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SRNT - 2022 Society for Research on Nicotine & Tobacco Annual Meeting
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What activities did you attend at the event?
Agreement
By completing this form, you attest that you have participated in all selected activities in thier entirety.
Please rate the following:
The program was relevant to my work.
Content matched stated objectives.
Usefulness of handouts/AV/technology.
Quality of facilities and facility accommodations.
How well did the educational sessions give a balanced view of therapeutic options, including the use of generic names?
If you rated any of the above questions with 'fair,' 'poor,' 'disagree,' or 'strongly disagree' please explain in detail (e.g. session title, speaker name, situtation):
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
Objective 1: Describe new research and clinical data on the effects of nicotine and tobacco.
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
The teaching methods used were appropriate to the objectives
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
Objective 2: Address nicotine and tobacco's role in the changing health care environment.
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
The teaching methods used were appropriate to the objectives
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
Objective 3: Discuss recent advances in nocotine and tobacco research.
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
The teaching methods used were appropriate to the objectives
The instructor used technology effectively
Identify strategies and techniques for having productive scientific conversations
Identify common ground among nicotine and tobacco researchers
Promote a position (advocacy) vs. trying to understand the problem (science) results in cherry picking of science
The instructor used technology effectively
Update participants on a wide range of programmatic areas including tobacco product regulations, compliance and enforcement activities, tobacco regulatory research, product review and public education.
The instructor used technology effectively
Describe steps taken over the past 25 years to galvanize the field of tobacco and health disparities research.
Discuss strategies for overcoming challenges
Discuss future direction for the field of tobacco and health disparities research
The instructor used technology effectively
Differentiate authentic health equity research from mainstream health equity research.
Recommend research strategies most appropriate for reducing tobacco-related health disparities.
Integrate qualitative methods to design authentic health equity research toward elimination of health disparities
The instructor used technology effectively
To evaluate a pharmacist-led, electronic health record (EHR)-facilitated, opt-out smoking cessation intervention designed to address this need.
The instructor used technology effectively
To understand why decolonizing tobacco in tobacco and nicotine research from an Indigenous lens is important.
To learn the history, role, and influence of commercial tobacco among Indigenous peoples.
To understand key principles that will guide commercial tobacco “end-game”.
The instructor used technology effectively
Describe the participatory research (PR) procedures with Black and Latino adolescents to develop culturally and linguistically appropriate graphic messages for vaping prevention
This study examines smokers’ cognitive responses towards PWLs after 10 days of use on their packs, and their associations with changes in quitting attitudes, beliefs, and intentions during this period.
To identify whether three types of cigarette pack designs (Graphic Warning Label [GWL] packs, Blank packs, Current US packs) differentially elicit the type of affect necessary to study how packaging influences cognitions and behavior among US smokers.
The instructor used technology effectively
Learn about global tobacco use disparities among marginalized populations
Learn about methods for recruiting marginalized populations of people who smoke
Learn about the efficacy of specific smoking cessation interventions for Native Americans/Alaska Natives, African Americans, and people who have low income
The instructor used technology effectively
To investigate potential relapse to cotinine-seeking behavior using the well-established reinstatement of drug seeking model in rats.
To investigate the role of purinergic signaling on neuronal activity in the medial habenula.
The instructor used technology effectively
To be able to describe the main components of the action plan proposals to achieve New Zealand's Smokefree 2025 goal
To be able to discuss Indigenous perspectives on endgame goals and strategies using the example of New Zealand's smokefree goal
To be able to discuss tobacco industry responses to endgame goals and strategies using the example of New Zealand's smokefree goal
The instructor used technology effectively
Understand the current difficulties with evaluating evidence of efficacy in new drugs proposed to treat smoking cessation.
