Logo1
SBM - 36th Annual Meeting and Scientific Sessions
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 speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the following:
The program was relevant to my work.
Content matched stated objectives.
Usefulness of handouts/AV.
Quality of facilities.
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):
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.
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
Objective 2: Describe social and behavioral science research aimed at evaluating efforts to increase access to healthy and affordable foods in communities
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.
Objective 3: Describe how social and behavioral research leveraging the Internet and other health information technology can support and evaluate behavior change interventions to improve population health
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.
Describe the ORBIT Model for Developing Behavioral Treatments for Chronic Disease, including its rationale, phases, designs and methods at each phase, and its application to the development of obesity-related interventions.
Describe te findings, challenges, decision points, and “lessons learned” from the ORBIT consortium’s projects aimed at developing novel behavioral interventions for obesity and obesity-related behaviors.
Describe study section procedures for reviewing grant applications
Describe characteristics of a successful grant application
Identify criteria for recognizing dissemination and implementation research readiness.
Identify passive, active, and evaluative D&I strategies
Understand the internal validity threats particularly applicable to non-randomized studies
Describe design, measurement and statistical approaches to reducing these threats
Describe the state of the existing descriptive and experimental research on retention strategies for randomized trials
Describe two innovative strategies to improve retention among populations with less initial trust in the research process
Demonstrate how increased literacy skills-reading, speaking, listening, and writing-complement and increase the benefits of conventional rehabilitation in treating and caring for survivors of traumatic brain injury and for chronic pain sufferers
Encourage health care professionals and care-givers to recognize the value of how literature (poetry, fiction, non-fiction) and art can lead patients to a new knowledge and wisdom about their injuries, increase their positive self-consciousness, self-confidence, and sense of self-worth, and enrich and enhance the quality of their lives
Illustrate how improved literacy skills extend an individuals sympathies, foster empathy, and increase patients' interpersonal skills, group involvement, and ability to communicate and interact with family members, caregivers, and other people generally; that is, to appreciate and function in a community beyond the self
Clarify how community based reading programs can increase a patient's potential employability, increase his or her ability to contribute to a work/volunteer environment, or take a more active part in home-tasks
To understand the major issues underlying the design of randomized clinical trials.
To understand principles of multi-level interventions, comparators, and outcome measures from among several options.
Accurately capture the important objective dimensions of a law for scientific research
Complete a causal diagram capturing the mechanism of effect of a law, and important mediating and moderating factors
Use behavioral theory to construct robust hypothesis about the behavioral effect of a health law
Work through the steps necessary for successful mHealth research
Understand the role and value of using mHealth tools in behavior change research
Talk with researchers in the many research disciplines that comprise mHealth
To understand the spectrum of opportunities for making changes based on evidence-based behavioral medicine at practice and policy levels.
To apply the spectrum of opportunities to specific public health scenarios by brainstorming ways to have an impact on change across practice, community, state, and federal levels.
Explain and recognize core concepts and common challenges of conducting social network research.
Discuss how you could incorporate a network approach to answer research questions in your area and what type of data you would want to collect
Understand the techniques used to create usable, enjoyable, and effective digital health user experiences
Get hands on experience using design skills from the field of HCI, e.g., to learn how to use sketching for idea generation
Gain a more in-depth understanding of the importance of the user's experience in the design phase
Understand how HCI and Behavioral Scientists work together to make more usable digital health interventions
Design a competative grant proposal that addresses the unique requirements of PCORI funded research
Determine if propensity analysis and PROMIS outcome measures will strenghten a PCORI proposal and know where to go for methods support if they choose to incorporate these methods into their proposals.
Understand best practices implementation and dissemination science, using examples from cancer survivorship research and practice
Describe validated methods of assessing patient-reported outcomes and successful methods of translating clinical practice guidelines and evidence-based interventions into survivorship care.
Foster understanding of the NIH grants application, review, and funding process among early career investigators
Improve awareness of a variety of NIH research grant funding mechanisms among early career investigators
Advance skills and insights for effective grant writing among early career investigators
Facilitate networking among early career researchers, senior researchers, and NIH staff
Understand principles and techniques for bio-behavioral self management of refractory headache
Understand the role of psychological and behavioral factors in recurrent headache, and circumstances where non-pharmacologic therapies are indicated
Understand the risk factors that trigger and exacerbate recurrent headache
Understand the efficacy of non-pharmacologic and pharmacologic treatment strategies for refractory headache and their integration
Identify the correct NIH funding mechanism that best fits their career plan
Know and understand the sections of a K and F award grant application
Know and understand the review process and review the criteria for a K and F award grant application
Be able to schedule a timeline to complete their application and know how to avoid some common pitfalls of K and F grant applications
Describe the commonly used techniques to assess sleep and circadian rhythms
Determine the role of sleep in mental and physical health
Learn the components of cognitive behavioral therapy for insomnia and applications to medical and psychiatric populations
Attendees will be able to explain how four key stakeholder groups define a “good” medical decision and the factors that shape their different definitions
Attendees will be able to translate this information to inform their own professional and personal definitions of “good” medical decisions
To describe the magnitude of the problem of non cigarette tobacco use in the US Air Force
To be able to describe the products and behaviors associated with electronic cigarettes, smokeless tobacco, and hookah use in the US Air Force
Describe current important questions being explored in engineering and computer science that will eventually support better behavioral science
