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SDH - 3rd Annual IIBHN Conference - CANCELLED FORMAT
Mr pencil

How would you like your name to appear on your certificate?



What activities did you attend at the event?
Agreement
By completing this form, you attest that you have participated in all selected activities in thier entirety.
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: Participants will understand practice-based learning to utilize scientific evidence for integrated 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
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
Objective 2: Participants will learn systems-based practice connected to the larger system of health care and effectively utilize resources to provide optimal integrated 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
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
PHARMACIST/TECHNICIANS: If you do not provide your NABP ID AND your DATE OF BIRTH, your hours will not be uploaded to CPE Monitor.
(CPE Monitor) NABP e-Profile ID (ePID) - Example 123456:
(CPE Monitor) Date of Birth (MM/DD) - Example September 24 would be 0924:
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 technology effectively
Describe basic pain processing concepts to yourself, your colleagues and clients. Identify/assess for role of central sensitization and brain changes that result in increased pain processing.
Explain why pain severity does not always equal tissue damage.
Learn, and then communicate current pain concepts to patients/clients in a manner that creates a context of hope and invites behavioral activation to self-manage pain.
The instructor used technology effectively
To apprehend the dynamic nature and scope of the US opioid epidemic and evidence-based responses.
To acquire practical knowledge of strategies to implement high-quality medications for addiction treatment into primary care practice for patients who are a) transitioning from chronic opioid therapy; and b) suffering from opioid use disorders.
The instructor used technology effectively
Understanding innovative ways to integrate psychiatry in primary care
Understand psychiatric workforce develop needs in primary care
Conceptualize developing a psychiatric learning collaborative to improve clinical practice in primary care
The instructor used technology effectively
Describe how to efficiently and accurately assess suicide risk and determine an appropriate disposition within a brief 20-minute primary care appointment.
Discuss ambivalence and reasons for living with patients.
Explain how to devise and implement a crisis response plan that may reduce suicide attempts by 76%.
Apply their knowledge of brief evidence-based risk assessment to the management of suicidal patients in PCMH and in reverse integration settings.
The instructor used technology effectively
Identify 4 integrated care performance metrics associated with VBP.
Identify 3 essential strategies for successful VBP and fiscal sustainability strategic planning.
Identify and critique health care financing and management techniques related to integrated care.
Appraise and identify quality metrics for integrated care sustainability.
The instructor used technology effectively
Improve understanding of the evidence-based practice for the OUD population prescribed and designer medications.
Improve understanding of the opioid use disorder (OUD) prescribed medications and synthetic drugs.
Demostrate understanding through case presentation and consultation.
The instructor used technology effectively
Learn, and then teach patients to moderate their central nervous system arousal levels using the cognitive and somatic tools presented.
Integrate concepts of pain education, use of somatic tools, and values based actions to gradually support increases in functioning and improvement of patients’ Quality of Life.
Deliver paced and sequenced treatments for best results.
The instructor used technology effectively
Understand pharmacy practice in various settings.
Understand value proposition of integrated pharmacy models.
Understand CDC guidance on opioid prescribing.
Understand how pharmacy services and integrated care teams are well-positioned to support patients with opioid use disorder.
The instructor used technology effectively
Identify and explain: Your mental health provider role in preventing and treating opiate misuse. Basic understanding of opiates, morphine equivalents, and medically assisted treatment, (MAT). Assess patient’s relationship to pain and medications.
Identify opiate misuse and address this with patients.
Empower patients before, during and after an opiate taper.
The instructor used technology effectively
Recognize the various forms of psychosocial stress capable of causing chronic pain and other symptoms
Learn how to gain acceptance from patients regarding these major contributors to chronic pain
Acquire several techniques for relieving chronic pain through education, insight and emotional expression
The instructor used technology effectively
Enhance understand what is post-surgical acute chronic pain and the impact on patients and total cost of care.
Understand the risk factors of chronic post-surgical pain and persistent use of Opioids.
Understand multi-modal analgesia without using Opioids.
The instructor used technology effectively
Identify Ethical Considerations in Treating Persistent Pain Scope of Practice.
Researched and Culturally Sensitive Treatments.
Aligning and balancing patient and medical team treatment goals.
