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CFHA - 2018 Annual Conference
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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
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: Identify strategies, practices and tools proven to be effective in patient and family centered approaches to care in primary and tertiary settings.
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
The teaching methods used were appropriate to the objectives
The instructor was 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
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: Describe strategies for overcoming financial and operational barriers to the implementation of integrated care in primary and tertiary settings.
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
The teaching methods used were appropriate to the objectives
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
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: Define and describe population or public health interventions aimed at the prevention and early intervention of physical and mental health problems.
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
The teaching methods used were appropriate to the objectives
The instructor used the technology effectively
List history of integrated care models and the evidence-base for the Collaborative Care Model (CoCM).
Describe the differences in workflow between traditional psychiatry and psychiatric consultation in collaborative care.
Name the five core principles of collaborative care Apply knowledge of a registry to facilitate treatment-to-target and psychiatric case reviews.
The instructor used the technology effectively
Participants will understand the distinctions between hierarchical and distributed forms of leadership and the importance of the latter in today’s world.
Participants will learn the basic principles of a collaborative distributed leadership and how to apply them.
Participants will apply these principles to their own leadership challenges.
The instructor used the technology effectively
Understand the value that an embedded behavioral health provider can bring to the primary care teams efficiency and effectiveness in providing good patient care.
Identify specific presenting concerns where the embedded behavioral health provider can be utilized.
Identify how a group medical visit can be employed as another way to maximize efficiency and effectiveness Identify specific strategies to foster success as a member of interdisciplinary team.
The instructor used the technology effectively
Identify three common challenges faced by early career professionals in health-related professions.
Identify three personal strengths and struggles in their current work context.
Apply two strategies to effectively navigate their personal struggles in their current work context.
The instructor used the technology effectively
Discuss a broad range of best practices in pediatric integrated care and ways to integrate BHCs into Well Child Checks.
Build and utilize a toolkit of integrated pediatric care resources for immediate implementation in medical settings.
Identify common care pathways, brief interventions, and screening measures/assessment strategies for the most common issues in pediatric integrated care (sleep, mood disorders, and/or ADHD concerns, toileting).
The instructor used the technology effectively
Summarize what effective teams do, feel and think.
Identify the team-based competencies that matter.
Give some practical advise on how to provide better care thru teamwork.
The instructor used the technology effectively
Identify at least two unique features of collaborative care models in specialty care (e.g., dementia).
Describe how specific patient, caregiver, and family factors influence approaches to care delivery.
Identify two ways in which caregiver-physician partnerships can improve patient and family experiences of care transitions.
The instructor used the technology effectively
Understand cost-drivers for SBIRT programs.
Identify sources of data providers could use to capture program costs.
Discuss practical considerations for implementing an economic evaluation.
The instructor used the technology effectively
Evaluate the potential utility of screening for anxiety and depression among older adult emergency department patients.
Understand the barriers to care experienced by older adults with covert mental health concerns.
Evaluate the potential for parallel service providers in the ED to enhance public mental and physical health.
List two advantages of embedding BHCs into pediatric Well Child Check exams.
Describe the rationale for implementing the STAT-BHC within Well Child Check exams.
The instructor used the technology effectively
Describe how interprofessional teams can improved clinical outcomes.
Identify how interprofessional teams can be used throughout the lifespan.
Build bridges with other professionals to increase effective care.
Identify the different levels of primary care behavioral health integration and their importance for care.
Describe the process of how a network was able to hold an interdisciplinary meeting and review priorities and goals for improving integration.
The instructor used the technology effectively
Identify knowledge gaps and supervisory needs that Collaborative and Integrated Care teams face.
Discuss how the ECHO model can be used in behavioral health.
Describe ways that the ECHO model can be used to support key aspects of the Collaborative Care model.
Define prevalent behavioral health provider retention barriers and concerns in integrated primary care.
Identify innovative solutions to address and actively prevent behavioral health provider burnout and isolation.
The instructor used the technology effectively
Define current challenges for patients and family members accessing evidence-based information about OUD.
Describe the benefit of using qualitative analysis of patient and family member perspectives in order to inform creation of an educational and engagement resource.
Explain how an online/mobile based resource that engages all stages of change can assist this vulnerable population.
The instructor used the technology effectively
Identify the different aspects that are going to be a concern based on the role of the individual in the healthcare system.
Understand the strengths and weaknesses to both models.
