CARE (Course on Addiction and Recovery Education)

Aquifer Addiction

Formerly known as Aquifer Addiction

Aquifer Addiction is now known as CARE (Course on Addiction and Recovery Education) and hosted on the WISE learning platform. CARE is distributed by Aquifer on behalf of Hazelden Betty Ford Foundation (HBFF) and the NYU Grossman School of Medicine.

The 12 modules in the Course on Addiction and Recovery Education (CARE) concentrate on critical addiction and substance use topics that medical students and healthcare professionals need to be able to address. Modules consist of patient cases and videos.

Overview

Used in medical schools around the world, the CARE online curriculum prepares medical students to identify, intervene, and address substance use disorders. The lack of formal education surrounding substance use disorders and addiction has left many practicing physicians and healthcare professionals inadequately prepared to assess, intervene, manage, and treat patients.

  • Twelve modules incorporate case studies, which provide an interactive platform for clinical consideration, and videos featuring today’s leading experts in addiction covering key topics
  • Created for educators, by educators, in conjunction with the American Society of Addiction Medicine and the Treatment Research Institute
  • Proven pedagogy that standardizes experiences—overcoming geography, seasonality, and accessibility
  • Self-assessment questions at the end of the course emphasize key content and enable students to test their knowledge and skills
  • A wealth of source material, tools, and full references in each case

A first-of-its-kind online course for medical students, CARE draws from leading experts and emerging science, covering topics such as integrated treatment for addiction and mental health issues and multicultural sensitivity. This course provides expert training and content that builds the skills needed to provide quality care to these patients. The modules combine virtual patient cases and video presentations with self-assessment questions.

Students utilize CARE’s interactive platform to review patient profiles covering topics such as pregnancy and alcohol abuse, cannabis use in adolescents, pain management and liability for addiction, alcohol withdrawal, and more. Through our additional video content, which is incorporated into the modules, leading addiction scientists and clinicians present the latest information and best practices on 14 topics, including neurobiology of addiction, evidence-based behavioral therapies, medication in the treatment of addiction, and genetics in alcohol and substance abuse disorders.

These cases and videos are designed to be used as stand-alone segments, or in conjunction with current medical school curriculums. 

1: 34-year-old woman – Pregnancy and substance use

2: 16-year-old male – Adolescent and substance use

3: 38-year-old man – Pain management

4: 56-year-old man alcohol use – Withdrawal and brief motivational intervention

5: 34-year-old man – Stimulant use disorder and the genetics of substance use disorders

6: 39-year-old woman – Heroin use and the neurobiology of addiction

7: Neurobiology of addiction

8: Overview of treatment for substance use disorders

9: Evidence-based behavioral therapies for substance use disorders

10: The epidemiology of addiction and psychiatric comorbidity

11: Conceptual approaches to treating substance use in the United States

12: Substance use professionals and medications for the treatment of addiction

Inside the Course

Statistics

Testimonials

“No matter what specialty medical students choose, they will take care of patients with substance use disorders. These cases encourage them to start thinking about the impact of substance use on health.”

Sharon Levy, MD, MPH, Assistant Professor of Pediatrics, Harvard Medical School

“The modules are just right. Medical students will be challenged to think about the intersection between substance use and health problems. The physicians in the cases demonstrate how to talk to patients about their substance use in collaborative, non-threatening ways.”

Mark P. Schwartz MD, FAAFP, FASAM, Medical Director, Princeton House Behavioral Health

Aquifer Family Medicine

Aquifer Family Medicine
Exam Room
In collaboration with:
Society of Teachers of Family Medicine (STFM)
The Society of Teachers of Family Medicine (STFM)

The 40 interactive virtual patient cases in AquiferSM Family Medicine deliver on the learning objectives of the Society of Teachers of Family Medicine’s (STFM) clerkship curriculum, powered by AqueductSM, Aquifer’s teaching and learning platform.

Overview

Aquifer Family Medicine (formerly fmCASES) builds clinical competency, fills educational gaps, and helps instill the core values and attitudes of family medicine. The course fosters self-directed and independent study, develops clinical problem-solving skills, and teaches an evidence-based, patient-centered approach to patient care.

  • Created for educators, by educators, to cover the full range of STFM curriculum
  • Available for institutional subscription or for direct purchase by individual subscribers
  • Validated 100-question online summative exam available at no additional cost through the 2022-23 subscription year and innovative new formative assessments in development
  • Proven pedagogy that standardizes experiences—overcoming geography, seasonality, and accessibility
  • Evidence-based, peer-reviewed, and continuously updated content
  • Self-assessment questions emphasize key content and enable students to test their knowledge and skills
  • A wealth of source material, tools, and full references in each case
  • Delivered via the Aqueduct teaching and learning platform, which includes user management options, easy reporting on student progress and course usage, plus tools for creating custom courses to match a specific curriculum

This course covers the complete STFM Family Medicine Clerkship Curriculum. Course content includes five Aquifer Pediatrics cases and two Aquifer Internal Medicine cases to help cover the full range of family medicine learning objectives.

Self Assessment Questions, included with the course content, are a valuable component of the learning and have been shown to improve student performance on exams (Seagrave et al, 2016).

Aquifer Family Medicine can be used by third-year medical students, Physician Assistant students, and Nurse Practitioner students as a complement to a clerkship or course on family medicine.

Research has shown that students who complete more cases perform better on the Aquifer Family Medicine exam (Chessman et al, 2013). Even if you aren’t requiring all 40 cases, we recommend encouraging your students to complete as many cases as possible.

We are excited to share that innovative new formative assessments are now in development for Aquifer Family Medicine. The new assessments will combine the concepts of test-enhanced learning and distributed practice to facilitate efficient study planning and self-directed learning for students, and identify at-risk students and curricular gaps for faculty.

Our current 100-question summative multiple-choice exam will continue to be available through June 2023. 

Aquifer’s online, validated summative exam is included with your Aquifer Family Medicine course subscription. Unlike the NMBE, our 100-item, multiple-choice exam was created by Society of Teachers of Family Medicine (STFM) educators as an assessment tool based specifically on the Family Medicine clerkship curriculum.

The exam is delivered in a secure browser and accompanied by student assessment reports with individual and class data. It can be used to replace or enhance an existing comprehensive assessment or to remediate students. The exam has also been found to improve NBME performance when used as a pre-test (Nguyen 2018).

A study of 130 medical students at one institution found the percent correct on the Aquifer Family Medicine and NBME examinations were highly correlated (Pearson correlation coefficient = 0.607). Using linear regression, performance on the Aquifer Family Medicine exam was a very strong positive predictor of subsequent NBME scores (p=.00000000000002) (Sussman, 2012).

Family Medicine 01: 45-year-old female wellness visit

Family Medicine 02: 55-year-old male wellness visit

Family Medicine 03: 65-year-old female with insomnia

Family Medicine 04: 19-year-old female with sports injury

Family Medicine 05: 30-year-old female with palpitations

Family Medicine 06: 57-year-old female diabetes care visit

Family Medicine 07: 53-year-old male with leg swelling

Family Medicine 08: 54-year-old male with elevated blood pressure

Family Medicine 09: 50-year-old female with palpitations

Family Medicine 10: 45-year-old male with low back pain

Family Medicine 11: 74-year-old female with knee pain

Family Medicine 12: 16-year-old female with vaginal bleeding and UCG

Family Medicine 13: 40-year-old male with a persistent cough

Family Medicine 14: 35-year-old female with missed period

Family Medicine 15: 42-year-old male with right upper quadrant pain

Family Medicine 16: 68-year-old male with skin lesion

Family Medicine 17: 55-year-old post-menopausal female with vaginal bleeding

Family Medicine 18: 24-year-old female with headaches

Family Medicine 19: 39-year-old male with epigastric pain

Family Medicine 20: 28-year-old female with abdominal pain

Family Medicine 21: 12-year-old female with fever

Family Medicine 22: 70-year-old male with new-onset unilateral weakness

Family Medicine 23: 5-year-old female with sore throat

Family Medicine 24: 4-week-old female with fussiness

Family Medicine 25: 38-year-old male with shoulder pain

Family Medicine 26: 55-year-old male with fatigue

Family Medicine 27: 17-year-old male with groin pain

Family Medicine 28: 58-year-old male with shortness of breath

Family Medicine 29: 72-year-old male with dementia

Family Medicine 30: 27-year-old female Labor and delivery

Family Medicine 31: 66-year-old female with shortness of breath

Family Medicine 32: 33-year-old female with painful periods

Family Medicine 33: 28-year-old female with dizziness

Pediatrics 01: Newborn male infant evaluation and care

Pediatrics 02: Infant female well-child visits (2, 6, and 9 months)

Pediatrics 03: 3-year-old male well-child visit

Pediatrics 04: 8-year-old male well-child check

Pediatrics 13: 6-year-old female with chronic cough

Internal Medicine 02: 60-year-old female with episodic chest discomfort

Internal Medicine 16: 45-year-old male with obesity

From Our Cases

User Story

Learn how Aquifer Family Medicine can benefit medical students and faculty in your program:

Academic Presentation

Aligning the National Clerkship Curriculum, the NBME, and Aquifer Family Medicine’s Learning Objectives for Enhanced Curricular Mapping

From the Society of Teachers of Family Medicine Medical Student Education Conference 2021:

Aquifer Geriatrics

Aquifer Geriatrics
In collaboration with:
American Geriatrics Society

The 27 virtual patient cases in Aquifer Geriatrics provide the AGS National Online Curriculum for medical and health professions students.

