Logo1
SBM 30th Annual Meeting & 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 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:
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. 
OBjective 1: Discuss the role of behavioral medicine in todays changing health care environment

The above objective will increase my professional competence, will result in changes to performance my professional practice, and/or will result in improved patient outcomes as follows:

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:
Please rate how well you are able to meet the following objectives:

Summarize research, theory and practice in meditation -based interventions

Apply these interventions to specific, health-related problems

Define a research agenda that is relevant to new scientific knowledge and to clinical practice

Identify the state of the science in end of life research

Discuss the rationale for providing brief interventions in primary care settings

Describe brief interventions appropriate in primary care settings for panic disorder and depression

Describe brief interventions appropriate in primary care settings for insomnia and tobacco cessation

Describe brief interventions appropriate in primary care settings for diabetes and pulmonary problems

Describe different payment models for integrated primary care

Explain the importance of culture and literacy in health communications

Describe how to incorporate formative research findings into communications

Describe learner centered procedures to ensure understanding, acceptability, efficacy, and usability, and persuasion

Examine practical aspects of preproduction, production, and post-production phases including budget considerations.

Practice skills in six core competencies of SMS and in utilizing SMS tools

Apply implementation models to their practice setting to efficiently and effectively deliver SMS

Practice techniques to engage patients in improving the quality of self management support delivery

Explain why it is so important to provide integrated mental health and substance abuse treatment for clients with co-occurring disorders

Describe how a particular program used and adapted published best-practice guidelines to treat complex clients with concurrent disorders

Discuss preliminary outcome data which have been gathered to assess the efficacy of new program components such as CBT, Seeking Safety and skills-based groups

Discuss the importance of evaluating programs and specifically about the program evaluation planned for this new concurrent disorders program

Compare the basic and more advanced theories and applications in IRT

Describe the basics in using R for general data analysis, graphing item-response curves, and in understanding basics of maximum likelihood estimation

Outline a step-by-step guide in using R to analyze dichotomous as well as polytomous item response data

Discuss practical challenges such as the Cronbach's alpha equivalent of internal consistency in IRT

Explore introductory level mixed models of longitudinal data

Describe the potential use of such data and how it may relate to them

Identify role of social problem solving regarding health and mental health problems

Practice basic skills comprising Problem-Solving Therapy

Apply Problem-Solving Therapy to various medical patient populations

Discuss need for obesity prvention programs in the United States

Explain how to implement such programs

List assumptions underlying cognitive-behavioral assessment with an emphasis on emerging 'third wave' approaches

Practice using decision making aids that can enhance the validity of functional analytic causal models

Construct functional analytic causal models in behavioral medicine using actual cases from inpatient and outpatient settings

Demonstrate how functional analytic causal models can be used to design treatments for inpatients and outpatients in behavioral medicine settings

Summarize what Is offered by the Cancer Information Service, the premier information service of the National Cancer Institute

Name the challenges of conducting theory and evidence based health behavior research within a large service provider

Cite lessons learned from concurrently developing 3 websites for two different diseases (breast and prostate cancer) and two different audiences (breast and prostate cancer patients and breast cancer survivors)

Cite the practical and theoretical research tools used to achieve the program objectives

Describe the PROMIS Roadmap project, its progress to date, and future opportunities for developing PROMIS tools

Outline the process of PROMIS instrument development

Discuss Item Response Theory and Computerized Adaptive Testing

Utilize features and functionality of Assessment Center, a free web-based software application designed to aid in the selection, development, and administration of research measures

Compare the two classes of effect sizes

Calculate and interpret effect sizes

Discuss issues of power and sample size dependence

Interpret non-significant findings

Utilize basic knowledge about medically unexplained illnesses

Assess and differentially diagnose depressive and anxiety disorders in patients with medically unexplained illnesses

Identify lifestyle and stress factors related to these illnesses in order to set up targets for clinical intervention

Formulate a stepwise cognitive-behavioral approach to the treatment of medically unexplained illness

