Logo1
RSA - RSA 45th Annual Scientific Meeting
Mr pencil

How would you like your name to appear on your certificate?



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
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: The primary goal is to provide a forum for alcohol researchers – from all disciplines – to present their latest findings and to learn about new research developments.
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
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 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
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 used technology effectively
1. Overview of emerging data on the insula’s role in alcohol consumption and related behavior
2. Introduction to important signaling mechanisms in the insula related to AUD
3. Identification of several key insula circuits driving motivated behavior
The instructor used technology effectively
Recent development of polygenic risk scores (PRS) in evaluating the risk for alcohol use disorder (AUD) in diverse populations. Mechanisms of response to alcohol use in pluripotent stem cell lines from individuals with high or low PRS.
Interactions between PRS and environmental factors, psychiatric diagnoses, and substance-use related disorders.
Mechanisms of response to alcohol use in pluripotent stem cell lines from individuals with high or low PRS.
The instructor used technology effectively
1) Prenatal alcohol exposure produces adverse neurobiological responses to opioids intended to treat pain via a TLR4 and NLRP3 mechanism.
2) Adolescent alcohol exposure produces augmented pain sensitivity in a sex-specific manner with associated changes in the central amygdala and the nucleus accumbens, also in a sex specific way.
3) Chronic pain produces tolerance to alcohol resulting in augmented alcohol consumption.
The instructor used technology effectively
Understand the different constructs of impulsivity and their associations with heavy drinking
Elucidate risk for heavy drinking according to complementary approaches of genetics, neural function, and emotional and cognitive functions
Better identify vulnerable individuals and vulnerability periods for heavy drinking
The instructor used technology effectively
1. Understand how epigenetic clocks are developed and can serve as biomarkers of aging in humans.
2. Understand the changes of alcohol and drug misuse on biological age measured by different clocks.
3. Understand that changing epigenetic clock by alcohol/drug misuse increases frailty and mortality.
The instructor used technology effectively
1) understand the importance of the therapeutic strategies with beneficial effects on both drinking behavior and alcohol-associated organ pathology;
2) understand recent research concerning pharmacological and dietary interventions which can simultaneously reduce alcohol intake and improve alterations in the gut-liver-brain axis in experimental animal models;
3) recognize the dual beneficial effects of probiotic LGG supplementation or fecal microbiome transplant on both alcohol craving and liver injury in patients with alcohol use disorders and alcohol-associated liver diseases.
The instructor used technology effectively
To learn the role of lipid metabolism dysfunction in alcoholic liver disease
To learn the new knowledge of alcoholic liver disease pathogenesis
To learn the novel therapeutic targets for alcoholic liver disease
The instructor used technology effectively
1. Determine if these alterations in stress-related motivation to drink are identifiable in a non-clinical sample of social drinkers.
2. Gain a better understanding of affective rewards experienced from alcohol consumption during virtual social interaction.
The instructor used technology effectively
After listening to this symposium, listeners should: 1. Understand how mobile phone technology can be used to make alcohol intervention and treatment more widely accessible
2. Gain an understanding of the development process for designing and implementing mobile-based interventions (e.g., consulting community stakeholders, conducting focus groups, user-informed design)
3. Have an idea of the accessibility and usability of various forms of mobile-based alcohol interventions, apps, and treatment approaches across populations (college students, community heavy drinkers, adults recently completing alcohol treatment)
The instructor used technology effectively
Participants should be able to define pain anxiety and describe how it can increase the extent of alcohol problems.
Participants will be able to describe strengths and weaknesses of ecological momentary assessments and experimental studies in understanding the co-use of alcohol and cannabis.
Participants will be able to identify strengths and weaknesses in the use of treatment and health records in research and explain how pain and opioid exposure can increase the risk of adverse consequences.
The instructor used technology effectively
1-Participants will learn about the utility of animal studies for the interpretation of human GWAS and genomic studies.
2-Participants will become aware of novel approaches for integrating systems genetics data across species.
3-Participants will understand how animal genetics and human genetics can synergize to elucidate the biological mechanisms of AUD.
The instructor used technology effectively
1) Importance of, and procedures for, studying the temporal microstructure of alcohol intake
2) Understand the relationship between frontloading and alcohol’s motivational effects
3) Explore links between alcohol drinking patterns and clinical severity of AUDs
The instructor used technology effectively
To identify imaging biomarkers relevant to AUD clinical outcomes.