Learn about a procedure that combines the validity of randomized trials with the practicality of briefer cross-over study designs to more efficiently test for efficacy in novel treatments.
The instructor used technology effectively
To examine whether COVID-19 “shelter-in-place” (SIP) orders influence adolescents’ risks of cigarette and e-cigarette use and how it may differ for adolescents of different racial/ethnic identities or socioeconomic status.
To estimate changes in tobacco product sales after the onset of the COVID-19 pandemic
To examine whether experiences with stress and worry among smokers during the pandemic differed by sociodemographic factors, and whether these factors predicted serious psychological distress (SPD).
The instructor used technology effectively
To examine whether standard cytisine treatment (25 days) was at least as effective as standard varenicline treatment (84 days) for smoking cessation.
To compare smoking behaviors and outcomes in non-Latinx Black and non-Latinx white individuals with SMI who smoke.
The instructor used technology effectively
To learn how banning menthol cigarettes has impacted smokers in Canada and the Netherlands.
To understand the intended and unintended consequences of cigarette and/or NVP flavor restriction policies.
To understand the net public health benefit of various cigarette and NVP flavored product policy approaches.
The instructor used technology effectively
Understand the current landscape of smoking cessation pharmacotherapies, including their development, utility, and current limitations
Gain knowledge on four new pharmacotherapeutic approaches currently in various stages of clinical development
Learn about the clinical medications development process more broadly, including the FDA Phased approach's key design considerations and processes
The instructor used technology effectively
To determine the influence of synthetic estrogen (e.g., ethinyl estradiol, or EE) and/or progesterone (e.g., levonorgestrel, or LEVO) on nicotine and ethanol (EtOH) intake in rats.
To examine whether adolescent co-exposure to alcohol drinking and vapourized nicotine would impact reward- and cognition-related behaviours in adult male and female rats during adulthood.
To explore the impact of early exposure to sweet-associated flavorants, like cherry flavoring (benzaldehyde) and saccharin, on later nicotine-taking behavior in adolescent rats.
The instructor used technology effectively
To explore flavouring and design features of tobacco products available near schools immediately before the implementation of plain package in Uruguay.
To examine whether the increase in HTPs in Japan was accompanied by significant decreases in smoking on two measures: (1) percentage of daily smokers, and (2) cigarette consumption. Method: Data came from adult (aged 20+) smokers (?weekly) who participated in at least one of three ITC Japan Surveys conducted in 2018 (Wave 1, W1; n=3810), 2018-2019 (W2, n=2728), and 2020 (W3, n=2757).
The instructor used technology effectively
To examine the longitudinal associations between perceived stress score (PSS) and e-cigarette use behaviors among a diverse cohort of youth and young adults.
The purpose of this study was to 1) examine intraindividual change in frequency of ENDS use across young adulthood, ages 18-30, and 2) determine if depressive symptoms and sensation seeking, independently and in interaction with one another, influenced these changes.
The instructor used technology effectively
Describe what is known about equity impacts of flavor policies
Discuss varied public perceptions of flavor policies
Describe results of local and national studies examining equity impacts of flavor policies
The instructor used technology effectively
Examine e-cigarette use characteristics and intentions to continue vaping should a hypothetical product standard limiting EC e-liquid flavor occur.
Explore this disparity as well as differences in combustible tobacco use among gay/lesbian, bisexual, and not sure (“questioning”) groups that comprise sexual minority youth.
To explore menthol smoking and reactions to a potential menthol ban among LGBTQ+ people.
The instructor used technology effectively
To examine the feasibility of using continuous glucose monitoring (CGM) and mobile health (mHealth) to understand acute effects of cessation on glycemic control.
The instructor used technology effectively
To understand potential sex differences in nicotine neurobiology and behavior.
To understand the impact of sex on nicotine self-administration and cessation in rodent models.
To understand the contributions of nicotine and THC single or co-exposure during development on later behavioral outcomes.
The instructor used technology effectively
Learn about the emergence and perceptions of products made with synthetic nicotine.
Understand the global regulatory environment and regulatory challenges for synthetic nicotine.
Increase knowledge about nicotine synthesis, stereochemistry and pharmacology, and implications for distinguishing between tobacco-derived and synthetic nicotine.
