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SRNT - SRNT 2020 Conference Content
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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
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: Address nicotine and tobacco’s role in the changing health care environment.
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
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
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: Describe new research and clinical data on the effects of nicotine and tobacco.
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
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: Discuss recent advances in nicotine and tobacco research.
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
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
To understand the risks and benefits of emerging hated tobacco products (HTPs) to the population as a whole, including users and non-users of tobacco products.
To understand how nicotine intake from HTPs differ from other tobacco products.
To predict impact of introduction of HTPs on combustible cigarette sale.
The instructor used technology effectively
Understand how to conduct two-group sex differences research to limit confounding
Describe subgroups that should be considered when conducting sex differences research
Explore an approach for pursuing sex-specific cessation research
The instructor used technology effectively
Understand how to conduct two-group sex differences research to limit confounding
Describe subgroups that should be considered when conducting sex differences research
Explore an approach for pursuing sex-specific cessation research
The instructor used technology effectively
Understand how to conduct two-group sex differences research to limit confounding
Describe subgroups that should be considered when conducting sex differences research
Explore an approach for pursuing sex-specific cessation research
The instructor used technology effectively
By the end of this symposium, attendees will be able to describe different ways by which nicotinic signaling is subject to modulation by endogenous factors in the brain.
By the end of this symposium, attendees will be able to identify and evaluate the important role of lynx proteins in mediating affective behaviors and nicotine reinforcement.
By the end of this symposium, attendees will be able to demonstrate an understanding of the relevance of lynx proteins in nicotine dependence and implications for future therapeutic development to achieve tobacco/nicotine cessation.
The instructor used technology effectively
By the end of this symposium, attendees will be able to describe different ways by which nicotinic signaling is subject to modulation by endogenous factors in the brain.
By the end of this symposium, attendees will be able to identify and evaluate the important role of lynx proteins in mediating affective behaviors and nicotine reinforcement.
By the end of this symposium, attendees will be able to demonstrate an understanding of the relevance of lynx proteins in nicotine dependence and implications for future therapeutic development to achieve tobacco/nicotine cessation.
The instructor used technology effectively
Be able to list some reasons smoking is treated too ineffectively and too infrequently in healthcare.
Be able to list what does not appear to increase abstinence rates among smokers in primary care not currently interested in quitting.
Be able to list two promising approaches to helping smokers in healthcare who relapse (i.e., care coordination and offering re-treatment as soon as possible after relapse).
The instructor used technology effectively
Be able to list some reasons smoking is treated too ineffectively and too infrequently in healthcare.
Be able to list what does not appear to increase abstinence rates among smokers in primary care not currently interested in quitting.
Be able to list two promising approaches to helping smokers in healthcare who relapse (i.e., care coordination and offering re-treatment as soon as possible after relapse).
The instructor used technology effectively
Be able to list some reasons smoking is treated too ineffectively and too infrequently in healthcare.
Be able to list what does not appear to increase abstinence rates among smokers in primary care not currently interested in quitting.
Be able to list two promising approaches to helping smokers in healthcare who relapse (i.e., care coordination and offering re-treatment as soon as possible after relapse).
The instructor used technology effectively
To learn new methods for screening and recruitment of participants in remote clinical trials.
To learn new, CFR and IRB compliant methods for collecting informed consent within the context of remote clinical trials
To learn new mHealth methods for assessment of self-reported outcomes and biomarker collection within the context of remote clinical trials.
The instructor used technology effectively
Understand how varying cannabis regulatory environments impact cannabis use and co-use with tobacco, differing modes of cannabis use, including concurrent or simultaneous use of tobacco (cigarettes) smoking among youth and adults
Understand the importance of measuring cannabis use to avoid potential misclassification and other sources of measurement error in assessments of tobacco use and related behaviors
Understand how cannabis use can impede cigarette smoking cessation
The instructor used technology effectively
Understand how varying cannabis regulatory environments impact cannabis use and co-use with tobacco, differing modes of cannabis use, including concurrent or simultaneous use of tobacco (cigarettes) smoking among youth and adults
Understand the importance of measuring cannabis use to avoid potential misclassification and other sources of measurement error in assessments of tobacco use and related behaviors
Understand how cannabis use can impede cigarette smoking cessation
The instructor used technology effectively
Understand how varying cannabis regulatory environments impact cannabis use and co-use with tobacco, differing modes of cannabis use, including concurrent or simultaneous use of tobacco (cigarettes) smoking among youth and adults
Understand the importance of measuring cannabis use to avoid potential misclassification and other sources of measurement error in assessments of tobacco use and related behaviors
Understand how cannabis use can impede cigarette smoking cessation
The instructor used technology effectively
Recognize recent trends in the patterns of youth e-cigarette use in the United States, with particular attention on device type (e.g., cigalike, tank, and pod-mod).