To evaluate methods that link basic science to clinically relevant aims by identifying biomarkers with neuroimaging
To understand conceptual links between imaging biomarkers and interventions.
The instructor used technology effectively
1. To understand the long-lasting effects of alcohol drinking and co-exposure of cannabis and alcohol
2. To learn how small molecules that block the degradation of components of the endocannabinoid signaling (i.e., 2-AG) can be use as pharmacological tools to understand circuits involved in the appearance of negative affect
3. To elucidate the role of endocannabinoids in underlying circuits and mechanisms of PTSD-AUD comorbidity and stress coping behaviors.
The instructor used technology effectively
1. Attendees will learn about emerging research on state-based influences on alcohol demand and how these findings relate to broader trait-based alcohol demand findings.
2. Attendees will learn how ecological momentary assessment and related techniques are being leveraged to examine context-specific effects on alcohol demand decision making
3. Attendees will critically evaluate evidence of whether EMA assessments of alcohol demand and electrophysiology-based measures of neural correlates drinking in social contexts predict actual drinking behavior.
The instructor used technology effectively
(1) Compare alcohol's influence on bystander attitudes and behaviors across contexts and individuals
(2) Synthesize knowledge on the role of alcohol in potential target's use of sexual assault prevention strategies
(3) Appraise directions for future research and implications of extant findings for sexual assault prevention efforts
The instructor used technology effectively
1. List potential mechanisms underlying the recently recognized association between Roux-en-Y gastric bypass surgery and increased prevalence of alcohol use disorders.
2. Describe potential role for the vagus nerve in AUD and stress.
3. Explain plausible mechanisms and sites of action for ghrelin in stimulating alcohol use.
The instructor used technology effectively
1) Describe current results of human genome-wide association studies for alcohol use disorders.
2) Identify approaches used to study genes involved in alcohol-related behaviors using model organisms.
3) Discuss important of systems genetics for wholistic view of underlying mechanisms contributing to alcohol use disorders.
The instructor used technology effectively
Alcohol use disorder worsens hospital related outcomes
Alcohol disrupts the lung and intestinal barrier leading to microbiome changes (dysbiosis) which can further promote inflammation and contribute to ARDS
Alcohol use can negatively impact recovery from COVID-19 infection and increase "long-hauler syndrome"
The instructor used technology effectively
1. To report findings from novel models of polysubstance use
2. To demonstrate how access to multiple substances affects alcohol intake
3. To outline the effects of polysubstance administration on relapse-like behavior and inflammatory processes
The instructor used technology effectively
1) To provide update on recent developments on neurobiology of adolescent drinking in adulthood.
2) To provide evidence of epigenetic editing and adult psychopathology of adolescent alcohol exposure.
3) To identify several therapeutic targets to develop better pharmacotherapy of AUD
The instructor used technology effectively
Describe the multifaceted means by which alcohol consumption and socioeconomic status impact developments in US morbidity and mortality
Differentiate mechanisms through which alcohol consumption and socioeconomic status contribute to mortality risk, independently and jointly
Understand the strengths and limitations of using microsimulation models to study the relationship between alcohol use, SES, and morbidity and mortality
The instructor used technology effectively
1. Improve understanding of the unique aspects of the emerging adult phase of neurodevelopment and its impact on alcohol use.
2. Develop increased facility in specific factors of the brain that promote risk and resilience in this age group.
3. Increase understanding of biobehavioral factors that might bolster emerging adults’ resilience to alcohol use.
The instructor used technology effectively
1) Describe the ANA neurofunctional domains of incentive salience, negative emotionality and executive function as they relate to the etiology and natural history of AUD.
2) Identify sources of variability in ANA domains, including comorbid substance use disorders, that contribute to the heterogeneity of AUD.
3) Learn about the relationship between the ANA domains and constructs are differentially associated with recovery outcomes in individuals undergoing treatment for AUD.
The instructor used technology effectively
1. Identify types of alcohol/stress-related memories that can be formed and drive later maladaptive behavior.
2. Describe sex differences in learning and reinstatement of reward and alcohol seeking.
3. Assess impact of stress on the formation and retrieval of alcohol-related memories as well as alcohol seeking.
The instructor used technology effectively
SIX brain regions within the cortico-striato-pallidal circuitry (the orbitofrontal cortex or OFC, medial prefrontal cortex or mPFC, motor cortex, dorsomedial striatum or DMS, dorsolateral striatum or DLS, and external globus pallidus or GPe) contribute to FIVE different alcohol-associated behaviors: moderate drinking, goal-directed and habitual behaviors, compulsive drinking, and relapse to alcohol-seeking.
