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SAHM - 2018 Annual Conference Global Adolescent Health Equity (Mental Health)
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What activities did you attend at the event?
Agreement
By completing this form, you attest that you have participated in all selected activities in thier entirety.
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
Objective 1: Explain and critically appraise how existing clinical and social structures lead to health inequities among adolescents and young adults
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
Objective 2: Apply and generate, in their practice setting, new strategies that promote equal access to opportunities that enable all young people to achieve healthy, productive, and meaningful lives
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
Objective 3: Examine health equity from a global perspective
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
The instructor used the technology effectively
Restate the need to end unintended pregnancies by meeting the demand for family planning
Describe and understand the need to end gender-based violence and harmful practices
Recognize that UNFPA mandate has never been more relevant
The instructor used the technology effectively
The instructor used the technology effectively
Describe the construct of gender and its impact on the formation of models of care for transgender youth.
Recognize different nuances of gender dysphoria and how it can manifest in the lives of transgender and gender non-conforming youth.
Begin to engage in the process of individualized clinical decision-making in order to synthesize potential medical treatment regimens unique to each patient.
The instructor used the technology effectively
Identify the risk factors for vicarious trauma and discrimination in clinicians.
Explain the risk factors for vicarious trauma and discrimination in clinical trainees.
Use, acquire, or refresh leadership tips to Advance Health Equity
The instructor used the technology effectively
Describe typical management issues that can arise during insertion, removal, and ongoing use of long acting reversible contraception (LARC)
Discuss challenging LARC cases, including the management of less common complications
Demonstrate individualized LARC counseling and management skills in small group formats
The instructor used the technology effectively
Describe the adverse effects of gender-based violence on the physical and mental health of adolescents, especially in global settings, including the impact on life-course.
Understand leading methods of preventing and researching GBV, both in the US and globally.
Compare and contrast GBV prevention interventions and rigorous research approaches across four diverse adolescent populations and nationalities in Nairobi, Kenya, Karachi, Pakistan, Kabul, Afghanistan, and San Jose, California.
The instructor used the technology effectively
Execute a successful mentorship relationship with a senior investigator in adolescent health
Pre-identify strategies to avoid and overcome common pitfalls faced by junior researchers while developing a research program
Develop a plan for effectively building and/or working with an interdisciplinary research team to produce high quality science in adolescent health using emotional intelligence.
The instructor used the technology effectively
Identify the elements of a strong provider recommendation for adolescent vaccinations routinely recommended at the 11, 12, and 16 year office visits
Determine differences in parental disposition relating to vaccination consent and identify when and which motivational interviewing techniques can be applied
Verbalize and initiate incorporation of Three Cs (confident, concise, consistent) provider recommendations for adolescent vaccines
The instructor used the technology effectively
Exposure to different modalities of training programs in adolescent health (long-term post-graduate courses; intensive short-term courses; simulation-based workshops; internet-based self-education programs).
Understanding barriers to the establishment of training programs in adolescent health and the need for a stepwise approach in the development of such programs.
. Provision of opportunities for participants to share views and start networking with international professionals who have already gained experience in developing educational programs in adolescent health.
The instructor used the technology effectively
The instructor used the technology effectively
Identify current concepts and causes for the increasing socioeconomic disparities in adolescent obesity.
Apply the AAP’s guidelines for the staged approach to the management of childhood obesity, including the 5-2-1-0 Plan and screening for food insecurity
Explain components of a practical, stepwise approach to treating childhood obesity in a busy outpatient office setting
The instructor used the technology effectively
Describe the current standards, guidelines and recommendations for competency-based, evidence-informed education in adolescent health, with emphasis on the needs of low and middle-income countries, for multidisciplinary education.
Demonstrate effective pedagogical techniques in adolescent health, including online educational resources such as Massive Open Online Courses, to provide sustainable education at all learner levels and enable better measurement of quality in education.
