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Continuing Medical Education

 (CME)

Date: 
Monday, May 23, 2016 to Thursday, May 31, 2018
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Course topic: 

Now Open!

COURSE DESCRIPTION

We find ourselves facing global epidemics of obesity and diabetes. To address these public health crises, we urgently need to explore innovative educational strategies for physicians and the general public. Physicians who eat a healthy, balanced diet and who understand what that entails, are more effective at counseling their patients to improve their health behaviors.

This CME activity provides a practical approach to supporting healthy eating for a variety of medical needs. Through the use of didactic videos, animated cases, and interactive activities course participants will gain proficiency in recommending well-established nutritional practices and assessing barriers to healthy eating for patients and physicians alike. By evaluating personal eating behaviors and barriers to healthy eating, physicians will emerge from the course better equipped to support sustainable positive change in their patients’ food choices while simultaneously having an opportunity to embark on optimizing their own nutritional health.

INTENDED AUDIENCE

This course is designed to meet the educational needs of physicians in primary care, family practice, and internal medicine as well as nurse practitioners, physician assistants and allied health professionals involved in nutritional assessment and education of patients.

DATES, DURATION AND FEE

  • Release Date: May 23, 2016
  • Expiration Date: May 23, 2018
  • Estimated Time to Complete: 2.5 hours
  • CME Credits Offered: 2.50
  • Registration Fee: FREE

TO OBTAIN CME CREDITS

  • Review the information below and complete the entire activity.
  • Complete the CME Post-test, CME Evaluation Survey, and CME Activity Completion Statement at the end of the activity.
  • You must receive a score of 75% or higher on the post-test in order to receive a certificate. You will have two attempts to answer each multiple-choice question (or one attempt for questions with only two options) to pass the post-test.
  • Once you attest to completing the entire online activity and have scored 75% or higher on the post-test, your certificate will be generated automatically and will be available on your Dashboard page.
  • Physicians will be awarded AMA PRA Category 1 Credits™. All other participants will receive a Certificate of Participation.

LEARNING OBJECTIVES

At the conclusion of this course, participants should be able to:

  • Describe the fundamental principles of nutrition.
  • Conduct a motivational interview and nutritional assessment in a primary care setting using evidence-based techniques and tools.
  • Formulate a strategy based on a nutritional assessment to improve their health and their patients’ health.
  • Guide patients and themselves through iterative, targeted goals to improve nutrition and health outcomes.
  • Provide patients with skills-based learning resources to support their achievement of targeted nutrition goals.

TABLE OF CONTENTS

  1. Introduction
  2. Test Your Knowledge
  3. Module 1. The Rationale for Physicians
  4. Module 2. Food & Health
  5. Module 2. Talking to Patients
  6. Module 4. Communicating with your Patient about Food
  7. Module 5. Following Up with Patients
  8. Course Wrap-Up
  9. Resources and References
  10. Help!

DISCLOSURES

The following planners, speakers and authors have indicated that they have no relationships with industry to disclose relative to the content of this activity:

Maya Adam, MD
Lecturer
Stanford University School of Medicine
Course Director
Speaker

Tim Dang, BA
Teaching Assistant, Division of Pediatric Infectious Diseases
Stanford University School of Medicine
Planner

Jennifer Dietz, MA
Director of Evaluation, Student Affairs
Stanford University School of Medicine
Planner

Michael Pollan, MA
James S. And John L. Knight Professor of Journalism
University of California, Berkeley, School of Journalism
Speaker

The following speaker indicated having relevant financial relationships with industry to disclose: 

David Eisenberg, MD
Adjunct Associate Professor of Nutrition, Dept. of Nutrition
T.H. Chan School of Public Health, Harvard University
Speaker
FareWell, Campus for Health (Japan), and CKK Health Products Group (China): Consulting

TECHNICAL DESIGN AND DEVELOPMENT

Kim Walker, Ph.D.
IRT EdTech

William Bottini
IRT EdTech

Greg Bruhns
Stanford Online

ROLE PLAY ACTORS

Tracy A. Rydel, MD
Therese Truong, PA

HARDWARE/SOFTWARE REQUIREMENTS

  • Computer with Internet connection
  • Current version of Chrome, Firefox or Safari browser. You must have javascript enabled.

ACCREDITATION AND DESIGNATION OF CREDITS

The Stanford University School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

The Stanford University School of Medicine designates this enduring material for a maximum of 2.50 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

The California Board of Registered Nursing recognizes that Continuing Medical Education (CME) is acceptable for meeting RN continuing education requirements as long as the course is certified for AMA PRA Category 1 Credits™ (rn.ca.gov). Nurses will receive a Certificate of Participation following this activity that may be used for license renewal.

COMMERCIAL SUPPORT ACKNOWLEDGEMENT

The Stanford University School of Medicine has received and has used undesignated program funding from Pfizer, Inc. to facilitate the development of innovative CME activities designed to enhance physician competence and performance and to implement advanced technology. A portion of this funding supports this activity.

CULTURAL AND LINGUISTIC COMPETENCY

California Assembly Bill 1195 requires continuing medical education activities with patient care components to include curriculum in the subjects of cultural and linguistic competency. It is the intent of the bill, which went into effect July 1, 2006, to encourage physicians and surgeons, CME providers in the State of California and the Accreditation Council for Continuing Medical Education to meet the cultural and linguistic concerns of a diverse patient population through appropriate professional development. The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area. The Stanford University School of Medicine Multicultural Health Portal also contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws.

You are encouraged to visit the portal: http://lane.stanford.edu/portals/cultural.html

CME PRIVACY POLICY

CONTACT INFORMATION

If you are having technical problems (video freezes or is unplayable, can't print your certificate, etc.) you can submit a Help Request to the OpenEdX Team. If you have questions related to CME credit, requirements (Pre-test, Post-test, Evaluation, Attestation) or course content, you can contact the CME Online support team at cmeonline@stanford.edu

BIBLIOGRAPHY

Cordain L, Eaton SB, Sebastian A, et al. Origins and evolution of the Western diet: health implications for the 21st century. The American journal of clinical nutrition. 2005;81(2):341-354.