State-of-the-science approaches including anterograde and retrograde viral tracing, fiber photometry, FosTRAPing and ArcTRAPing, and chemo- and optogenetic manipulations are used to study different molecules (dopamine and BDNF) in different neuron types (medium spiny neurons or MSNs, D1-MSNs, D1-MSN ensembles, arkypallidal neurons) in response to alcohol drinking.
• Alcohol exposure crossing lifespan (prenatal and adult drinking) is studied and alcohol-induced sex difference is identified.
The instructor used technology effectively
Provide information on mechanisms of post-translational modifications after alcohol administration.
Identify specific pathways affected by alcohol-altered post-translational modifications.
Identify new therapeutic targets.
The instructor used technology effectively
The audience will learn: 1) How alcohol use and problematic alcohol use may differ among Veterans with different demographic and social factors backgrounds, and how alcohol use is related to other health behaviors.
2) How VA/Veteran researchers across the US are working toward ensuring equity in various levels of data related to alcohol use, including assessment, and intervention development, and implementation.
3) Strategies to study diversity and equity issues in VA samples, including quantitative and qualitative methods.
The instructor used technology effectively
1) Identify the importance of peer influence and the potential impact of bystander intervention for hazardous alcohol use in emerging adults.
2) Appreciate the spectrum of constructs relevant for bystander intervention.
3) Understand recent work in the area of peer-based intervention for hazardous alcohol use and sexual assault prevention.
The instructor used technology effectively
1) Increase knowledge about state and local alcohol and cannabis regulatory policies.
2) Improve understanding of how regulatory policies and retail availability may affect alcohol use and co-use with cannabis in different age, and ethnic/racial groups.
3) Increase knowledge about licensed cannabis stores' compliance with laws to prevent sales to underage youth and alcohol-intoxicated patrons.
The instructor used technology effectively
Learn about the empirical evidence for negative and positive affect motivating alcohol use.
Learn about the ins and outs as well as the highs and lows of doing "Team Science".
Learn about the wide range of disagreement among experts regarding the implications of results which seem straightforward at first glance.
The instructor used technology effectively
1) Describe the effects of hepatic knock-down of ALDH2 on acetaldehyde levels and drinking
2) Evaluate the potential of ALDH2 inhibition for the treatment of alcohol use disorder.
3) Explain the potential of Metadoxine for the treatment of alcohol use disorder
The instructor used technology effectively
(1) To understand neural and genetic factors associated with risk for developing alcohol use disorder (AUD);
(2) To understand multi-modal features associated with alcohol-induced memory problems in older adults with AUD;
(3) To learn the application of EEG neurofeedback to modify addiction-related brain networks.
The instructor used technology effectively
1. What are extracellular vesicles?
2. What cargoes are carried by EVs from host cells to recipient cells?
3. How EVs induce functional transformations within recipient cells following ethanol exposures?
The instructor used technology effectively
1) Understand how genetic and neurocognitive factors contribute to co-occurrence of alcohol phenotypes and suicidal behavior.
2) Understand how distinct alcohol outcomes are differentially related to suicidal behavior.
3) Understand how genetic liability to alcohol use disorder could contribute to distinct suicidal outcomes.]
The instructor used technology effectively
1. To understand the state of the science regarding the ridehailing, alcohol use, and alcohol-related harm.
2. To explain gaps in ridehailing and alcohol research and to identify methodological and statistical solutions.
3. To assess the trade-off between the public health costs and benefits with respect to ridehailing and alcohol.
The instructor used technology effectively
1. Evaluate potential candidate medications to treat adolescent alcohol use disorder
2. Discuss pros and cons of potential candidate medications and future directions for this line of research
3. Identify and overcome logistical challenges in running adolescent pharmacotherapy clinical trials
The instructor used technology effectively
1. Explain the role of gut and liver in first-pass metabolism (FPM) of alcohol and how different gastric surgeries can help resolve where is the main site of alcohol FPM.
2. Describe and compare alcohol oxidation processes that take place in the brain of rodents and humans.
3. Recognize that blood acetaldehyde concentrations rather than blood alcohol concentrations associate with the harmful effects of drinking on attention and working memory.
The instructor used technology effectively
1. To identify components of the oxytocin system as potential substrates for pathogenesis of alcohol use disorder.
2. To identify potential oxytocin-containing neurocircuits as promising targets for reducing alcohol intake across various animal models.