Explain how educational resources and pedagogical techniques can be incorporated into a conceptual framework and strategize steps in instituting application of educational programs at institutional, regional, national, and international levels
The instructor used the technology effectively
The instructor used the technology effectively
Describe the challenges to promote equity in the attainment of health
List the opportunities to promote equity in the attainment of safety
Name the challenges and opportunities to promote equity in the attainment of health and well-being
The instructor used the technology effectively
Recognize the growing worldwide crisis related to opioid use
Explore treatment strategies for opioid use disorder and overdose prevention, with particular attention to medication assisted treatment in the office setting.
Analyze common issues that arise in identifying and treating adolescents with opioid use disorder.
The instructor used the technology effectively
Attest to the need for improved education about sexual health for young women with chronic medical conditions.
List the highest priority areas for sexual and reproductive health care discussion for young women with chronic medical conditions
Identify resources for both patients and providers that expand upon sexual health topics broached at a health visit.
The instructor used the technology effectively
Illustrate and reflect on one's own feelings and values about transgender and gender diverse individuals
Prepare to become self-aware of one's own feelings and biases around caring for transgender and gender diverse individuals
Discuss clinical interactions around gender care that may make us feel uncomfortable
The instructor used the technology effectively
Discuss ways that providers can improve equitable access to Credentialed Nutrition Professional services among their adolescent patients
Describe how the involvement of a Credentialed Nutrition Professionals enhances the management of adolescent nutritional disorders
Assess public health strategies to improve access to Credentialed Nutrition Professionals services for adolescents in low- and middle-income countries
The instructor used the technology effectively
Describe the development of a “Participatory Action Project Toolkit” for community health, including the use of various educational technology and social media approaches pertinent to improving adolescent health
Identify how to create innovative collaborative partnerships between pediatricians and adolescents that result in the amplification of youth voices to help overcome the challenges of the social determinants of health
Name the benefits of collaborative "youth as partner" approaches to improve adolescent health within the local community for both physician and adolescents
The instructor used the technology effectively
Describe key elements in developing and structuring partnerships
Discuss practical strategies to address challenges including cultural barriers, limited resources, financing, and lack of governmental recognition and/or support
Share perspectives and lessons learned from personal experience in establishing, fostering, and sustaining partnerships
The instructor used the technology effectively
The instructor used the technology effectively
Recognize the role of bystanders in multiple forms of adolescent and young adult violence
Synthesize psychological and developmental theories that inform adolescent bystander behavior
Critically appraise existing evidence-based bystander-focused violence prevention models and identify opportunities to adapt these strategies to new trends in violence amongst adolescents and young adults
The instructor used the technology effectively
Apply principles of a reproductive justice framework and knowledge of historical legacies when developing contraceptive counseling approaches that affect whether, when and how youth present for contraceptive services
Differentiate nuances of reproductive coercion or oppression on youth when exercised by intimate partners, parents/caregivers, institutions and/or health care providers
Translate knowledge gained in session to identify youth engagement and counseling skills they can practice to maximize patient autonomy and to activate youth to minimize discrepancies between their reproductive goals and actions
The instructor used the technology effectively
Address the changing perception of risk with regard to adolescent marijuana use in the context of increasing global decriminalization of marijuana and legalization of marijuana for medical and recreational use
Examine evidence-based strategies for treatment of adolescent cannabis use disorder, with a focus on contingency management
Address the role of parents/family members in treatment of adolescents with cannabis use disorders
The instructor used the technology effectively
State the changes in the most recent Endocrine Society guidelines regarding care of transgender youth and compare these changes with the World Professional Association for Transgender Health Standards of Care guidelines.
Explore the latest research in the care and management of transgender youth.
Discuss the management of transgender youth with special considerations.
The instructor used the technology effectively
Understand the governance landscape where domestic and global health strategies, policies and programs for adolescents are shaped, funded, and implemented.
Understand the funding and legislative priorities set by the Executive Branch and Congress, fiscal and programmatic implications, and areas where researchers and practitioners can take part in influencing policies to improve health outcomes.
Learn how to develop effective advocacy campaigns and incorporate tools and communication strategies to help health experts maximize their organization's sphere of influence with government officials and policy stakeholders in the US and around world
The instructor used the technology effectively
Demonstrate the tools and techniques to assess learners competencies and deficiencies in a global setting.
Establish a hierarchy of critical curricular areas based on the most pressing adolescent health problems in a developing nation.