Willett WC, Dietz WH, Colditz GA. Guidelines for healthy weight. N Engl J Med 1999; 341: 427-434

World Health Organization. "Global Database on Body Mass Index." WHO :: Global Database on Body Mass Index. 2006. Accessed January 29, 2016, http://apps.who.int/bmi/index.jsp.

For a complete list, please view the References/Bibliography page in the Course.

©2016 Stanford University School of Medicine

Stanford Introduction to Food and Health (CME)

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Access learning material from upcoming, self-study, and completed courses...

Date: 
Tuesday, September 1, 2015 to Thursday, August 31, 2017
Go to Course
Course topic: 

Crisis Code: Teaching Crisis Management Skills to Enhance Management of Advanced Cardiac Life Support

Internet Enduring Material Sponsored by:

Stanford University School of Medicine

Stanford School of Medicine logo

Presented by:

The Stanford Anesthesia and Informatics Media Lab

Course Description

Healthcare professionals are required to handle medical emergencies and crises. These situations require teamwork and evidence-based techniques. This course will teach physicians crisis resource management principles and the provision of Advanced Cardiac Life Support (ACLS) during cardiac arrest.

Each module of this course will include learning trigger videos and video podcast lectures.

Intended Audience

This course is designed for physicians in all specialties who work in the hospital and teaching settings.

Dates, Duration & Fee

  • Original Release Date: March 19, 2012
  • Date of Latest Review: September 8, 2014
  • Expiration Date: August 31, 2017
  • Estimated Time to Complete: 7 Hours
  • CME Credits Offered: 7.00
  • Registration Fee: FREE

Please review all of the information on this page before clicking the Courseware tab at the top of the page to begin the course.

To Obtain CME Credits

  • Review the information below and complete the entire activity.
  • Complete the CME Post-test, CME Evaluation Survey, and CME Activity Completion Statement at the end of the activity.
  • You must receive a score of 75% or higher on the 37-question post-test in order to receive a certificate. You will have two attempts to answer each multiple-choice question, (or one attempt for questions with only two options) to pass the post-test.
  • Once you attest to completing the entire online activity and have scored 75% or higher on the post-test, your certificate will be generated automatically and will be available on your Dashboard page.
  • Physicians will be awarded AMA PRA Category 1 Credits™. All other participants will receive a Certificate of Participation.

Learning Objectives

At the conclusion of this activity, participants should be able to:

  • Develop strategies to implement Crisis Resource Management principles and their application during cardiac arrest treatment.
  • Develop strategies to utilize updated guidelines for management of cardiac arrest.
  • Develop strategies to build skills for airway management and vascular access.
  • Develop strategies to build skills for management of PEA (Pulseless Electrical Activity)/Asystole, ventricular tachycardia/fibrillation, symptomatic bradycardia, and unstable supraventricular tachycardia.
  • Develop strategies to build skills for post-resuscitation management.

Table of Contents

  1. Introduction to Crisis Resource Management (47 minutes)
  2. The Science of ACLS (50 minutes)
  3. Ventricular Tachycardia/Ventricular Fibrillation (73 Minutes)
  4. Pulseless Electrical Activity (PEA)/Asytole (80 Minutes)
  5. Airway Management and Vascular Access (30 Minutes)
  6. Symptomatic Bradycardia (42 Minutes)
  7. Unstable Supraventricular Tachycardia (78 Minutes)
  8. Post-resuscitation Management (28 Minutes)

Disclosures

The following planners, speakers and authors have indicated that they have no relationships with industry to disclose relative to the content of this activity:

Lawrence Chu, MD, MS
Associate Professor of Anesthesia
Stanford School of Medicine
Course Director
Author/Presenter
Content Reviewer

T. Kyle Harrison, MD
Clinical Assistant Professor of Anesthesia (affiliated) 
Health Research and Policy
Stanford School of Medicine
Co-Course Director
Author/Presenter

Michael Mayette, MD
Assistant Professor
Internal Medicine and Critical Care Division
The University of Sherbrooke
Author/Presenter

Mike McAuliffe
Stanford EdTech

Greg Bruhns
Stanford Online

Hardware/Software Requirements

  • Computer with Internet connection
  • Current version of Chrome, Firefox or Safari browser. You must have javascript enabled.

Accreditation and Designation of Credits

The Stanford University School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

The Stanford University School of Medicine designates this enduring material for a maximum of 7.00 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Commercial Support Acknowledgement

The Stanford University School of Medicine has received and has used undesignated program funding from Pfizer, Inc. to facilitate the development of innovative CME activities designed to enhance physician competence and performance and to implement advanced technology. A portion of this funding supports this activity.

Cultural and Linguistic Competency

California Assembly Bill 1195 requires continuing medical education activities with patient care components to include curriculum in the subjects of cultural and linguistic competency. It is the intent of the bill, which went into effect July 1, 2006, to encourage physicians and surgeons, CME providers in the State of California and the Accreditation Council for Continuing Medical Education to meet the cultural and linguistic concerns of a diverse patient population through appropriate professional development. The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area. The Stanford University School of Medicine Multicultural Health Portal also contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws. You are encouraged to visit the portal: http://lane.stanford.edu/portals/cultural.html

CME Privacy Policy

Click here to review the Stanford Center for CME Privacy Policy.

Contact Information

If you are having technical problems (video freezes or is unplayable, can't print your certificate, etc.) you can submit a Help Request to the OpenEdX Team. If you have questions related to CME credit, requirements (Pre-test, Post-test, Evaluation, Attestation) or course content, you can contact the CME Online support team at cmeonline@stanford.edu

Bibliography

Chu, Larry, Andrea Fuller, Sara Goldhaber-Fibert, and T. Kyle Harrison. A Visual Guide to Crisis Management. Philadelphia: Lippincott Williams & Wilkins, 2011.