Identify strategies for better engaging with engineers and computer scientists in their work
Describe the key issues that adolescents and young adults with diabetes experience during their transition into emerging adulthood
Identify areas for future research and intervention in emerging adulthood
Illustrate competence in improving the psychological and behavioral outcomes of emerging adults with diabetes
Describe the cultural and international influences that affect the design, delivery, and dissemination of peer support programs
Identify how cultural influences that affect peer support programs are addressed by adaptation of those programs
Describe four evidence-based strategies they could use to improve the recruitment, adherence, and retention of behavioral randomized trials
Identify barriers they may confront and solutions they may use to implement four evidence-based strategies designed to improve the recruitment, adherence, and retention of behavioral randomized trials
Describe ecological momentary assessment methods that may be applied to various types of research
Identify practical issues and challenges to consider when developing an ecological momentary assessment protocol
Describe benefits of using technology to support patients' health decision making
Describe a variety of challenges of implementing technology-based decisions aids and also describe some strategies for overcoming those challenges
Identify the unique barriers to preventive physical healthcare encountered by adults with chronic mental health disorders treated in community mental health settings that result in significant health disparities
Describe necessary programming adaptations to the design, implementation, and sustained delivery of evidence-based exercise programs in community mental health settings based on multi-level assessment of client mental health diagnoses, organizational characteristics, and health system or state policy considerations
Summarize implementation barriers and facilitators to sustainable exercise promotion in community health with respect to staff training, financing, provider reimbursement, program evaluation, and policy reform
Relate how lessons learned from the featured randomized clinical trials can be translated into local initiatives for community mental health clients that are congruent with the aims of Exercise is Medicine
Describe steps taken to develop and implement culturally-relevant interventions
Discuss lessons learned and empirical evidence obtained from these culturally-relevant interventions
Understand the role of information resources in primary care delivery
Appreciate the importance of a diverse health care team, including behavioral medicine specialists, in improving the delivery of primary care
Describe the five components of the (FAM-FCC) model
Describe two potential benefits of partnering with family caregivers to motivate and engage hospitalized older adults in physical activity
Describe components of a lifestyle risk reduction intervention for patients undergoing treatment for lung cancer
Identify the most common challenges encountered when implementing an intervention for patients undergoing treatment for lung cancer
Have a better understanding of the limits of existing, commercial apps for pediatric obesity prevention and treatment
Better understand some novel approaches for incorporating evidence-based behavior change strategies in digitally-mediated interventions for pediatric obesity prevention and treatment
Identify the benefits of the GMCB intervention for promoting PA and well-being
Compare and contrast the advantages of the GMCB approach with traditional PA interventions
1. Define what creates health in communities and for adolescents 2. Describe the importance of narrative in advancing health equity
Outline our current level of health - Describe the changing demographics in the US - Highlight the health disparities in our country - Answer the questions about what creates health - What's the dominant public narrative about what creates health? - What really creates health? - Describe the narrative and its importance in influencing public policy - Describe health in all policies - Provide examples of how narrative can affect policies, systems, and environments that create and support health
Identify the constructs measured in the FLASHE study along with the strengths and challenges of collecting dyadic, parent-adolescent health behavior information using a web-based, panel study design
Define and describe dyadic data analysis and understand how it compares and contrasts with other multilevel analyses
Describe 3 examples of strategies used to translate research to practice and policy
List 3 principles of effective translation of research to practice and policy
Define Personal Health Informatics
Describe the essential elements of a PhD training program in Personal Health Informatics
Describe 3 example projects in Personal Health Informatics
Increase awareness of common Graduate student research issues
Enhance understanding of optimal appraches to choosing a research topic and mentor
Enhance understanding of a manageable and realistic scope for a thesis or dissertation
Identify optimal communication skills for discussing short and long term research ideas and plans with mentors, student peers and at professional meetings
Describe challenges and best practices for mentoring members of a research team
Understand several strategies for effectively managing a research team
Learn about the NIH Adherence Research Network
Learn about new funding mechanisms at NIH
Learn about specific NIH Institute and Center interests in adherence
Learn about review for adherence research at NIH
Summarize the strengths and weaknesses of methodological approaches in intersectionality research
Apply an intersectionality lens to research related to health disparities
Identify objective questionnaires to measure pregnancy-specific anxiety and theoretically/research based psychosocial dimensions that are predictive of birth outcomes in pregnant women and of postpardum maternal psychosocial adaptation
Discuss the breadth of potential interventions to avert preterm birth in civilian and military populations
Describe the development and effectiveness of a unique PTB preventive military program for pregnant wives with deployed husbands: the M.O.M.S. (Mentors Offering Maternal Support) program
Discuss proposals for future research foci and designs for the prevention of PTB and the enhancement of maternal, child and family prenatal and postnatal psychosocial adaptation
Identify components of health information technology that can be applied in an interprofessional education approach to behavioral health care delivery
Describe the process for using evidence-based practice associated with an interprofessional education health information technology program for behavioral health improvement
Explore relationship between student-based outcomes and effectiveness of course content assimilation throughout the program
Be able to articulate what an ontology is
Identify strategies for using an ontology for improving their own work
To understand the evolving physician-patient partnership and its role in prevention and optimal health
To be aware of the important steps SBM and its members can take to support an effective physician-patient partnership for prevention and optimal health
Describe association between self-worth and physical activity in women
Define the non-physical domains of self-worth that may be related to physical activity participation in women