Create a program for faculty development in Adolescent Medicine to support a curriculum collaboratively produce in an international setting.
The instructor used the technology effectively
The instructor used the technology effectively
Decribe how adolescent health and medicine professionals can optimally promote psychological well-being
Explain and help promote well-being among adolescents and young adults in clinical and non-clinical settings.
List key components of psychological and emotional well-being
The instructor used the technology effectively
Identify important tasks to transition from childhood to adulthood for immigrant youth
Define and classify teen behaviors according to current adolescent stages of growth
Demonstrate and clarify communications with teens to promote positive youth development and guide them to community resources
The instructor used the technology effectively
Define and describe the concept of therapeutic alliance with evidence based research outcomes and practice based knowledge
Identify the key components of therapeutic alliance and describe how to use them with a developmental perspective in the adolescent medicine practice with examples.
Describe interventions and strategies for strengthening the alliance and educate the participants concerning the marks of ruptures that inhibit the formation of alliance
The instructor used the technology effectively
The instructor used the technology effectively
Identify primary aspects of patient-centered care for transgender adolescents
Outline components of a mini-training to replicate at their own health center meetings
Plan for challenges and develop strategies related to ongoing clinic-wide practice improvement towards affirming care of transgender adolescents
The instructor used the technology effectively
Discuss the individual, social, and structural risk factors associated with international and domestic commercial sexual exploitation of minor children and youth (CSEC).
Describe Physicians for Reproductive Health Adolescent Reproductive and Sexual Health Education Program (ARSHEP) curriculum developed to support youth-serving health care providers respond to the needs of CESEC youth.
Practice key teaching and learning components of the ARSHEP CSEC Module to optimize CSEC training for adolescent health providers.
The instructor used the technology effectively
Describe the scope, impact, and relevance of the Global Gag rule as it relates to international reproductive health services
Discuss how the Global Gag rule has implications within the US in terms of reproductive health policies
Cultivate connections among regional providers across all specialties and share resources to support and advocate for comprehensive reproductive health access
The instructor used the technology effectively
Reflect, narrate and write about the complex connections formed within the healthcare team
Realize the technique of narrative medicine as a way of understanding these connections
Recognize how narrative medicine can contribute a method for a deeper understanding in medical education and training
The instructor used the technology effectively
Identify pros and cons of online asynchronous focus groups for research, including considerations for recruitment, scheduling and the retention of participants in digital environments.
Gain knowledge of best practices for posing questions, encouraging interaction between participants and following up or probing particular participant responses
Understanding of the limits and opportunities of data gained during asynchronous focus group to decide if the methodology is appropriate for attendees research areas.
The instructor used the technology effectively
The instructor used the technology effectively
Compare and contrast between classifications of refugees and immigrants in the United States.
Identify and complete a comprehensive history and physical tailored to the refugee/immigrant adolescent patient.
Develop a collaborative relationship with local agencies caring for refugee/immigrant adolescents.
The instructor used the technology effectively
Apply WHO and US evidence-based contraceptive guidance to clinical scenarios relevant to adolescents
Identify strategies to implement evidence-based contraceptive guidance in different resource settings
Discuss strategies to implement these recommendations in different practice settings
The instructor used the technology effectively
Analyze the advantages and disadvantages among brief trauma and ACE related screening tools currently in use in adolescent primary care
Discuss benefits, logistics and follow-up for population-level screening in schools versus. traditional screening during medical appointments.
Differentiate the levels of follow-up services needed after trauma screening, including coping skills, intensity of services, and advantages of group vs. individual follow-up
The instructor used the technology effectively
Recognizing adolescents' motivations to use digital technology, problems and potentials of that use, and recognition of interactive media-related physical, psychological, social, and academic problems
Explain problematic Interactive Media Use (PIMU) (aka internet or video game addiction), diagnostic, therapeutic,and educational strategies for PIMU and other media-related physical, psychological, and developmental issues
Apply strategies for incorporating awareness of PIMU and other media-related problems in medical history-taking, treatment, and anticipatory guidance
The instructor used the technology effectively
Describe the challenges of maintaining privacy, security, and identity among adolescents and young adults using eHealth for clinical preventive services.
