine Daley

Patient Centered Healthcare Priorities

Office of Scholarly, Academics, and Research Mentoring

$50,000 2012-13 Complete


Dan Swagerty, Deon Hayley, Matthew Sharpe, Mary Meyer, Kathee Long

Barney 5: the simulation of a palliative care death

Medical Alumni Innovative Teaching Fund

$10,000 2012-13 Complete


Deon Hayley, Lisa Vansaghi, Jonathan Mahnken

Barney Smith: A hospice patent in the emergency room

Picker Institute/Gold Foundation

$12,427 2012-13 Complete

Jessica Kalender-

Deon Hayley, Rachel

Development of Case-Based

Medical Alumni

$8,000 2013-14 Completed



Rich Mason, Heather Anderson, Dan Swagerty

Computer Simulation to Teach Medical Students Differentiation of Dementia, Delirium, and Depression

Innovative Teaching Fund

Heather Anderson

Michelle Niedens, Jessica Kalender-Rich, Dory Sabata

The PAIRS Program: Partnering First Year Medical Students with Early-Stage Alzheimer’s Disease Patients for Improved Dementia Education

Medical Alumni Innovative Teaching Fund

$8,000 2013-14 Completed

Shari Tedford

Jackie Nowak, Barbara Mitchell, Kevin Kovach, Barb Thompson, Sara kurtz, Elizabeth Silvas, Jessica Kalender-Rich

Health Literacy Initiative: Quest to Understand and Educate Seniors Today (QUEST) Project

Health Care Foundation of Greater Kansas City

$20,000 2013-14 Completed

Current Grants and Contracts Awarded: List in chronological order; oldest first, newest last; list the applicant’s name in BOLD.



Funding Source

Direct Costs


Dan Swagerty

Giulia Bonaminio, Tomas Griebling Project Lead: Jessica Kalender-Rich

Reynolds Next Steps in Physician Training in Geriatrics

Donald W. Reynolds Foundation

$1 million 2013-17 Ongoing

Crystal Burkhardt

Brittany Melton, Rachel Mason,

Developing and Piloting a Model for Improving Geriatric

Kansas City Area Life Sciences Institute’s

$50,000 2015-16 Accepted, awaiting start date



Jessica Kalender-Rich, Deon Cox Hayley

Chronic Care Management Outcomes

Blue KC Outcomes Research Grant

Grants and Contracts Submitted: List in chronological order; oldest first, newest last; list the applicant’s name in BOLD.



Funding Source

Direct Costs



Dan Swagerty, Murad Moqbel, Lauren Pulino, LaVerne Manos

Use of an Electronic Health Record within an interprofessional standardized patient encounter

Medical Alumni Innovative Teaching Foundation

$9800 2014-2015

Ongoing re- submission

2. Scholarly Publications:

Publications must be numbered in chronological order, oldest publication first, most recent publications last. In cases where there are multiple publications within a year, they should be listed in alphabetical order.

Articles published: Include full-length, peer-reviewed articles in scientific journals; this list should not include papers in preparation, submitted, or under revisions, nor should it include conference proceedings, published abstracts, and book reviews (which are listed separately). Provide names of all authors (applicant’s name in BOLD), year, title, journal, volume, and inclusive pages. Provide a PDF of each peer-review article published within the last five years. Other articles may be provided at the applicant’s discretion. 1. Twenter, K., Kallenbach, L., Kalender-Rich, J., Swagerty, D. Dementia. POGOe. January 2011. 2. Kalender-Rich, J.L. Mahnken, J.D., Wetmore, J.B., Rigler, S.K. Transient Impact of Automated

Glomerular Filtration Rate Reporting on Drug Dosing for Hospitalized Older Adults with Concealed Renal Insufficiency. Am J Geriatr Pharm. 2011 October; 9(5) 320-7. Also presented at Landon Center on Aging Research Conference, University of Kansas School of Medicine, May 2012.