Gaba, David. Crisis management in anesthesiology. New York: Churchill Livingstone, 1994.

Pierre, Michael. Crisis management in acute care settings: Human factors and team psychology in a high stakes environment. Berlin New York: Springer, 2008.

Sinz, Elizabeth (Editor), Kenneth Navarro (Editor), Erik S. Soderberg (Editor). Advanced cardiovascular life support. Dallas, TX: American Heart Association, 2011.

©2015 Stanford University School of Medicine

crisis code

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Access learning material from upcoming, self-study, and completed courses...

Date: 
Friday, September 4, 2015 to Friday, August 31, 2018
Go to Course
Course topic: 

Internet Enduring Material Sponsored by:

Stanford University School of Medicine

Stanford School of Medicine logo

Presented by:

The Department of Health Research and Policy (Division of Epidemiology) at Stanford University School of Medicine

Course Description

This course seeks to fulfill the clinical community’s need to improve skills in the critical evaluation of clinical research papers. Competency in critical appraisal skills can have a significant impact by improving clinical practice, quality of research projects, and peer-review of manuscripts and grants. The course will utilize efficient and engaging videos with relevant clinical examples to cover essential research methodology principles. The online format will provide opportunities for self-paced learning and practicing critical appraisal of a variety of published studies that evaluate benefit, harm, and prognosis.

Intended Audience

This course is designed for national and international physicians, medical researchers, residents, fellows, and allied health professionals in all specialties.

Dates, Duration & Fee

  • Release Date: September 4, 2015
  • Expiration Date: August 31, 2018
  • Estimated Time to Complete: 2 hours
  • CME Credits Offered: 2.00
  • Registration Fee: FREE

Please review all of the information on this page before clicking the Courseware tab at the top of the page to begin the course.

To Obtain CME Credits

  • Review the information below and complete the entire activity.
  • Complete the CME Post-test, CME Evaluation Survey, and CME Activity Completion Statement at the end of the activity.
  • You must receive a score of 75% or higher on the post-test in order to receive a certificate. You will have two attempts to answer each multiple-choice question (or one attempt for questions with only two options) to pass the post-test.
  • Once you attest to completing the entire online activity and have scored 75% or higher on the post-test, your certificate will be generated automatically and will be available on your Dashboard page.
  • Physicians will be awarded AMA PRA Category 1 Credits™. All other participants will receive a Certificate of Participation.

*Participation in any content marked optional is not certified for AMA PRA Category 1 Credit™.

Learning Objectives

At the conclusion of this activity, participants should be able to:

  • Analyze the concepts of randomization and blinding in reducing bias.
  • Develop strategies to critically appraise randomized clinical trials and determine if study results are valid.

Table of Contents

  1. Introduction
  2. Key Design Concepts
  3. Analyzing Randomized Clinical Trial (RCT) Data
  4. Evaluating a Clinical Trial
  5. Course Wrap-up
  6. Resources and References
  7. Help!

Disclosures

The following planners, speakers and authors have indicated that they have no relationships with industry to disclose relative to the content of this activity:

Steven Goodman, MD, PhD, MHS
Professor of Medicine and of Health Research and Policy (Epidemiology)
Associate Dean for Clinical and Translational Research
Stanford University School of Medicine
Course Director

Rita Popat, MSPT, MS, PhD
Clinical Associate Professor, 
Health Research and Policy (Epidemiology)
Stanford University School of Medicine
Co-Course Director
Author/Presenter

Sarah Osmundson, MD
Clinical Assistant Professor, 
Obstetrics & Gynecology
Stanford University School of Medicine
Content Reviewer

Raymond Deng, MS
Medical Student 
Stanford University School of Medicine
Planner

Technical Design and Development

Mike McAuliffe
Stanford EdTech

Jim Neighbours
SCCME

Greg Bruhns
Stanford Online

Hardware/Software Requirements

  • Computer with Internet connection
  • Current version of Chrome, Firefox or Safari browser. You must have javascript enabled.

Accreditation and Designation of Credits

The Stanford University School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

The Stanford University School of Medicine designates this enduring material for a maximum of 2.00 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

The California Board of Registered Nursing recognizes that Continuing Medical Education (CME) is acceptable for meeting RN continuing education requirements as long as the course is certified for AMA PRA Category 1 Credits™ (rn.ca.gov). Nurses will receive a Certificate of Participation following this activity that may be used for license renewal.

Commercial Support Acknowledgement

This activity received no commercial support.

Cultural and Linguistic Competency

California Assembly Bill 1195 requires continuing medical education activities with patient care components to include curriculum in the subjects of cultural and linguistic competency. It is the intent of the bill, which went into effect July 1, 2006, to encourage physicians and surgeons, CME providers in the State of California and the Accreditation Council for Continuing Medical Education to meet the cultural and linguistic concerns of a diverse patient population through appropriate professional development. The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area. The Stanford University School of Medicine Multicultural Health Portal also contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws. You are encouraged to visit the portal: http:/ /lane.stanford.edu/portals/cultural.html.

CME Privacy Policy

Click here to review the Stanford Center for CME Privacy Policy.

Contact Information

If you are having technical problems (video freezes or is unplayable, can't print your certificate, etc.) you can submit a Help Request to the OpenEdX Team. If you have questions related to CME credit, requirements (Pre-test, Post-test, Evaluation, Attestation) or course content, you can contact the CME Online support team at cmeonline@stanford.edu

Bibliography

Guyatt GH, Rennie D. Users' guides to the medical literature. JAMA. 1993;270:2096-2097.

Guyatt GH, Sackett DL, Cook DJ. Users' guides to the medical literature II. How to use an article about therapy or prevention. B. What were the results and will they help me in caring for my patients? Evidence-Based Medicine Working Group. JAMA. 1994;271:59-63.