The instructor used technology effectively
By the end of this presentation participants will be able to list five key accomplishments which define England's progress towards achieving a smoke free generation along with three priority areas for accelerating impact.
The instructor used technology effectively
To understand the impact of e-cigarettes on the public health of youth and young adults.
The instructor used technology effectively
The objective of this presentation is to provide the learner with information on the neurobiology of nicotine use. There will be a focus on the application of rodent models to better understand the mechanisms that promote nicotine use in vulnerable populations. 
The instructor used technology effectively
This Indigenous-led study aims to quantify and begin to unpack the stories of Aboriginal and Torres Strait Islander women, informing meaningful development of smoke-free supports.
To examine the potential disparities in the association between the Tips campaign and quit intentions and quit attempts among sexual minority smokers.
The instructor used technology effectively
Identify neighborhood-level variation in the promotion of menthol cigarettes and flavored tobacco at the point-of-sale
Describe potential impact of retail-focused tobacco policy interventions on health equity
Examine mechanisms and impact of policies to reduce tobacco retail licenses in communities
The instructor used technology effectively
To raise awareness of the health- and economic-related harms associated with the use of smokeless tobacco
To demonstrate the gap between the need to address smokeless tobacco and the existing policy measures
To propose potential solutions to reduce harms associated with smokeless tobacco use
The instructor used technology effectively
Describe how increasing use of cannabis has impacted tobacco users over the past decade.
Describe tobacco and cannabis daily use patterns in young adults.
Explain how tobacco quitlines offer an opportunity to study effects of co-use on cessation and intervene with co-users trying to quit tobacco.
The instructor used technology effectively
To understand how novel oral nicotine products differ from smokeless tobacco.
To describe how consumer use novel oral nicotine products, consumer perceptions about these new products, and marketing exposure.
To discuss potential health effects of novel oral nicotine products.
The instructor used technology effectively
This study aims to investigate: (1) trends of e-cigarette ad exposure from different channels from 2017 to 2019; (2) how e-cigarette ad exposure is associated with curiosity about using an e-cigarette and e-cigarette use, among US adolescents.
The instructor used technology effectively
Describe experimental strategies to incorporate emotion into theories and methodologies from judgment and decision making, to shape new approaches to anti-tobacco health communications
Discuss opportunities to enhance the putative protective effect of including target emotions in anti-smoking health communications
Outline opportunities to refine anti-smoking communications to achieve optimal outcomes using targeted emotional content
The instructor used technology effectively
Describe the prevalence of cannabis and tobacco co-use in the United States.
Identify factors that are with associated with cannabis and tobacco co-use, especially among young adults.
Discuss strategies for reducing cannabis and tobacco co-use and achieving equity to eliminate tobacco-related disparities.
The instructor used technology effectively
Using qualitative data from focus groups with pregnant individuals and US population-based quantitative survey data, understand potential motivations for ENDS use during pregnancy.
Summarize information from US population-based surveys on rates and patterns of ENDS use during pregnancy.
Employ preclinical and clinical data to understand the potential impact of ENDS use during pregnancy on perinatal health outcomes.
The instructor used technology effectively
Show that daily smokers who completed a single session of CET with AR smoking cues (extinction condition) would demonstrate a decrease in cue reactivity compared to those who completed CET with AR neutral cues (control condition).
Show that savoring interventions have demonstrated efficacy in reducing opioid use, and interventions including savoring techniques have been shown to reduce nicotine use.
The instructor used technology effectively
Understand the nicotine effects in the VTA brain region.
Understand cell population specific and molecular mechanisms contributing to nicotine effects in VTA.
Understand the effects of ENDS and flavor additives on nicotine associated VTA plasticity.
The instructor used technology effectively
To gain knowledge of a range of tobacco endgame interventions that have been discussed in the literature and the current state of synthesised evidence about them.
To understand the potential impact of a tobacco endgame strategy (denicotinisation of combustible tobacco) if implemented within a country with a national smokefree goal.