3. Lowry BN, Rigler SK, McClain E, Kalender-Rich JL, Broxterman JT, Eck LM, Williamson TL, Simpson SQ, Lisbon DP, Vansaghi LM. “Adaptation of ABIM/ACGME Developmental Milestones into an Internal Medicine Residency Curriculum at a University Medical Center - Examples of Rotational Curricula” [Internet]. Association of American Medical Colleges: iCollaborative. 2012 Mar 6 [updated 2012 Mar 6; cited 2012 Mar 6]. Available from: https://www.aamc.org/icollaborative/meded/275086/resource271.htm

4. Kalender-Rich, J.L., Swagerty, D. More About Nursing Homes and Medical Education. Acad Med. 2013 Jan; 88(1):8.


https://mail.kumc.edu/owa/redir.aspx?SURL=-j1lTpn7GakwtkDD4lUCeQXdNBWR7xfRxSgC5p-69tno7fz7ulXSCGgAdAB0AHAAcwA6AC8ALwB3AHcAdwAuAGEAYQBtAGMALgBvAHIAZwAvAGkAYwBvAGwAbABhAGIAbwByAGEAdABpAHYAZQAvAG0AZQBkAGUAZAAvADIANwA1ADAAOAA2AC8AcgBlAHMAbwB1AHIAYwBlADIANwAxAC4AaAB0AG0AbAA.&URL=https%3a%2f%2fwww.aamc.org%2ficollaborative%2fmeded%2f275086%2fresource271.html


5. Kalender-Rich, J.L., Mahnken, J.D., Dong, L., Paolo, A.M., Hayley, D.C., Rigler, S.K. Development of an Ambulatory Geriatrics Knowledge Examination for Internal Medicine Residents. J Grad Med Educ. 2013 Dec; 5(4):678-80.

Also presented as an oral presentation at Office of Scholarly, Academic, and Research Mentoring Research Conference. University of Kansas School of Medicine, Kansas City, Kansas. March 2012.

6. Howe, E, Kalender-Rich, J.L, Brimacombe, M, Polsak, M, Lowry, B, Vansaghi, L. Using Teaching Excellence Surveys to Evaluate Improvements in Teaching Confidence. Kansas Journal of Medicine. 2015 Feb; 8(1).

Manuscripts in press: Provide names of all authors (applicant’s name in BOLD), title, journal, and PDF of manuscript, plus evidence of acceptance by journal. 1.

Manuscripts submitted by not yet accepted: Provide names of all authors (applicant’s name in BOLD), title, journal, and PDF of manuscript, plus evidence of acceptance by journal.

1. Invited or non-peer –reviewed articles or reviews: Provide names of all authors (applicant’s name in BOLD), year, title, journal, volume, and pages. If in press, provide documentation and PDF of article/review if published within the last five years.

1. Porter-Williamson, Karin, Sinclair, Christian, Kalender-Rich, Jessica, McCool, Jessica, Griebling, Tomas. Palliative and End of Life Care in Urology. Clinics in Geriatric Medicine on Geriatric Urology. October 2015.

2. Books and book chapters: Provide names of all authors (applicant’s name in BOLD), year, book title, chapter title, edition, publisher, and pages. If in press, provide documentation and PDF of book/book chapter if published in last five years. 1. Kalender-Rich, Jessica L, Boyce, Michelle, Sokol, Jason A. Eye Problems of the Aged. Reichel’s Care

of the Elderly. 7th Edition. In Press. Published Abstracts: Provide names of all authors (applicant’s name in BOLD), year, title, where published, volume and pages. If the same work is reflected in a published abstract and a presentation or poster, the work must only be listed once. 1. Kalender-Rich, Jessica L., Rigler, Sally K., Wetmore, James B. Inappropriate Medication Dosing in

Older Inpatients with Concealed Renal Insufficiency. J Am Geriatr Soc. 2009 April; 57 (4 Suppl): S188. (Also presented as a poster at American Geriatrics Society Annual Meeting April 2009 and as an oral presentation at KUMC Resident and Fellow Research Day May 2009 and Geriatrics Education



Symposium, Landon Center on Aging, University of Kansas School of Medicine, Kansas City, Kansas. May 2009.)