Guyatt GH, Sackett DL, Cook DJ. Users' guides to the medical literature. II. How to use an article about therapy or prevention. A. Are the results of the study valid? Evidence-Based Medicine Working Group. JAMA. 1993;270:2598-2601.

Oxman AD, Sackett DL, Guyatt GH. Users' guides to the medical literature. I. How to get started. The Evidence-Based Medicine Working Group. JAMA. 1993;270:2093-2095.

Schulz KF, Altman DG, Moher D; CONSORT Group. CONSORT 2010 statement: updated guidelines for reporting parallel group randomized trials. Ann Intern Med. 2010; 152(11):726-32.

 

©2015 Stanford University School of Medicine

Thinking Critically

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Access learning material from upcoming, self-study, and completed courses...

Date: 
Friday, September 4, 2015 to Thursday, August 31, 2017
Go to Course
Course topic: 

Internet Enduring Material Sponsored by:

Stanford University School of Medicine

Stanford School of Medicine logo

Presented by:

Department of Emergency Medicine at Stanford University School of Medicine

Course Description

This CME activity will present a practical approach to several high-risk emergency conditions that can present to office-based practices. The course instructors will describe the immediate recognition and management of these complex patients through a discussion of specific video case-based scenarios and a review of current, evidence-based practice interspersed with interactive self assessments. By learning and applying these high-yield principles, course participants will be able to optimize patient outcomes.

Intended Audience

This course is designed for family physicians, primary care physicians, general surgeons, oncologists, and psychiatrists.

Dates, Duration & Fee

  • Release Date: September 4, 2015
  • Expiration Date: August 31, 2017
  • Estimated Time to Complete: 2 Hours
  • CME Credits Offered: 2.00
  • Registration Fee: FREE

Please review all of the information on this page before clicking the Courseware tab at the top of the page to begin the course.

To Obtain CME Credits

  • Review the information below and complete the entire activity.
  • Complete the CME Post-test, CME Assessment Survey, and CME Activity Completion Statement at the end of the activity.
  • You must receive a score of 75% or higher on the post-test in order to receive a certificate. You will have two attempts to answer each multiple-choice question (or one attempt for questions with only two options) to pass the post-test.
  • Once you attest to completing the entire online activity and have scored 75% or higher on the post-test, your certificate will be generated automatically and will be available on your Dashboard page.
  • Physicians will be awarded AMA PRA Category 1 Credits™. All other participants will receive a Certificate of Participation.

Learning Objectives

At the conclusion of this activity, participants should be able to:

  • Administer high quality CPR in the first moments of recognizing a patient in cardiac arrest.
  • Identify and effectively manage patients with anaphylaxis.
  • Effectively manage patients presenting with severe asthma prior to transfer to the emergency department.
  • Appropriately risk-stratify acute chest pain patients to reduce misdiagnosis and delays in evaluation and treatment.
  • Identify and effectively manage patients in status epilepticus.
  • Conduct rapid, bedside evaluations to evaluate and differentiate patients with low, moderate, and high risk syncope presentations.
  • Conduct a clinical office space assessment of the essential equipment and operational improvements necessary for managing emergencies.
  • Effectively communicate with EMS and Emergency Physicians while managing emergencies.

Table of Contents

  1. Introduction
  2. Basic Life Support
  3. Anaphylaxis
  4. Asthma
  5. Chest Pain
  6. Seizure
  7. Syncope
  8. Office Emergencies
  9. Effective Communication
  10. Course Wrap-up
  11. Resources and References
  12. Help!

Disclosures

The following planners, speakers and authors have indicated that they have no relationships with industry to disclose relative to the content of this activity:

Swaminatha Mahadevan, MD
Associate Professor of Surgery, Emergency Medicine
Stanford Univeristy School of Medicine
Course Director
Author/Presenter

Matthew Strehlow, MD
Clinical Associate Professor of Surgery, Emergency Medicine
Stanford Univeristy School of Medicine
Course Director
Author/Presenter

Technical Design and Development

Mike McAuliffe
Stanford EdTech

Kimberly Walker, PhD
Stanford EdTech

Greg Bruhns
Stanford Online

Role Play Actors


Derek Yee 
Heather Kellogg 
Michael Abts 
Richard Farrell 
Pamela Nemecek 
Valerie WeakLance Huntley 
Rotimi Agbabiaka 
Radhika Rao 
Peter D'Souza 
Marc Andreas Schaub 
Kimberly Walker

Hardware/Software Requirements

  • Computer with Internet connection
  • Current version of Chrome, Firefox or Safari browser. You must have javascript enabled.

Accreditation and Designation of Credits

The Stanford University School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

The Stanford University School of Medicine designates this enduring material for a maximum of 2.00 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Commercial Support Acknowledgement

This activity received no commercial support.

Cultural and Linguistic Competency

California Assembly Bill 1195 requires continuing medical education activities with patient care components to include curriculum in the subjects of cultural and linguistic competency. It is the intent of the bill, which went into effect July 1, 2006, to encourage physicians and surgeons, CME providers in the State of California and the Accreditation Council for Continuing Medical Education to meet the cultural and linguistic concerns of a diverse patient population through appropriate professional development. The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area. The Stanford University School of Medicine Multicultural Health Portal also contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws. You are encouraged to visit the portal: http://lane.stanford.edu/portals/cultural.html.

CME Privacy Policy

Click here to review the Stanford Center for CME Privacy Policy.

Contact Information

If you are having technical problems (video freezes or is unplayable, can't print your certificate, etc.) you can submit a Help Ticket Request to the OpenEdX Team. If you have questions related to CME credit, requirements (Pre-test, Post-test, Evaluation, Attestation) or course content, you can contact the CME Online support team at cmeonline@stanford.edu

Bibliography

High-Quality CPR
Meaney PA, et al. Cardiopulmonary resuscitation quality: [corrected] improving cardiac resuscitation outcomes both inside and outside the hospital: a consensus statement from the American Heart Association. Circulation. 2013;128:417-35.