Describe how a culturally-relevant physical activity intervention was developed and delivered to African American women using Facebook and text messaging
Describe the culturally-relevant components of the physical activity intervention
Describe the overweight women's unique barriers to physical activity, and the potential utility of social networking-enabled technology to address these barriers
Report on teasing reported by young adults who are attempting to improve healthy eating
Describe difference by living situation, gender, and age among young adults related to teasing and support for healthy eating
Summarize the limited amount of evidence linking salad bars in schools and increases to fruit and vegetable consumption
Explain the impact of salad bar placement in school cafeterias on amounts of fruits and vegetables self-selected, consumed, and wasted
Analyze the effects of child emotional regulation of obesity related behaviors
Describe the challenges addressing HIV-infected pregnant women in rural South Africa
Compare the challenges facing women recently and previously diagnosed
Describe three ways HITSystem intervention improved system-level approach to early infant diagnosis of HIV in government hospitals
Identify three primary challenges to sustained implementation in low resource settings
Describe the three most important barriers to undergoing MMC in Zambia
Describe the impact of two theory-based behavioral interventions on fibrinogen and high-sensitivity C-reactive protein, markers of cardiovascular disease risk, in patients with diabetes and elevated lipid levels
List the components of the Prospect Theorybased Framing Effects Intervention and the Transtheoretical Model-based Stage Matched Intervention for patients with diabetes and comorbid hyperlipidemia
Describe the effect of a clinic-integrated behavioral intervention on the incidence of hypoglycemic events in youth with type 1 diabetes
Understand the theoretical and practical characteristics of this intervention that may have influenced the successful modification of health outcomes
Describe parental monitoring and why it is important for glycemic control
Describe the prevalence of chronic pain among OEF/OIEF/OND Veterans with PTSD
Describe the relationship between chronic pain and PTSD outcomes for Veterans undergoing evidence based psychotherapy for PTSD
Compare the potential effectiveness of provider communications based on the Commonsense Model of Self-Regulation for different illness contexts (medically known versus unknown symptoms) and in different care settings (primary versus specialized)
Understand the perceptions of miitary veterans experienceing medically unexplained symptoms (MUS) regarding their providers' communicationof certain aspects of the condition and treatment; and further, understand how these perceptions can influence care of patients with MUS in other settings
Learn about the association between pain and smoking
Describe the relationships between depression, condomless anal sex, self-esteem, and self-compassion in this sample of gay and bisexual men
Identify the differences between self-esteem and self-compassion as they relate to mental health outcomes
Identify lesbian, gay, bisexual, and queer young adults as being at increased risk for anxiety disorders and depression: psychiatric disorders that are risk factors for poor health
Identify concealment of sexual orientation as a factor associated with Social Anxiety Disorder and Depression in lesbian, gay, bisexual, and queer young adults. Implications for treatment in order to reduce mental health disparities among sexual minority youth will be discussed
Identify individual psychological processes that pace secxual minority young adults at risk for anxiety and depression
Understand the multidimensional nature of religiousness
Understand how religiousness may contribute to health
Describe potential health benefits of behavioral religiousness
Describe the state of knowledge regarding breast cancer screening disparities with respect to American Muslims
Identify the ways in which religious values influence American Muslim breast cancer screening beliefs and practices
Specify at least three ways in which the Veterans Health Administration (VHA) is supporting the integration of preventive care within the VHA's Patient Centered Medical Home model
Describe several ways in which VHA's Health Services Research and Development Service has contributed to enhanced health promotion and preventive care for care for Veterans
Describe the utility of polynomial regression, item response theory, a multilevel modeling techniques to address complexity in health care assessment
Identify remaining areas in the "research-practice gap" which may benefit from application of the described statistical methods in real world clinical practice
Note the practical advantages of applying contemporary statistical methods in the complex conditions described
Describe strategies to optimize the benefits of expressive writing by considering writing instructions, culture, and individual differences
Describe how to design expressive writing interventions to achieve desired behavioral and adjustment outcomes
Summarize current methodological approaches to, research findings in, and intervention strategies related to intersectionality
Apply intersectionality approaches to research, practice, and/or outreach efforts among people living with multiple co-occurring socially devalued characteristics
Understand how conversational agent technology can be used to explain complex cancer-related documents to individuals across the health literacy spectrum
Understand how conversational agent technology can be used in place of conventional web interfaces to improve accessibility
Describe environmental factors that faciliatate frequent indoor tanning among young adults
Discuss potential strategies to reduce indoor tanning among young adults
Develop research strategies to test the efficacy and effectiveness of simultaneous vs. sequential treatment of risk behavior health issues
Describe the advantages involved in simultaneous treatment of multiple health behavior problems
Recommend treatment strategies for adults who engage in multiple health risk behaviors
Summarize results from randomized trials testing the timing of introducing behavior change interventions
Describe the frequency of problematic substance abuse in chronic pain settings
Identify how pain and problematic sucstance use interact to negatively impact functioning
State at least two key objectives for future work to decrease the potential for poor outcomes in patients with chronic pain who are using alcohol, tobacco, or opioids
Introduce the integration of psycho-social and euroscience approaches to understanding health behavior and progressing the field of behavioral medicine
Examine executive function and brain volume as determinants physical activity behavior
Describe intervention approaches targeting executive function to improve dietary behavior and physical activity
Describe key ethical and policy issues surrounding returning incidental or "secondary" information from genomic sequencing
Describe considerations that may influence return of incidental or "secondary" information from genomic sequencing across different patient populations and clinical contexts
Increased knowledge about advances in dyadic research in the areas of prostate cancer and lung cancer. Participants will also learn about the novel concept of companionship and its importance in smoking cessation efforts