Understand device-related factors associated with adolescents’ and young adults’ perceptions of e-cigarette products, such as how flavor and nicotine content relate to perceived harm.
Be familiar with adolescents’ and young adults’ motivations for using e-cigarette products, especially pod-mod devices.
The instructor used technology effectively
Recognize recent trends in the patterns of youth e-cigarette use in the United States, with particular attention on device type (e.g., cigalike, tank, and pod-mod).
Understand device-related factors associated with adolescents’ and young adults’ perceptions of e-cigarette products, such as how flavor and nicotine content relate to perceived harm.
Be familiar with adolescents’ and young adults’ motivations for using e-cigarette products, especially pod-mod devices.
The instructor used technology effectively
Recognize recent trends in the patterns of youth e-cigarette use in the United States, with particular attention on device type (e.g., cigalike, tank, and pod-mod).
Understand device-related factors associated with adolescents’ and young adults’ perceptions of e-cigarette products, such as how flavor and nicotine content relate to perceived harm.
Be familiar with adolescents’ and young adults’ motivations for using e-cigarette products, especially pod-mod devices.
The instructor used technology effectively
Identify four potentially promising new pharmacological interventions for smoking cessation based on pre-clinical and implications of early clinical evidence.
Describe the multiple neural pathways through which pharmacological interventions can influence smoking behavior.
Understand the multiple behavioral pathways through which pharmacological interventions can influence smoking behavior.
The instructor used technology effectively
To understand the state of evidence on implementation of menthol bans
To understand best practices in encouraging cessation after a menthol ban
To evaluate the interaction of menthol and very low nicotine cigarettes
The instructor used technology effectively
To understand the state of evidence on implementation of menthol bans
To understand best practices in encouraging cessation after a menthol ban
To evaluate the interaction of menthol and very low nicotine cigarettes
The instructor used technology effectively
To understand the state of evidence on implementation of menthol bans
To understand best practices in encouraging cessation after a menthol ban
To evaluate the interaction of menthol and very low nicotine cigarettes
The instructor used technology effectively
To understand the state of evidence on implementation of menthol bans
To understand best practices in encouraging cessation after a menthol ban
To evaluate the interaction of menthol and very low nicotine cigarettes
The instructor used technology effectively
To learn about the importance of international comparative studies in testing and understanding the possible impact of different regulatory approaches to e-cigarettes and other alternative nicotine delivery products.
To learn about the ITC Project’s multi-method research program on the impact of product characteristics, user characteristics, and policies and regulations on e-cigarettes and other alternative nicotine delivery products may affect the use of cigarettes, e-cigarettes, and transitions between these products over time.
To learn about new recent findings on smoking, vaping, dual use and changes over time in both youth and adults, with the particular importance in the adult data of more finely distinguishing among the broad “dual use” group.
The instructor used technology effectively
To learn about the importance of international comparative studies in testing and understanding the possible impact of different regulatory approaches to e-cigarettes and other alternative nicotine delivery products.
To learn about the ITC Project’s multi-method research program on the impact of product characteristics, user characteristics, and policies and regulations on e-cigarettes and other alternative nicotine delivery products may affect the use of cigarettes, e-cigarettes, and transitions between these products over time.
To learn about new recent findings on smoking, vaping, dual use and changes over time in both youth and adults, with the particular importance in the adult data of more finely distinguishing among the broad “dual use” group.
The instructor used technology effectively
To learn about the importance of international comparative studies in testing and understanding the possible impact of different regulatory approaches to e-cigarettes and other alternative nicotine delivery products.