Preparing Your Office for Emergencies
Toback, SL. Medical Emergency Preparedness in Office Practice. Am Fam Physician. 2007;75:1679-84.

Syncope
Costantino G. et al. Syncope Risk Stratification Tools vs Clinical Judgment: An Individual Patient Data Meta-analysis. Am J Med. 2014:127;1126.e13-1126e25.

Costantino G, Furlan R. Syncope Risk Stratification in the Emergency Department. ­­­ Cardiol Clin. 2013:31;27-38.

Benditt D, Adkisson WO. Approach to the Patient with Syncope. Cardiol Clin. 2013:31;9-25.

Anaphylaxis
Simons FE, et al. World Allergy Organization Guidelines for the Assessment and Management of Anaphylaxis. WAO Journal. 2011:4;413-37.

Chest Pain
O’Gara PT, et al. 2013 ACCF/AHA Guideline for the Management of ST-Elevation Myocardial Infarction. J Am Coll Cardiol. 2013;61:e78-140.

Asthma
Okelo SO, et al. Interventions to Modify Health Care Provider Adherence to Asthma Guidelines: A Systematic Review. Pediatrics.  2013;132:517-34.

Cates CJ, et al. Holding Chambers (Spacers) Versus Nebulisers for Beta-Agonist Treatment of Acute Asthma. Cochrane Database Syst Rev. 2013; Sep 13;9.

Seizures
Claassen J, et al. Emergency Neurological Life Support: Status Epilepticus. Neurocrit Care. 2012:Suppl1:S73-8.

Silbergleit R, et al. Intramuscular Versus Intravenous Therapy for Prehospital Status Epilepticus. N Engl J Med. 2012;366:591-600.

Communication
Shamji H, et al. Improving the Quality of Care and Communicaiton During Patient Transitions: Best Practices for Urgent Care Centers. Jt Comm J Qual Patient Saf. 2014:40;319-24.

 

©2015 Stanford Univeristy School of Medicine

You've called 911 now what

View All Courses

Access learning material from upcoming, self-study, and completed courses...

Date: 
Friday, September 4, 2015 to Friday, August 31, 2018
Go to Course
Course topic: 

Internet Enduring Material Sponsored by:

Stanford University School of Medicine

Stanford School of Medicine logo

Presented by:

The Department of Pediatrics at Stanford University School of Medicine

COURSE DESCRIPTION

Using a case-based approach, this CME activity will provide practical training on the management of congenital hypothyroidism. The course will address the initial diagnostic testing and initiation of treatment in infancy through childhood and adolescence.

The course will review the clinical signs of hypothyroidism, the initial work up, appropriate dosing and delivery of thyroid hormone replacement, the schedule of lab testing to monitor treatment and how to interpret results. The impact of congenital hypothyroidism on growth and development will be reviewed. Guidance on educating parents and patients to optimize adherence will be provided.

The course modules include short educational videos and role play videos of parent communication at each stage of diagnosis and management. Case-based testing and medication management scenarios provide the opportunity to assess your knowledge and learn from particular examples.

INTENDED AUDIENCE

This course is designed for pediatricians, family practice physicians, and primary care physicians.

DATES, DURATION AND FEE

  • Release Date: September 4, 2015
  • Expiration Date: August 31, 2018
  • Estimated Time to Complete: 1.25 hours
  • CME Credits Offered: 1.25
  • AAP Credits Offered: 1.25
  • Registration Fee: FREE

TO OBTAIN CME CREDITS

  • Review the information below and complete the entire activity.
  • Complete the CME Post-test, CME Assessment Survey, and CME Activity Completion Statement at the end of the activity.
  • You must receive a score of 75% or higher on the post-test in order to receive a certificate. You will have two attempts to answer each multiple-choice question (or one attempt for questions with only two options) to pass the post-test.
  • Once you attest to completing the entire online activity and have scored 75% or higher on the post-test, your certificate will be generated automatically and will be available on your Dashboard page.
  • Physicians will be awarded AMA PRA Category 1 Credits™. All other participants will receive a Certificate of Participation.

TO OBTAIN AAP CREDIT

Only AAP Fellows and Candidate Members may claim AAP credit.

After completing all the necessary steps above and receiving your CME Certificate, visit http://pedialink.aap.org and log in using your AAP username and password.

Once logged in, click the CME tab and then go to the CME transcript page to claim your year-end credit.

LEARNING OBJECTIVES

At the conclusion of this activity, participants should be able to:

  • Formulate a plan for the confirmatory retesting for congenital hypothyroidism.
  • Prescribe and adjust treatment according to the American Academy of Pediatrics published guidelines (2006).
  • Counsel and educate parents to address questions and concerns about congenital hypothyroidism and emphasize their responsibility in medication adherence.
  • Interpret thyroid function tests.
  • Distinguish which children warrant a trial off thyroid hormone replacement to determine if congenital hypothyroidism was transient.
  • Monitor associated developmental challenges that affect children with congenital hypothyroidism.

TABLE OF CONTENTS

  1. Introduction
  2. Why Screen for Congenital Hypothyroidism?
  3. Initial Diagnosis
  4. Interpreting Results and Starting Treatment
  5. Long Term Care of CH Patients
  6. Course Wrap-up
  7. Resources and References
  8. Help!

DISCLOSURES

The following planners, speakers and authors have indicated that they have no relationships with industry to disclose relative to the content of this activity:

Laura K. Bachrach, MD
Professor of Pediatrics (Endocrinology)
Stanford School of Medicine
Course Director
Author/Presenter

Mary Rutherford, MD, FAAP, FACEP
Director of Clinical Quality
UCSF Benioff Children's Hospital Oakland
Speaker

Ning Rosenthal, MD, PhD
Senior Research Scientist
Genetic Disease Screening Program
California Department of Public Health
Planner

TECHNICAL DESIGN AND DEVELOPMENT

Mike McAuliffe
Stanford EdTech

Kimberly Walker, PhD
Stanford EdTech

Greg Bruhns
Stanford Online

Role Play Actors

Julie Pantaleoni, MD
Clinical Assistant Professor, Pediatrics

Rajiv B. Kumar, MD
Clinical Assistant Professor, Pediatrics
Endocrinology and Diabetes

HARDWARE/SOFTWARE REQUIREMENTS

  • Computer with Internet connection
  • Current version of Chrome, Firefox or Safari browser. You must have javascript enabled.