2. Kalender-Rich, J., Rigler, S., Wetmore, J., Mahnken, J. Transient Impact of Automated Glomerular Filtration Rate Reporting on Drug Dosing for Hospitalized Older Adults with Concealed Renal Insufficiency. J Am Geriatr Soc. 2011 April; 59 (1 Suppl): S45. (Also presented as a poster at American Geriatrics Society Annual Meeting April 2001.)

3. Kalender-Rich, J.L., Mahnken, J.D., Dong, L., Paolo, A.M., Rigler, S.K. Development of an Ambulatory Geriatrics Exam for Internal Medicine Residents. J Am Geriatr Soc. 2012 April; 60 (4 Suppl) S95. (Also presented in the Presidential Poster Session at American Geriatrics Society Annual Meeting April 2012.)

4. Hayley, D.C., Kalender-Rich, J., Lowry, B., Brimacombe, M. Care of the Older Adults Continuing At Home (COACH): Optimizing Medical Resident Understanding of the Patient at Home. J Am Geriatr Soc. 2012 April; 60 (4 Suppl): S174. (Also presented at the American Geriatrics Society Annual Meeting April 2012. )

5. Kalender-Rich, JL, Swagerty, D, Paolo, A, Hayley, D. Simulated Death: A New Strategy to Teach End of Life Care. J Am Geriatr Soc. 2013 April; C67 (Suppl): S150. (Also presented as a poster at American Geriatrics Society Annual Meeting April 2013.)

6. Shuler, J., Hayley, D.C., Porter-Williamson, K., Kalender-Rich, J.L. What do Hospital Discharge Summaries Report Regarding Palliative Care? J Am Geriatr Soc. 2014 May; B139 (Suppl): S140. (Also presented as a poster in the Presidential Poster Session at American Geriatrics Society Annual Meeting, Orlando, FL, May 2014.)

7. Muthyala, A., Kalender-Rich, J.L., Cox Hayley, D. Beyond Words: How well medical students used non-verbal cues to offer support. J Am Geriatr Soc. 2015 April; C84 (Suppl) S189.

Other Scholarly Publications: 1.

3. Presentations and Posters:

Presentations and posters must be number in chronological order, oldest first, most recent last.

Oral paper presentation: Provide names of all authors (applicant’s name in BOLD), title, sponsoring organization, extent of peer-review, and location and date of presentation.

Scientific papers presented at national and international meetings: 1. Kalender-Rich, JL, Hayley, D. Simulated Death: An Innovative, Interprofessional Teaching

Method. Annual Assembly, American Academy of Hospice and Palliative Medicine. New Orleans, LA. March 2013.

2. Kenyon, J., Cox Hayley, D., Kalender-Rich, J.L. Death and Dying: Easy to recognize, hard to say. Annual Meeting, American Geriatrics Society. Orlando, FL. May 2014.

3. Jernigan, S., Kalender-Rich, J.L., Swagerty, D., Sabata, D., Jackson,S. Brief, Encounter, Huddle, Debrief: Developing Collaborative Practice-Ready Healthcare Providers through an



Interprofessional Discharge Planning Simulation with Standardized Patients. Collaborating Across Borders V, Interprofessional Annual Meeting. Roanoke, VA. Sept 2015.

Scientific papers presented at local and regional meetings: 1. McRae, J., Hayley, D.C., Kalender-Rich, J.L. Use of a Validated Examination to Demonstrate

Acquired Knowledge during an Internal Medicine Ambulatory Geriatrics Rotation. Resident/Fellow Research Day. May 2014.

2. Knox, B., McRae, J., Kenyon, J., Kalender-Rich, J.L. Factors the Contribute to Increased Readmission Rate in the Geriatric Population. KUMC Student Research Day. April 2014.

3. Gaugh, R., Porter-Williamson, K., Kalender-Rich, J.L., Hayley, D. Role-Play Interventions with Standardized Patients Influence Medical Interns Comfort Level with “Resuscitation Discussion.” KUMC Resident/Fellow Research Day. May 2015.

Poster Presentations: Provide names of all authors (applicant’s name in BOLD), title, sponsoring organization, extent of peer-review, and location and date of presentation.