Overview

Aquifer Geriatrics helps students learn the principles of geriatric medicine and integrate these principles into the care of their patients. With a range of cases spanning many specialties, the content stands alone as an educational tool or enriches an existing curriculum.

As life spans increase, it becomes even more vitally important to understand the kind of health care our patients need as they age. It’s critical for health care providers to understand the unique health circumstances and preferences that come with aging so they can work in collaboration with one another—a critical asset since more than half of older Americans are managing two or more chronic conditions.

New Case Available

New Case Now Available

Aquifer Geriatrics 27: Advance Care Planning

The new case models communication and management of end-of-life care and advance care planning (ACP), and is designed to deliver the core knowledge needed for students and providers to develop skills in these critically important topics. The new case is available to all Aquifer Geriatrics subscribers via your Aquifer account. Learn more…

Publications

From the Journal of the American Geriatrics Society (JAGS), “Introducing Aquifer Geriatrics, the American Geriatrics Society National Online Curriculum”, discusses the development of this course, highlights best practices to incorporate cases in a variety of teaching settings, and describe teaching methods that utilize the curriculum to create a robust experience for learners.

An accompanying editorial also published in JAGS states that Aquifer Geriatrics is “helping to fill the gap that is left by the shortage of geriatrics educators” and prepares the field to “play the long game,” thanks to innovative solutions to education.

Recently, JAGS published a research letter titled “Teaching geriatrics during the COVID-19 pandemic: Aquifer Geriatrics to the Rescue” that notes “When many institutions transitioned to online learning during the height of the pandemic, Aquifer Geriatrics came to the rescue and provided an engaging way to fill the void of in-person teaching.”


Course Details

  • Created for educators, by educators, as the American Geriatrics Society national online curriculum for medical and health professions students.
  • Available for institutional subscription or for direct purchase by individual subscribers
  • Students discover the physiological, psychological, and functional changes that occur with aging and the multifaceted aspects of geriatric care
  • Cases are function-focused and incorporate common diseases in older adults
  • Proven pedagogy that standardizes experiences—overcoming geography, seasonality, and accessibility
  • Evidence-based, peer-reviewed, and continuously updated content
  • A wealth of source material—including embedded assessment questions and full references—in each case
  • Delivered via the Aqueduct teaching and learning platform, which includes user management tools, easy reporting on student progress and course usage, plus tools for creating custom courses to match a specific curriculum

Our cases were developed through a collaborative effort with authors from 35 different institutions. Topics covered include medication management, dementia, osteoarthritis, pain management, hospitalization, and many more.

The Aquifer Geriatrics cases have been mapped to the AAMC/JAHF Minimum Geriatrics Competencies for Medical Students.

Click on the image below to enlarge the table.

The course is ideal for use within a geriatrics, internal medicine, or family medicine clerkship. Individual cases can be integrated into another clerkship or clinical training with an emphasis on neurology, psychiatry, emergency medicine, or OB/GYN. With Aqueduct, it’s easy to combine these cases with another course to build a custom curriculum.

Since many institutions do not have dedicated Geriatric Medicine clerkships, the cases have been further categorized and matched to medical specialties and curricula to provide a framework for assigning cases across various clerkships, like Neurology, Psychiatry, and Surgery.

Click on the image below to enlarge the table.

Aquifer Geriatrics Cases Mapped to Clerkships

Geriatrics 01: 85-year-old female using anticoagulants

Geriatrics 02: 85-year-old female with hypoglycemia

Geriatrics 03: 88-year-old female with urinary incontinence

Geriatrics 04: 85-year-old female with dementia

Geriatrics 05: 79-year-old female with agitation

Geriatrics 06: 85-year-old female with delirium

Geriatrics 07: 78-year-old male with depression

Geriatrics 08: 86-year-old female and decisional capacity in the context of elder abuse

Geriatrics 09: 82-year-old female and functional status and home safety

Geriatrics 10: 72-year-old male and sexuality in older adults

Geriatrics 11: 75-year-old female with neck pain

Geriatrics 12: 78-year-old female and falls

Geriatrics 13: 75-year-old male and 80-year-old female, prognosis and screening for older adults

Geriatrics 14: 88-year-old female with dementia and feeding issues

Geriatrics 15: 75-year-old male with abdominal pain

Geriatrics 16: 87-year-old male with low back pain

Geriatrics 17: 86-year-old female with pneumonia

Geriatrics 18: 83-year-old female with urinary tract infection

Geriatrics 19: 70-year-old male with urinary concerns

Geriatrics 20: 79-year-old male with severe pain and low health literacy

Geriatrics 21: 70-year-old female and the psychological, social, and spiritual needs in geriatric care

Geriatrics 22: 74-year-old male and hazards of hospitalization: geriatric patient safety in the acute care setting

Geriatrics 23: 70-year-old female and hazards of hospitalization: transitions of care and discharge planning for geriatric inpatients

Geriatrics 24: 78-year-old female with pressure injuries

Geriatrics 25: 85-year-old male and restraints

Geriatrics 26: 78-year-old male and cultural competency in geriatric care

Geriatrics 27: Advance Care Planning

From Our Cases


User Stories

Learn how Aquifer Geriatrics can benefit medical students, residents, fellows, and faculty in your program:

On-Demand Webinar

Best Practices for Using Aquifer Geriatrics Across the Curriculum
5 Ways to Use Aquifer Geriatrics

Blog: 5 Ways to Use Aquifer Geriatrics

Aquifer Geriatrics Course Board

Aquifer Internal Medicine

Aquifer Internal Medicine
Aquifer Internal Medicine
In collaboration with:
Alliance for Academic Internal Medicine

The 36 interactive virtual patient cases in Aquifer Internal Medicine deliver on the learning objectives of Clerkship Directors in Internal Medicine’s (CDIM) General Internal Medicine Core Medicine clerkship curriculum.

Overview

Aquifer Internal Medicine builds clinical competency and fills educational gaps in internal medicine curricula. The course fosters self-directed and independent study, develops clinical problem-solving skills, and teaches an evidence-based, patient-centered approach to health care.

  • Created for educators, by educators, to cover the full range of CDIM’s curriculum
  • Available for institutional subscription or for direct purchase by individual subscribers
  • Innovative Clinical Decision-Making Exam in the key features format available at no additional cost
  • Proven pedagogy that standardizes experiences—overcoming geography, seasonality, and accessibility
  • Evidence-based, peer-reviewed, and continuously updated content
  • Self-assessment questions emphasize key content and enable students to test their knowledge and skills
  • A wealth of source material, tools, and full references in each case
  • Delivered via the Aqueduct teaching and learning platform, which includes user management options, easy reporting on student progress and course usage, plus tools for creating custom courses to match a specific curriculum

Realistic case scenarios that demonstrate best-practices create an invaluable bridge from content to practice for our students. Aquifer Internal Medicine cases help students to develop the clinical reasoning skills critical to becoming a successful practitioner.

Although designed for use by third-year medical students, Aquifer Internal Medicine is an excellent learning tool for many healthcare professionals. Cases can be assigned to supplement clinical experience to ensure students encounter all of the desired cases in internal medicine, removing the chance that they will miss key clinical experiences.

Formerly the Key Features Exam

The Aquifer Internal Medicine Clinical Decision-Making Exam aligns directly with CDIM’s national curriculum and provides a unique way to assess individual students’ clinical decision-making skills. This exam, validated in a recent study published in Academic Medicine, focuses on challenging decisions in diagnosis and management to target critical decision points that students will encounter in clinical practice.

After completing each case, students will have the option of calibrating their ability to apply their new knowledge and skills by completing five single-best answer vignette style self-assessment questions. Each question includes clear explanations of the correct and incorrect responses for immediate feedback to students. All self-assessment questions for this course are new as of the 2018-19 subscription year.