ACCREDITATION AND DESIGNATION OF CREDITS

The Stanford University School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

The Stanford University School of Medicine designates this enduring material for a maximum of 1.25 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

This continuing medical education activity has been reviewed by the American Academy of Pediatrics and is acceptable for a maximum of1.25 AAP credits. These credits can be applied toward the AAP CME/CPD Award available to Fellows and Candidate Members of the American Academy of Pediatrics.

COMMERCIAL SUPPORT ACKNOWLEDGEMENT

This activity received no commercial support.

CULTURAL AND LINGUISTIC COMPETENCY

California Assembly Bill 1195 requires continuing medical education activities with patient care components to include curriculum in the subjects of cultural and linguistic competency. It is the intent of the bill, which went into effect July 1, 2006, to encourage physicians and surgeons, CME providers in the State of California and the Accreditation Council for Continuing Medical Education to meet the cultural and linguistic concerns of a diverse patient population through appropriate professional development. The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area. The Stanford University School of Medicine Multicultural Health Portal also contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws.

You are encouraged to visit the portal: http://lane.stanford.edu/portals/cultural.html

CME PRIVACY POLICY

CONTACT INFORMATION

If you are having technical problems (video freezes or is unplayable, can't print your certificate, etc.) you can submit a Help Request to the OpenEdX Team. If you have questions related to CME credit, requirements (Pre-test, Post-test, Evaluation, Attestation) or course content, you can contact the CME Online support team at cmeonline@stanford.edu

BIBLIOGRAPHY

American Academy of Pediatrics. Update of newborn screening and therapy for congenital hypothyroidism. Pediatrics. 2006; 117: 2290-2303

Leger J et al. European Society for Paediatric Endocrinology Consensus guidelines on Screening, diagnosis, and management of congenital hypothyroidism. HormRes Paediatr. 2014; 81: 80-103

congenital hypothyroidism

View All Courses

Access learning material from upcoming, self-study, and completed courses...

Date: 
Friday, October 2, 2015 to Friday, August 31, 2018
Go to Course
Course topic: 

Internet Enduring Material Sponsored by:

Stanford University School of Medicine

Stanford School of Medicine logo

Presented by:

The Department of Psychiatry and Behavioral Sciences at Stanford University School of Medicine.

Course Description

This CME activity focuses on depression in the primary care setting – the screening, assessment, and referral of depressed patients. Guidance is given for effective referral of depressed patients to psychiatry treatment and interfacing with mental health providers and systems. Learners are engaged by didactic videos with annimations, short modules with role-play demonstrations of patients and physicians, case studies and self-assessments.

Intended Audience

This course is designed for family practice doctors, primary care physicians, internal medicine physicians, OB/GYNs providing primary care, and allied health professionals providing care in primary care settings.

Dates, Duration & Fee

  • Release Date: October 2, 2015
  • Expiration Date: August 31, 2018
  • Estimated Time to Complete: 1.5 Hours
  • CME Credits Offered: 1.50
  • Please review all of the information on this page before clicking the Courseware tab at the top of the page to begin the course.

To Obtain CME Credits

  • Review the information below and complete the entire activity.
  • Complete the CME Post-test, CME Evaluation Survey, and CME Activity Completion Statement at the end of the activity.
  • You must receive a score of 75% or higher on the post-test in order to receive a certificate. You will have two attempts to answer each multiple-choice question (or one attempt for questions with only two options) to pass the post-test.
  • Once you attest to completing the entire online activity and have scored 75% or higher on the post-test, your certificate will be generated automatically and will be available on your Dashboard page.
  • Physicians will be awarded AMA PRA Category 1 Credits™. All other participants will receive a Certificate of Participation.

Learning Objectives

At the conclusion of this activity, participants should be able to:

  • Describe the clinical diagnosis of depression and impact of misdiagnosis or missed diagnosis.
  • Recognize identifying signs and symptoms of the range of patient presentation of depression in the primary care setting.
  • Screen patients for depression and suicide risk in a primary care setting.
  • Assess the severity of depression and suicide risk, in the time limits of a primary care visit, using the DSM-5 criteria for depressive disorder.
  • Implement an effective referral process of depressed and/or suicidal patients to psychiatric treatment.
  • Manage long-term treatment for depressed patients through coordinated care with mental health providers and systems.

Table of Contents

  1. Introduction
  2. Overview of Depression in Primary Care Settings
  3. Co-morbidity of Depression and Medical Illness
  4. Screening for and Assessing Depression
  5. Depression and Co-morbidity with Anxiety and Substance Abuse
  6. Mental Health Referrals
  7. Course Wrap-up
  8. Resources and References
  9. Help!