Describe strategies for assessing the reliability and accuracy of health information presented on eHealth platforms related to adolescent and young adult clinical preventive services.
Identify challenges and opportunities related to eHealth connectedness to adolescent and young adult clinical preventive services
The instructor used the technology effectively
Explore the ways in which current shifts in laws and policies can adversely affect the health, well-being, and access to health care of adolescents and young adults or promote health equity.
Compare and contrast the potential effectiveness and limitations of alternative strategy approaches for resisting adverse policies or promoting health equity.
Identify promising strategies to advocate for policies that support the health, well-being, and health care access of adolescents & young adults related to health care financing, sexual & reproductive health, & young migrants, immigrants, & refugees.
The instructor used the technology effectively
Further the developmental progression of clinicians’ professional skills in multiculturalism as it relates to both self-awareness and health care provision.
Develop an attitude of curiosity and culturally humility towards holistic treatment of diverse populations.
Introduce strategies and effective culturally sensitive trauma informed practices that can be implemented in the health care work place.
The instructor used the technology effectively
Explain the difference between consent, assent, and parental permission and how these concepts affect sexual and gender minority recruitment in to research studies.
Describe various recruitment methods relevant to sexual and gender minority youth, their advantages and disadvantages, and their external and internal validity.
Apply strategies to working successfully with Institutional Review Boards to create an ethical and safe recruitment strategy for sexual and gender minority youth.
The instructor used the technology effectively
The instructor used the technology effectively
Verbalize indications for intrauterine contraception use in adolescents.
Demonstrate skills in intrauterine contraception placement on a pelvic model.
Identify strategies to improve collaboration with obstetrician-gynecologists and next steps to incorporate intrauterine contraception in their practice.
The instructor used the technology effectively
List the common symptoms of anxiety in adolescent and young adults (AYA)
Select appropriate screening and assessment tools for anxiety in AYA in an outpatient setting
Teach coping strategies to AYA with anxiety in an outpatient setting
The instructor used the technology effectively
Identify challenges facing international students studying in US Higher Education Institutions, and analyze how those challenges impact the physical and mental health of students and what interventions can be developed to mitigate those challenges.
Describe some of the challenges facing students who are traveling abroad from the US, and describe ways in which healthcare and mental healthcare providers may provide interventions that might mitigate the risks these student may encounter.
Describe how ongoing geopolitical changes may impact both international students and US students studying abroad, and describe ways in which institutions and providers may support and advise the global student so as to enhance their resilience.
The instructor used the technology effectively
Name concrete steps that can be taken to establish gender-affirming medical services for trans youth in rural or under-resourced areas
Describe barriers to establishing gender-affirming medical services for trans youth in rural or under-resourced areas
Identify resources for establishing gender-affirming medical services for trans youth in rural or under-resourced areas
The instructor used the technology effectively
Describe the role of the World Health Organization (WHO) and the United Nations Population Fund (UNFPA) in advancing adolescent health.
Recall the main recommendations of the Global Accelerated Action for the Health of Adolescents (Global AA-HA!) guidance document.
Identify priority areas for future research in adolescent health, particularly in low- and middle-income countries (LMIC’s).
The instructor used the technology effectively
Describe core concepts in formulating a presentation and key vehicles for effective communication including storytelling.
Summarize the evidence available to guide presentation design and delivery.
Acknowledge the art and science of powerful presentations and create a personal action plan to strengthen one’s delivery of content across contexts.
The instructor used the technology effectively
Identify how the requirement for parental permission for studies about behaviors that impact adolescent health adversely affects research with adolescents, and in particular, at risk and marginalized adolescents, including LGBTQ youth and adolescents
Recognize opportunities that exist for asking that IRBs waive parental permission for research with adolescents and develop strategies that emphasize adolescents’ strengths and that focus on the adolescents’ best interests, not parental rights.
Develop a ‘toolkit’ to use when working with the IRB to justify waivers of parental permission for research.
The instructor used the technology effectively
Describe the classification system and terminology related to abnormal uterine bleeding.
Identify which adolescents presenting with abnormal uterine bleeding warrant further evaluation.