Understand how to respond to questions from different members of the healthcare system.
The instructor used the technology effectively
Identify the key strategies to furthering Trauma Informed Care in a primary care setting including training staff, formation of a workgroup, and identifying and addressing hotspots.
Describe the role and function of a TIC workgroup and how to identify and address priority areas for change in a clinic.
Describe how Trauma Informed Care can improve staff satisfaction and burnout and patient engagement and satisfaction.
Describe the negative impact of burnout on medical providers.
Understand the unique needs of family medicine residents related to improving effects of burnout.
The instructor used the technology effectively
Describe reverse model of integration.
Understand a model of communication processes that includes and involves multiple interdisciplinary care providers and stakeholders.
Discuss opportunities to grow this model in terms of sustainability, or replication.
The instructor used the technology effectively
Participants will be able to identify clinical activities that can be measured as part of continuous quality improvement.
Participants will be able to list methods by which they can quantify their program's activities and outcomes.
Participants will be able to outline measures and methods to help quantify the impact of their program across several domains (e.g., patient outcomes, financial, etc.).
The instructor used the technology effectively
Identify a multi-agency, interdisciplinary pilot program and its outcomes.
Understand lessons learned from program implementation and evaluation.
Conceptualize the program through case studies.
The instructor used the technology effectively
Articulate key findings from empirical comparisons of behavioral health sibling disciplines in terms of care outcomes, drop-out rates, and cost effectiveness.
Describe key findings from empirical research regarding common therapeutic factors that overlap sibling disciplines in behavioral health.
Identify ways to include, coordinate, and integrate sibling disciplines in collaborative care teams.
The instructor used the technology effectively
Explain the negative outcomes of difficult patient encounters.
Identify systemic strategies of the PCBH model for difficult patient encounters.
Employ specific skills for PCP-BHC collaboration to mitigate negative effects of these encounters.
The instructor used the technology effectively
Implement a variety of experiential teaching strategies for increasing SBIRT competency/proficiency with greater fidelity and cultural sensitivity.
Identify opportunities for interprofessional team collaboration that prevent/address the problematic use and abuse of opioid drugs.
Evaluate the effectiveness of experiential, team-based SBIRT training in an academic or clinical setting.
The instructor used the technology effectively
Describe how physician communication coaching can enhance patient and family experience of healthcare.
List the four steps of the coaching process.
Discuss how coaching affects physician as a person, their self-concept and well-being as a physician, and their ability to improve communication with patients, colleagues, and leadership.
The instructor used the technology effectively
Describe one viable model for social work integration into primary care that addresses several needs.
Describe one viable model for social work integration into primary care that addresses several needs.
Describe the results of a pilot using a virtual social worker that addresses one of the challenges in regards to providing these services to small and rural primary care practices.
The instructor used the technology effectively
Identify the separate but combined aspects of spirituality and religion in research and healthcare practice.
Discuss varying assessment and conversation techniques for integrating spirituality/religion in a family-centered shared care plan.
Understand the benefits of spiritual/religious assessment in the collaborative practice of team-based care.
The instructor used the technology effectively
A new REALity - Using Realist Evaluation in Interprofessional Settings.
Appreciate the impact of context on evaluation development.
Practice using a context-based approach to evaluation development.
The instructor used the technology effectively
Understand the practical high risk nature of transitions of care from a hospital to other facilities.
To recognize strategies to improve the safety and patient centeredness of transitions of care.
To identify new areas for interprofessional training of internal medicine residents and other medical professionals.
The instructor used the technology effectively
Describe the current regulations for buprenorphine management.
Describe importance of an interprofessional team in treating opioid use disorders.
Describe the value of incorporating MAT in the primary care setting.
Describe the use of clinical pathways within interprofessional education in primary care settings.
Describe the basic tenets of a complex patient assessment for the primary care setting.
The instructor used the technology effectively
Describe the obstacles to sustaining clinical pharmacy services in the Medical Home.
Analyze obstacles and financing options to develop possible solutions for sustaining clinical pharmacy services in the Medical Home.
Identify examples or opportunities for supporting integrated clinical pharmacy services through direct revenue models.
The instructor used the technology effectively
Describe opioid integrative medicine treatment team design and effectiveness.
Describe HIV integrative medicine treatment team design and effectiveness.
Discuss some specific care coordination and team-based decision making practices of opioid and HIV integrative medicine treatment teams.
