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AAGP - 2022 AAGP LIVE Annual Meeting
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Agreement
By completing this form, you attest that you have participated in all selected activities in thier entirety.
PHARMACIST/TECHNICIANS: If you do not provide your NABP ID AND your DATE OF BIRTH, your hours will not be uploaded to CPE Monitor.
(CPE Monitor) NABP e-Profile ID (ePID) - Example 123456:
(CPE Monitor) Date of Birth (MM/DD) - Example September 24 would be 0924:
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
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
Objective 1: Discuss non-pharmacological behavioral interventions for those with neuropsychiatric illness associated with underlying cognitive disease.
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
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
Objective 2: Discuss pharmacological interventions for those with neuropsychiatric illness associated with underlying cognitive disease.
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
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
Objective 3: Identify cutting-edge evaluation techniques for the diagnosis of cognitive illness in older adults
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
Audience members will recognize the prognostic significance of gait slowing for Late Life Depression and be familiar with the response of this comorbidity to available treatments.
By the end of the session, participants should be able to identify the key functional brain networks implicated in apathy of late-life depression.
To understand cognitive phenotypes in late-life depression and their relationships with demographic and clinical factors, symptom profiles, and treatment outcomes.
To recognize the clinical implications and prognostic utility of in-depth assessments of key symptoms of depression, some of which extend beyond DSM criteria.
The instructor used technology effectively
Participants will understand ways to evaluate capacity in complex neuropsychiatric patients.
Participants will identify the limits and utility of evaluating patients with limited ability to participate.
Participants will describe legal considerations when faced with the decision to detain or release an incapacitated patient requesting discharge.
Participants will outline a framework for assessing sexual decision-making capacity in long-term care residents and cognitively impaired older adults.
The instructor used technology effectively
Understand what value based care is
Learn about the role of geriatric psychiatrists in value based care
Define implementation science and its role in the implementation and evaluation of value based care programs
Learn about a value based care model that utilizes specialized medicaire billing categories
The instructor used technology effectively
Attendees will learn about telephonic social work assessment that address social determinants of health.
Attendees will learn about the strategies used by social workers telephonically to screen for psychological and cognitive symptoms.
Attendees will learn how in home psychiatric assessment was adapted to telehealth in a diverse patient population.
Attendees will learn how a community engagement studio was adapted to a virtual format to engage a diverse community population.
The instructor used technology effectively
Identify the personal, sociodemographic, and institutional factors impacting wellbeing and the connections between burnout and unprofessional behavior
Implement complex discussions with trainees on how to integrate professionalism and self-care.
Describe the characteristics of an excellent letter or recommendation.
Discuss tips and tricks to make letter writing easier and less stressful.
The instructor used technology effectively
Understand the potential mechanisms and modifiability of morning activation deficits in older dementia caregivers
Describe the procedural challenges and solutions for delivering a behavioral depression prevention intervention remotely in the age of COVID-19.
Identify sleep-wake characteristics related to physical heath measures in adults aging with schizophrenia.
Understand evidence regarding effects of pharmacologically treating insomnia to prevent suicide in older adults.
The instructor used technology effectively
At the end of this session, attendees will recognize when to refer patients with neurocognitive disorders for palliative care consultation
At the end of this session, attendees will be able to employ one basic palliative care technique when caring for individuals with neurocognitive disorders
At the end of this session, attendees will be able to describe if there is a gap in the current education of geriatric psychiatry fellows as it pertains to palliative care
At the end of this session, attendees will be able to understand how to begin constructing a rotation in palliative care for geriatric psychiatry fellows
The instructor used technology effectively
To introduce the current standard of care in diagnosis and treatment of dementia
To provide updates related to fluid-based biomarkers related to Alzheimer’ dementia
To provide updates related imaging related to Alzheimer’s dementia
To provide updates related to therapeutics in the field of Alzheimer’s dementia
The instructor used technology effectively
Discuss the need for geriatric psychiatry expertise to support clinicians
Recognize common themes of questions for geriatric psychiatry experts
Outline management of complex geriatric mental health issues by illustrative case examples
Outline lessons learned and future directions
The instructor used technology effectively
The audience will understand the challenges COVID pandemia presents to older adults mental health
The audience will appreciate benefits and challenges of using telepsychiatry various health care settings
The audience will be informed about utilization of face to face interactions in the care of older adults during COVID pandemia
The audience will learn about utilization of various virtual platforms for the care in the different care settings
The instructor used technology effectively
The participant will be able to evaluate and manage sleep complaints in older adults. The participant will also understand the common changes observed in the sleep architecture of older adults
The participant will appreciate the abundance of medications for the treatment of insomnia, including complementary and over-the-counter formulations.