Poster presentation at national and international meetings: 1. Kalender-Rich, J.L, Hayley, D. Paging for the Aging: A Geriatrics Education Blog. Annual

Reynolds Meeting. San Diego, CA. October 2013. 2. Kalender-Rich, J.L., Mason, R., Hayley, D.C. Teaching Dementia, Delirium, Depression—

consolidated facilitated discussion stands alone. American Geriatrics Society. Orlando, FL. May 2014.

Poster presentation at local and regional meetings: 1. Lowry, B.N., Vansaghi, L.M., McClain, E., Kalender-Rich, J.L., Rigler, S.K. Milestones-Based

Curriculum Revision in an Internal Medicine Residency at a University Medical Center. American College of Physicians Kansas Scientific Meeting, Non-Peer Reviewed. Wichita, Kansas. September 30, 2011. Also presented at KUMC Faculty Research Day, Non-Peer Reviewed. Kansas City, Kansas. November 3, 2011.

Invited seminars at other universities: Provide title, sponsoring organization or institution, and date of presentation.

1.

Invited national presentations: Provide title, sponsoring organization or institution, and date of presentation.

1. Barney Smith: A Dying Patient in the Emergency Department Across the Continuum of Care. Annual Reynolds Meeting. St. Louis, Missouri. October 23, 2012.



2. Palliative Care in Long Term Care Update: Practical Pointers, Policies, Programs, and Regulatory Pitfalls. Pre-Conference Session. American Academy of Hospice and Palliative Medicine Annual Assembly, Philadelphia, Pennsylvania. February 25, 2015. (presented as a lecture)

3. Palliative Care in Long Term Care Update: Practical Pointers, Policies, Programs, and Regulatory Pitfalls. Pre-Conference Session. American Geriatrics Society Annual Meeting, National Harbor, Maryland. May 14, 2015. (presented as a small group discussion and breakout session)

Invited local and regional presentations: Provide title, sponsoring organization or institution, and date of presentation.

1. Signs of Physical Abuse and Cognitive Impairment. Johnson County Police Training. Olathe, Kansas. September 28, 2011.

2. Development of an Ambulatory Geriatrics Exam for Internal Medicine Residents. OSARM (Office of Scholarly and Research Mentoring) Research Conference. Kansas City, Kansas. March 2012.

3. Automated GFR Reporting in the Hospital: Does it help reduce dosing errors in older adults? OSARM (Office of Scholarly and Research Mentoring) Research Conference. Kansas City, Kansas. May 2012.

4. Does my Blood Pressure Still Matter at This Age? Village Shalom University. Village Shalom Retirement Community, Overland Park, Kansas. August 31. 2012.

5. Transitions of Care: Positives and Pitfalls. TPOPP (Transportable Physician Orders of Patient Preferences) Regional Symposium. Midwest Center for Practical Bioethics, Kansas City, Missouri. November 16, 2012.

6. Gait and Balance. Senior Health Fair. Google Fiber, Kansas City, Kansas. February 11, 2013. 7. Considerations for Geriatrics, Hospice, and Palliative Care from Patient and Caregiver

Perspectives as we Age. Hadassah Women’s Health Symposium. Overland Park, Kansas. March 23, 2014.

8. Approaches to Pain Management in the Aging Population. Pain Management Resource Team. University of Kansas Hospital, Kansas City, Kansas. October 23, 2014.

9. Hospice Update 2014. Palliative Care Education Day. St. Joseph Medical Center, Kansas City, Missouri. November 13, 2014.

10. Post-Hospital Positives and Pitfalls. E5 Care Variation Workshop: Governing Coordination of Care. University of Kansas Medical Center, Kansas City, Kansas. June 1, 2015.

4. Other Evidence of Scholarship: Includes clinical guidelines, policy documents, contributions to significant position statements by professional organizations, and development of national examinations.

1. Maintenance of Certification Exam Reviewer for Geriatric Medicine, 2014

This exam is now available for maintenance of certification requirements for Geriatric Medicine for the American Board of Internal Medicine.

2. Maintenance of Certification Exam Reviewer for Geriatric Medicine, 2015

This exam is now available for maintenance of certification requirements for Geriatric Medicine for the American Board of Internal Medicine.




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