Cite Internet-based health survey databases available for analysis, the content and utility of available databases, and learn how to access the data  

Discuss analytic issues involved with utilizing data that employ complex sampling designs and the statistical software available to perform analyses of these data

Describe the value of analyzing these data through applied examples

Compare available NIH funding mechanisms to support secondary analyses

Identify twp considerations for when cultural adaptation is needed for an intervention

Identify four steps involved in a cultural translation process

Describe the role of cognitive interviewing when it is used for cultural review of measures

Describe a specific adaptation in the illustrated diabetes intervention for adaptation from an African American to an American Samoan community context

State the fundamentals of phase two translation research including the state of science in this area

Compare and contrast research designs and methodologies commonly used

Examine promising new design and analytic techniques that are likely to enhance translation research

Describe the power of meta analysis to evaluate a body of literature with implications for public and clinical policy and defining research priorities

Discuss the highly subjective nature of key decisions in conducting a meta analysis

Utilize tools for evaluating whether the conclusions of a particular meta analysis are warranted by data

Describe some of the challenges involved in health risk behavior interventions for those with comorbid major depression

Describe methods and procedures to address these challenges in research and clinical practice

Cite the difference between psychosocial skills and expertise in viewing and understanding patients implicit and explicit models of illness and treatment

Explain why behavioral theory is integral to effective practice for illness management

Differentiate the multiple roles of the clinical practitioner to achieve effective health outcomes

Identify the physiological and psychosocial pathways by which positive affect influences behaviors that may be connected to improvements in physical health

Identify interventions efforts that have been specifically designed to enhance positive mood with the purpose of improving health

Describe the common methods and results from three randomized controlled trials designed to test the efficacy of a novel behavioral intervention that combined positive affect and self-affirmation to facilitate the adoption and maintenance of health behavior changes among patients with asthma, coronary artery disease, and hypertension

Describe key concepts in the implementation of evidence-based behavioral medicine in US and Canadian policy and practice, across tobacco control, diabetes, cancer, and other diseases

Describe empirical approaches to creating, packaging, transmitting, and interpreting information for dissemination to various stakeholder groups, notably the underserved, using examples from US and Canadian policy and clinical practice

Evaluate the process of implementation in real-world settings using examples from evidence-based practices in the US Department of Veterans Affairs, partnerships between the Government of Canada and local health care providers, tobacco control, and primary medical care

List ways in which mindfulness meditation-based programs can be used within a range of behavioral medicine services

Identify underlying mechanisms that are distinct to mindfulness meditation

Discuss the current level of empirical evidence for different applications

Discuss treatment issues that may apply in different settings and with different populations.

Explain how cyberinfrastructure can be incorporated into cancer prevention and control research

Utilize emerging and innovative behavioral tools being developed for cancer prevention and control research

Discuss the psychosocial impact of cancer from both patients' and their caregivers' perspective

Identify psychosocial correlates related to the quality of life of cancer patients and their caregivers

Compare conceptual frameworks and analytic strategies in family/couples research

Describe the current state of behavioral medicine

Utilize the basis of the current state of behavioral medicine to describe the translation of research to practice and policy

Describe how the practice of translation, within the context of behavioral medicine, can be used as a force for good

Discuss an interdisiplinary research program which translates basic research on neuroscience, pharmacology, dependence, and behavioral scient to improve treatment for nicotine dependence

Analyze nicotine dependence treatment, using translational research examples in the areas of treatment development and pharmacogentics

Compare novel methodologies for testing medications and indentifying mechanisms of efficacy

Evaluate the concept of "why bother with evidence based practice?"

Discuss the need and use for the three prinicples of evidence based practice

Blank

Blank

Blank

Investigate the efficacy of EW, relative to a neutral writing control, in improving mood, pain, catastrophizing, and disability levels in chronic pain patients.