After a brief introduction to Cognitive Behavioral Therapy for Insomnia (CBTI), the participant will understand the core principles of CBTI.
After a presentation on consumer sleep technologies (CSTs), the participant will appreciate the range of CSTs that are available on the market.
The instructor used technology effectively
To describe the study design and primary outcomes for the THC-AD and CBD-AD clinical trials.
To understand the trial design of the NAB-IT study and explain the design choices.
To provide a rationale for the use of a THC/CBD combination in hospice care-eligible, agitated subjects suffering from AD or other types of dementia.
To distinguish at least two mechanisms by which psilocybin treatment of depression in MCI might also improve cognition.
The instructor used technology effectively
At the conclusion of this session, participants will be able to identify barriers to community outreach in communities of color
At the conclusion of this session, participants will be able to appraise resources and infrastructure needed to provide care to patients from diverse backgrounds.
At the conclusion of this session, participants will be able to give examples of how historical trauma can impact the way African-American patients utilize healthcare resources.
At the conclusion of this session, participants will be able to explain the relevance of cultural humility in providing high-quality geriatric mental health care
The instructor used technology effectively
Identify the need for inclusive training opportunities to expand the workforce
Recognize the success of association-based training that complements traditional fellowships
State the role of association based programs in certifying specialized clinical competencies
Conceptualize the impact on eldercare that additional training programs may achieve
The instructor used technology effectively
Understand the different types of elder abuse.
Discuss the characteristics and benefits of Enhanced Multidisciplinary Teams (E-MDT).
Understand the importance of capacity evaluations for medical and legal decision making.
Discuss research planning and future directions of the E-MDT program.
The instructor used technology effectively
To learn how the COVID-19 pandemic affected fellowship training acutely and how a fellowship program adapted
To understand how a fellowship program faculty identified training needs and resources to provide an optimum and safe learning environment
To become familiar with aspects and terminology of digital health and telehealth with particular relevance to the care of older adults
To identify telehealth resources and skill sets applicable to geriatric psychiatry professional practice
The instructor used technology effectively
Recognize the role that social determinants of health (SDOH) play in contracting COVID-19 and resulting in poorer outcomes
Understand the ways in which the COVID-19 pandemic has served as a mirror, highlighting and exacerbating the existing impact of SDOH on psychiatric morbidity and mortality
Identify strategies and tools that can be utilized in their own community to help reduce the incidence and impact of COVID-19 in communities most affected by SDOH
Understand basic principles of equitable vaccine distribution and the role SDOH plays in community access to vaccines
The instructor used technology effectively
At the end of this session, participants should be able to understand the utility of electronic health record (HER) data in geriatric mental health, how this data is processed, and ultimately the use of this approach with random forest modeling to predict
At the end of this session, participants should be able to understand the usage of Natural Language Processing (NLP) on unstructured text to predict cognitive deficits in community-dwelling older adults
At the end of this session, participants should be able to understand the applications and limitations of deep learning to detection of anomalous or risky behaviours in videos of people with dementia.
At the end of this session, participants should be able to identify the strengths and limitations of digital interventions and telemedicine use in older adults, including telemedicine utilization during the COVID-19 pandemic, a telephone call volunteer-ba
The instructor used technology effectively
Understand the barriers to telepsychiatry in older adults and how they were affected by the COVID-19 pandemic.
Understand the barriers to telepsychiatry in older adults and how they were affected by the COVID-19 pandemic.
Discuss best practices and how to remove barriers to access to care for older adults utilizing telepsychiatry.
Identify ways in which lessons learned from the tele-psychiatry model may be applied to tele-medicine more broadly in the future to improve access to care for older adults.
The instructor used technology effectively
Describe the four components of the DICE Approach
Learn about the application of the DICE approach in a program for older adults
Review the implementation of the DICE approach in a state-wide dementia care management program
Learn about the WeCareAdvisor tool clinical trial and national recruitment
The instructor used technology effectively
To describe the epidemiology of BPSD
To elucidate the neurobiology and assessment of individuals with BPSD
To discuss the management of individuals with BPSD
To elaborate on the controversies in the treatment of individuals with BPSD
The instructor used technology effectively
To demonstrate the role that information and communication technologies can play in intervention delivery and data collection among aging adults with depressive symptomatology.