Increased knowledge about future directions in dyadic research. They will also have an appreciation of the great strides this research has made over the past two decades
Identify the deficiencies of traditional approaches to dissemination of scientific evidence and health promotion campaigns in connecting with audiences unfamiliar with the core concepts and language of public health
List the opportunities presented by current events to raise awareness about the importance of social determinants of health and to influence decisions that could dramatically affect public health outcomes
Identify how outreach efforts benefit from collaboration with experts in communication (e.g., journalism, advertising, marketing, media technology) and individuals with intimate knowledge of the policy and business worlds that shape social determinants
Understant the rationale for utilizing mHealth to reduce health disparities
Be aware of current research in mHealth that is targeting health disparities
Define the challenges of designing interventions that fit in a military setting
Identify three areas the military should focus on for behavior change
Identify the effect of supplemental self-efficacy training on weight loss maintenance
Describe the rationale for including self-efficacy training in standard behavioral therapy for weight loss maintenance
Describe characteristics of individuals who gain weight before behavioral weight loss treatment
Acknowledge potential treatment implications for individuals who gain weight before behavioral weight loss treatment
Understand how the REFIT was created to be more appealing to men
Discuss the utility of crowdsourcing as an aprroach to gathering public input on policy decisions
Describe how gain and loss framed messages for indoor tanning warnings can be leveraged to enhance their impact for preventing tanning among young adult women
Describe the distinct classes that characterize children's sun protection behaviors and the factors associated with belonging to these subgroups in a representative multi-ethnic sample
Define the potential for cluster analysis such as LCA to help refine intervention design and delivery, in particular within the contexy of children's sun protection
Describe reasons why time assessment might be useful in addressing inconsistency in sun protection in melanoma first-degree relatives
Determine possible benefits of relaxation in the context of a CBSM intervention
Define a biomarker of age
State the intervention effects of Clay Art Therapy
Describe the methods of measuring the effects of Clay Art Therapy
Apply Clay Art Therapy to depressed patients from outpatient clinics
Be knowledgeable in measures of language and risk behaviors in children
Understand predictors of adolescent risk behaviors
Apply findings to own related clinical and research work
Describe effects of the study on student nurse competencies in adolescent sexual health education
Describe the experience of student nurses during the education and implementation of a community based sexual health intervention
Describe U.S. adults' main reasons for starting and stopping e-cigarette use
Understand the role of goal-orientation in decisions to discontinue e-cigarette use
Describe different influences on electronic cigarettes in college educated and non-college educated young adults
Explain different prevention strategies needed to address electronic cigarette use in college educated and non-college educated young adults
Identify the motivations for e-cigarette use most frequently named by current smokers
Identify the associations between physician advice and reductions in substance abuse in youth
Understand the different types of physician advise, and their potential utility in reducing substance use
Propose to all hospital providers the need to identify and document patient's physical activity levels, especially those with Type II Diabetes Mellitus
Encourage academic hospital preceptors to be physically active rols models, in order, to further promote a healthy lifestyle to their patients
Encourage academic hospital preceptors to promote to their students the need to educate patients on physical activity to achieve the objectives and goals of Healthy People 2020
Describe patient centered outcomes associated with diabetes self-management
List potential benefits of participation in peer support intervention study for diabetes
Describe some successful versus unsuccessful approaches to discussing contextual factors during a medical visit
Describe the potential benefit to doctors and patients of effective communication about contextual factors that may interfere with diabetes management
Describe the impact of the HELP PD intervention on measures of self-efficacy
Describe how direct-to-consumer trackers can be used to enhance monitoring of adherence to physical activity interventions
Discuss the advantages and logistical challenges of technology-based adherence measurement
Identify what the three patterns of self-weighing behavior revealed from this abstract
Learn what should be considered for future research related to self-weighing strategy for weight loss intervention
Learn rates of adherence to self-monitoring of diet, physical activity, weight, and blood glucose using a smartphone and a paper diary for self-monitoring in a pilot study and group difference
Examine the impact of a behavioral intervention to change colonoscopy rates even when cost barriers are reported
Evaluate the effect of a low-intensity strategy for addressing cost barriers in improving colonoscopy uptake among individuals at increased risk of familial colorectal cancer
Describe high-risk smokers' perceptions of lung cancer and risk factors
Describe high-risk smokers' perceptions of lung cancer screening
List 4 individual health beliefs that may be related to lung cancer screening participation
Describe the scakesused for perceived susceptibility, perceived severity, perceived benefits and barriers, self-efficacy, attitudes toward HPV vaccination, and subjective norms
Discuss which scales adequately measure the constructs examined in Spanish-speaking populations
Discuss how study results inform the literature on HPV vaccination research
Explain the importance of improving physicians' communication about HPV vaccination
List dimensions of HPV vaccine recommendation quality
Define and describe Classification and Regression Tree analyses in the prediction of survival
Demonstrate the differences between the patient and caregiver reported outcomes with regard to survival
Understand the best predictors of patient survival in the context of advanced cancer
Understand how biomarker, patient reported outcomes, and caregiver reports outcomes contribute to our understanding of patient survival
Finding from this abstract shows that depression is strongly correlated with insomnia
Explain how directing people to regulate their exercise intensity based on affect can result in more positive attitudes
Understand a way that people can regulate their exercise intensity by monitoring their affect
Understand the relationship between physical activity and self-esteem domains in older adults
Understand how self-esteem domains are affected after termination of physical activity programs
Describe three design strategies associated with high adherence
Describe current rapid changes occurring in multiple systems of health care, education, business, and technology that influence the nation’s health and create opportunities for the field of behavioral medicine to provide key input into the national prevention strategy.