Internal Medicine 01: 49-year-old male with chest pain

Internal Medicine 02: 60-year-old female with chest pain

Internal Medicine 03: 54-year-old female with syncope

Internal Medicine 04: 67-year-old female with shortness of breath and lower-leg swelling

Internal Medicine 05: 55-year-old male with fatigue

Internal Medicine 06: 45-year-old male with hypertension

Internal Medicine 07: 28-year-old female with lightheadedness

Internal Medicine 08: 55-year-old male with chronic disease management

Internal Medicine 09: 55-year-old female with upper abdominal pain and vomiting

Internal Medicine 10: 48-year-old female with diarrhea and dizziness

Internal Medicine 11: 45-year-old male with abnormal liver chemistries

Internal Medicine 12: 55-year-old male with lower abdominal pain

Internal Medicine 13: 65-year-old female seen for annual physical

Internal Medicine 14: 18-year-old female for pre-college physical

Internal Medicine 15: 50-year-old male with cough and nasal congestion

Internal Medicine 16: 45-year-old male who is overweight

Internal Medicine 17: 28-year-old male with a pigmented lesion

Internal Medicine 18: 75-year-old male with memory problems

Internal Medicine 19: 42-year-old female with anemia

Internal Medicine 20: 48-year-old female with HIV

Internal Medicine 21: 78-year-old male with fever, lethargy, and anorexia

Internal Medicine 22: 71-year-old with cough and fatigue

Internal Medicine 23: 54-year-old female with fatigue

Internal Medicine 24: 52-year-old female with headache, vomiting, and fever

Internal Medicine 25: 75-year-old female with altered mental status

Internal Medicine 26: 58-year-old male with altered mental status and experiencing homelessness

Internal Medicine 27: 65-year-old male with hypercalcemia

Internal Medicine 28: 70-year-old male with shortness of breath and cough

Internal Medicine 29: 55-year-old female with fever and chills

Internal Medicine 30: 55-year-old with leg pain

Internal Medicine 31: 40-year-old male with knee pain

Internal Medicine 32: 39-year-old female with joint pain

Internal Medicine 33: 49-year-old female with confusion

Internal Medicine 34: 55-year-old male with low back pain

Internal Medicine 35: 35-year-old female with three weeks of fever

Internal Medicine 36: 49-year-old male with ascites

From Our Cases

New Educator Guide Available

Internal Medicine Educator Guide
Course Overview – Integration Strategies – Case Synopses – Learning Objectives – Features & Resources

The Educators Guide—available to all subscribers—provides a quick reference guide for all cases, resources, and features included with Aquifer Internal Medicine. The Educator Guide is ideal for educators who are getting started using Aquifer, or experienced users who want to be sure they are taking advantage of Aquifer’s extensive resources and tools.

Educator Guides are available in the Educator Resources section of your Aquifer account. Learn more…

User Story Video

Learn how Aquifer Internal Medicine can benefit medical students and faculty in your program:

Aquifer Internal Medicine Course Board

Aquifer Pediatrics

Aquifer Pediatrics
Aquifer Pediatrics
In collaboration with:
The Council on Medical Student Education in Pediatrics (COMSEP)
The Council on Medical Student Education in Pediatrics (COMSEP)

The 32 interactive virtual patient cases in Aquifer Pediatrics deliver on the learning objectives of the Council on Medical Student Education in Pediatrics (COMSEP) clerkship curriculum.

Overview

Aquifer Pediatrics helps students develop clinical reasoning skills critical to becoming a successful practitioner. Our virtual cases provide key content correlated to COMSEP’s learning objectives—a proven path to success in developing clinical reasoning skills.

  • Created for educators, by educators, to cover the full range of COMSEP’s curriculum
  • Available for institutional subscription or for direct purchase by individual subscribers
  • Validated 100-question online summative exam available at no additional cost through the 2022-23 subscription year and innovative new formative assessments in development
  • Proven pedagogy that standardizes experiences—overcoming geography, seasonality, and accessibility
  • Evidence-based, peer-reviewed, and continuously updated content
  • Self-assessment questions emphasize key content and enable students to test their knowledge and skills
  • A wealth of source material, tools, and full references in each case
  • Course-specific student and educator resources, including active learning modules (TBL-style application exercises), interactive table of childhood developmental milestones, and a case analysis tool
  • Delivered via the Aqueduct learning management system, which includes user management options, easy reporting on student progress and course usage, plus tools for creating custom courses to match a specific curriculum

With realistic case scenarios that demonstrate best practices, our course builds a bridge from content to practice for our students. Aquifer Pediatrics’ interactive virtual patient cases are based on the COMSEP curriculum, recently revised for renewed and improved attention to clinical reasoning process. The cases ensure that students are exposed to all the various clinical scenarios, irrespective of location or time of year.

Aquifer Pediatrics can be used by third-year medical students, Physician Assistant students, and Nurse Practitioner students as a complement to a clerkship or course on pediatrics. The complementary Aquifer Pediatrics Exam can be used as a summative course exam or as practice for another standardized exam.

We are excited to share that innovative new formative assessments are now in development for Aquifer Pediatrics. The new assessments will combine the concepts of test-enhanced learning and distributed practice to facilitate efficient study planning and self-directed learning for students, and identify at-risk students and curricular gaps for faculty.

Our current 100-question summative multiple-choice exam will continue to be available through June 2023. Aquifer’s online validated summative exam includes 100 multiple-choice questions created by the Council on Medical Student Education in Pediatrics (COMSEP) leaders as an assessment tool based specifically on the pediatrics clerkship curriculum.

The exam is delivered in a secure browser and accompanied by student assessment reports with individual and class data. It can be used to replace or enhance an existing comprehensive assessment or to remediate students.

Pediatrics 01: Newborn male infant evaluation and care

Pediatrics 02: Infant female well-child visits (2, 6, and 9 months)

Pediatrics 03: 3-year-old male well-child visit

Pediatrics 04: 8-year-old male well-child check

Pediatrics 05: 16-year-old female health maintenance visit

Pediatrics 06: 16-year-old male preparticipation evaluation

Pediatrics 07: 2-hour-old male newborn with respiratory distress

Pediatrics 08: 6-day-old female with jaundice

Pediatrics 09: 2-week-old female with lethargy

Pediatrics 10: 6-month-old female infant with a fever

Pediatrics 11: 4-year-old male with fever and adenopathy

Pediatrics 12: 10-month-old female with a cough

Pediatrics 13: 6-year-old female with chronic cough

Pediatrics 14: 18-month-old female with congestion

Pediatrics 15: Two siblings: 4-year-old male and 8-week-old male with vomiting

Pediatrics 16: 7-year-old female with abdominal pain and vomiting

Pediatrics 17: 4-year-old female refusing to walk

Pediatrics 18: 2-week-old male with poor feeding

Pediatrics 19: 16-month-old male with first seizure

Pediatrics 20: 7-year-old male with a headache

Pediatrics 21: 6-year-old male with bruising

Pediatrics 22: 16-year-old female with abdominal pain

Pediatrics 23: 15-year-old female with lethargy and fever

Pediatrics 24: 2-year-old female with altered mental status

Pediatrics 25: 2-month-old male with apnea

Pediatrics 26: 9-week-old male not gaining weight

Pediatrics 27: 8-year-old female with abdominal pain

Pediatrics 28: 18-month-old male with developmental delay

Pediatrics 29: Male infant with hypotonia

Pediatrics 30: 2-year-old male with sickle cell disease

Pediatrics 31: 5-year-old female with puffy eyes

Pediatrics 32: 5-year-old female with rash

From Our Cases


Educator Resources

In addition to the 32 cases included with this course, the Aquifer Educators Consortium has developed Educator Resources to accompany this course, available to all subscribers. Resources include valuable teaching and learning tools to increase student engagement and maximize efficiency for faculty.

To access these tools, sign in to your Aquifer account and visit the Educator Resources section.

Aquifer Pediatrics Educator Guide
New Educator Guide Available

Course Overview – Integration Strategies – Educator Resources – Learning Objectives

The Educator Guide—available to all subscribers—provides a quick reference guide for all cases, resources, and features included with Aquifer Pediatrics. The Educator Guide is ideal for educators who are getting started using Aquifer, or experienced users who want to be sure they are taking advantage of Aquifer’s extensive resources and tools. Learn more…

Active Learning Modules

These team-based learning exercises have been thoughtfully prepared with the aim of minimizing teacher preparation time and maximizing learner achievement. Learn more about the Pediatrics Active Learning Modules.

  • Fever Module
  • Immunizations Module
  • Patient Safety Module
  • Child Development Module
Case Analysis Tool

The toolkit contains a structured worksheet completed by the students as they work through the virtual patient case, designed to enhance the development of clinical reasoning skills. Each step mirrors the process through which clinicians gather and process information about a patient, leading up to the development of an initial evaluation and treatment plan. Answer keys are included for most cases. Learn more about the Case Analysis Tool.

Questions for Further Consideration

A series of questions available to promote further discussion of some of the important points in each case. These can be used to emphasize areas such as basic science, clinical reasoning, management, public health, and communications. The questions are formatted on an excel sheet to allow for easy sorting by case or topic


User Story Video

Learn how Aquifer Pediatrics can benefit medical students and faculty in your program:

Aquifer Pediatrics Course Board

Aquifer Radiology

Aquifer Radiology
Aquifer Radiology
Aquifer Radiology
In collaboration with:
Association of University Radiologists & Alliance of Medical Student Educators in Radiology

The 21 interactive virtual patient cases in Aquifer Radiology deliver on the learning objectives of the Association of University Radiologists (AUR) and the Alliance of Medical Student Educators in Radiology (AMSER) medical student curriculum.

Overview

Aquifer Radiology’s virtual patient program provides realistic case scenarios that demonstrate best-practices—helping students develop clinical reasoning skills that bridge the gap from content to practice. In an era of the increasing importance of evidence-based decision making and reliance on imaging, an understanding of the principles and applications of radiology is vital for today’s healthcare professionals. The National Board of Medical Examiners has recognized this by increasing the imaging component of all United States Medical Licensing Examination exams.