Identify psychosocial risk-factors associated with total joint replacement surgical outcome and the role of behavioral health in actively working to mediate risk as a member of the multidisciplinary treatment team.
Articulate recent findings regarding opioid use/morphine equivalent dosing, pain catastrophizing, emotional health, substance use, etc. and surgical risk/outcome as well as patient satisfaction.
The instructor used the technology effectively
Describe the hallmarks of family-centered care.
List different methods of assessing family-centered beliefs, attitudes, and clinical skills.
Discuss the importance of multifaceted residency curriculum evaluation.
Describe the major themes from the literature on online interprofessional education.
Describe the implementation steps/components necessary in online interprofessional education.
The instructor used the technology effectively
Discuss effectiveness and benefits of team-based care in promoting and removing barriers in integrated care.
Describe processes of effectively using team-based care in identifying ways to improve healthcare in a primary care setting.
Discuss the effectiveness of SBIRT for patients with hypertension in a primary care.
The instructor used the technology effectively
Describe the content and goals of Brief Cognitive Behavioral Therapy for Chronic Pain (Brief CBT-CP), a treatment designed for the Primary Care Behavioral Health setting.
Discuss the implications of preliminary findings from a formative evaluation that addresses both implementation factors and effectiveness of Brief CBT-CP.
Identify how operations, clinical, and research partnerships can advance the development and testing of interventions for integrated primary care.
The instructor used the technology effectively
Describe the six domains of the Practice Integration Profile.
Analyze the six domains of the Practice Integration Profile.
Apply the data from Practice Integration Profile reports in a Lean QI process.
The instructor used the technology effectively
Recognize the prevalence of diabetes and its implications for patients and families.
Describe systemic assessment and intervention to increase adherence.
Identify strategies to promote positive systemic coping and resilience.
The instructor used the technology effectively
Differentiate training based in medical model versus complex adaptive systems thinking, including family systems, social behavioral determinants of health, and risk stratification models.
Participate in and learn about small group exercises that can be used at home institution to assist learners and teams to reframe the patient interaction using a systems lens.
Engage in multi-site, interdisciplinary dialogue with presenters and fellow audience members regarding helpful modalities used to develop teams, and next steps needed for field.
Define a medical-legal partnership.
Identify ways to address IPV in their patients.
The instructor used the technology effectively
Describe community engaged research to adapt a health promotion initiative for use with deaf sign language users to address health disparities.
List some facilitators and barriers to the inclusion of deaf communities in health promotion research and programs.
Discuss ways community-clinical-research collaborations could be adapted and applied for use with other populations, settings, and health conditions.
Learn about the Medicine in Psychiatry Service model of integrated care.
Describe some of the challenges in treating patients with serious and persistent mental disorders in a primary care setting.
The instructor used the technology effectively
Explore strategies for management of comorbid mental health, substance use, and other medical concerns using an integrated, team-based approach.
Describe the inception and implementation of an interdisciplinary committee to address controlled substances prescribing, safety concerns, and engagement in care as needed.
Using case examples, highlight the benefits of such integration for patients, health care providers, primary care learners, and primary care teams.
Discuss the role of the medical community in the opioid epidemic.
Describe key components of opioid-prescribing guidelines for chronic pain.
The instructor used the technology effectively
Identify an effective care team to address high toned pelvic floor pain.
Identify medical and psychosocial interventions for patients.
Discuss successful ways to collaborate across disciplines for effective patient care.
The instructor used the technology effectively
Understand the common elements of successful collaborative projects from around the world.
Define the components of primary mental health care and how collaboration can enhance and expand the work of primary care providers.
Discuss how better collaboration and integrative care can address wider problems facing all health care systems.
Describe the rationale for developing and testing a skills tool for integrated care.
Describe a process for developing, piloting and evaluating key integrated care skill domains.
The instructor used the technology effectively
Understand an integrated approach to care, recovery and resiliency from a managed care perspective with emphasis for identifying effective points for collaboration from a provider or advocate perspective.
Educate their peers in their own organizations about ways to support increased collaboration and integration with managed care and the benefits of a seamless experience for members.
Articulate, using their newly acquired understanding of managed care strategies, what gaps and opportunities they see from their own organization and provide feedback to their partners.
The instructor used the technology effectively
Identify one implementation science framework relevant to primary care.
Describe how champion teams can be used to conduct quality improvement and implementation initiatives in primary care.