Highlight future directions for the field of behavioral medicine that consider advancements in our education and training programs, research endeavors, and advocacy that respond to current national trends.
Update attendees on recent initiatives within the Society of Behavioral Medicine to address key challenges and support their contributions to advance the field of behavioral medicine.
Describe three initiatives, currently underway, that tackle falls prevention at individual, community, and policy levels
Understand how researchers are employing wearable movement and activity monitoring to provide instant feedback on exercises performed in the home and to test remote monitoring capabilities
Describe how public health practitioners are adapting the CDC's STEADI toolkit for application in community based settings
Describe the characteristics of and how state-based fall prevention coalitions are developing goals and perceived barriers and facilitators of these goals
Understand the ways empirically-validated measures can be used to help promote evidence-based practices within integrated primary care clinics
Identify potential obstacles that may arise preventingsuccesful implementation
Characterize the aspects of quality of life that are adversely affected in adolescent and young adult cancer patient-survivors
Describe how well-being among adolescents and young adults oncology patient-survivors is associated with aspects of spirituality, may be affected by a need for age-specific doctor-patient communications, and sexual function and reproductive concerns
Describe cancer survivorship experiences of older cancer patients related to cognitive functioning self-reported health and interactions with providers
Describe factors that put older cancer patients/survivors at risk for poorer outcomes
Describe clinical situations that put older cancer patients/survivors at risk for miseed opportunities to assess and identify concerns
Compare and contrast the MOVE! Program with the VA DPP program and list 5 differences between the two programs that might influence weight loss outcomes
Quantify differences in weight loss between the current VA MOVE! Program and the VA DPP clinical demonstration program
Describe the characteristics of one implementation of an internet mediated DPP that has shown promising outcomes in terms of both weight loss and adherence in veterans
Compare and contrast how the traditional health care model and the integrated primary care model impact health and mental health care for underserved and cultural minotiry groups.
Gain a working understanding of how cultural identity, "culture shock," and other determinants influence primary care health delivery and outcomes for traditionally-underserved populations
Become familiar with innovative, culturally responsive interventions for the integrated primary care setting
To decribe various processes for the development of personal technology-based physical activity interventions
Describe various research designs for the evaluation of newly developed and existing personal technology-based physical activity interventions
Discuss the benefits of an early childhood garden-based curriculum on preschooler physical activity and dietary habits
Discuss how community members can inform the development, application, and refinement of public health interventions
Describe the US Institute of Medicine (IOM) guidelines for promoting physical activity and healthy dietary habits in early childcare settings
Report on issues related to measuring eating in the absense of hunger
Identify theories that may be helpful in guiding intervention development to increase public awareness and accurate interpretation of new risks and hazards
Identify theories that may be helpful in guiding intervention development to increase public awareness and accurate interpretation of new risks and hazards
Describe the major goals of FDA/NIH's Tobacco Centers of Regulatory Science
Describe how research findings from Tobacco Centers of Regulatory Science can inform FDA regulation of tobacco products
Describe eHealth interventions to improve children's health
Descibe challenges and solutions for using eHealth interventions in domestic and sub-Saharan African clinical settings
Describe how an ontology can be used to define a comprehensive set of behavior change techniques
Describe how an ontology can be used to identify and tag intervention components, including specific behavior change techniques
Describe how a new information resource that identifies behavior change techniques within evidence-based programs can be used to support development of new programs
What defines Total Health? And Why is achieving Total Health crucial for caregivers, their families, patients, and members of communities where health systems serve?
Identify the different components of an intervention that can be used to support adaptation on when, where, and how much to intervene
Identify different strategies for supporting adaptation within mHealth physical activity interventions with a focus on the strengths and limitations of each
Define appropriate inpatient consultations for Behavioral Medicine service and learn how to effectively consult with multidisciplinary medical teams
Conduct effective outpatient screeners to identify appropriate Behavioral Medicine patients
Define one or more outpatient populations in which to specialize or for whom to offer speciality Behavioral Medicine clinics
Determine strategies for improved reimbursement and seeking additional financial support for programs
Demonstrate knowledge about behavioral medicine careers that include teaching, training, and coaching of health care professionals
Understand how these positions vary across differing health care settings and among a variety of health care professionals
Gain national perspective on the importance of these roles and their place within the future of health care delivery
Be able to articulate some advanced behavioral science research that is occuring within industry
Describe the strengths and limitations of doing behavioral science research within and supported by industry
Describe the opportunities and challenges in conducting cancer-related research among older adults
Provide research examples from population science, clinical trials, and community-based research at the intersection of aging and cancer seeking to fill the current gaps in knowledge
Provide key strategies for developing a program of research at the intersection of cancer- and aging-related research
Understand the importance of negotiating the terms of a faculty position
Describe the do's and don'ts of negotiating the terms of a faculty position
Describe the challenges to performing analyses with non-traditional data
Describe how to access and develop algorithms to analyze non-traditional data
Descride funding opportunities to support analyses of these types of non-traditional data
Describe the contract of 'lifestyle tradeoffs' from the perspective of social science theory
Analyze aspects of daily activities that create competing priorities between optimizing physical health and other dimensions of quality of life
Summarize different perspectives on the future of training Behavioral Medicine providers in various educational settings
Identiy challenges and considerations for training clinical health psychologists, behavioral health consultants and behavioral medicine paraprofessionals
Describe the Institute for Healthcare Improvement’s Triple Aim to improve the health of populations, while enhancing patient experience and outcomes, and reducing the cost of care.