New Cases Now Available

Aquifer Radiology 20: Interventional Radiology – Vascular
Aquifer Radiology 21: Interventional Radiology – Nonvascular

The new cases, which cover the role of IR and the basics of common problems, are designed to build a foundational understanding of how to use IR as a consultation service, providing valuable knowledge for learners advancing to any specialty. The new cases are now available to all Aquifer Radiology subscribers. Learn more…

Course Details

  • Created for educators, by educators, utilizing the American College of Radiology (ACR) Appropriateness criteria
  • Available for institutional subscription or for direct purchase by individual subscribers
  • Validated 100-question online summative exam available at no additional cost through the 2022-23 subscription year and innovative new formative assessments in development
  • Proven pedagogy that standardizes experiences—overcoming geography, seasonality, and accessibility
  • Evidence-based, peer-reviewed, and continuously updated content
  • Self-assessment questions emphasize key content and enable students to test their knowledge and skills
  • A wealth of source material, tools, and full references in each case
  • Educator resources, including complete flipped classroom PowerPoint workshops for each case—with speaker notes
  • Delivered via the Aqueduct teaching and learning platform, which includes user management options, easy reporting on student progress and course usage, plus tools for creating custom courses to match a specific curriculum

Aquifer Radiology cases teach a patient-centered approach to imaging, foster self-directed and independent study, and build clinical problem-solving skills. The realistic case scenarios teach evidence-based decision making and include excellent interactive radiology resources.

These cases can be used as a stand-alone radiology course during a radiology clerkship or elective, or be incorporated into the appropriate clinical clerkships as part of a custom course created in Aqueduct.  For example, the women’s imaging cases can be incorporated into an Ob-Gyn clerkship, or the neuroimaging cases could be used during a Neurology clerkship, thus teaching imaging at an applicable time.

We are excited to share that innovative new formative assessments are now in development for Aquifer Radiology. The new assessments will combine the concepts of test-enhanced learning and distributed practice to facilitate efficient study planning and self-directed learning for students, and identify at-risk students and curricular gaps for faculty.

Our current 100-question summative multiple-choice exam will continue to be available through June 2023. For more information, please read our Formative Assessment Update.

Aquifer’s online, validated, summative exam includes 100 multiple choice questions that include a subset of the AMSER Standardized Exam, created by Association of University Radiologists leaders.

The exam is delivered in a secure browser and accompanied by student assessment reports with individual and class data. It can be used to replace or enhance an existing comprehensive assessment or to remediate students.

Radiology 01: 23-year-old male: Chest – Infection

Radiology 02: 51-year-old male: Chest – Masses

Radiology 03: 65-year-old male: Chest – Trauma

Radiology 04: 65-year-old female: Chest – Vascular and COPD

Radiology 05: 25-year-old male: GI – Colon and small bowel

Radiology 06: 42-year-old female: GI – Hepatobiliary and pancreas

Radiology 07: 40-year-old female: Renal/GU

Radiology 08: 18-year-old female & 19-year-old male: GI – Trauma

Radiology 09: 34-year-old male: Neuro – Trauma

Radiology 10: 40-year-old male: Neuro – Vascular and HIV

Radiology 11: 8-week old male – Pediatrics A

Radiology 12: 2-month old female – Pediatrics B

Radiology 13: 59-year-old female: MSK – Arthritis, osteomyelitis

Radiology 14: 28-year-old female: Women’s imaging – Pregnancy and infertility

Radiology 15: 43-year-old female: Women’s imaging – Malignancy and screening

Radiology 16: 24-year-old male: MSK – Trauma

Radiology 17: 65-year-old male: Cardiac and Cardiovascular

Radiology 18: Professionalism in Radiology

Radiology 19: 53-year-old female: Oncology

Radiology 20: Interventional Radiology – Vascular

Radiology 21: Interventional Radiology – Nonvascular

From Our Cases

Flipped Classroom Workshops

Complete Aquifer Radiology Flipped Classroom Workshops are available for 18 cases—ready to use in your classroom. Each workshop, designed to be completed in a 60-90 minute session, includes a powerpoint with images and annotations, speaker notes, and a facilitator guide.

User Stories

Learn how Aquifer Radiology can benefit medical students, residents, and faculty in your program:

On-Demand Webinar

Best Practices for Using Aquifer Radiology Across the Curriculum
5 ways to use Aquifer Radiology

Blog: 5 Ways to Use Aquifer Radiology

Aquifer Radiology Course Board

Integrated Illness Scripts

Aquifer Sciences Integrated Illness Scripts
Now Available for Aquifer Curricular Partners

In collaboration with:

International Association of Medical Science Educators

IAMSE logo

 Integrated Illness Scripts are designed specifically to promote cognitive integration and provide a framework for learners to link basic science and clinical knowledge. Building on the traditional illness script format, Integrated Illness Scripts (IIS) embed basic science core concepts and causal mechanisms within each clinical feature and display the connections visually through Mechanism of Disease Maps.

Making Connections for Deeper Understanding & Better Clinical Decisions

Bringing together clinical features, epidemiology, and basic science causal mechanisms and core concepts, Integrated Illness Scripts provides a new mental model for advancing cognitive integration in learners and unpacking encapsulated expertise from faculty. This new framework is designed to enable more effective and efficient clinical decision-making.

Designed for Integration

The first tools designed specifically for integrating basic and clinical sciences in a variety of learning environments.

For Educators, By Educators

Teams of interdisciplinary educators developed and reviewed content that meets the needs of today’s faculty and students.

Nationally Developed Tools

Fully vetted teaching tools provide a framework that can be applied and adapted to fit the needs of your program.

Cognitive integration is a process that occurs in the minds of learners and experts as they interweave relevant basic science and clinical knowledge when reasoning through a patient problem.

Research shows that the effective cognitive integration of basic and clinical science improves diagnostic accuracy, particularly in novice clinicians.

To learn more, we recommend downloading our white paper, “Fostering Cognitive Integration & Unpacking Expertise: The Need for Integrated Illness Scripts in Medical and Health Professions Education.”

Webinar: Integrating Basic Science and Clinical Education: Why It’s Important & Tools to Support You

Join Leslie Fall, MD and Amy Wilson-Delfosse, PhD with guest presenters Esther Dasari Dale, PhD and Khiet Ngo, DO, MS, as they discuss the importance of integration of basic science and clinical education, the Aquifer Sciences initiative in collaboration with IAMSE (International Association of Medical Science Educators) to build a national basic science curriculum and the  Integrated Illness Scripts resources from Aquifer.

Table of Contents:

  • 0:00 – Introductions
  • 4:33 – Agenda
  • 6:40 – Barriers of Integration
  • 8:50 – Building a national sciences curriculum
  • 16:37 – Importance of Improving Cognitive Integration
  • 24:33 – Curriculum Database in use with Esther Dasari Dale, PhD
  • 30:53 – Anatomy of an Integrated Illness Script
  • 37:42 – Integrated Illness Scripts in Preclinical with Leslie Fall, MD
  • 39:24 – Integrated Illness Scripts in Clinical Year with Amy Wilson-Delfosse, PhD
  • 42:56 – Integrated Illness Scripts Across the Curriculum with Khiet Ngo, DO, MS
  • 46:50 – Aquifer Tools for Cognitive Integration
  • 48:45 – Q&A
  • 57:00 – Resources
Teaching with Aquifer Integrated Illness Scripts: A Quickstart Guide

Get up to speed on Integrated Illness Scripts (IIS) and find out how easy it is to start using them in your course or program.  Whether you’re a clerkship director, clinical faculty, or basic science educator, Integrated Illness Scripts can help your students make key connections between basic science and clinical knowledge, driving a deeper understanding and improving clinical decision-making skills.

Table of Contents:

  • 0:00 – Welcome
  • 4:22 – Introduction to Integrated Illness Scripts
  • 8:28 – About Cognitive Integration
  • 12:45 – What are Integrated Illness Scripts?
  • 15:48 – Live Integrated Illness Script Tour in Aqueduct
  • 24:39 – Using Integrated Illness Scripts
  • 36:30 – Q&A
Authors

The Aquifer Sciences Integrated Illness Scripts were created through a national, multi-institution authoring project. Following a national Call for Participation, teams from six schools were selected to draft Integrated Illness Scripts on common conditions seen in core rotations, leveraging the Aquifer Sciences Open Curriculum Database. Teams at each institution included clinician educators, basic science faculty, and medical students.

Integrated Illness Script Authoring Schools:

  • Albert Einstein College of Medicine
  • Case Western Reserve University School of Medicine
  • Loma Linda University School of Medicine
  • Philadelphia College of Osteopathic Medicine
  • University of Utah School of Medicine
  • Western Michigan University Homer Stryker MD School of Medicine
Peer Review Process

Following the completion of the authoring process, each script underwent an extensive peer review process that included subject experts from the Aquifer Sciences Leadership Team and the:

  • Curriculum Editorial Board (11 basic science faculty members, each representing a different discipline)
  • Clinical Education Consultants (6 interdisciplinary clinical faculty members)

Aquifer is grateful for the hard work of all of our contributors on this project and looks forward to making these important new teaching and learning tools available.