Contrast differences in patient preferences for learning pain coping strategies in CBT treatment for chronic pain

Evaluate the predictors of disability due to chronic or recurrent headaches

Explain how repressive coping leads to high pain

Evaluate an intervention approach for preventing obesity among youth

Report on the synergistic effects of treating multiple behaviors as part of an adolescent obesity prevention program

Demonstrate the population-based impact from a multiple risk intervention

Summariaze preliminary data on the feasibility and efficacy of two different approaches to prevention of weight gain in young adults

Discuss the knowledge to action model as a framework for examining effective knowledge translation strategies

Describe the symptom cluster and its hypothesized biological causes, including HPA axis activity

Discuss whether increasing age leads to an increase in overall cortisol secretion

Explain why women with diabetes have higher level and increment in functional limitations from midlife to old age than men with diabetes

Describe the association between the stress of having a child diagnosed with cancer and inflammatory responses

Identify promising behavioral interventions for cancer treatment side effects

Articulate the characteristics of physical activity interventions that are considered during the decision to either deliver or to not deliver a program

Evaluate whether an internet based weight loss program delivered to work sites can reach a large number of people

Discuss a translation and cultural adaptation of a BM intervention

Identify and describe the four approaches we observed for linking practices with counseling resources

Identify the six systems level tobacco use and dependence guidelines for institutions

Decribe mediation analyses that evaluate whether the intervention influenced intended targets/constructs

Identify the components of a community based intervention to promote colorectal cancer screening

Describe the cultural diversity of the U.S. black population

Cite factors related to the translation of intentions in the context of attendance at colorectal cancer screening

Discuss the association between fear of recurrence and colorectal screening behavior among non-colorectal cancer survivors

Calculate the internet usage of a high risk group

Discuss whether information about the role of exercise in preventing maternal-fetal disease served as a meaningful source of exercise motivation

Explain why obese women are at significant risk of becoming morbidly obese by the second pregnancy

List the effects of prenatal maternal stress on obesity in childhood

Demonstrate the importance of looking at the link between the risk of hypertension among young African American adults and the established health-related behaviors of their parents, particularly their mothers

Identify sex differences in the association between depressive symptoms and neurovascular disease

Describe the impact of depression on heart failure

Explain how differentiating between dimensions of depressive symptoms may improve our understanding of the relationship between depression and physical health

Examine differences in CVD risk factor - clinical events relationships based upon the presence/absence of depression

Explain the importance of individualizing the BDI-2 scoring for particular populations

Identify and describe at least six major thematic clusters related to how a sample of college students conceptualizes genetics and genetic risk

Discuss the relationship of 5HTTLPR to nocturnal dipping

Cite advances in genetic risk assessment for multiple, common chronic diseases, and the role of behavioral medicine research specialists in this process

Identify motivations for participating in new genome technology with clinical implications

Describe the use of interactive web-based technologies to provide information to patients about genomic susceptibility for common health conditions

Describe the relationship between physical activity and quality of life in older adults

Cite neurocognitive deficits after bybass surgery

Discuss the design and conduct of the Keep Active Minnesota physical activity maintenance trial

Discuss the role of self efficacy in cognitive performance

Discuss the imprtance of physical Activity

Describe the collaborative process a religious community and a research center used to complete a community-level health survey, analyze the data, and implement an intervention

Explain why evaluating the effectiveness of participant recruitment methods is important

Name the social and environmental variables that contribute to behavioral and health outcomes

List factors related to program sustainability for community based health promotion programs

Use CBPR methods to tailor a diabetes prevention program to be culturally specific for Northern Plains Indian youth

Discuss ways that home environments affect child health

Identify levels of active commuting on a midwestern university campus

Compare personal and environmental determinants of physical activity

Describe the nature of the association between the density of local fast-food restaurants and fast-food consumption

Describe the U.S. cultural and environmental factors that can influence the researching physical activity interventions

Describe the elements of a successful weight gain prevention program

Discuss exercise-related health disparities among Latinos in the U.S.