Explore applications of the Triple Aim framework to community and organizational efforts aimed at optimizing health for individuals and populations.
Provide examples of cross clinical community collaborations that have demonstrated progress toward improving population health, care and value.
The audience will understand the empirical support for using technology to deliver behavioral interventions.
The audience will understand the challenges in implementing technology-based behavioral interventions.
Improv understanding of processes underlying behavior change
Design better studies of behavior change approaches
Optimize interventions for behavior change
Describe the mechanisms that facilitated multiple health behavior change in diet and physical activity
Describe other factors that deserve further study for understanding changes in diet and physical activity
List social and built environement characteristics of neighborhoods that are associated with greater depressive symptoms in the population
Describe mechanisms through which built and social environmental characteristics can influence mental health in the population
Describe the longitudinal, dynamic and reciprocal associations between walking impairment and depressive symptoms in people with multiple sclerosis
Interpret the associations between walking impairment and depressive symptoms over time in MS in relation to the Theory of Unpleasant Symptoms (TOUS)
Describe the relationship between smoking and depression as it pertains to heart disease
Describe the current body of evidence related to exercise interventions in family caregivers
Understand the application of the RE-AIM framework in evaluating factors related to clinical translational of behavioral interventions
Identify important future research directions in exercise interventions for family caregivers
Define and describe the components of the RE-AIM framework and how it can be used to evaluate program dissemination
Describe the StrongWomen - Healthy Hearts community program and factors related to the first wave of national dissemination of this program
Describe the barriers to implement evidence based tools such as decision aids in routine practice to facilitate shared decision making in the context of prostate cancer
Devise strategies to promote shared decision making among urologists and newly diagnosed prostate cancer patients
Describe the affect that knowledge has on the treatment decision making process
Recognize the importance of both knowledge and a decision making aid
Describe the degree to which prostate cancer patients are aware of side-effects associated with treatments
Explain the influence of internalized homophobia on depression, sexual anxiety, and drug use
Differentiate between the roles of depression and sexual anxiety on the association of internalized homophobia and drug use
Identify the prevalence of smoking dependence among male couples with HIV
Identify and examine the associations between internalized heterosexism, smoking dependence, and HIV disease management among male couples, and to consider their unique roles in reducing HIV-related complications and non-AIDS defining cancers
Describe differences in smoking cessation patterns by sexual orientation
Critique effective strategies that clinicians use with their patients in promoting cardiovascular risk reduction.
Identify two key steps to promoting adherence to a heart healthy lifestyle.
Describe disparities in prevalence and research for obesity and binge eating disorder among veterans
Describe correlates of binge eating in veterans
Describe treatments that are being investigated to treat veterans with binge eating
Assess the current state of research which addresses whether binge eating/Binge Eating Disorder is a negative predictor of weight loss
Describe the emotional and quality of life benefits that emerge in peer support programs designed for diabetes management
Identify differences and similarities in how emotional and quality of life benefits emerge in peer support programs implemented in varied settings and populations
To culturally adapt behavioral interventions
Understand cultural factors influencing lifestyle change
Understand relevant issues for the implementation of behavioral interventions for minority women
To identify successful strategies for retaining low-income and minority participants in weight management trials
To tailor and apply the retention strategies discussed to research across various populations and settings
Describe how big, (or broad) personal data can be used to understand and intervene on health behavior
Have a better understanding of how new theories of behavior can be developed using temporally rich, contextualized, streaming and longitudinal data
Summarize the various technologies used to increase physical activity in clinical settings
Understand how various technologies can be integrated into multiple settings for physical activity promotion, within the Affordable Care Act policy enforcement
Identify how psychological barriers impact chronic disease development and management and outcomes
Demonstrate an understanding of te need to integrate mental health treatment into primary and specialty care clinics within the VHA
Identify psychosocial factors related to distress and risk of nonadherence to the post-HCT medical regimen
Describe genetic influences on symptoms of depression and fatigue in HCT patients
Understand 4 key research gaps in implementation science
Understand how addressing these research gaps can promote more rapid translation of behavioral change innovations into practice
Explain why excessive sedentary behavior is a health risk across the lifespan
Describe two ways of measuring changes in sedentary behavior following an intervention
Describe three different approaches to reducing sedentary behavior
Illuminate three different research studies, employing a range of theoretical perspectives and methods, that each explore important issues related to cigarette and e-cigarette use
Highlight key tobacco regulation issues (e.g., the potential public health impact of implementing graphic warning labels in the U.S.) and how policies could be informed and improved by tobacco regulation-focused research
Describe three models of intervention design and evaluation each targeting multiple levels of influence
Identify important multilevel strategies to inform future research and program efforts
Compare design and success of three very different approaches to multilevel intervention and evaluation
Be able to articulate current shortcomings of the behavioral intervention development process
Be able to articulate alternative strategies and methods that could be used to develop and evaluate behaviroal interventions more quickly
Describe key barriers preventing those with mental illness from seeking formal and informal care in China