Formulate a plan for clinical and laboratory evaluation of adolescents with abnormal uterine bleeding and discuss the management options.
The instructor used the technology effectively
Apply recent research on standard and innovative approaches to quality youth focused primary care to implications for clinical practice, service design and for clinical teaching
Demonstrate recent research findings on barriers and enablers of an accessible quality primary care system for vulnerable adolescents to how these impact on clinical care
Appraise context and settings of primary care for adolescents around the globe and the innovations in place, or required, for effective service navigation and clinical approaches to improve health outcomes.
The instructor used the technology effectively
Describe principles of collaborative and design frameworks that can be applied to their own creative processes and equitable team participation as they follow youth-centered ideas from conception to execution
Demonstrate group process methods presented in the session by participating in real-time equitable, creative spaces that offer practice in building on concepts and implementation strategies for pressing youth health and development challenges
Differentiate the roles and expertise of community and academic colleagues, including youth, who represent diverse disciplines, sectors and lived experience that can complement open, creative, and equitable teams
The instructor used the technology effectively
Identify approaches to build a relationship with one's chair.
Define strategies for negotiating with a chair.
Demonstrate preparations and approaches needed for an "ask" from a chair.
The instructor used the technology effectively
Identify and describe at least two resources for conducting youth participatory action research.
Describe common challenges and approaches to addressing challenges to the process of youth participatory action research.
Develop strategies to incorporate youth participatory action research in their current research activities
The instructor used the technology effectively
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):
Explain how the global opioid crisis affects adolescents and young adults, including epidemiology of use, opioid use disorder, and overdose mortality
State the relationship between HIV disparities and engaging minors in biomedical research
Summarize the global trends of forced displacement and discuss the reasons and implications of the limited availability of statistical data for adolescent refugees and asylum seekers 
Identify the association between sociodemographics and health risk factors among adolescents
Explain optimal HIV screening strategies among young men who have sex with men
Explain where they seek health care
Document disparities in health status and care utilization of TGNC vs cisgender youth
Examine changes in prevalence of non-vaccine-type HPV in vaccinated women in the first eight years after vaccine introduction
Describe a real-time monitoring device (Wisepill) to assess antiretroviral therapy (ART) adherence
List factors associated with emotional distress
Analyse an alternative school-level intervention framework
Assess the gateway effect of tobacco-related products among non-smokers
Examine the S4E intervention on uptake of HIV and STI testing
Review the literature on mindfulness-based interventions for adolescents
Describe why effective interventions to promote human papillomavirus (HPV) vaccinations are needed
Describe the patterns of suicide behaviors among students aged 13-15 in developing countries
Identify youth receiving recommended medication treatment for opioid use disorder
Assess currently available trauma symptom screens, validated for adults, for cultural appropriateness 
Analyze the epidemiology of disordered eating behaviors and eating disorders among overweight and obese young adults
Describe the high-stakes and high-risk nature of HCT Among AYA and KT
Recognize current gaps in PrEP knowledge among homeless young adults
Examine the effects of the current U.S. political environment on the health and well-being of youth in immigrant communities
Describe how shifts in immigration policy shape the concerns of immigrant youth related to family stability and future opportunities
Identify implications of the current immigration policy environment for adolescent health and well-being across multiple outcomes
Please tell us about any session you found particularly good or bad
Please tell us about any objective you feel we accomplished well or poorly. 
Please tell us about any presenter you found particularly good or bad
Please answer the following:
Do you believe this activity was appropriate for the scope of your professional activities?
Was the educational content scientifically sound?
If faculty spoke about off-label or investigational uses of a product, was that information disclosed to you?
Was the mode of education effective to learning?
If you answered "No" to any of the above questions, please explain.
Did you perceive any product/service/company/commercial bias in any educational session you attended or materials you received?
If you answered "Yes" to the above question, please detail the situation below (e.g. session title, speaker name):
Were you solicited by sales personnel in an educational room (other areas do not matter) while you attended this educational activity?
If you answered "Yes" to the above question, please explain in detail (e.g. who, when, where):
How much did you learn as a result of this education program?
What specifically did you learn during this activity that you intend to integrate into your practice?

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

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

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

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

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

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