Publications

Article:

“Thinking Slow More Quickly: Development of Integrated Illness Scripts to Support Cognitively Integrated Learning and Improve Clinical Decision-Making”

Medical Science Educator; May 4, 2021

White Paper:

“Fostering Cognitive Integration & Unpacking Expertise: The Need for Integrated Illness Scripts in Medical and Health Professions Education”

Accessing Integrated Illness Scripts

Aquifer Curricular Partner programs enjoy free access to:

  • A beta set of 20+ Integrated Illness Scripts, targeted to cover key common conditions students will encounter in their core clinical rotations
  • Ready to use Integrated Learning Sessions for your classroom and an Integrated Illness Script Educator Guide (details coming soon)
  • Jaundice – ABO Hemolytic Disease of the Newborn
  • Jaundice – Breastfeeding
  • Jaundice – Physiologic
  • Appendicitis
  • Crohn Disease
  • Ulcerative Colitis
  • Asthma
  • Pneumonia
  • Pneumothorax
  • Pulmonary Embolism (PE)
  • Diabetes Mellitus – Type 1 (T1DM)
  • Diabetes Mellitus – Type 2 (T2DM)
  • Diabetic Ketoacidosis (DKA)
  • Gastroesophageal Reflux Disease (GERD)
  • Myocardial Infarction (with ST-Segment Elevation) (MI)
  • Shock – Septic
  • Shock – Hypovolemic
  • Shock – Cardiogenic
  • Stroke – Ischemic (Left Middle Cerebral Artery)
  • Stroke – Hemorrhagic (Intracerebral – Left Putamen)
  • Transient Ischemic Attack (Left Middle Cerebral Artery)

Aquifer Curricular Partners are programs that subscribe to all five subscription-based Aquifer signature courses.

Anatomy of An Integrated Illness Script

A live demo of an Integrated Illness Script is now available. To access the demo, you can either register for free access or sign in using your Aquifer account. Click on the button below to get started.

Overview

For each condition, Integrated Illness Scripts include:

Overview – Epidemiology – Clinical Features (up to 6) – Implications for Further Work Up – Implications for Management – Mechanism of Disease Maps

Epidemiology

This section provides the public health context of the condition, covering gender, peak incidence, risk factors, and predisposing conditions related to this diagnosis.

Clinical Features (Up to 6)

For the given diagnosis, the Integrated Illness Script includes six prototypical clinical features seen commonly in patients with this condition.

Within each clinical feature, the Integrated Illness Script describes the underlying basic science causal mechanisms that explain why a patient with that diagnosis displays that clinical finding.

Implications for Management & Further Work Up

These sections provide students an opportunity to reflect and take notes on how this knowledge will influence their clinical practice in diagnosing and treating a patient with this condition. Responses to these sections are visible in reports for both students and faculty.

Mechanism of Disease Maps

Mechanism of Disease Maps trace the steps of pathophysiologic mechanisms from the underlying causes of disease to the observable and measurable clinical signs and symptoms.

Providing a visual representation of the relationship between the “original insult”, key findings, clinical features, and the basic science mechanisms, MOD Maps enable students to see and integrate a more holistic view of the basic science knowledge relevant to the given condition.

Using Integrated Illness Scripts

Aquifer Integrated Illness Scripts are designed to be used in a variety of learning settings, from the classroom to the clinic.

Aquifer Sciences Leadership Team

Aquifer Sciences Virtual Patient Cases

Aquifer_Course_sciences_notaglineRGB

Virtual Patient Cases


In Development

Using Basic Science to Make Better Clinical Decisions

As part of the Aquifer Sciences Initiative, virtual patient cases are being developed by multi-institutional teams of leading science and clinical educators to deliver evidence-based teaching and learning tools that promote cognitive integration and collaborative teaching.

The new Aquifer Sciences Virtual Patient Cases will integrate basic science concepts into patient care through deliberate practice. Cases will apply basic science knowledge to safe and effective clinical decision-making. Cases are designed by expert educators to:

Enhance cognitive integration of basic science concepts
Cover common conditions found in clinical rotations
Apply to a range of clinical disciplines and rotations
Put clerkship students in a realistic role for their level of training

Key Components of an Aquifer Sciences Case

Clinical Vignette

A short clinical vignette will introduce the patient and “parachute” the student into the case at the time of decision, providing relevant details and test results.

Sciences-cases-clinical-vignette
Clinical Decision-Making Question

With Detailed Answer Explanation

A multiple-choice, multiple-answer question will require students to use prioritized critical decision-making skills to solve a clinical problem authentic to what a medical student in practice would be asked to recommend.

Basic Science Justification Question

With Detailed Answer Explanation and References

An open-ended question will ask the student to justify their clinical decision based on their understanding of a targeted basic science core concept. A complete answer explanation incorporates the relevant basic science teaching points that apply specifically to this patient, as well as the patient harm that could ensue from a lack of this understanding.

Project Contributors

Case Authors

Authoring teams were selected though a nationwide call for participation through a highly competitive process. Selected schools included teams of clinical and basic science educators—along with senior medical students—working together to create virtual patient cases for clinical conditions routinely encountered in core clinical rotations.

Aquifer thanks teams from the following institutions for their work:

  • Eastern Virginia Medical School
  • Louisiana State University School of Medicine in New Orleans
  • University of California Davis School of Medicine
  • University of California San Francisco School of Medicine
  • University of Minnesota Medical School
  • University of Wisconsin School of Medicine & Public Health
Peer Review

Each case is peer-reviewed and edited by expert teams of both clinician educators and scientists from across the disciplines to ensure accuracy.

  • Curriculum Editorial Board (11 basic science faculty members, each representing a different discipline)
  • Clinical Education Consultants (6 interdisciplinary clinical faculty members)

Project Status

Virtual Patient Cases will be available as classroom activities as part of the Aquifer Sciences pilot testing program in the summer of 2020. Details will be available in the Spring of 2020.

Additional cases and technology are in development for a future release on Aquifer’s online teaching and learning platform.

Aquifer Sciences Initiative

In collaboration with:

International Association of Medical Science Educators

IAMSE logo

The Aquifer Sciences Initiative is a partnership between Aquifer and the International Association of Medical Science Educators (IAMSE) to develop and disseminate teaching and learning tools that promote cognitive integration and collaborative teaching of basic and clinical sciences in health professions education.

Overview

The Aquifer Sciences curriculum and Integrated Illness Scripts are being developed by a nationally representative and multi-institutional team of over 100 leading science and clinical educators drawn from eleven core basic science disciplines and nine major clinical disciplines, working in collaboration with senior medical student curriculum interns selected through a competitive national process.


Goals

The goal of the Aquifer Sciences Initiative is to provide evidence-based teaching and learning resources that promote:

  1. Effective cognitive integration of the basic and clinical sciences by clinical learners, ensuring excellence in clinical decision making that places patient care, quality, value and safety at a premium.
  2. Productive and collaborative teaching by basic and clinical science faculty to ensure learner’s foundational basic science knowledge is effectively organized for clinical practice and life-long learning.

Project Phases

Sciences-database-icon
Aquifer Sciences Open Curriculum Database

Available to the Public

The Aquifer Sciences curriculum is the first nationally-developed and publicly available curriculum that comprehensively outlines the core basic sciences concepts that must be understood and mastered by health professions learners in order to provide safe, routine patient care. The open, public database covers:

  • 11 Basic science disciplines
  • 9 Clinical disciplines
  • 105 Core concepts
  • 789 Learning objectives
  • 248 Common conditions
  • 5 Clinical decisions
  • 15 Systems
Scripts-icon
Aquifer Sciences Integrated Illness Scripts

Coming Soon

Building on the traditional illness script format, Integrated Illness Scripts embed basic science core concepts as causal and explanatory mechanisms associated with clinical features. Scripts provide a mental model for that helps students make connections and form a deeper understanding to make better, safer clinical decisions.

An initial set of Integrated Illness Scripts are actively in development for release in 2021.

Sciences-cases-icon
Aquifer Sciences Virtual Patient Cases

Future Development

Aquifer Sciences Virtual Patient Cases are in development by a nationally representative, multi-institutional team of leading science and clinical educators to deliver evidence-based teaching and learning tools that promote cognitive integration and collaborative teaching.

Aquifer Sciences Contributors

The Aquifer Sciences initiative curriculum is developed by over 100 leading science and clinical educators from institutions across the nation.

Leadership Team

Testimonials

“Finally, we have a means by which to bridge the gap between basic sciences and clinical medicine!”

Amy Wilson-Delfosse, PhD. Professor of Pharmacology, Associate Dean for Curriculum, Case Western Reserve University School of Medicine

“I would have much appreciated learning from this curriculum during my transition from the classroom to the wards.”

Fourth-Year Medical Student

WISE-MD

WISE-MD

In collaboration with:
NYU Grossman School of Medicine

NYU Langone Health

WISE-MD has been developed through a joint effort of NYU Grossman School of Medicine, the American College of Surgeons (ACS) and the Association of Surgical Education (ASE).

A collection of 37 multimedia modules designed to enhance the teaching of common surgical problems and practices to medical students, residents, nurses, and allied health workers.

Distributed by Aquifer on behalf of NYU Grossman School of Medicine. Available through an independent learning platform from your Aquifer account.

New WISE-MD Platform Now Available

The NYU Grossman School of Medicine’s Program for Medical Education and Technology (PMET) Division has launched a new learning platform—known as WISE 3.0.

Updates include:

  • A unified user experience with WISE-MD and WISE-OnCall on the same platform.
  • Optimization for mobile browsers.
  • Streamlined reporting for administrators.
  • New summary pages for learners that provide progress reports.
  • New WISE-MD features to help learners follow surgical patient cases from the initial visit through post-operative care and a new summary when learners complete the module.