Disclosures

The following planners, speakers and authors have indicated that they have no relationships with industry to disclose relative to the content of this activity:

Oxana Palesh, PhD
Assistant Professor of Psychiatry and Behavioral Sciences
Director of Stanford Cancer Survivorship Research
Stanford University School of Medicine
Course Director

Cheryl Gore-Felton, PhD
Professor & Associate Chairman of Psychiatry and Behavioral Sciences, Associate Dean for Academic Affairs
Stanford University School of Medicine
Course Director

Alan K. Louie, MD
Professor (Teaching) of Psychiatry and Behavioral Science
Stanford University School of Medicine
Planner

Laura W. Roberts, MD, MA
Chair & Professor of the Department of Psychiatry and Behavioral Sciences
Stanford University School of Medicine
Planner

Melissa Packer, MA
Project Coordinator
Psych/Public Mental Health & Population Sciences
Stanford University School of Medicine
Planner

Mary Ann Norfleet, PhD
Adjunct Clinical Instructor
Psychiatry and Behavioral Sciences
Stanford University School of Medicine
Planner

Stephaine Evans, PhD
Adjunct Clinical Instructor
Psychiatry and Behavioral Sciences
Stanford University School of Medicine
Planner

Ellen Hendriksen, PhD
Clinical Assistant Professor of Psychiatry and Behavioral Sciences
Stanford University School of Medicine
Planner
Speaker

David Spiegel, MD
Wilson Professor and Associate Chair
Psychiatry and Behavioral Sciences
Stanford University School of Medicine
Speaker

Rex Huang, MD
Chief of the Division of Child and Adolescent Psychiatry
Assistant Chief of the Department of Psychiatry
Kaiser Permanente San Jose Medical Center
Author

Helen Wilson, PhD
Clinical Assistant Professor of Psychiatry and Behavioral Science
Stanford University School of Medicine
Author

Technical Design and Development

Mike McAuliffe
Stanford EdTech

Kimberly Walker, PhD
Stanford EdTech

Greg Bruhns
Stanford Online

Role Play Actors

Derek Yee 
Michael Abts 
Richard Forrell 
Pamela NemecekLance Huntlan 
Valerie Weak 
Rotimi Agbabiaka 
Radhika Rao

Hardware/Software Requirements

  • Computer with Internet connection
  • Current version of Chrome, Firefox or Safari browser. You must have javascript enabled.

Accreditation and Designation of Credits

The Stanford University School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

The Stanford University School of Medicine designates this enduring material for a maximum of 1.50 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Commercial Support Acknowledgement

This activity received no commercial support.

Cultural and Linguistic Competency

California Assembly Bill 1195 requires continuing medical education activities with patient care components to include curriculum in the subjects of cultural and linguistic competency. It is the intent of the bill, which went into effect July 1, 2006, to encourage physicians and surgeons, CME providers in the State of California and the Accreditation Council for Continuing Medical Education to meet the cultural and linguistic concerns of a diverse patient population through appropriate professional development. The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area. The Stanford University School of Medicine Multicultural Health Portal also contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws. You are encouraged to visit the portal: http://lane.stanford.edu/portals/cultural.html.

CME Privacy Policy

Click here to review the Stanford Center for CME Privacy Policy.

Contact Information

If you are having technical problems (video freezes or is unplayable, can't print your certificate, etc.) you can submit a Help Request to the OpenEdX Team. If you have questions related to CME credit, requirements (Pre-test, Post-test, Evaluation, Attestation) or course content, you can contact the CME Online support team at cmeonline@stanford.edu.

Bibliography

Culpepper, L. Managing depression in primary care: achieving remission. Primary Care Companion Journal of Clinical Psychiatry. 2006;8(2):88-97.

Hegarty K, Gunn J, Blashki G, Griffiths F, Dowell T, Kendrick T. How could depression guidelines be made more relevant and applicable to primary care? A quantitative and qualitative review of national guidelines. Br J Gen Pract. 2009;59(562):e149-56.

Luoma JB, Martin CE, Person JL. Contact with mental health and primary care providers before suicide: a review of the evidence. Am J Psychiatry. 2002;159(6):909-916.

Mitchell J, Trangle M, Degnan B, et al. Institute for Clinical Systems Improvement. Adult Depression in Primary Care. 16th Ed, September 2013. See https://www.icsi.org/_asset/fnhdm3/Depr-Interactive0512b.pdf

O'Connor EA, Whitlock EP, Beil TL, Gaynes BN. Screening for depression in adult patients in primary care settings: a systematic evidence review. Ann Intern Med. 2009;151(11):793-803.

Pirkis J, Burgess P. Suicide and recency of health care contacts. A systematic review. Br J Psychiatry. 1998;173:462-474.

Pignone MP, Gaynes BN, Rushton JL, et al. Screening for depression in adults:a summary of the evidence for the U.S. Preventive Services Task Force. Ann Intern Med. 2002;136(10):765-776.

 

©2015 Stanford University School of Medicine

SCREENING AND ASSESSING DEPRESSION IN PRIMARY CARE SETTINGS: CLINICAL AND ETHICAL CONSIDERATIONS

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Access learning material from upcoming, self-study, and completed courses...

Date: 
Friday, October 2, 2015 to Thursday, August 31, 2017
Go to Course
Course topic: 

Internet Enduring Material Sponsored by:

Stanford University School of Medicine

Stanford School of Medicine logo

Presented by:

The Department of Orthopaedic Surgery at Stanford University School of Medicine.

Course Description

This CME activity is a refresher on relevant functional musculoskeletal anatomy and physical exam techniques of the shoulder. Using case examples as well as didactics, animated visualizations, and video demonstrations, this course is designed to elevate the practicing physician’s confidence in understanding the current evidence base in managing routinely encountered conditions of the shoulder. Specific indications and timing for intervention and practices including various injection techniques are highlighted. In addition to providing a solid foundation in both physical exam and interventional skills, the curriculum is intended to introduce the physician to the role of ultrasound as a diagnostic and therapeutic tool in assessing shoulder conditions.

Intended Audience

This course is designed for primary care physicians including family practice and internal medicine physicians, neurologists, rheumatologists, and emergency medicine physicians.

Dates, Duration & Fee

  • Release Date: October 2, 2015
  • Expiration Date: August 31, 2017
  • Estimated Time to Complete: 2 Hours
  • CME Credits Offered: 2.00
  • Registration Fee: FREE

Please review all of the information on this page before clicking the Courseware tab at the top of the page to begin the course.