The instructor used technology effectively
Identify important trends in healthcare, such as physician burnout, team-based care, telehealth, and payment reform and leverage the PCBH model to be part of the solution(s).
Identify the needs within the PCBH community to develop standards and a shared understanding of the core attributes and competencies of PCBH.
The instructor used technology effectively
Participants will understand the of behavioral health provider’s perspective of IBH in primary care.
Participants will understand behavioral health provider’s perspective related to the difference of integrated behavioral health vs traditional mental health or medical social work.
The instructor used technology effectively
Learn key strategies for integrating the care of pediatricians and behavioral health providers in primary care.
Identify common pediatric behavioral problems and the corresponding behavioral interventions.
Outline a workflow for the integrated assessment and treatment of ADHD in primary care.
The instructor used technology effectively
Participants will List the three elements of Donabedian‘s model the quality of care and discuss the relevance to metrics development.
Participants will become familiar with the challenges of generating data from patient report, patients electronic health records, and other sources that would need to be part of the process of metrics development.
Participants will identify course sets of metrics focused on clinical operational procedural and financial dimensions of care.
The instructor used technology effectively
Identify consumer advocacy groups designed to support behavioral health in Idaho.
Understand and be empowered to engage in the advocacy process - through patient story, advocacy networks, i.e., grass tops and grass roots.
Formulate a policy priority that would support seamless integration and improved outcomes for patients. Develop an advocacy message using story.
The instructor used technology effectively
Participants will understand basic information on eating disorders.
Participants will be able to identify eating disorder symptoms and characteristics.
Participants will understand the roles of the BHC with Eating Disorder: • Screening, diagnosis, and early detection • Education of providers • Referrals • Brief interventions when appropriate
The instructor used technology effectively
Understand cultural competencies issues in primary care for Latino population.
Identify stereo types of Latino populations in primary care.
Identify practical interventions for Latino populations in primary care.
The instructor used technology effectively
Introduce BHCs to the basic physiology, technology and treatment of diabetes to enhance understanding and communication with patients and providers.
Clarify the difference between type 1 and type 2 diabetes. Introduce various technologies in treatment for diabetes (pump, CGM, closed loop system).
The instructor used technology effectively
Identify impact of psycho-social factors on diabetes.
Understand the importance of support for behavior change goals.
Learn practical strategies to enhance health behavior and cope more effectively with diabetes.
The instructor used technology effectively
Recognize need for individuals trained in integrated behavioral health.
Understand constraints and limitations of current academic environments to provide training.
Describe process by which southwestern Idaho health care organizations have responded to integrated behavioral health workforce deficit.
The instructor used technology effectively
Identify the psycho-social impact of diabetes and chronic illness on children.
Describe common developmental tasks and the impact on chronic illness.
Introduce behavioral treatment interventions for each developmental level.
The instructor used technology effectively
Participants will understand the historical challenges faced by Native people in accessing quality health care and some solutions developed by an Idaho Tribal Community.
Participants will understand perspectives of PCP, Clinical Pharmacist and BHC working in an integrated setting in a Tribal Health facility.
Participants will understand what integrated medical appointments looks like in a Tribal Health facility.
The instructor used technology effectively
Identify core curriculum area and program process of the VFHC intern program.
Discuss with current VFHC interns and former IBH program interns experiences, perceptions and recommendations for future intern programs.
The instructor used technology effectively
Discuss the impact of chronic illness on the family.
Identify key areas of concern as reported by families.
Discuss intervention ideas to support children, adolescents and families.
The instructor used technology effectively
Participants will understand the clinical perspective from primary care providers who have IBH in primary care.
Participants will understand the PCP's perspective on lessons learned to implement IBH services in a primary care setting.
The instructor used technology effectively
Effectively assess suicide risk in primary care within 5-10 minutes.
Create effective crisis response plans (CRPs) suitable for primary care settings per the latest evidence-based research on CRPs.
Discuss suicide with patients in an empowering (collaborative and standardized, but not authoritative, paternalistic/maternalistic or prescriptive) way, while tailoring the discussion to the patients’ values and the evidence base in this area.
Complete medical record documentation that appropriately communicates with all members of the “medical neighborhood” and meets the highest standards of suicide risk management documentation.