Identify differences in health habits among ethnic groups of Black adolescents

Describe a preliminary and novel family-based weight loss program for underserved adolescents

Identify barriers to weight loss and weight loss maintenance among Black women

Assess the perceived cognitive functioning of breast cancer survivors following treatment completion using examples of everyday tasks

Characterize the sexual function of both prostate cancer patients and their partners.

Discuss why, among a state-wide low-income sample, Latinas report worse sexual adjustment following treatment for breast cancer than White women

Discuss the concordance between weekly to daily ratings of common symptoms during chemo

Examine longitudinal change fatigue, depression, sleep, and activity in women with gynecologic cancer treated with chemotherapy

Explain the importance of conducting interventions regarding PSA informed decision-making among Latino men

Examine the bivariate relations among generalized positive expectations (optimism), specific expectations, and QoL outcomes

Describe the quality of life of men with prostate cancer on an active surveillance program

Discuss psychometric properties of a new measure of patient preferences for treatment decision making in localized prostate cancer

Discuss issues and concerns about prostate health and prostate cancer that are specific to gay men

Discuss the effects of social learning (cognition) on self-management of a chronic disease

List three reasons why podcasting may be an effective way to promote weight loss among overweight adults

Demonstrate the effectiveness of an obesity prevention program for adolescents

Summarize areas in which video gaming is hypothesized to improve health outcomes

Describe how to introduce a school-based intervention for physical activity.

Demonstrate the physiological link between sexual risk taking and self-regulatory motivations for methamphetamine use

Examine barebacker identity among HIV seronegative MSM in relation to HIV risk behavior

Examine the association of demographic, psychosocial, and behavioral factors to risk reduction practices among men who have sex with men

Identify multicultural issues in sexual barrier product acceptabilty

Describe differences in perceptions of prevalence of sexual behaviors between people with HIV and randomly selected members of the communities in which they live

Contrast racial/ethnic differences in spiritual well-being among cancer survivors

Compare religious and secular predictors of stress-related growth in cancer survivors

Describe the relationship between spirituality and psychosocial and physical outcomes

Describe the benefits of three factors over the original two factors in the FACIT-Sp. 

Explain how spirituality and religiosity buffer against stress in Mexican immigrants

Describe recent developments in decision making research

Describe aspects of decision making translational and applied approaches

Discuss the extent to which federal or provincial research dollars fund behavioral medicine research

Discuss how their work with the Healthcare Policy Group of the Council of State Governments would suggest how such coverage could best be achieved in the U.S.

Discuss innovative behavioral informatics technologies and related projects in clinical and home-based settings

Describe potential access for researchers to large, anonymized clinical and patient datasets

Cite novel computational approaches to analyzing grid-enabled, multi-level, complex health-related data

List federal agency lessons learned and potential opportunities in behavioral informatics and population health

Examine the psychological factors that explain or predict adherence to physical activity

Identify the links between exercise (improved fitness) with changes in cognition among children

Examine the effectiveness of selected interventions on exercise outcomes and the adherence to treatment strategies

Describe effects of cessation treatment on eating patterns of smokers after quitting

Evaluate the efficacy of group vs. individual weight control/cessation treatments

Translate intensive weight focused cessation treatment into practice

Identify methodological challenges in current dissemination research

Explore options and solutions for each of the key challenges

Summarize data supporting each challenge and solution

Discuss obesity-related rural health disparities

Name strategies for delivering obesity treatment to distant, hard to reach rural populations

Summarize the philosophy and methods of Tai Chi and Biofield therapy

Describe the relationship between these CAM modalities and immune and clinical outcomes in individuals with cancer and heart failure

Contrast differences in the assumptions of Biomedicine, CAM, and Behavioral Medicine

State the methodological issues and potential confounds and limitations relevant to testing CAM in clinical trials

Compare theoretical models for understanding how age might influence psychological adjustment to cancer