To explore the role of smartphone technology and artificial intelligence in improving the effectiveness of psychotherapies.
To teach participants about the impact of PROTECT intervention on elder abuse outcomes.
To present feasibility, acceptability, and preliminary efficacy data of the WellPATH tablet application in improving emotion regulation in middle-aged and older adults at high suicide risk.
The instructor used technology effectively
Understand the importance of unpaid caregiving to quality of care and quality of life for persons living with dementia.
Understand more about the toll of caregiving on unpaid caregivers: financial, emotional, psychological
Consider individualized approach to ways health care systems can help lessening caregiver burden. The five areas of care addressed by COACH.
Consider role that geriatric psychiatry can play in support of caregivers. Consider the importance of a multidisciplinary team in the support of caregivers.
The instructor used technology effectively
Participants will be informed of methods to implement and sustain training programs in trauma-informed care
By the end of this presentation the audience will be able to Develop a time-limited foundational training in trauma-informed care
By the end of this presentation the audience will be able to identify strategies to map curriculum goals with learners’ milestone level
Audience will be able to Name at least 3 of the 4 Rs of trauma informed care
The instructor used technology effectively
Participants will be able to identify key current issues in aging and mental health policy as well as resources for staying updated..
Participants will become familiar with the benefits of the Health and Aging Policy Fellowship.
Participants will become familiar with a variety of interventions aimed at reducing disparities affecting older adults with substance use disorder.
Participants will become familiar with a variety of interventions aimed at reducing disparities for older adults affected by COVID.
The instructor used technology effectively
Participants will acquire a knowledge base of the studies on the efficacy and safety of pharmacologic treatments of BPSD
Participants will describe the strengths and limitations of an algorithmic approach to pharmacologic treatment of BPSD.
Participants will be able to apply the algorithm to implement evidence-based pharmacologic interventions and avoid those treatments for BPSD that the evidence suggests are ineffective.
Participants will describe and know how to monitor for adverse effects associated with treatments for BPSD.
The instructor used technology effectively
Give an example of racial/ethnic differences in late-life depression severity
Understand the concept of modifiable risk factors for depression and biological aging
Identify health system factors that contribute to racial/ethnic disparities in antidepressant treatment
Describe lay or peer-counseling intervention for late-life depression
The instructor used technology effectively
Discuss the current state of geropsychiatry education in relation to the recommendations from the 2012 Institute of Medicine Report.
List three examples of disparity within geropsychiatry education that impact the mental health of older adults.
Compare and contrast the clinical challenges that geropsychiatry trainees faced pre- and post-2020.
Identify three educational innovations that emerged during 2020.
The instructor used technology effectively
Audience members will become familiar with differences in symptom profiles and treatment-seeking patterns between older and younger individuals with PTSD.
Audience members will be able to recognize at least two specific functions that decline to a greater degree over time among older adults with PTSD compared to peers without PTSD.
Audience members will become familiar with the response and remission rates typically experienced by younger and older adults with PTSD to standard of care medication and psychotherapy interventions.
Audience members will learn to recognize three ways that treatment setting (i.e., primary care, specialty mental health, VA) influences treatment selection and acceptability.
The instructor used technology effectively
To better appreciate how an international data set that includes a large and diverse sample with BD can advance knowledge on the evolution of BD across the life span
To learn about new research on clinical correlates of age of onset on older people with BD
To understand the potential influence of age and clinical factors on brain differences in older adults with BD
To gain familiarity with mixity of mood symptoms in OABD and association with functional status
The instructor used technology effectively
Understand historical impact of pandemics on vulnerable populations
Conceptualize how social determinants impact mental and physical health
Be familiar with strategies to improve mental and physical outcomes from the pandemic
Recognize biologic mechanisms that contribute to unique vulnerabilities among seniors
The instructor used technology effectively
Audience members will appreciate that neuropsychiatric symptoms (NPS) can be prodromal symptoms of dementia, analogous to early cognitive changes.
Audience members will be able to understand neuroimaging measures of amyloid, tau and neurodegeneration (ATN) in late life depression and dementia
Describe the history of perioperative neurocognitive disorders and its associated risk factors.
