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SAHM - 2020 MOC ONLY: Annual Conference: Adolescent Health: Transforming Risk to Wellness
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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.
Did you attend the session in its entirety?
Did you attend the session in its entirety?
Did you attend the session in its entirety?
Did you attend the session in its entirety?
Did you attend the session in its entirety?
Did you attend the session in its entirety?
Did you attend the session in its entirety?
Did you attend the session in its entirety?
Did you attend the session in its entirety?
Did you attend the session in its entirety?
Did you attend the session in its entirety?
Objective 1: Promote embracing the notion of risk, while helping youth differentiate between those that are health affirming versus those that may result in harm.
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 2: Implement effective strategies to transform risk and promote wellness among young people.
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 3: Promote how to best protect youth from disparities in the outcomes and responses to their normative risk-taking behaviors.
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
Summarize current knowledge on type 2 diabetes and NAFLD in youth, including predictors of improved outcomes.
Develop techniques to evaluate emotions, thinking patterns, and stigma related to weight.
Practice skills in a role playing setting to improve empathy and support for obese youth.
Identify 2 ways unconscious bias can create communication barriers for talking about sex with gender diverse patients.
Name 3 best practices aimed at creating a comfortable environment to initiate conversations about sexual health, well-being, and pleasure with gender diverse adolescent patients.
Demonstrate how to effectively conduct a strength-based sexual history with a gender diverse patient and help them to navigate conversations about sex and sexuality with their peers and partners.
Analyze data from YRBS and GSHS using CDC’s online tool, Youth Online.
Demonstrate how to properly interpret YRBS and School Health Profiles data.
Discuss how to use CDC’s adolescent health data for community presentations, patient fact sheets, social media messaging, etc.
Describe the concept, epidemiology, reasons, and consequences of child marriage around the world.
Explain how age of marriage laws, close-in-age exemptions, and judicial and parental approval bypasses permit child marriage to occur; recognize the ethical issues associated with child marriage; and screen for and counsel against child marriage.
Summarize the changes that have occurred to end child marriages and advocate for the end of child marriages in the United States and other countries.
Recognize the association between occupational burnout -with- negative provider and patient outcomes.
Identify potential solutions to prevent occupational burnout when working with high-risk adolescents (e.g., structured peer consultation) and predictors for success.
Facilitate a specific structured peer-consultation strategy (i.e., Ekstasis model).
Describe current evidence-based recommendations for integrated behavioral health in primary care and how they may be applied in practice, providing real world applications and their evaluation using quality improvement and implementation research.
Describe current primary care competencies in mental health diagnosis, treatment (pediatrics, family/internal medicine, nursing), as well as in specific integrated behavioral health training programs and further needs to strengthen the workforce.
Develop a familiarity with comparing current funding and reimbursement concerns for integrated behavioral health services in the US, Canada, and in low income countries and how advocacy efforts can propose improvements.
Review the impact of school climate on adolescent behavioral and health outcomes.
Establish framework for implementation of youth-centered school climate interventions.
Formulate methodologies for YPAR programmatic evaluation.
Demonstrate key components of a functional Monitoring and Evaluation system with an integrated QI for an adolescent-centered health institution and/or program.
Demonstrate approaches to assessing gaps in their current Monitoring and Evaluation system for their adolescent-centered health institution and/or program.
Demonstrate strategies to improve the Monitoring and Evaluation system for their adolescent-centered health institution and/or program.
Summarize the performance-related effects of cross-sex hormone treatment on both male and female transgender athletes.
Discuss the impact of rules that have been implemented by various sports organizations to allow transgender athletes to participate in competition.
Describe the role of medical and mental health providers in facilitating sports participation among transgender athletes and supporting integration of these athletes into team activities by coaches, administrators, and teammates.
Develop an appreciation for how childhood trauma and adversity can affect high risk behaviors and adolescent health outcomes.
Describe the principles of a trauma informed approach to care and the components of adolescent resiliency building.
Apply the principles of trauma informed care approach and adolescent resiliency building to clinical patient scenarios.
Analyze the unique needs of transgender individuals in the areas of mental health, transitioning, and reproductive health.
Discuss experiences with curriculum development, implementation, outcomes, and lessons learned during the ALIES program.
Apply knowledge and tools to create a transgender health curriculum.
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):
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?

IF YOU ARE SEEKING ABP MOC PART 2 CREDITS, COMPLETE ALL INFORMATION BELOW:
If you do not provide your ABP ID AND Date of Birth, your hours will NOT be uploaded to the ABP portal.
Enter your ABP ID
Physician's date of birth (mm/dd)

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