Discuss culturally-tailored and community-based strategies to provide support for those with mental illness in China
Identify the negative consequences of depression from lesbian, gay men, bisexual and transgender persons
Describe the effects of self-esteem on depression of lesbian, gay men, bisexual and transgender people
Discuss the interactive effects of self-esteem, guilt , perceived stress and depression among lesbian, gay men, bisexual and transgender persons
List health preferences that differ between Hispanics and Non-Hispanics and English-speakers and Spanish-speakers
Define demographic variables that may account for health preference differences across ethnicity and language
Describe how side and beverage selections differ among those who can use calorie menu labeling and those who can not
Identify one way in which calorie menu labeling can help restaurant patrons choose healthier menu options at fast-food restaurants
Describe a conditioning method for altering attitudes and behaviors
Define the concept of behavioral compensation to exercise and will understand how such behavior may inhibit weight loss
Identify how women who report objective binge eating are at increased risk for behavioral compensation following exercise
Be able to distinguish dependent from regular exercise
Identify eating disorder patients that may respond to exercise therapy
Identify a psychological characteristic that may distinguish health and unhealthy patterns of exercise in eating disorders
Learn about the 2-year clinical outcomes of the Prevent online diabetes prevention program (DPP)
Understand research methodology to test online behavior change interventions
Identify message features that predict user engagement with social media-delivered health communications for diabetes management
Understand how theory-guided contect analyses of social media messages can inform development of effective health communication strategies
Translate theory and evidence into mHealth behavioral design
Become familiar with the "Medical Students Helping Patients Quit Smoking (MSQuit) Study Trial, including its overall design and rationale
Gain knowledge of the impact of a multi-modal, multi-year medical school educational intervention on a) objective tobacco dependence counseling skills and b) subjective self-efficacy for tobacco dependence counseling skills
Learn about the feasibility and acceptability of implementing this type of educational intervention in the medical school environment
Describe the role of identity-related motivation to quit smoking in smoking attitudes
Describe how the effects of smoking self-efficacy and identity-related motivation vary based on HIV disease status
Describe the differences in activity patterns between breast cancer survivors and population-based controls using objective measures
Understand potential intervention targets for physical activity and sedentary behavior interventions for breast cancer survivors
Understand what the parameter trajectory pattern recognition approach is for describing Real-time Substance-use Detection from Big Biosensor Data
Understand how the parameter trjectory pattern recognition approach can objectively capture real-time cocaine and other drug use from Big Biosensor Data in comparison to urine tests and self-reports
Understand how multiple sedentary behaviors could be captured using a smartphone application
Describe how diary data can be used to monitor how social and emotional experiences unfold across a day to influence end-of-day experiences
Describe how lonely episodes impact negative pain cognitions and bodily pain across the day among individuals with chronic pain
Describe whether poor sleep quality impacts pain and function among people with chronic low back pain
Describe whether patient changes in response to poor sleep can be detected by their spouses
Describe the process for psychological evaluation and screening prior to consideration of spinal cord stimulator trials and impacts
Describe the stanard of care for behavioral weight loss treatment
Describe the impact of mobile technologies on treatment engagement and self-monitoring adherence
List potential advantages of using mobile tools for health behavior intervention
Describe the demographic characteristics of individuals who use weight loss apps
Explain to what extent weight loss apps promote weight loss
To describe what active workstations are
To describe how active workstations might best be introduced to work environments for sustained use and health benefit
Describe the outcomes of a low-intensive, pedometer-based physical activity program delivered in a worksite wellness program
Describe potential barriers to participation in a pedometer-based physical activity program
Describe a worksite translation of the Diabetes Prevention Program
Contrast parents and non-parents in terms of health-related qualiy of life and body mass index
Compare the differing levels of physical activity and sedentary behavior among mothers, fathers, and non-parents
Discuss the overall effect of goal setting asa strategy to improve physical activity behavior
Be able to apply, and subsequently test the effects of different goal setting strategies that appear to be most effective (based on our moderator analyses) for enacting physical activity behavior change
Stimulate participants to consider (and subsequently assess) how it can be applied effectively to other areas of behavioral medicine
Develop an understanding of how sensitivity to disgust may predict avoidance in cancer patients going through chemotherapy
Broaden the scope of early indicators of avoidance behaviors and withdrawal from social networks in cancer patients
Learn about the factors that contribute to breast cancer survivorship
Better understanding about the role of culture in breast cancer survivorship
Understand the importance of social support in the context of serious illness
Learn about the evaluation of a physical activity intervention by the delivery agent (i.e., peers who are also breast cancer survivors
Describe the effects of the intervention on the delivery agents' (peers who are also breast cancer survivors) physical activity and psychosocial outcomes
Contrast changes in self-reported physical activity among cancer survivors who participated in 12 months of a program targeting unmet health and psychosocial needs
Describe pattern of exercise training session attendance and guideline adherent PA changes over time
Convey the benefits of strength training for breast cancer survivors
Participants will gain an understanding to the Purpose Built Communities model of holistic neighborhood revitalization
Participants will gain an understanding of some of the ways that providers of “upstream” health, education, housing and other interventions can work together to improve health and other outcomes at the neighborhood level.