Apply elements of the EPIS framework to structure participants' own implementation efforts in their setting.
The instructor used the technology effectively
Describe the impact of tobacco use on commonly seen behavioral health issues in integrated primary care clinics.
Discuss the merits of addressing tobacco use with patients presenting for other issues.
Design and implement tobacco intervention strategies using real world clinical examples.
Discuss three (3) ways in which interprofessional education is necessary and beneficial for future healthcare providers.
Describe the importance of utilizing a broad systems framework when making changes in training and service delivery.
The instructor used the technology effectively
Discuss common challenges experienced by professionals attempting to integrate new disciplines into existing teams.
Describe at least three strategies to avoid pitfalls or overcome common barriers experienced when integrating new team members and changing practice patterns.
List improvement strategies that may be helpful in advancing teamwork at their own site.
The instructor used the technology effectively
Describe the most common types of patient lists maintained by primary care clinics.
Identify the most common care management processes and associated technology solutions for patient follow-up tracking.
Develop strategic approaches to meaningful population health strategies at their clinics.
The instructor used the technology effectively
Describe how evidence-based SBIRT and brief therapy intervention for substance use disorders can be utilized in the primary care setting as part of an interdisciplinary team.
Define and explain various evidence-based interventions for substance use disorders (including opioid use disorders) that can improve patient outcomes in the primary care setting.
Address the benefits and possible challenges of medical providers in the primary care setting utilizing medication assisted therapy (MAT).
The instructor used the technology effectively
Describe a multidisciplinary model of integrated care that is developing to be applicable in a wide variety of settings, highlighting teamwork, translational methods, and learning from your population with retrospective research.
Identify key components in delivering high quality collaborative care coordination in primary care and key challenges to overcome both for outcomes and sustainability.
Describe a model of integration of evidence-based psychotherapy into primary care with the capacity to track outcomes.
The instructor used the technology effectively
Describe and explain the importance of psychometric validation studies as the necessary first step in the development of new patient-centered, primary care measures.
Describe the background and rationale for the measures used in this preliminary investigation and their possible clinical applicability for the treatment of chronic illnesses, along with the role of integrated BH providers.
Describe the implementation research considerations needed for developing and evaluating a patient-centered feedback measure.
Understand how a grassroots movement can create systems transformation to impact access to behavioral health services.
Create a statewide learning collaborative to support behavioral health providers and foster the growth for integrated behavioral health services in primary care.
The instructor used the technology effectively
Have increased insight regarding interprofessional collaboration applied to complex family systems work.
Describe the importance of understanding the family system in work with individual patients, with specific attention to influence caregivers have in implementing treatment plans.
Identify the challenges that may emerge regarding different professional views and articulate strategies to help overcome differences.
The instructor used the technology effectively
Define health equity and its central importance to providing quality primary care.
Understand basic meaning of terms bias, racism, discrimination and their respective contributions to health disparities according to current empirical literature.
Identify approaches to primary care reform to reduce impact of bias on health disparities.
The instructor used the technology effectively
Discuss the role for quality measurement and quality improvement in integrated care, and identify relevant domains and dimensions of quality.
Apply a quality framework for integrated care to select a specific dimension of quality as a target for improvement in their own setting.
Develop a potential PDSA cycle to begin the process of integrated care measurement and improvement in their own setting.
The instructor used the technology effectively
Identify the burdens and challenges that family caregivers of dementia face in integrated care settings.
Describe the ways that different interprofessional teams work to address challenges in family -centered dementia care.
Apply new biopsychosocial-spiritual strategies and interventions within family-based care for treating dementia patients and family members.
Describe the value of integrating an interprofessional team of behavioral health clinician educators into a clinically integrated network to address unmet behavioral health needs of complex patients on a population-health level.
Identify the impact of behavioral health skills training for interdisciplinary care managers embedded in primary care clinical settings.
The instructor used the technology effectively
Describe the Relational Coordination Theory and its impact on interprofessional team effectiveness.
Define the central constructs of the Relational Coordination Theory and why the constructs are important to developing interprofessional teams.
Discuss the relevance of team interventions to build Relational Coordination between the health care team members to improve patient/family outcomes.
Name at least three strategies that nursing, medical assistants, and other clinic support staff can do to promote behavioral health in the clinic.
Identify at least three trainings that BHPs can give at both formal and informal meetings.