To understand the potential role of alternative nicotine products in a comprehensive tobacco endgame strategy to increase smoking cessation, particularly among populations with high smoking prevalence and low quit rates.
The instructor used technology effectively
Participants will be able to identify challenges in monitoring emerging tobacco/nicotine product and potential solutions to mitigate these challenges.
The instructor used technology effectively
Describe how genetic information and human biomarkers can be used to inform the prevention and treatment of nicotine dependence
Discuss the importance of studying ancestrally diverse populations as this has implications for the clinical utility of genetic scores, which are not ‘one size fits all’
Explain how communicating genetic test results to smokers can motivate positive behavior change
The instructor used technology effectively
Compare e-cigarette use, flavors, and reasons for use by menthol cigarette status and race/ethnicity among US adult smokers.
Compare the abuse liability potential of menthol and non-menthol e-cigarettes in Black and White adult menthol smokers in a human lab study.
Examine differences in switching from tobacco cigarettes to e-cigarettes and subjective effects of vaping among Black and Latinx smokers who used menthol versus non-menthol e-cigarettes as part of a randomized clinical trial.
The instructor used technology effectively
Understand overall use patterns and transitions among adult cigarette and ENDS users.
Understand nicotine dependence among youth cigarette and ENDS users.
Understand cigarette and ENDS susceptibility and use trajectories in both youth and young adults.
The instructor used technology effectively
Understand common core elements for opt-out approaches for accurate assessment, identification of risk, and active referral or treatment.
Learn about the experience of different health care systems in implementing opt-out treatment delivery services
Define concepts of achievable cross-disciplinary metrics that can be effectively communicated to all levels of care and leadership
The instructor used technology effectively
To examine nicotine withdrawal in a HIV-induced neuropathy (mice conditionally expressing HIV Tat(1-8> protein) mouse model.
Use high throughput screening techniques to evaluate the cytotoxicity of disposable vapes.
The instructor used technology effectively
Expolore participants’ experiences of ENDS use, probed critical return-to-smoking settings and triggers, and analysed strategies that could promote sustained smoking abstinence.
Undertook an independent evaluation of FCTC 2030 using multiple methods to report qualitative findings to highlight the facilitators and barriers to strengthen and implement tobacco control policies in LMICs.
Aim to identify the barriers and facilitators during the initial implementation of laws to restrict retail sales of flavored tobacco products and to increase excise taxes for e-cigarettes, penalties for sales to minors, and coverage for tobacco cessation treatment.
Please tell us about any sessions you found particularly good or bad.
Please tell us about any objectives you feel we accomplished well or poorly.
Please tell us about any presenters you found particularly good or bad.
Please answer the following:
Do you believe this activity was appropriate for the scope of your professional activities?
Was the educational content scientifically sound?
If faculty spoke about off-label or investigational uses of a product, was that information disclosed to you?
Was the mode of education effective to learning?
If you answered "No" to any of the above questions, please explain.
Did you perceive any product/service/company/commercial bias in any educational session you attended or materials you received?
If you answered "Yes" to the above question, please detail the situation below (e.g. session title, speaker name):
Were you solicited by sales personnel in an educational room (other areas do not matter) while you attended this educational activity?
If you answered "Yes" to the above question, please explain in detail (e.g. who, when, where):
How much did you learn as a result of this education program?
What specifically did you learn during this activity that you intend to integrate into your practice?

What questions have arisen in your practice for which you need answers/strategies that you can implement?

What patient/client problems or patient/client challenges do you feel you are not able to address appropriately or to your satisfaction?
What problems are your patients/clients communicating to you that need attention or follow up?

Are you interested in basic, intermediate or advanced level trainings?

What barriers might you have that would interfere with implementation of new information learned from this training?

How can this training (the overall meeting) be improved to better impact competence, performance and/or patient/client outcomes?

Additional comments:

How did you attend this course?
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