The instructor used technology effectively
Describe the Focused Acceptance and Commitment Therapy (FACT) approach to human suffering.
Apply FACT assessment strategies to formulate compassionate and empowering conceptualizations of complex patients.
Apply FACT interventions to engage complex patients in working with their healthcare team to pursue more vitality.
Assess their personal level of flourishing and consider the relative contribution of work to their current efforts to flourishing.
The instructor used technology effectively
Review characteristics of LGBT populations and related health considerations.
Practice utilizing skills for effectively and compassionately communicating with patients about sexual orientation and gender identity.
Identify steps for creating welcoming and inclusive environment and health neighborhoods for LGBT individuals.
The instructor used technology effectively
Understand the value proposition of pharmacy services in various models.
Understand some of the barriers to expansion of pharmacy services.
Understand the importance and role of specialty pharmacy.
The instructor used technology effectively
Describe the core components of the PCBH model.
Summarize existing data for the PCBH model.
Discuss PCBH Model data gaps.
The instructor used technology effectively
Identify operational workflow.
Identify clinical training and workforce.
Identify quality assurance processes for sustainability.
The instructor used technology effectively
Understand the ways that integrated care can fulfill the Quadruple Aim of health care.
Learn how to utilize a behavioral health team member to improve the efficiency, effectiveness and resilience of primary care team members.
The instructor used technology effectively
Identify operational workflow.
Identify clinical training and workforce.
Identify quality assurance processes for sustainability.
The instructor used technology effectively
Identify and overcome common barriers to the growth and success of an integrated primary care service.
Learn practical strategies for growing utilization of an integrated service.
The instructor used technology effectively
Participants will learn how to implement best practices in data collection and analysis.
Participants will learn how to calculate the cost effectiveness of integrated behavioral health care.
Participants will learn how to measure patient quality of life and perform a test for statistically significant changes in QoL.
The instructor used technology effectively
Describe the Focused Acceptance and Commitment Therapy (FACT) approach to human suffering.
Apply FACT assessment strategies to formulate compassionate and empowering conceptualizations of complex patients.
Apply FACT interventions to engage complex patients in working with their healthcare team to pursue more vitality.
Assess their personal level of flourishing and consider the relative contribution of work to their current efforts to flourishing.
The instructor used technology effectively
Participants will understand changes in the healthcare delivery system that affect psychologists and psychotropic medications.
Participants will understand novel theoretical approaches to the use of psychopharmacological agents that may affect their clinical utilization.
Participants will gain an appreciation of the research supporting combined use of pharmacological and psychosocial interventions for common mental disorders.
The instructor used technology effectively
Attendees will be able to locate themselves on Doherty and Baird’s levels of family involvement, and set a goal for where they would like to be.
Attendees will be able to define core concepts in family-oriented integrated care, including: hierarchy, boundaries, roles, triangulation, enmeshment, disengagement, coalitions, and alliances, along with family patterns.
Attendees will improve their skill at obtaining family information and doing family assessment.
The instructor used technology effectively
Understanding the Fraud Triangle applied to ethics.
Increased understanding of the relationship between ethics and compliance.
The instructor used technology effectively
Attendees will engage in an exercise that promotes cultural competence and awareness of family of origin.
Attendees will learn specific questions that promote family engagement, review strategies to enlist families as allies, and have an opportunity to practice these questions and build these skills.
The instructor used technology effectively
Participants will understand clinical theories of mechanism of action of common classes of psychotropic drugs.
Participants will gain detailed knowledge of specific classes of psychotropic drugs, to include antidepressants, antipsychotics, anxiolytics, psychostimulants, mood stabilizers and cognitive enhancers.
Participants will understand clinical issues surrounding the use of the above classes of medication, to include doses, side effects, and interactions with other prescribed and unprescribed substances.
The instructor used technology effectively
Attendees will be able to describe both accelerating and inhibiting influences of the interaction between family life cycle and illness life cycle in terms of centripetal and centrifugal forces.
Attendees will learn to apply these concepts to a family consultation generated by an attendee.
The instructor used technology effectively
Attendees will learn to apply sophisticated systems concepts to patients and families struggling with complex medical problems
Attendees will diversify their skills in the care of high utilizers, somatization, child behavioral problems, and end of life.
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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