The instructor used the technology effectively
Identify at least one solution to a barrier encountered when trying to implement a data tracking system within primary care.
Describe at least one method for assessing psychotherapy outcomes in primary care for adult and pediatric populations.
Discuss future approaches for evaluating fidelity to evidence-based psychotherapy within primary care settings.
The instructor used the technology effectively
Identify the components of the H.E.A.L. approach to providing team-based care to primary care patients with persistent pain.
Use patient worksheets to help patients identify core needs and values.
Use patient worksheets to help patients shift the negativity bias of the brain to a more positive state.
The instructor used the technology effectively
Identify necessary curricular and training experience changes in behavioral health professional training to prepare trainees to work in IPC.
List 3 barriers to change in behavioral health training programs, and 3 strategies to overcome these barriers.
Recognize fields outside of psychology to develop IPC curricula unique to their disciplines within pre- and post-graduate training.
The instructor used the technology effectively
To describe Engel's biopsychosocial hierarchy of systems and how addictions manifest at every level of the hierarchy.
To integrate best practices for addiction treatment into the primary care setting.
To use clinical narratives to make the case for integrated addiction treatment.
The instructor used the technology effectively
Identify the state-of-the-field with regard to conducting family-focused research in primary care clinics.
Articulate best practices and lessons learned related to carrying out family-focused research and collecting couple- and family-level data in primary care clinics.
Describe ways in which participants might include family-level measures in their own research in primary care settings.
The instructor used the technology effectively
Identify variables in the electronic medical record that are relevant to answering IBHC questions.
Describe how to map variables from the electronic medical record to an operationally defined question.
List three strategies for obtaining access to electronic medical record data.
The instructor used the technology effectively
At the conclusion of this presentation the participants will be able to list the four common behavioral strategies found in all evidence based parenting intervention programs.
At the conclusion of this presentation the participants will be able to identify public available effective parenting handouts and videos that they can use in their practice.
Following this presentation the participants will be able describe the steps to carry out a brief parenting intervention from identification of the problem, to agreement on an intervention, review of the tip sheet on the intervention.
The instructor used the technology effectively
Identify factors and needs in their health system related to psychiatric crisis care, and how to work with stakeholders and use data to build an effective care model.
Develop a program for training and sustaining professionals to respond to suicidality and acute psychosis in emergency settings.
Implement a risk assessment protocol for rural healthcare using evidence-based methods and outcome data.
The instructor used the technology effectively
Learn three practical core components for conducting a high quality, real- word RCT research design that can help attendees feel more comfortable in doing such comparative research themselves or conducting further follow-on research from this study.
Understand the importance of such issues as feasibility, relevance, adoption, impact, evidence-based, and measuring fidelity in the selection of an outcome measure being investigated in integrated BH primary care.
Understand the basics of good data collection and statistical analysis for the research design that was used as a vehicle for teaching during this training session.
The instructor used the technology effectively
Identify different interdisciplinary roles that contribute to a successful outpatient buprenorphine program.
Summarize practical components of a buprenorphine program that need to be considered when implementing buprenorphine based care into a clinical setting.
Describe steps that need to be taken within his/her clinical setting to implement buprenorphine based therapy.
The instructor used the technology effectively
Discuss options for training an integrated primary care behavioral health workforce in the unique competencies required for primary care practice.
Identify common challenges in implementation of a systematic integrated primary care behavioral health training program and methods for overcoming these challenges.
Create a plan for local development of an integrated primary care behavioral health competency-based training program.
The instructor used the technology effectively
Understand and use practical strategies for implementing system-level integration assessment.
Compare the domains of integration that are most and least imperative for successful implementation based on the presented data.
Discuss how engagement in technical assistance influences implementation outcomes.
The instructor used the technology effectively
Develop a system theory course for intraprofessional health care team education.
Identify key components to intraprofessional education in a family systems training setting in primary care.
Appreciate the importance of intraprofessional teaching team as learners and as teachers in a life long learning model.
The instructor used the technology effectively
Describe the components of the Integrated Care Leadership Program.
Identify tools that can be used to assess readiness for integrated care.
Assess their own readiness for an innovation in their organization.
The instructor used the technology effectively
Describe practical applications of Rolland's Family Systems Illness Model and Walsh's Family Resilience Framework in end-of-life care with patients, couples, and families.
Identify core principles and guidelines to address challenging relational and ethical issues with death and dying, promote optimal patient wellbeing, and make the most of limited time.