To learn about the ITC Project’s multi-method research program on the impact of product characteristics, user characteristics, and policies and regulations on e-cigarettes and other alternative nicotine delivery products may affect the use of cigarettes, e-cigarettes, and transitions between these products over time.
To learn about new recent findings on smoking, vaping, dual use and changes over time in both youth and adults, with the particular importance in the adult data of more finely distinguishing among the broad “dual use” group.
The instructor used technology effectively
Describe how a squeeze measure of craving overcomes key issues with traditional self-report measures of craving. Describe the theoretical underpinnings of why olfactory cues are effective in reducing cravings.
Describe how passive observation of vaping affects craving for combustible cigarettes and e-cigarettes and who is most likely to be affected by passive vaping.
Discuss why virtual reality may have significant potential as an adjuvant treatment for addictive disorders, including tobacco dependence. Describe augmented reality, contrast it with virtual reality, and review the theoretical foundation for its relevance to cue-exposure therapies.
The instructor used technology effectively
Describe how a squeeze measure of craving overcomes key issues with traditional self-report measures of craving. Describe the theoretical underpinnings of why olfactory cues are effective in reducing cravings.
Describe how passive observation of vaping affects craving for combustible cigarettes and e-cigarettes and who is most likely to be affected by passive vaping.
Discuss why virtual reality may have significant potential as an adjuvant treatment for addictive disorders, including tobacco dependence. Describe augmented reality, contrast it with virtual reality, and review the theoretical foundation for its relevance to cue-exposure therapies.
The instructor used technology effectively
Describe how a squeeze measure of craving overcomes key issues with traditional self-report measures of craving. Describe the theoretical underpinnings of why olfactory cues are effective in reducing cravings.
Describe how passive observation of vaping affects craving for combustible cigarettes and e-cigarettes and who is most likely to be affected by passive vaping.
Discuss why virtual reality may have significant potential as an adjuvant treatment for addictive disorders, including tobacco dependence. Describe augmented reality, contrast it with virtual reality, and review the theoretical foundation for its relevance to cue-exposure therapies.
The instructor used technology effectively
Describe the limitations of the FDA’s mandated nicotine addiction health warning for waterpipe tobacco smoking.
Summarize the characteristics of effective health warnings for waterpipe tobacco smoking.
Describe the rationale for placing a health warning message on the waterpipe (in addition to a package of waterpipe tobacco).
The instructor used technology effectively
Describe the limitations of the FDA’s mandated nicotine addiction health warning for waterpipe tobacco smoking.
Summarize the characteristics of effective health warnings for waterpipe tobacco smoking.
Describe the rationale for placing a health warning message on the waterpipe (in addition to a package of waterpipe tobacco).
The instructor used technology effectively
Describe the limitations of the FDA’s mandated nicotine addiction health warning for waterpipe tobacco smoking.
Summarize the characteristics of effective health warnings for waterpipe tobacco smoking.
Describe the rationale for placing a health warning message on the waterpipe (in addition to a package of waterpipe tobacco).
The instructor used technology effectively
Tobacco companies have used the inside of the cigarette pack, via cigarette cards, coupons and promotional inserts, to promote their products for almost 150 years. Only in Canada are tobacco companies required to include pack inserts promoting cessation inside packs, although these are being considered in a number of other countries.
While insert messages typically focus on increasing self-efficacy and response efficacy to quit, other messages should be considered.
Pack inserts promoting cessation are a viable policy option, and one that would supplement the on-pack warnings and extend health messaging to the inside of the pack interior.
The instructor used technology effectively
Understand the extent to which the public health standard set forth in the Tobacco Control Act requires tobacco companies to submit, and FDA to evaluate, data concerning the impact of new products and modified risk claims on youth, including youth perception data, as part of the PMTA and MRTP process.
Identify youth perception research relevant to the product review process and the protocols used to protect youth in research studies measuring youth attitudes, perceptions and susceptibility.
Understand how tobacco product advertising can lead to misperceptions and how to correct those misperceptions.
The instructor used technology effectively
Understand the extent to which the public health standard set forth in the Tobacco Control Act requires tobacco companies to submit, and FDA to evaluate, data concerning the impact of new products and modified risk claims on youth, including youth perception data, as part of the PMTA and MRTP process.
Identify youth perception research relevant to the product review process and the protocols used to protect youth in research studies measuring youth attitudes, perceptions and susceptibility.
