Suggested Teaching Approaches for Alzheimer Disease

Format 1: Point of Care (~ 5 min)

Overview Resources available at time of patient contact, to help learner care for patient and advance own knowledge of the topic.

Suggested educational material GeneticTools “Alzheimer Disease At-A-Glance,” www.genetictools.org

Brief, bulleted summary of the current issues in testing for the ApoE genotype in Alzheimer disease

Briefly mentions early-onset, autosomal Alzheimer disease and the genes known to be associated with this form of the disease

Mini-topics

Addressing common questions in clinical precepting.

Suggested approach Have unified access point with direct links to web-based resources available in the clinic precepting environment.

ACGME/RRC requirements Do these apply to topics covered in precepting?

Format 2: Morning Report (~ 20 min.)

Overview Brief informal discussion of case-based materials presenting major points regarding Alzheimer disease. Could be led by faculty or chief/senior resident.

Suggested educational material Genetic Tools teaching cases (www.genetictools.org). These cases include key issues, red flags, clinical care issues, risk assessment, genetic counseling and testing, interventions, and ethical/legal/social/cultural issues. Cases also include lists of additional resources as well as patient information and references to primary literature.

Case 14: suspected dementia in an 80-year-old woman. Discusses issues involved in testing for ApoE genotype, http://www.genetests.org/servlet/access?id=8888892&key=hfGKlsg8pb7ET&fcn=y&fw=5MYn&filename=/tools/cases/dementia-14/index.html

Case 15: cognitive difficulties in a 45-year-old man. Discusses issues involved in testing for early-onset Alzheimer disease, http://www.genetests.org/servlet/access?id=8888892&key=hfGKlsg8pb7ET&fcn=y&fw=5MYn&filename=/tools/cases/dementia-15/index.html

Suggested pre-reading All attendees: ??

Discussion leader:

Suggested approach Some of the 5-minute mini-topics suggested for Point of Care teaching (above) can be expanded, modified, or combined to work in a 20-minute teaching discussion. Add a 1 or 2-sentence case at the start to introduce the topic, and spend more time asking questions and discussing each point. Examples below:

Revised 3/31/2006 Page 1 of 3M. Calanthe Wilson-Pant, MDMcLaughlin Research Institute

Suggested Teaching Approaches for Alzheimer Disease

ACMG/RRC requirements ??

Evaluation ??

Format 3: Noon Conference (~ 1 hour)

Overview Formal lecture-style presentation of information on hereditary Alzheimer disease.

Suggested educational material

Suggested pre-reading ??

Suggested approach

ACGME/RRC requirements ??

Evaluation ??

Format 4: Self-Directed Learning

Overview AAFP 2005 Annual Clinical Focus, Alzheimer disease, http://www.aafp.org/x33920.xml

One of a series of online videos on genetic disorders seen in family medicine.

The Alzheimer disease video features a summary of the genetics of Alzheimer disease, followed by an example of a physician interview with a young female requesting information on her risk of developing Alzheimer disease and possible testing. The case focuses on ApoE testing.www.

GeneReviews, www.genetests.org:

Select Gene Reviews and Search by Disease.

Comprehensive summaries of the genetics and genetic counseling issues of Alzheimer disease in general, as well as early- and late-onset forms.

Authored by experts and regularly updated.

Associated glossary embedded within each entry.

A list of resources is included, as is a list of published statements on genetic testing for Alzheimer disease and references to the primary literature.

Also features links to Laboratory and Clinical Directories.

Suggested educational material ??

Revised 3/31/2006 Page 2 of 3M. Calanthe Wilson-Pant, MDMcLaughlin Research Institute

Suggested Teaching Approaches for Alzheimer Disease

Suggested pre-reading ??

Suggested approach ??

ACGME/RRC requirements ??

Evaluation ??

Other Resources (more detail)

OMIM, Online Mendelian Inheritance in Man, http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=OMIM

Revised 3/31/2006 Page 3 of 3M. Calanthe Wilson-Pant, MDMcLaughlin Research Institute