List potential confounds in the study of aging and cancer that are important to consider in developing and evaluating research in this area

Describe the unique social and emotional needs of younger and older cancer survivors, which has implications for services and intervention

Identify major findings in behavioral medicine interventions for individuals diagnosed with cancer

Identify new intervention initiatives in cancer survivorship

Identify crucial next steps for intervention research and dissemination

Identify the steps in translation to a community setting

Identify toxicity beliefs as they are related to medication adherence

Evaluate HIV risk behavior by sex worker type to better understand how to tailor prevention interventions to high-risk MSM

Cite literature on the relationship between executive function deficits and HIV risk behavior

Discuss the prevalence of belief in HIV conspiracy theories among African-Americans with HIV, and the role these beliefs may play in HIV treatment

Discuss the nature of the association between one's sense of control over life and risk of cardiometabolic disease.

Describe characteristics of patients who have completed a Phase II cardiac rehabilitation program and their exercise behavior

Discuss the theoretical and empirical links between hope and increased health knowledge

Compare rates of elevated cardiovascular risk in long-term cancer survivors

List the prevalence and risk factors associated with insulin resistance in adolescents with elevated blood pressure

Report the impact of a state-wide competition on steps taken per day

Analyze results of web-based GTH recruitment

Describe how members of a public Internet weight loss community share social support for weight loss

Explain why, among overweight individuals with binge eating symptoms, social anxiety may improve weight loss outcomes in internet-based weight-loss interventions

Name factors related to smoking and body weight in a college sample

Create and test theory-based causal models of acculturation effects on health behaviors

Explain what sunless tanners are and how might they be used as a skin cancer prevention tool

Evaluate effect of age on total body skin examination

Identify the prevalence of skin cancer screening among adults in the United States

Explain why some tanning behavior has characteristics consistent with a substance-related disorder

Compare the Health Belief Model with the Theory of Planned Behavior in predicting intention to vaccinate against HPV among college-age women

Describe HPV vaccine acceptability in a diverse sample of women

Discuss the prevalence of HPV vaccination among African-American adolescent girls

Describe four scales of HPV vaccination attitudes

Describe independent predictors of young adult men's intentions to receive the HPV vaccine

Describe external validity reporting criteria and their importance to future dissemination potential of interventions

Summarize the evaluation model for this state policy project, including evaluation of the breadth and depth of the evaluation

Describe West Virginia's childhood obesity legislation and the ongoing evaluation

Discuss how public opinion and support relates to public policies

Identify factors associated with colorectal cancer screening

Discuss the effects physical activity has on QOL

Describe the two interventions tested in the Active for Life initiative

Evaluate a novel approach to physical activity behavior change in older adults

Describe a new intervention for health behavior change based on a System Improvement Framework

Identify the design and components of the Live Well! intervention

Evaluate whether behavioral risk factors for chronic disease differ among veterans with disabilities compared to veterans without disabilities

Describe predictors of war-related PTSD symptom severity in veterans

Describe why most people with HCV have not been treated and have difficulty following provider recommendations

Describe the design process used to implement routine suicide screenings in a primary care setting

Discuss the prevalence and challenges of obesity treatment in veterans

Cite neighborhood factors that can potentially influence social participation and physical activity involvement among seniors

Explain how to operationalize the concept of social participation among seniors

Describe the direction and magnitude of associations between neighborhood factors and social participation among seniors

Describe the direction and magnitude of associations between neighborhood factors and energy expenditure among seniors

State the six core principles behind effective tobacco cessation treatments

Explain the implications that the above findings may have for other behavioral medicine interventions

Describe the role of a wellness solution to complement the sickness solution in creating a health management solution

Design a program to engage the total population in health management

Calculate the total value of health to an individual and an organization

Define the role of the primary care physician, medical home and preventive services in the health management solution

Implement the five fundamental pillars of a company’s or communities’ health management solution

Discuss the effects of depression and diabetes

Describe the role of depression treatment in diabetes treatment

Compare outcomes between improved quality of depression care and usual care and high probability of savings in total medical costs