Inside the Course

Overview

WISE-MD has been created to address gaps in medical students’ surgical education resulting from shortened hospital stays and increased use of outpatient facilities for pre and post-surgical care.

The offering leverages a mix of instructional technologies, including computer animation and video, to deliver a self-directed learning experience in which the important principles related to the diagnosis and treatment of surgical illnesses are taught.

Two categories of content are included in WISE-MD: case-based and skill-based. The case-based modules focus on twenty-one different surgical scenarios related to specific disease processes and interventions. They were designed to follow the typical course of a patient from the initial presentation to the physical examination, laboratory testing and radiological imaging, preoperative preparation, surgery, and recovery.

The modules include patient/physician interactions to stress the importance of professionalism and communication. The sixteen skills-based modules focus on professionalism and practical clinical skills including suturing, ultrasound, and knot tying.

  • Models physician-patient interaction during history taking, physical exam, decision making and postoperative care
  • Demonstrates the procedures and techniques of a patient physical exam
  • Reviews the appropriate use and interpretation of targeted laboratory and imaging studies
  • Demonstrates various surgical interventions while outlining specific steps and considerations
  • Reviews the risk factors and management considerations related to post-operative care
  • Provides additional multimedia resources for more in-depth review of specific topics
  • Reports track progress and document completion of Case Modules
  • Over 200 vignette-based questions embedded within the Case Modules
  • Introduces the fundamentals, epidemiology and pathophysiology in 21 simulated diseased based cases
  • Re-enforces professionalism and interpersonal communication (LCME 7.8)
  • Allows students to follow an entire case for each common surgical condition (LCME 6.2, 8.8)
  • Ensures a consistent experience despite site and instructor variability (LCME 6.2, 8.7)
  • Can be assigned easily to remedy experience gaps caused by patient flow (LCME 8.6)
  • Lets students assess their clinical reasoning with 270 case-based questions (LCME 6.3, 7.4, 9.7)
  • Self-paced with ability to speed up and repeat content (LCME 6.3)

WISE-MD has been widely used as part of the curriculum for surgical clerkships. Some institutions have opted to replace some of their traditional lectures covering basic surgical diseases with WISE-MD modules. Self-directed review of the WISE-MD modules eliminates disruption of the clinical experience caused by assigned lectures while maintaining a high-quality learning experience. For schools with multiple clinical sites, WISE-MD permits a uniformity of content for all student clerks across locations. The modules have also been used by students to prepare for observation of surgical procedures. The WISE-MD cases also provide an opportunity for group discussion during direct instruction..

Two categories of content are included in WISE-MD: surgical case-based and clinical skills based.

Case-based (tracked for completion)
Abdominal Aortic Aneurysms
Adrenal Adenoma
Anorectal Disease
Appendicitis
Bariatric
Bowel Obstruction
Breast Cancer
Burn Management
Carotid Stenosis
Cholecystitis
Colon Cancer
Diverticulitis
Hypercalcemia
Inguinal Hernia
Lung Cancer
Pancreatitis
Pediatric Hernia
Pediatric Pyloric Stenosis
Skin Cancer
Thyroid Nodule
Trauma Resuscitation
NEW: Venous Thromboembolism

Skills (not tracked for completion, for student review)
Best Practices
Epidural placement technique
Foley catheter placement
Surgical Instruments
Suturing and instrument tie
Two-handed knot tie
Ultrasound Basic Principles
Ultrasound: Abdominal Aortic Aneurysm
Ultrasound: ABI
Ultrasound: Breast
Ultrasound: Carotid Artery
Ultrasound: Cholelithiasis / Cholecystitis
Ultrasound: E-Fast Exam
Ultrasound: For Vascular Access
Ultrasound: Thyroid
Ultrasound: Venous

Aquifer Foundations of Telemedicine

Overview

Aquifer Foundations of Telemedicine provides an overview of key foundational knowledge and skills to help students prepare for telehealth experiences. In total, all four cases should take students less than an hour to complete, providing a fast, effective tool for faculty to incorporate this rapidly expanding facet of healthcare into their teaching.

    • Available free of charge to all teachers and learners through June 30, 2023
    • Short cases using videos to model best practices, communication techniques, and management guidelines
    • Ready-made course for self-directed learning that provides a strong basis from which to develop clinical skills
    • Proven pedagogy that standardizes experiences—overcoming geography, seasonality, and accessibility
    • Evidence-based, peer-reviewed, and continuously updated content
    • A wealth of source material, embedded reflection questions, and full references in each case
    • Delivered via the Aqueduct teaching and learning platform, which includes user management tools, easy reporting on student progress and course usage, plus tools to create custom courses to match a specific curriculum

These short cases are a quick and easy way for students to become familiar with the principles and practice of telemedicine through self-directed learning. The cases provide a key base of knowledge, guiding learners through building a patient history based on clinical condition, performing a physical exam, and how to manage a patient and escalate care through telemedicine. In total, all four cases should take students less than an hour to complete, providing a fast, effective tool for faculty to incorporate this rapidly expanding facet of healthcare into their teaching.

Content for these cases is aligned with AAMC telemedicine competencies. Cases were authored and peer-reviewed by medical educator members of the Society for the Teaching of Family Medicine (STFM) and the Clerkship Directors in Internal Medicine (CDIM).

Foundations in Telemedicine provides an efficient solution for covering telemedicine, saving faculty time by providing access to high-quality, ready-made course materials.

Aquifer Foundations of Telemedicine is designed for any level student in a medical school or health professions program. The course is an ideal assignment for students to complete as preparation for clinical experiences that include telemedicine. Cases also serve as valuable reference material for students to return to as they need to refresh their knowledge during clinical rotations.

Programs with a current Aquifer subscription will also have faculty and administrator access to an accompanying educator guide. Subscribers will also be able to view student progress reporting and combine the new cases with other Aquifer content in a custom course.

Case 1: Introduction to Telemedicine

  • List the benefits and indications for telemedicine visits.
  • List the types of visits that are appropriate for telemedicine encounters.
  • Describe how to prepare the environment for a telemedicine visit.
  • Define the components of consent for a telemedicine encounter.
  • Discuss barriers to using telemedicine to provide care.
  • List documentation needed for a telemedicine encounter.

Case 2: Building a History

  • Discuss methods to ensure appropriate “telepresence” during a telemedicine encounter.
  • Compare and contrast building a history during in-person and telemedicine visits.

Case 3: Performing a Physical Exam

  • List strategies to optimize the physical examination during telemedicine visits.
  • Compare types of physical examination approaches that are appropriate for telemedicine visits.

Case 4: Escalating Care

  • Proactively consider the potential need to triage from telemedicine to in-person.
  • Identify appropriate history elements to obtain during a telemedicine visit.
  • Discuss indications and methods to escalate care.
  • Accurately report history and physical findings from a telemedicine encounter.

Aquifer Social Determinants of Health

Aquifer Culture in Health Care
Aquifer Culture in Health Care

Aquifer Social Determinants of Health provides foundational knowledge and a framework for building skills that minimize the effects of social determinants of health (SDOH) on health outcomes.

Overview

Aquifer Social Determinants of Health builds a foundational understanding of social determinants of health and teaches evidence-based strategies to help improve health outcomes and equity for patients. By exploring SDOH in the context of a virtual patient case, learners have the opportunity to work through a realistic patient interaction, reflecting on their own implicit biases and cultural awareness and developing communication and clinical skills that identify underlying issues and provide patient-centered care.

What are Social Determinants of Health?

Social determinants of health are the conditions in which people are born, grow, live, work, and age. These circumstances are shaped by the distribution of money, power, and resources at global, national, and local levels. Social determinants of health are mostly responsible for health inequities – the unfair and avoidable differences in health status seen within and between countries.

  • Available free of charge to all teachers and learners
  • Case content focused on learning fundamental communication skills and systems knowledge key to providing care that maximizes health equity
  • A combination of cases, readings, and tools to help students translate skills to clinical practice
  • Proven pedagogy that standardizes experiences—overcoming geography, seasonality, and accessibility
  • Evidence-based, peer-reviewed, and continuously updated content
  • A wealth of source material, embedded reflection questions, and full references in each case
  • Delivered via the Aqueduct teaching and learning platform, which includes user management tools, easy reporting on student progress and course usage, plus tools to create custom courses to match a specific curriculum

The overview and resources module provides key foundational learning on SDOH, with definitions, developing an understanding of how cultural beliefs and community culture affect health outcomes, and strategies for improving clinician-patient interactions. 

The two virtual patient cases provide an opportunity for students to learn in the context of a realistic patient scenario, working to develop their own cultural awareness, interpersonal skills, and professionalism. Learners are able to practice application of the information in a safe space, working through patient and family interactions and to practice using the tools when caring for a patient.

While the patients are children in these cases, the learning objectives are applicable to patients of all ages.

Aquifer Social Determinants of Health is designed for any level student in a medical school or health professions program.

Programs with a current Aquifer subscription will also have faculty and administrator access to an accompanying educator guide with learning objectives and a new active learning module, providing a ready-to-use optional classroom activity to be used in conjunction with the cases. Subscribers will also be able to view student progress reporting and combine the new cases with other Aquifer content in a custom course.