Describe how to effectively address problems in collaboration and value conflicts regarding end-of-life decisions among health insurers/facilities, health and mental health professionals, patients, and families.
The instructor used the technology effectively
Describe key elements in a pilot curriculum designed to enhance the patient engagement and support skills of a team of primary care embedded complex care managers across the lifespan.
Identify the impact of behavioral health training on care manager reports of self efficacy, as well as impact on patient care in practice.
Discuss some of the challenges inherent in stretching nurse and social work care managers' skillset to include more behavioral health content, both at the training and daily practice levels.
The instructor used the technology effectively
Describe the empirical evidence for changes in patients outcomes related to primary care behavioral health services as they are typically delivered in normal clinical practice.
Evaluate the strength of the evidence for specific patient outcomes associated with primary care behavioral health services, including access to care, continued engagement with care, changes in patient functioning, and patient satisfaction.
Discuss current gaps in the knowledge about patient outcomes following primary care behavioral health services and how these can be specifically addressed with more program evaluation and research.
Identify the prevalence and disparities of mental health illness among African-Americans.
Describe various barriers, stigmas, misconceptions towards mental health illness among African-Americans.
The instructor used the technology effectively
Discuss the need for an interdisciplinary approach to pain management in a rural primary setting.
Describe the process, including successes and ongoing challenges, of developing and implementing an interdisciplinary chronic pain group medical visit in a rural primary care clinic.
Evaluate the effectiveness of a chronic pain group medical visit in improving patient care and provider satisfaction.
The instructor used the technology effectively
Identify the benefits of using case simulations to train integrated care providers in their everyday practice.
Define the essential integrated care skills needed for providers to improve team-based care in practice.
Apply strategies to address feasibility and sustainability challenges to the use of case simulation training methods.
The instructor used the technology effectively
State the key priorities of managed care companies and how integrated care can support these priorities.
Define how "value? needs to balance the perspectives of all three constituents”payers, providers, and consumers.
List the knowledge and data needed to negotiate with their MCO.
The instructor used the technology effectively
Identify challenges and solutions of the Collaborated Care Program related to financial sustainability in primary care.
Describe the basic competencies needed for graduate students to transition into the roles of Behavioral Health Care Managers in Collaborative Care Model of Integrated Care.
Discuss the efficacy of the Collaborative Care Program in primary care.
The instructor used the technology effectively
Recognize practical strategies for implementing Randomized Controlled Trials and Quasi experimental design in a primary care setting.
Differentiate institutional opportunities and challenges to implement and complete evaluations, especially with a vulnerable population.
Summarize at least two (2) strategies from the 4 sites for applying to research efforts in your healthcare / educational system.
The instructor used the technology effectively
Identify factors"”e.g., patient, provider, appointment type"”that may impact attendance to behavioral health appointments within the integrated pediatric primary care setting.
Understand how patient satisfaction (the rating score) and patient engagement (the act of rating) may enhance show rate to behavioral health appointments within integrated pediatric primary care.
Discuss how team-based workflow enhancements can serve as family engagement interventions to increase behavioral health show rate and, thus, sustainability of behavioral health integration within pediatric primary care.
Identify skills and knowledge needed about collaboration, communication, and team-based care for integration within specialty pediatrics.
Define a model of interdisciplinary care for adolescents with chronic pain that is effective without medication.
The instructor used the technology effectively
Describe the current state of the literature on behavioral health integration in general hospital settings.
Discuss a format for integrating a behavioral health provider into an inpatient team.
Identify the benefits of integrating of a behavioral health provider into an inpatient team.
The instructor used the technology effectively
Articulate the specific tenets of the Biobehavioral Family Model.
Describe empirical evidence supporting the Biobehavioral Family Model's assumptions.
Evaluate clinical implications derived from the Biobehavioral Family Model's pathways, and consider how the BBFM might enhance training or practice in their own professional context.
The instructor used the technology effectively
Describe research supporting a focus on family involvement in addressing health and health behavior change.
Understand use of the PCBH contextual interview to create a patient and family-centered focus in intervention development.
Generate examples of PCBH pathways addressing preventive, acute care and chronic care services with a goal of improving family health.
The instructor used the technology effectively
List steps involved in changing templates from a 60 minute to 30 minute model.
Describe impact on access outcomes related to changing length of patient slots.
Discuss implications of changing length of patient slots of outcomes related to financial sustainability.