Outline the natural course of cancer-related insomnia

Discuss the treatment of cancer-related insomnia

Examine the association between CSA and anxiety

Discuss relationships between frequency of alcohol use and sleep duration

Evaluate the prevalence of insomnia in depressed patients with multiple sclerosis

Explain the potentially therapeutic effect of having a pet dog

Describe effects of mantram repetition on lifestyle profile in adults living with HIV

Examine the effects of a Mindfulness training program for cancer patients on psychological wellbeing

Discuss feasibility of mind-body intervention for adults at high risk for type 2 diabetes

Examination and discussion of an empirically-supported model of the associations between mindfulness, theoretically related psychosocial constructs, and health/well-being

Describe the impact of city level residential segregation on health behaviors among blacks

Examine the relationship between patients' perceptions of past racial discrimination in healthcare and patient-rated aspects of patient-provider communication

State the number of ethnic minority teens who are designated organ donor on driver's license

Identify barriers to Black participation in Community Cancer Research

Discuss the need for theoretically based approaches to developing inteventions to increase blood donation in the general population and among African Americans specifically

Assess the construct validity of four self-report cancer worry instruments

Define and identify the key characteristics of the teachable moment phenomenon

Summarize the efficacy of computer tailored health behavior change interventions for cancer prevention and control behaviors

Name genetic risk factors for cognitive impairment after receipt of cancer chemotherapy

Identify mechanisms operating behind the association between health literacy and health

Discuss internalized weight stigma among the overweight/obese.

Describe different weight loss goals of individuals participating in a behavioral weight loss program

Describe the long term effect of a lifestyle intervention treatment for obesity on heart disease risk

Evaluate the impact of motivational sessions on motivation and weight loss

Describe the weight loss observed in 24-month behavioral weight loss programs

Discuss the prevalence and health effects of teen smoking and effectiveness of existing adolescent cessation interventions

Evaluate the association between school policies and smoking initiation among adolescents

Demonstrate new approaches to measuring adherence to a Scheduled Reduced Smoking intervention

Identify the advantages of remote temperature recording during sexual arousal

Evaluate a new, reliable and valid cancer problem screening instrument

Analyze the concordance between three methods of identifying depression in a community-dwelling post-stroke population

Assess cancer recurrence fears

Identify the myths or misperceptions about blood donation that may affect an individual's decision to donate blood

Discuss the relationship between adult ADHD and binge eating among college women

Identify the comorbidities between obesity and anxiety among African Americans

Discuss the serious impact of depression on the quality of life of women with type 2 diabetes

Summarize aspects of neuropsychological function

Identify factors that may predispose a child with ADHD to engage in health risk behaviors

Describe the components of the two DYS programs designed exclusively for girls in 3rd-8th grades and their implications for increasing physical activity behaviors in these girls

Identify obesity concerns for adolescents in the UAE

Evaluate a new approach to improving healthy behaviors of preschool children within the home setting

Explain how psychosocial and behavioral variables relate to intrinsic motivation and race

Discuss why children involved in either sports or non-sports activities report better health, higher overall acceptance, and decreased smoking behavior

Cite specific intervention strategies which are incorprerated in motivationally focused approaches to weight maintenance

Discuss promising future directions for capitilizing on motivational factors within weight control research

Identify potential biological mechanisms associated with cancer progression

Describe how biological mechanisms might explain psychological processes or behavior

Define the three circles and five steps of the EBBP process

Describe the place of behavioral interventions within evidence-based medicine

Describe professional differences, similarities and transdisciplinary opportunities presented by EBBP

State differences and similarities in performing EBBP in population versus clinical contexts

Describe how medical news/research can be framed for the appropriate use by the medical media

Discuss how medical columnists research and promote stories

Name the challenges and strategies when trying to disseminate important medical information

Describe the impact of recent advances in digital technology which enables organizing on a flexible, global scale