While Aquifer Social Determinants of Health is designed for independent study, students may benefit from a combination of approaches to instruction. Educators can link the course to other learning opportunities within the clinical or didactic curriculum, such as using cases as a common clinical encounter for discussion or creating assignments around the case content.

Aquifer’s previous Culture in Healthcare course was retired on October 22, 2020, in order to thoroughly update the content and teaching about bias, health inequities, and healthcare outcomes. The new Social Determinants of Health course includes reframed versions of two former Culture in Health Care cases. The two cases have been revised to remove language and content related to cultural competency, and thoroughly reviewed to eliminate bias and stereotyping. The shorter, reformatted cases do retain the reflective components that were a part of the original cases.

Programs that requested special access to Aquifer Culture in Healthcare to complete their coursework have access to the archived course through June 30, 2021. As of July 1, the new Social Determinants of Health course will be available as a contemporary replacement for all teachers and learners. 

View a full list of side-by-side learning objectives for Aquifer Culture in Healthcare and Social Determinants of health.

Case 1: Overview & Resources

  • Give examples of health care disparities.
  • Define health equity.
  • Define social and structural determinants of health.
  • Discuss community culture and medical culture and their impact on patient health.
  • Outline strategies to manage bias and power differentials in the clinician-patient interaction.
  • Discuss health beliefs and their impact on health care outcomes.

Case 2: 2-year-old with fever and headache

Covering language as a social determinant of health

  • Reflect on cultural norms to work toward cultural self-awareness.
  • Use negotiating and problem-solving skills in shared decision-making with patients using the LEARN model to foster shared decision making.
  • List factors related to language that affect clinician-patient communication and explain their effect on health care outcomes.
  • Identify situations where use of an interpreter is indicated and recognize how both clinician and patient comfort and desire to use an interpreter can impact care.
  • Outline elements of professional behavior in caring for patients with language barriers.

Case 3: 2-year-old with pneumonia

Covering poverty as a social determinant of health

  • Identify and address personal biases.
  • Identify strategies to improve and maximize communication.
  • Define poverty and discuss its impact on health care outcomes.
  • List strategies to assess and mitigate the effect of poverty on health care outcomes.

Aquifer Diagnostic Excellence

Aquifer Diagnostic Excellence
Aquifer Diagnostic Excellence
In collaboration with: Society to Improve Diagnosis in Medicine
SIMD-type-Stackedc-6_6_16-300x145

The six virtual patient cases in Aquifer Diagnostic Excellence introduce students to the cognitive processes and system-related issues that can lead to errors.

Overview

Diagnostic accuracy is the foundation of safe, effective medicine—yet 15% of inpatient cases involve some degree of diagnostic error. The six virtual patient cases in Aquifer Diagnostic Excellence introduce students to the cognitive processes and system-related issues that can lead to errors.

  • Created for educators, by educators, in collaboration with the Society to Improve Diagnosis in Medicine
  • Available free for the 2020-21 Subscription Year
  • Proven pedagogy that standardizes experiences—overcoming geography, seasonality, and accessibility
  • Evidence-based, peer-reviewed, and continuously updated content
  • A wealth of source material, embedded assessment questions, and full references in each case
  • Foundational, interactive, realistic education about the diagnostic process, as well as how breakdowns in the process lead to diagnostic errors
  • Delivered via the Aqueduct teaching and learning platform, which includes user management tools, easy reporting on student progress and course usage, plus tools for creating custom courses to match a specific curriculum

Cases include foundational content about diagnosis, contributing factors, and strategies to avoid errors. Causes and consequences of diagnostic errors for patients, families, and providers are discussed in detail and students are encouraged to reflect on their own experiences. Aquifer Diagnostic Excellence provides tools to help students mitigate diagnostic error.

This cross-disciplinary course covers a range of topics, including internal medicine, surgery, gynecology, psychiatry, family medicine, and pediatrics.

Clinical rotations are a key time to introduce students to the factors that underlie diagnostic error and to help them develop skills to mitigate errors.

These cases can be easily integrated into health professions educational programs. Successful examples of integration include use in pre-clinical patient safety courses, implementation in longitudinal integrated clerkships, use in Capstone courses, and integration into traditional block curricula. With Aqueduct, it’s easy to combine these cases with another course to build a custom curriculum.

Diagnostic Excellence 01: Two females with iron-deficiency anemia

Diagnostic Excellence 02: 35-year-old male with abdominal pain

Diagnostic Excellence 03: 16-year-old female with pelvic pain

Diagnostic Excellence 04: 10-year-old male with chronic abdominal pain

Diagnostic Excellence 05: 84-year-old female with sepsis

Diagnostic Excellence 06: 12-day-old male infant with bloody stool

From Our Cases

Updated Educator Guide & Classroom Activities Available

Course Overview – Integration Strategies – Active Learning Classroom Strategies – Case Details

The Educators Guide—available to institutional subscribers—provides a quick reference guide for all cases and resources included with Aquifer Diagnostic Excellence. Integration strategies and suggestions for custom courses are also included, making it easy to include this key topic in a variety of rotations and courses. The Educator Guide provides a wealth of valuable, engaging Active Learning Classroom Strategies ready to use in your teaching.

The Educator Guide and individual activity worksheets are available in the Educator Resources section of your Aquifer account. Learn more…


User Story Video

Learn how Aquifer Diagnostic Excellence—available free of charge—can benefit students and faculty in your program:

Aquifer Diagnostic Excellence Course Board

Medical error is the third leading cause of death in the U.S., causing at least 250,000 deaths every year. Diagnostic error represents anywhere from 40,000 to 80,000 of those deaths, making it the sixth leading cause of death.

Testimonials

“My second-year medical students valued learning about diagnostic errors in an interactive manner and appreciated being able to practice clinical reasoning while learning about patient safety.”

Laurie Broutman, MD, FACP Chicago Medical School, Rosalind Franklin University of Medicine and Science

“In our first year using Aquifer Diagnostic Excellence, we noticed that students started talking about types of errors during their clinical presentations. Clearly, it was sinking in! For me, the most rewarding part was seeing a student take what they learned from the course and create a presentation about a clinical case they observed which had a medical error. The presentation included a discussion about steps to minimize errors in the future, such as better hand-offs, clearer documentation, and avoiding diagnostic momentum.”

Darin Brink, MD University of Minnesota Medical School

Trauma-Informed Care

Please note that the contract between Aquifer and the Office on Women’s Health concluded on Thursday, October 24, 2019.

Unfortunately, we no longer able to provide access to the Trauma-Informed Care cases.

Please contact the Office on Women’s Health for more information. 

Aquifer High Value Care

In collaboration with: American College of Physicians &
Alliance for Academic Internal Medicine
american-college-of-physicians-crop

The 12 cross-disciplinary virtual patient cases in the High Value Care course explore the fundamentals of providing value in health care, adopted from the American College of Physicians (ACP) and the Alliance for Academic Internal Medicine’s (AAIM) High Value Care Resident curriculum.

Overview

Aquifer High Value Care teaches students how their decisions about diagnostic testing, care management, and other interventions affect the costs and efficacy of care. Including this curriculum in every health care professional’s education is a step to making high value care a reality in clinical practice.

Aquifer High Value Care cases take an average of 15 minutes for students to complete.

  • Created for educators, by educators, from the ACP-AAIM’s High Value Care Resident Curriculum
  • Available free for the 2020-21 Subscription Year
  • Proven pedagogy that standardizes experiences—overcoming geography, seasonality, and accessibility
  • Evidence-based, peer-reviewed, and continuously updated content
  • A wealth of source material, embedded assessment questions, and full references in each case
  • Delivered via the Aqueduct teaching and learning platform, which includes user management options, easy reporting on student progress and course usage, plus tools for creating custom courses to match a specific curriculum

Aquifer High Value Care consists of innovative, cross-discipline, case-based modules that begin teaching the fundamentals of value in health care. The modules include short interactive virtual patient cases, brief instructional videos, key teaching points, and embedded links so that students can apply principles from the HVC modules to other cases. Topics include: making your diagnostic testing count, adult preventative care, insurance, statistics and clinical decision making, and more.

This course is excellent learning tool that can be used alone or combined into a custom curriculum in Aqueduct.  Aquifer High Value Care is available free of charge for all teachers and learners. Programs and individuals can both access the content to supplement clinical learning.

High Value Care 01: 45-year-old male – The importance of clinical reasoning

High Value Care 02: 25-year-old female – Making diagnostic testing count

High Value Care 03: 65-year-old female – Adult preventive care and value

High Value Care 04: 80-year-old female – Medications and value

High Value Care 05: 78-year-old female – High value care in the inpatient setting

High Value Care 06: 65-year-old male – Paying for value: Insurance Part 1

High Value Care 07: 7-year-old female – Rooting out waste

High Value Care 08: 5-month-old female and 4-year old female – Value of vaccines

High Value Care 09: 66-year-old female – Redefining value at end of life

High Value Care 10: 16-year-old female – Statistics and clinical decision making

High Value Care 11: 17-year-old female – High value care reproductive health care

High Value Care 12: 17-year-old female – Paying for value: Insurance Part 2

From Our Cases

New Educator Guide Available

Course Overview – Integration Strategies – Real World Application Activities – Case Details

The Educators Guide—available to institutional subscribers—provides a quick reference guide for all cases and resources included with Aquifer High Value Care. Integration strategies and suggestions for custom courses are also included, making it easy to include this key topic in a variety of rotations and courses. The Educator Guide provides a wealth of valuable, engaging Real World Application Activities ready to use in your teaching.