Understand how tobacco product advertising can lead to misperceptions and how to correct those misperceptions.
The instructor used technology effectively
Understand the extent to which the public health standard set forth in the Tobacco Control Act requires tobacco companies to submit, and FDA to evaluate, data concerning the impact of new products and modified risk claims on youth, including youth perception data, as part of the PMTA and MRTP process.
Identify youth perception research relevant to the product review process and the protocols used to protect youth in research studies measuring youth attitudes, perceptions and susceptibility.
Understand how tobacco product advertising can lead to misperceptions and how to correct those misperceptions.
The instructor used technology effectively
To understand current gaps in tobacco use screening and treatment for people with psychiatric conditions in the U.S.
To increase knowledge of novel tobacco treatment interventions for people with psychiatric conditions.
To understand the potential population health gains associated with widespread smoking cessation treatment for patients with depression
The instructor used technology effectively
Attendees will have an improved understanding of the FDA Public Health Standard.
Attendees will gain insight and understanding of the scientific review process FDA uses when evaluating new tobacco products.
Attendees will be able to describe the premarket tobacco product applications (PMTA) decisions.
The instructor used technology effectively
Attendees will have an improved understanding of the FDA Public Health Standard.
Attendees will gain insight and understanding of the scientific review process FDA uses when evaluating new tobacco products.
Attendees will be able to describe the premarket tobacco product applications (PMTA) decisions.
The instructor used technology effectively
Attendees will have an improved understanding of the FDA Public Health Standard.
Attendees will gain insight and understanding of the scientific review process FDA uses when evaluating new tobacco products.
Attendees will be able to describe the premarket tobacco product applications (PMTA) decisions.
The instructor used technology effectively
Attendees will have an improved understanding of the FDA Public Health Standard.
Attendees will gain insight and understanding of the scientific review process FDA uses when evaluating new tobacco products.
Attendees will be able to describe the premarket tobacco product applications (PMTA) decisions.
The instructor used technology effectively
Learn how a digital therapeutic can be validated.
Learn what are sustainable models for dissemination of a digital therapeutic
Understand how to work with FDA in developing a digital therapeutic
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Attendees will learn about theoretical underpinnings of two programs designed to treat youth e-cigarette addiction.
Attendees will learn about reasons youth are interested in quitting e-cigarettes.
Attendees will learn about early outcomes and patterns of engagement in youth e-cigarette cessation programs.
The instructor used technology effectively
Attendees will learn about theoretical underpinnings of two programs designed to treat youth e-cigarette addiction.
Attendees will learn about reasons youth are interested in quitting e-cigarettes.
Attendees will learn about early outcomes and patterns of engagement in youth e-cigarette cessation programs.
The instructor used technology effectively
Attendees will learn about theoretical underpinnings of two programs designed to treat youth e-cigarette addiction.
Attendees will learn about reasons youth are interested in quitting e-cigarettes.
Attendees will learn about early outcomes and patterns of engagement in youth e-cigarette cessation programs.
The instructor used technology effectively
Attendees will learn about theoretical underpinnings of two programs designed to treat youth e-cigarette addiction.
Attendees will learn about reasons youth are interested in quitting e-cigarettes.
Attendees will learn about early outcomes and patterns of engagement in youth e-cigarette cessation programs.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Understand how e-liquid flavor and nicotine concentration and e-cigarette device power settings might impact e-cigarette dependence.
Understand how e-cigarette cigarette dependence manifests and is prognosticative of vaping progression among adolescents.
Understand how e-cigarette and combustible cigarette dependence are related to one another and to use behavior among adult dual users
The instructor used technology effectively
Understand how e-liquid flavor and nicotine concentration and e-cigarette device power settings might impact e-cigarette dependence.
Understand how e-cigarette cigarette dependence manifests and is prognosticative of vaping progression among adolescents.
Understand how e-cigarette and combustible cigarette dependence are related to one another and to use behavior among adult dual users
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
The instructor used technology effectively
Address nicotine and tobacco’s role in the changing health care environment.
Describe new research and clinical data on the effects of nicotine and tobacco.
Discuss recent advances in nicotine and tobacco research.
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?

Additional comments:

Mr question
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