Evaluate a visual-analytic framework that can be used to discover, diagnose, and design knowledge networks in 21ast centuray organizational forms

Discuss the role of context in behavioural medicine interventions and decision making

Name new ways to enhance evidence-based behavioral medicine

Discuss the construct of autonomy support

Describe the relevance of autonomy support to health behavior change

List the social contextual factors that influence African American men's preventive health behavior

Describe the impact of social networks on men's sexual risk behavior

Cite factors influencing African American men's use of cancer-related information services

Identify the challenges facing African-American men who serve as lay health advisors

Compare collaborative care models for treating depression

Summarize a clinically efficient real-world strategy to screen post-CABG patients for depression

Describe the impact of a collaborative care strategy for treating post-CABG depression on a broad variety of outcomes meaningful to patients, providers, and payers

Discuss the real-world challenges to implementing a collaborative care strategy for depression

List factors that promote preventive practices among religious individuals

Explain the role of religion as related to health among African Americans

Describe the use of prayer among pain patients

Discuss issues related to the implementation of support in Internet interventions

Describe how support can impact the usage of internet interventions and ultimate behavior change and symptom improvement

Describe at least three policy interventions which may impact on child and adolescent obesity prevalence

Summarize changes in Arkansas schools after four years of polices aimed at reducing childhood obesity

Summarize how Arkansas parents have responded to the implementation of Act 1220 school policies and what changes are occurring at home

Describe the reported actions of overweight versus non-overweight Arkansas adolescents concerning diet and physical activity

Discuss the conceptualization of health care settings as factors affecting the cancer screening and/or follow-up behavior of individual patients

Evaluate measurement and design considerations for evaluating the efficacy of interventions that address individual and contextual factors (multilevel)

Evaluate the effects of engaging in common dyadic coping on the dyadic adjustment of metastatic breast cancer patients and their partners

Identify the publishing trends from 2002-2007 on the subject of female sexual quality of life

Identify efficacious intervention strategies that will enhance sexual outcomes in breast cancer patients

Examine the effects of a 12 week Tai Chi Chuan (TCC)intervention on bone formation (BH)of breast cancer survivors

Cite current research related to the formation of expectations for breast reconstruction outcomes

Identify characteristics of a healthy weight management program for college freshmen

Compare the impact of the currently disseminated program as conducted entirely by church members to the earlier studies

Discuss the differences and importance of mediation and moderation analyses

Describe the impact of postpartum weight on postpartum depression

Assess the influence depressive symptomology has on medication adherence among patients with hypertension and other chronic diseases to develop targeted-interventions in this patient population

Examine the influence of genotype on affective reactivity to pain

Evaluate documented health and economic correlates of retirement in older workers

Blank

Blank

Summaraize results from a randomized controlled trial testing the effectiveness of a combined pharmacological and behavioral intervention

Discuss the relationship between pain and optimism

Name predictors of dietary change among very low-income Latinas

Summarize research on dynamics between social and physical environments and their influence on health

Identify two behavioral factors associated with physical inactivity over time in black women with type 2 diabetes

Discuss the effect of chemotherapy on memory and cognitive function

Evaluate patients' worries and expectations about prostate cancer treatment, depressive symptoms, and decisional regret

Discuss the role of humor in children

Evaluate the role of recreational drug use in explaining sexual risk behaviors among gay and bisexual men who attend circuit parties

Discuss the role of self-efficacy as a potential mediator of both spirituality's and physical activity's effects on quality of life

Explain why the reasons individuals have sex play significant roles in whether they employ prevention strategies

Explain the relation between changes in left ventricular ejection fraction during stress and clinical events

Describe a behavioral diet and activity program for adolescents with integrated web, phone, e-mail and parental components

Discuss the importance of program sustainability to the overall impact of the program

Explain how to better situate the social determinants of health in the field of behavioral medicine

Compare the prevalence of physical activity based on veteran status and use of Department of Veterans Affairs facilities