3. To identify approaches for targeting the oxytocin system that improve efficacy of treatment for alcohol use disorder.
The instructor used technology effectively
Ethanol effects on adenylyl cyclases and what it means for alcohol addiction and neuronal damage
Recognize the effect of alcohol on lung and liver disease and the role of cAMP signaling
Understand the role of PDE10A in AUD and effect of small molecule PDE10A inhibitors on alcohol self-administration
The instructor used technology effectively
1) Be able to discuss additional factors confer risk or resilience to negative outcomes following prenatal alcohol exposure
2) Compare the impact of extrinsic environmental exposures, including additional drug exposures, to the impact of intrinsic changes in maternal and paternal biology on offspring growth and development following alcohol exposure
3) Recognize the work of the next generation of FASD researchers
The instructor used technology effectively
1. There are many different pathways individuals take to alcohol use disorder (AUD), including other psychiatric disorders and related phenotypes.
disorders and related phenotypes. 2. These pathways to AUD vary in their underlying genetic bases.
3. Elucidating these different pathways is important to uncover the etiological basis of AUD facilitate more tailored interventions.
The instructor used technology effectively
1. Participants will learn about challenges for gathering and coding state and county level COVID-19 legal policy data related to alcohol availability and people’s routine and social activities and the methods to overcome these challenges.
2. Participants will understand the public health significance of integrating high-quality sub-national legal policy research with social-behavioral data to better understand the effects of COVID-19 policies on alcohol use outcomes across the lifespan.
3. Participants will be informed about available COVID-19 legal policy data for future research.
The instructor used technology effectively
1. Understand the prevalence of alcohol-induced blackout among diverse groups
2. Explore the correlates and trajectories of alcohol-induced blackout
3. Recognize challenges and innovations in alcohol-induced blackout definition, measurement, and assessment
The instructor used technology effectively
1. Explain how digital or mHealth interventions can address barriers to providing alcohol interventions at scale, including during a public health crisis, such as a pandemic.
2. Describe at least two methods used in mHealth or online interventions to tailor intervention content (e.g., tailored messages, adaptive message delivery, personalized normative feedback).
3. Discuss the efficacy of digital or mHealth alcohol interventions in reducing other substance use, such as cannabis.
The instructor used technology effectively
1. To lean about the role of non-parenchymal cells (macrophages, hepatic stellate cells) in ALD progression and its gender association;
2. To learn about the role of adaptive immune response and macrophage activation in bacterial infections and ALD;
3. To learn about the triggering of liver fibrosis in alcohol-associated activation of hepatic stellate cells in HIV-infection
The instructor used technology effectively
1. Understand the acute effects of ethanol on fetal cerebral vasculature.
2. Understand the short-term consequences of prenatal ethanol exposure on cerebral microvascular development
3. Under the long-lasting effects of prenatal ethanol exposure on cerebral vascular function.
The instructor used technology effectively
1. To elucidate of the role of midline thalamic nuclei in mediating reward-guided behaviors and reinforcement learning in general, and as it relates to alcohol.
2. To help emphasize the importance of both sex and neurodevelopment differences in the function of these thalamic nuclei as it relates to objective #1.
3. To update our understanding of circuitry involved in our current models of addiction.
The instructor used technology effectively
1. Describe prevalence of alcohol use and problems among sexual and gender minorities.
2. Describe the prevalence of interpersonal and interpersonal violence related to alcohol use among sexual and gender minorities.
3. Describe moderators and mechanisms underlying the association between alcohol use and violence among sexual and gender minorities.
The instructor used technology effectively
At the end of this symposium, participants will be able to (1) understand sleep and alcohol use patterns in childhood, adolescence, and young adulthood,
(2) know about risk processes by which sleep and alcohol use influence each other and exacerbate over time,
(3) understand sleep diary, actigraphy, and polysomnography data in relation to alcohol use and sleep intervention strategies for young people who drink heavily.
The instructor used technology effectively
Describe current obstacles towards advancement in alcohol use assessment and intervention development, and how creative application of new technologies can help overcome them
Understand the potential for virtual reality technology to improve understanding of biopsychosocial mechanisms associated with alcohol use, as well as clinical care for substance use disorders
*Appreciate the utility of smartphone-based approaches for assessing media influences on alcohol use and providing tailored alcohol use interventions
The instructor used technology effectively
1. List three risk factors that may contribute to the high rates of comorbid AUDs in individuals with affective disorders
2. Provide a foundation on the importance of considering subjective response to alcohol in affective disorders
3. Explain factors that can impact drinking in affective disorders
The instructor used technology effectively
1. Participants will explore the relationship between alcohol consumption and social media use
2. Participants will understand how posting/interacting/viewing alcohol-related content on social media is related to alcohol consumption and negative alcohol-related consequences
3. Participants will learn about a novel intervention to address alcohol-related social media influences
The instructor used technology effectively
1. Gain a better understanding of the specific needs of four diverse groups at-risk for heavy alcohol and co-occurring substance use, mental health problems, and other risky behaviors.