Discuss the reach of evidence-based psychotherapies for PTSD within a VA Medical Center and its associated community-based outpatient clinics
Discuss the effectiveness of Cognitive Processing Therapy and Prolonged Exposure for Veterans with PTSD when delivered in a clinical setting
Identify factors that facilitate or impede use of features of a personal health record portal, specifically VA's My HealtheVet Blue Button
Understand the process of developing a toolkit for use by clinical team members and the potential implications of toolkits for patient-centered models of care
Define key components of a shared medical visit for hypertension
Identify the contstructs of the Common Sense Model of illness representation and describe how they apply in health communication
Describe how the use of illness representations in patient communication increases patient participation in the healthcare interaction
Describe aspects of English- and Spanish-speaking Latinos' awareness and attitudes about genetic testing that may be useful for targeting future educational interventions
Desribe the effects of genetic counseling on use of ovarian cancer risk redusing surgery by high risk women
Describe the effects of genetic counseling on worry about ovarian cancer risk by high risk women
Describe how goal regulation is integral to adherence to Type 1 diabetes regimen
Explain how both individual differences and intraindiviual (day-to-day fluctuations) in self-regulation are related to adherence
Identify predictors of medication adherence among active substance users living with HIV
Describe the potential utility of text messaging interventions to provide support for the management of health behaviors, such as antiretroviral adherence among persons living with HIV, even in the context of active substance abuse
Define common co-morbidities of HIV as a possible syndemic among HIV-positive individuals
Develop mHealth programs that retain users and encourage participation
Evaluate mHelth programs using a qualitative, user-centered methodology
Be able to employ best practices to text message health programs
Identify at least one computational methodology that can be used to enhance traditional social science methodologies
Discuss the importance of understanding underlying mechanisms that drive effectivenessof social network sites for health
Investigate the role of family context and self-efficacy in family health history communication about cancer in a diverse sample of women
Identify family and individual factors that may inform interventions to increase communication about the family history of cancer
Develop an understanding of patient portals and their functions
Communicate the importance of disparities in health technology
Describe intervention strategies that could be used to ameliorate disparities
Distinguish witnessing violence from direct victimization
Describe the potential social and psychological mechanisms linking violence exposure to sleep problems in adolescence
Demonstrate an understanding of the effects of exercise on sleep quality in patients with Major Depressive Disorder
Describe potential biological mediators of improvements in sleep quality in Major Depressive Disorder
Describe the relationship between sleep duration and body mass index in this population sample
Identify key issues in managing persistent pain in youth with chronic arthritis
Describe novel approaches for managing persistent pain in youth with chronic arthritis
Describe how mobile health technologies can be used to deliver a pain coping skills training intervention for cancer patients with pain
Discuss feasibility, acceptability, and initial efficacy results of a mHealth behavioral cancer pain intervention
Describe the development phase of a mobile pain coping skills training (mPCST) protocol that addresses the unique needs of HCST patients with pain following transplant
Describe how distress tolerance is a change process in ACT for patients with psychological conditions and chronic mental illness
Describe ways to adapt ACT interventions to manage unique challenges of medical patient populations
Describe joint principles of a patient-centered medical home
Describe mental health outcomes associated with the patient-centered medical home
Describe novel methods of delivering mental health care to underserved populations
Describe racial differences in the association between weight status and physical health
Delineate several clinical implications of the study findings
Identify the perceived protective factors for childhood obesity among Southeast Asian Communities
Understand a mixed methods approach, concept mapping, that can be used to inform intervention development
Describe age effects on how different social- environmental variables influence physical activity in a low-income, ethnic minority adult population
List 2 barriers to physical activity in latinas and describe how web-based interventions can help overcome these barriers
Describe how the use of culturally and linguistically web-based interventions for Latinas can contribute to reducing physical activity-related health disparities in this population
Describe PA prescription rates among Mexican physicians
Discuss the cultural relevance of the TPB for explaining PA prescribing behavior in Mexican physicians
Describe strategies to enhance PA prescription rates among Menican physicians
Describe the relationship between parenting self-efficacy and distress
Compare parents with cancer to parents without cancer on parenting self-efficacy and psychological distress
Describe contextual factors that influence health-related quality of life in African American and Latina breast cancer survivors
Describe relationships among predictors of health-related quality of life in African American and Latina breast cancer survivors
Describe deficits and impairments in cognitive performance among allogeneic hematopoietic cell transplant recipients prior to transplantation
Describe the correlates of physical activity participation in kidney cancer survivors from a social ecological framework. The social ecological framework provides a useful model for identifying and understanding the interplay between medical, demographic, behavioral, and environmental variables that may influence the relationship with physical activity
Develop and tailor future physical activity interventions based on these findings. Specifically, interventions should target select psychosocial factors (i.e., motivational variables) and perceived environmental variables which may be more important for increasing physical activity levels in kidney cancer survivors
Describe guidelines for post-treatment surveillance for breast cancer survivors
Identify indicators of socioeconomic deprivation
Estimate the prevalence of tobacco use after luncg or head/neck cancer diagnosis
Attendees will understand the crucial nature of data, and the value of "statistical thinking" within the Department of Health and Human Services' vision for a reengineered healthcare system
Attendees will identify targets of opportunity from the behavioral research community to improve population health outcomes using the priciples of data visualization, health communication, and self-regulation
Understand a broad range of local and regional strategies for targeting the problem of childhood obesity within a diverse population
Identify ways in which these local and regional strategies can be scaled-up to the national level to make a broader impact on childhood obesity
Objective 4: Identify strategies for enhancing training programs to encourage clinicians to adopt new evidence-based therapies
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.
Objective 5: Describe how basic behavioral principles and behavioral science evidence can be applied to efforts to improve public adoption of clinical preventive services
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.
Objective 6: Describe how behavioral and social science principles and research can be applied to strengthen the social environment and to support healthy behavior and improve population health
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.
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