The Educator Guide and individual Real World Application Activities are available in the Educator Resources section of your Aquifer account. Learn more…

User Story Video

Learn how Aquifer High Value Care—available free of charge—can benefit students and faculty in your program:

Testimonial

“Aquifer High Value Care was an incredibly helpful resource. High Value Care is introduced in the first and second years of medical school only as a concept. I completed the first Aquifer High Value Care case and I was hooked. The cases are built very well, and I was able to learn efficiently. I was impressed with the content and the course’s ability to bring together information that would have taken me days to compile. The hyperlinks to online resources were invaluable.”

  Third-Year Medical Student

Aquifer High Value Care Course Board

Aquifer Medical Home

Aquifer Medical Home
In collaboration with:

Aquifer Medical Home teaches complex topics that are critical to the effective delivery of care within the medical home model.

Overview

The American Academy of Pediatrics defines medical home as “primary care that is accessible, continuous, comprehensive, family-centered, coordinated, compassionate, and culturally effective.” Aquifer Medical Home encompasses in-depth teaching on interpersonal skills and communication, systems-based practice, professionalism, and the management of chronic illness.

  • Created for educators, by educators, to encompass the nationally accepted medical home curricula
  • Available free for the 2020-21 Subscription Year
  • In-depth focus on interpersonal skills, communication, systems-based practice, professionalism, and the management of chronic illness
  • A combination of cases, readings, and tools help students become familiar with these key concepts and translate their acquired skills to clinical practice
  • Proven pedagogy that standardizes experiences—overcoming geography, seasonality, and accessibility
  • Evidence-based, peer-reviewed, and continuously updated content
  • A wealth of source material, embedded assessment questions, and full references in each case
  • Delivered via the Aqueduct teaching and learning platform, which includes user management tools, easy reporting on student progress and course usage, plus tools for creating custom courses to match a specific curriculum

The cases in the Medical Home course provide opportunities for students to focus on issues of interpersonal skills, communication, systems-based practice, and professionalism in the context of providing care for children with complex medical problems. Students will learn how to apply the information to patient and family interactions, and to practice using the tools when caring for a patient.

While Aquifer Medical Home is designed to be effective for independent study, students may benefit from a combination of approaches to instruction. Educators are linking the course to other learning opportunities within the clinical curriculum, such as using cases as a common clinical encounter for discussion or creating assignments around the Questions for Further Reflection at the end of each case. While the cases focus on pediatric examples, the learning is extensible to other patient populations.

Medical Home 01: 16-year-old-female with status asthmaticus

Medical Home 02: 11-year-old-female with meningomyelocele

Medical Home 03: 2-year-old male with language delay

Medical Home 04: Newborn male with multiple congenital anomalies

Medical Home Lead


At the center of the medical home is the family-centered partnership between the provider, the patient, and the patient’s family or primary caregivers. Achieving this partnership requires thinking beyond the patient’s medical problems.

Aquifer Oral Presentation Skills

Aquifer Oral Presentation Skills

Aquifer Oral Presentation Skills contains materials and exercises designed to develop excellent oral presentation skills, a critical communication tool for all health care providers.

Overview

The development of outstanding oral presentation skills is one of the most important aspects of clinical training. Communication skills are integral to providing quality patient care. Furthermore, a good oral case presentation goes beyond simple transmission of information. It should provide the audience with insight into the presenter’s thought process and, indirectly, skill as a clinician. This course will discuss the components of an excellent oral presentation, with opportunities to practice each.

Modules Proven to be as Effective as In-person Teaching

The study published by Colin M. Sox, MD, MS, “Efficacy of a Web-Based Oral Case Presentation Instructional Module: Multicenter Randomized Controlled Trial”, in the January 2018 issue of Academic Pediatrics, reveals that the quality of oral presentations delivered by students who completed the Aquifer course did not differ from those who participated in faculty-led feedback sessions. Learn more…

Students often struggle with expectations regarding oral case presentations. In one study comparing the perceived expectations of third-year medical students and their preceptors, students “described and conducted the presentation as a rule-based, data-storage activity governed by order and structure”. Preceptors, on the other hand, viewed the presentation as a “flexible means of communication and a method for constructing the details of a case into a diagnostic or therapeutic plan.” [Haber RJ, Lingard LA. J Gen Int Med. 2001; 16(5):308]

Therefore, while certain rules are universal, the definition of a “good” oral presentation will depend on the situation. The complete oral presentation that you might give to a teaching attending in a classroom setting may not be very different from your written presentation, which details everything you know about your patient. Oral presentations on work rounds will be considerably shorter, however. Inpatient presentations may differ in style from those in the outpatient setting.

This course teaches the focused, problem-based inpatient case presentation given on work rounds, where a premium is placed on brevity and clinical decision-making.

Aquifer Oral Presentation Skills includes several modules that provide a clear course to building key oral communication skills.

  • Oral Presentation Skills 01: Introduction
    The primer reviews the organization of an oral presentation, particularly those in the inpatient setting, with examples offered for clarification of each section. The examples introduce clinical reasoning concepts which should ultimately guide the presentation.
  • Oral Presentation Skills 02: What is Pertinent
    This exercise involves identifying pertinent information based on varying chief complaints for both initial presentations and for follow-up progress reports.
  • Oral Presentation Skills 03: Assessment and Plan Exercise
    This exercise involves critiquing three audiotaped versions of an assessment and plan for the case. These examples include both model behavior and common mistakes.
  • Oral Presentation Skills 04: 4-month-old male with trouble breathing
    This virtual patient case presents Teddy, a four-month old with trouble breathing. Students are asked to build an oral presentation step by step as they work through the case through a combination of data-gathering, organizational and clinical reasoning exercises.

WISE-OnCall

WISE logos WOC

In collaboration with:

NYU Grossman School of Medicine

NYU Langone Health

 

A collection of 12 multimedia modules designed to educate learners (medical students, PA students, nursing students, and beginning interns) about potential medical issues they may encounter while they are on call.

Created by the NYU Grossman School of Medicine.

Distributed by Aquifer on behalf of NYU Grossman School of Medicine. Available through an independent learning platform from your Aquifer account.


Overview

WISE-OnCall helps medical students prepare for their transition to residency through a symptom-based review of conditions that they will likely encounter while on call.

The modules provide a common, pre-residency learning experience to students with different undergraduate educational experiences, serving as a “refresher” to fill gaps in students’ clinical knowledge.

The offering currently includes 12 modules, each focusing on a particular symptom or clinical skill. Modules incorporate a didactic review of key concepts and causes associated with the presenting symptoms, simulated cases which model a residents response to on-call scenarios, case-based practice questions which allow the student to test their knowledge, and symptom checklists to help students focus on the larger constellation of symptoms when prioritizing their differential. The modules also stress the importance of and model appropriate interprofessional communication.

New WISE Platform Now Available

The NYU Grossman School of Medicine’s Program for Medical Education and Technology (PMET) Division has launched a new learning platform—known as WISE 3.0. Updates include:

  • A unified user experience with WISE-MD and WISE-OnCall on the same platform.
  • Optimization for mobile browsers.
  • Streamlined reporting for administrators.
  • Expository review of topic
  • Simulated cases with embedded topic-based questions
  • Checklists based on symptoms and situations
  • Case-based practice questions
  • Each symptom-based module includes an introduction, a review of causes, a sample patient case, practice questions, and references
  • The selection of module topics is informed by the Core Entrustable Professional Activities (EPAs) outlined by the Association of American Medical Colleges
  • Modules currently cover many of the conditions requiring urgent or emergent care as specified in EPA 10
  • Reviews key considerations associated with general clinical activities such as documenting clinical encounters (EPA 5)

WISE-OnCall has largely been targeted at 4th-year medical students’ preparation for and transition to residency. To that end, the offering’s design has been informed by the AAMC’s Core Entrustable Professional Activities.

Modules have been integrated into advanced clerkships at some institutions. Others have incorporated the modules into focused capstone or transition to residency courses. The modules could be integrated in the traditional third-year clerkships to introduce or review clinical reasoning. They have also been blended with preclinical coursework to demonstrating the practical clinical importance of concepts in the basic sciences.

In post-transition residency education, WISE-OnCall may be used as a baseline, self-directed learning activity to address the variability in incoming students’ educational experiences and increase their preparation for managing in-patient clinical situations.

An active research program at the NYU School of medicine has been investigating the design and blending of first-person, “on-call” simulations with the self-directed WISE-OnCall activity to create a unified, pre-residency learning experience.

10 modules focus on high-risk symptoms. Common causes are reviewed and a video case dramatization follows. Other important clinical activities (Documentation and Certifying a Death) are covered in additional modules.

Cases:

Abdominal Pain
Acute Chest Pain
Acute Pain Management
Certifying a Death
Documentation for Patient Safety
Dyspnea
Fever and Sepsis
Hypertension
Hypotension
Loss of Consciousness
Lower Extremity Pain
Oliguria

From the Modules