Discuss whether psychosocial stress influences gene expression

Evaluate whether an MBSR intervention reduces depressive symptoms in cancer patients

Explain why different proxy measures of acculturation may be differentially associated with metabolic syndrome risk factors

Describe the impact of patient navigation

Assess whether behavioral weight loss interventions can prevent weight gain associated with atypical antipsychotics

Compare methods used to test the anticipated conceptual structure of self-report questionnaires

Discuss the socio-ecological model as a guiding framework for understanding health behaviors in cancer survivors

Describe dyadic relationships between cancer patient and caregiver health behaviors

Explain how incorporating physician components strengthens physical activity interventions for breast cancer survivors

Outline the process by which empirical research is translated into community wellness interventions for cancer survivors

The above objective will increase my professional competence, will result in changes to performance my professional practice, and/or will result in improved patient outcomes as follows:
Objective 3: Discuss new and cutting-edge research and clinical data on interactions between health and behavior
The above objective will increase my professional competence, will result in changes to performance my professional practice, and/or will result in improved patient outcomes as follows:
Objective 4: Examine strategies for the application of evidence-based research in clinical practice and health programs
The above objective will increase my professional competence, will result in changes to performance my professional practice, and/or will result in improved patient outcomes as follows:
Objective 5: Evaluate new interdisciplinary approaches to education and training in behavioral medicine
The above objective will increase my professional competence, will result in changes to performance my professional practice, and/or will result in improved patient outcomes as follows:
Objective 6: Exchange scientific ideas on a cross-disciplinary level with colleagues
The above objective will increase my professional competence, will result in changes to performance my professional practice, and/or will result in improved patient outcomes as follows:
Please evaluate the following:

Online abstract submissions

Pre-registration brochure

Conference information - online

Meeting registration - online

Meeting registration - onsite

Poster sessions - overall quality

Poster sessions - length

Paper sessions - overall quality

Paper sessions - length

Individual papers  - length

Symposia - overall quality

Symposia - length

Exhibits

Hotel quality/Comfort of rooms

Networking opportunities

Service by the SBM staff

Overall meeting experience

Please answer the following:

Do you believe this activity was appropriate for the scope of your professional activities?

Was the educational content scientifically sound?
Was the educational content free of commercial bias?
Was the mode of education effective to learning?
If faculty spoke about off-label or investigational uses of a product, was that information disclosed to you?
If you answered "No" to any of the above questions, please explain.
Were you solicited by sales personnel in an educational room (other places do not matter) while you attended this educational activity?
If you answered "Yes" to the above question, please explain.
What did you learn during this activity that you intend to integrate into your practice?

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

How can this training be improved to better impact competence, performance and/or patient outcomes?

My professional competence would be improved if I had training on:

My professional performance would be improved if I had training on:

My patient outcomes would be improved if I had training on:

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

A main goal of the annual meeting is to provide opportunities for networking.  Do you have suggestions for how we could improve this aspect of the meeting?

Please suggest companies or organizations we may want to invite to exhibit at future annual meetings.  (Please separate each with a comma ",")

Please suggest organizations that you would like to see SBM join with for future annual meetings.  (Please separate each with a comma ",")

What cities would you most like to see as future SBM sites?  (Please separate each with a comma ",")

What persons would you like to see give major talks at future SBM meetings?  (Please separate each with a comma ",")

Do you plan to attend next year's annual meeting in Seattle, WA?

Please provide any and all suggestions for improving the annual meeting.  We welcome your input!

How many SBM annual meetings have you attended?

How did you find out about this year's meeting?  Check all that apply.

If you answered "Other" to the above question, please elaborate:

What other professional organizations do you belong to?  Check all that apply.

If you answered "Other" to the above question, please tell us what other association(s) you belong to:

What professional conferences or conventions will you attend in calendar year 2009 other than SBM?  (Please separate each with a comma ",")

Additional comments:

Mr question