The instructor used the technology effectively
Summarize the rationale for family-centered healthcare.
Review current evidence connecting family function and health care efforts.
Analyze next steps in research on families and health.
The instructor used the technology effectively
Identify three contributing factors to the measurement of risk and complexity in population health.
Describe two approaches by interdisciplinary teams to integrate data into care planning.
Describe one strategy for risk stratification for each level of care -clinic team, organizational, and community.
The instructor used the technology effectively
Identify an idea or project they wish to disseminate, one challenge they have encountered and one strategy to overcome this challenge.
Describe the process from idea to publication, and common pitfalls that can arise at each stage.
Join a collegial community of authors and peer reviewers involved in Families, Systems, & Health.
The instructor used the technology effectively
Identify benefits of standardized patient and behavioral rehearsal strategies for skill development.
Identify methods for developing and conducting simulation scenarios and training standardized patients in role portrayal for a variety of training programs.
Describe the steps involved of training standardized patients in accurate feedback for learners' competency-based skills.
The instructor used the technology effectively
Define shared decision-making and its relationship with patient-centered care.
Describe the research base on shared decision-making, including the results from a recent pilot study.
Demonstrate strategies for increasing patient engagement in medical and mental health decision-making.
Describe a research-informed theory for why patients with diabetes are readmitted for DKA in tertiary care settings.
Define the factors that influence DKA readmissions from the patient's and support person's perspective.
The instructor used the technology effectively
Define a group medical visit.
Understand the role of a group medical visit in promoting health behavior change.
Describe the key interdisciplinary team members needed for a group medical visit.
The instructor used the technology effectively
Describe the Hub and Spoke model for Integrated Medication Assisted Treatment.
Identify strategies and change processes for supporting the BHI clinicians' confidence and competence in relation to IMAT spokes.
Define an Action Plan for developing or expanding IMAT services in their systems.
The instructor used the technology effectively
Identify several core competencies unique to behavioral health consultants.
Employ strategies for taining these skills.
Use two observational tools to train and assess progress of these skills.
Describe PCBH handoffs, both cold and warm.
Identify how PCBH handoffs, both cold and warm, impacted BHCs and PCPs patient care management.
The instructor used the technology effectively
Describe medical and mental health outcomes associated with ACEs.
Identify three methods used to assess for ACEs.
Identify three evidence-based interventions used to address trauma.
The instructor used the technology effectively
Identify best practices for managing partnerships during community-based implementation.
Discuss how three integrated care approaches can be utilized within one project and system to maximize access to care.
Describe best practices for data collection and collaboration within and between diverse community health and service entities.
Objective 4: Describe new approaches to inter-professional training.
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
The teaching methods used were appropriate to the objectives
Objective 5: Identify self-care provider strategies designed to reduce stress and improve psychological flexibility.
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
The teaching methods used were appropriate to the objectives
Objective 6: Describe beginning and advanced methods for practice-based research and quality improvement projects describe to improve patient care and advance the field of integrated, collaborative care.
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
The teaching methods used were appropriate to the objectives
Please rate the following:
The program was relevant to my work.
Content matched stated objectives.
Usefulness of handouts/AV.
Quality of facilities and facility accommodations.
How well did the educational sessions give a balanced view of therapeutic options, including the use of generic names?
If you rated any of the above questions with 'fair,' 'poor,' 'disagree,' or 'strongly disagree' please explain in detail (e.g. session title, speaker name, situtation):
Please tell us about any sessions you found particularly good or bad
Please tell us about any objectives you feel we accomplished well or poorly 
Please tell us about any presenters you found particularly good or bad
Please answer the following:
Do you believe this activity was appropriate for the scope of your professional activities?
Was the educational content scientifically sound?
If faculty spoke about off-label or investigational uses of a product, was that information disclosed to you?
Was the mode of education effective to learning?
If you answered "No" to any of the above questions, please explain.
Did you perceive any product/service/company/commercial bias in any educational session you attended or materials you received?
If you answered "Yes" to the above question, please detail the situation below (e.g. session title, speaker name):
Were you solicited by sales personnel in an educational room (other areas do not matter) while you attended this educational activity?
If you answered "Yes" to the above question, please explain in detail (e.g. who, when, where):
How much did you learn as a result of this education program?
What specifically did you learn during this activity that you intend to integrate into your practice?

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

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

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

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

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

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