Describe challenges with providing cognitive screening and assessments for at-risk patients in a preoperative center
The instructor used technology effectively
Define an IMG
Discuss the role of IMGs in the clinical practice of geriatric psychiatry
Describe the contributions of IMGs as academicians in geriatric psychiatry
Enumerate the successes and obstacles that IMGs encounter in research in geriatric psychiatry.
The instructor used technology effectively
Presnet the characteristics of the OPTIMUM sample
Present the results of qualitatioe analyses of patient and provider experience with the trial
Present the results of the effectiveness and remission rates
Present the effects of treatment on wellbeing and positive affect
The instructor used technology effectively
Review the difficulties in discharge planning in older adult patients with chronic psychiatric illness with aggression and patients with a suicide attempt.
Be able to discuss the disposition disparities that exist for older adults with psychiatric illness compared to younger adults with psychiatric illness or compared to age-matched patients without psychiatric illness.
The instructor used technology effectively
At the end of the presentation, the audience will be able to review the current state of medication reconciliation process, classifications of discrepancies of medication reconciliation, their causes and risk factors
At the end of the presentation, the audience will be able to appraise challenges in reducing discrepancies in medication reconciliation and various strategies to prevent it.
The instructor used technology effectively
To reinforce the need for multi-disciplinary approach to insure geriatric mental health
To delineate the value of non-physician professionals in the treatment of geriatric mental health
To understand the consumer perspective for mental health expertise among older adults
To advance international models for multi-disciplinary team care in geriatric mental health
The instructor used technology effectively
Develop an understanding of amyloid and tau PET imaging biomarker for in the context of clinical cognitive syndromes.
Describe the role of neurogenetics consultation for patients and families that may have a neurodegenerative disease of genetic etiology.
The instructor used technology effectively
Understand the importance as well as limitations of prognostic models in dementia.
Identify critical topics to discuss with patients and their support system across different stages of neurodegenerative disease.
Recognize person-centered palliative care approaches to managing behavioral and psychological symptoms of dementia.
Engage in discussion of ongoing disparities and unmet needs to be addressed in dementia care.
The instructor used technology effectively
Identify how to tailor care planning for gender and sexual minority women across the various stages of aging.
Explain current recommendations for vascular risk stratification and current dietary recommendations in the biological and transgender female populations.
Identify some key reasons for sex differences and unique treatment options for dementia prevention in the female population.
Explain the influence of psychological factors in the incidence and risk of dementia.
The instructor used technology effectively
List three common features of personality in late life
Identify cultural differences in the manifestation of personality traits versus disorders
State the most common modalities available to treat personality disorders in older adults
Recognize aspects of personality traits that are more adaptive to the needs of aging patients
The instructor used technology effectively
Define health care disparities as they affect the geriatric population with mental health issues
Discuss evidence surrounding strategies to teach trainees about health care disparities
Describe the principles of equitable teaching
Reflect upon the material presented and how they might change their practice in the future.
The instructor used technology effectively
Understand the social determinants of health that can impact the mental health of older adults and their families in Hispanic communities during the COVID-19 pandemic.
Recognize the extent of psychological trauma and loss for individuals within severely affected communities which persists even after recovery from COVID-19 infection.
The instructor used technology effectively
To discuss the importance of developing writing and publishing skills among geriatric mental health providers.
To describe the various steps that are needed to develop different types of manuscripts.
To elucidate the ways of effectively searching various large academic databases.
To enumerate effective ways of replying to reviewer comments to ensure acceptance of manuscript for publication.
The instructor used technology effectively
Identifying varying presentations of Creutzfeld-Jakob Disease
Understanding how to complete work up for Creutzfeld-Jakob Disease
The instructor used technology effectively
At the end of this session, participants should be able to define loneliness as used in the research studies.
At the end of this session, participants should be able to describe the research findings of a social reward task in depressed older adults.
At the end of this session, participants should be able to describe how compassion and positive affect are linked to loneliness in a cohort of older adults
At the end of this session, participants should be able to describe psychiatric and psychosocial characteristics of lonely older adults most likely to drop out of social programs.
The instructor used technology effectively
Review national statistics on unhoused older adults.
Identify unique stressors encountered by older homeless adults.
Discuss challenges in caring for unhoused older adults admitted to a psychiatric inpatient unit.
Examine evidenced-based interventions for meeting the unique mental health needs of older homeless adults.
The instructor used technology effectively
To highlight the factors contributing to mistrust in minority populations
To raise awareness of the movement towards over-specialization of mental health clinics that can lead to alienation of patients
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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