2. Learn about promising group and mobile website/app-based programs that can be used to reach individuals outside general behavioral health care settings.
3. Become familiar with evidence-based approaches that incorporate culture, technology, and tailored content to better engage young people that are often resistant to seek care.
The instructor used technology effectively
1) Understand basic cellular and circuit architecture of prefrontal cortex
2) Describe preclinical models related to AUD and specific adaptations to PFC microcircuit elements
3) Evaluate novel stimulation-based approaches for treating AUD
The instructor used technology effectively
1. Understand the systemic effect of alcohol on various organ systems, its role as a common insult triggering multi-systemic cellular injury.
2. Understand the mechanistic pathways targeting organelle trafficking and dynamics and their implications in alcohol-induced tissue injury, and cellular stress.
3. Understand the potential and the utility of these common pathways as future tools for the development of targeted therapies to treat or prevent the adverse effects of alcohol on multiple tissues
The instructor used technology effectively
1. Become familiar with the latest findings from meta-analyses of problematic alcohol use
2. Understand how environment and genetics contribute to problematic alcohol use.
3. Recognize pleiotropy in genetic variants that affect problematic alcohol use
The instructor used technology effectively
1. Highlight research examining the impact of other drugs (methadone, nicotine, THC) in addition to alcohol via varying models, including prenatal exposure and voluntary intake on future vulnerability to alcohol use
2. Emphasize the importance of nutrition in these relationships, including altered diets and nutritional interventions
3. Feature the translation and application of this topic between preclinical models from different species and clinical populations
The instructor used technology effectively
1. Learn about the potential influence of adolescent binge drinking on young adult brain gray and white matter volumes
2. Learn how the COVID-19 pandemic seems to have influenced young adult alcohol use and mental health symptoms
3. Learn about new data analytic and assessment tools to accurately characterize the impact of youth drinking on outcomes, using machine learning models and biosensors
The instructor used technology effectively
1. Understand components of the neuroimmune system
2. Learn novel findings on how alcohol affects the different aspects of the neuroimmune system
3. Exposure to the various phenotypes that microglia can take on.
The instructor used technology effectively
1. Provide an overview of restrictive alcohol policies and their effect on population health;
2. Provide up-to-date evidence of the effectiveness of the alcohol control policy interventions to reduce adult alcohol per capita consumption;
3. Discuss the impact of alcohol control policy interventions on mortality and mortality inequalities.
The instructor used technology effectively
1. Understand the relationships between alcohol use and mental health concerns among Veterans.
2. Understand underlying factors related to hazardous alcohol use for Veterans with mental health concerns.
3. Identify treatment strategies for Veterans with co-occurring hazardous alcohol use and mental health concerns.
The instructor used technology effectively
1. Participants will learn about methods to develop engaging online alcohol intervention content (e.g., user feedback, focus groups, stakeholder meetings).
2. Participants will gain an understanding of how alcohol use and sexual assault intervention content can be developed to reach diverse and at-risk populations (e.g., sexual assault survivors, active-duty servicemembers, women of color, and LGBTQIA+ college students).
3. Participants will learn about the feasibility, acceptability, and preliminary efficacy of emerging preventive intervention strategies with online components that target both alcohol use and sexual assault.
The instructor used technology effectively
1. Understand the need for novel theories to fill a critical gap in alcohol research in understand the motivational forces underlying alcohol-related behaviors.
2. Understand the key proposals of self-determination theory and the application of those proposals to alcohol-related behaviors.
3. Learn about emerging research that supports a self-determination theory perspective in understanding alcohol-related behaviors and the implications of those findings for informing alcohol interventions and recovery from alcohol problems.
The instructor used technology effectively
1) Understand cortical and striatal influences on motivated behavior and behavioral control.
2) Understand how cortical and striatal areas interact within networks.
3) Describe recent human laboratory research on the effects of the COMT inhibitor tolcapone on drinking and cognitive control.
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:

Mr question
Provided by amedco