To Obtain CME Credits

  • Review the information below and complete the entire activity.
  • Complete the CME Post-test, CME Evaluation Survey, and CME Activity Completion Statement at the end of the activity.
  • You must receive a score of 75% or higher on the post-test in order to receive a certificate. You will have two attempts to answer each multiple-choice question (or one attempt for questions with only two options) to pass the post-test.
  • Once you attest to completing the entire online activity and have scored 75% or higher on the post-test, your certificate will be generated automatically and will be available on your Dashboard page.
  • Physicians will be awarded AMA PRA Category 1 Credits™. All other participants will receive a Certificate of Participation.

Learning Objectives

At the conclusion of this activity, participants should be able to:

  • Describe relevant functional musculoskeletal anatomy and biomechanics as they relate to routinely encountered conditions of the shoulder.
  • Conduct a standardized physical examination to efficiently assess the shoulder and help generate an accurate differential diagnosis.
  • Identify indications for immediate, urgent, or early referral to the appropriate sub-specialist.
  • Formulate appropriate management strategies for various shoulder conditions based on current evidence, including the indications, timing and methods of performing targeted shoulder injections.

Table of Contents

  1. Introduction
  2. Module 1. Introduction to Shoulder Anatomy and Pain
  3. Module 2. Comprehensive Physical Exam of Shoulder
  4. Module 3. Indications for Referrals
  5. Module 4. Conservative Management of Shoulder Pain
  6. Course Wrap-up
  7. Resources and References
  8. Help!

Disclosures

The following planners, speakers, authors, and reviewers have indicated that they have no relationships with industry to disclose relative to the content of this activity:

Eugene Yousik Roh, MD
Clinical Assistant Professor of Orthopedic Surgery
Stanford University School of Medicine
Course Director
Author/Speaker

Ninad Karandikar, MD
Assistant Professor (Affiliated) of Orthopedic Surgery
Stanford University School of Medicine
Medical Director, Regional Amputation and Transitional Rehabilitation Program
Veterans Administration, Palo Alto Health Care System
Course Director
Author/Speaker

Rebecca Dutton, MD
Chief Resident
Stanford University School of Medicine
Planner
Author/Speaker

YT Chen, MD
Sports Medicine Fellow
Stanford University School of Medicine
Planner
Reviewer

Technical Design and Development

Mike McAuliffe
Stanford EdTech

Kimberely Walker, PhD
Stanford EdTech

Greg Bruhns
Stanford Online

Role Play Actor

Derek Yee

Hardware/Software Requirements

  • Computer with Internet connection
  • Current version of Chrome, Firefox or Safari browser. You must have javascript enabled.

Accreditation and Designation of Credits

The Stanford University School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

The Stanford University School of Medicine designates this enduring material for a maximum of 2.00 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Commercial Support Acknowledgement

This activity received no commercial support.

Cultural and Linguistic Competency

California Assembly Bill 1195 requires continuing medical education activities with patient care components to include curriculum in the subjects of cultural and linguistic competency. It is the intent of the bill, which went into effect July 1, 2006, to encourage physicians and surgeons, CME providers in the State of California and the Accreditation Council for Continuing Medical Education to meet the cultural and linguistic concerns of a diverse patient population through appropriate professional development. The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area. The Stanford University School of Medicine Multicultural Health Portal also contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws. You are encouraged to visit the portal: http://lane.stanford.edu/portals/cultural.html

CME Privacy Policy

Click here to review the Stanford Center for CME Privacy Policy.

Contact Information

If you are having technical problems (video freezes or is unplayable, can't print your certificate, etc.) you can submit a Help Request to the OpenEdX Team. If you have questions related to CME credit, requirements (Pre-test, Post-test, Evaluation, Attestation) or course content, you can contact the CME Online support team at cmeonline@stanford.edu.

Bibliography

Aly AR, Rajasekaran S, Ashworth N. Ultrasound-guided shoulder girdle injections are more accurate and more effective than landmark-guided injections: a systematic review and meta-analysis. Br J Sports Med. 2015;49(16):1-42-1049.

American Academy of Orthopaedic Surgeons (AAOS). Clinical practice guideline on optimizing the management of rotator cuff problems. Rosemont (IL): American Academy of Orthopaedic Surgeons; 2010.

Comer GC, Liang E, Bishop JA. Lack of proficiency in musculoskeletal medicine among emergency medicine physicians. Journal of Orthop Trauma. 2014; 28(4): e85-e87.

Day CS, Yeh AC, Franko O, Ramirez M, Krupat E. Musculoskeletal medicine: an assessment of the attitudes and knowledge of medical students at Harvard Medical School. Academic Medicine. 2007; 82(5): 452-457.

DiCaprio MR, Covey A, Bernstein J. Curricular requirements for musculoskeletal medicine in American medical schools. Journal of Bone and Joint Surgery. 2003; 85-A(3): 565-567.

Dragoo JL, Braun HJ, Kim HJ, Phan HD, Golish SR. The in vitro chondrotoxicity of single-dose local anesthetics. Am J Sports Med. 2012 Apr;40(4):794-9.

Hermans J, Luime JJ, Meuffels DE, et al. Does this patient with shoulder pain have rotator cuff disease?: the Rational Clinical Examination systematic review. JAMA. 2013;310(8):837-847.

Karandikar O, Ortiz O. Kinetic chains: a review of the concept and its clinical applications. PM&R. 2011; 3(8): 739-745.

Lynch JR, Schmale GA, Schaad DC, Loepold SS. Important demographic variables impact the musculoskeletal knowledge and confidence of academic primary care physicians. The Journal of Bone and Joint Surgery. 2006; 88(7): 1589-1595.

Malanga GA, Nadler S. Musculoskeletal Physical Examination: An Evidence-Based Approach. Philadelphia: Elsevier Health Sciences, 2006.

Matheney JM, Brinker MR, Elliott MN, Blake R, Rowane M. Confidence of graduating family practice residents in their management of musculoskeletal conditions. The American Journal of Orthopedics. 2000; 29(12): 945-952.

New Zealand Guidelines Group. The diagnosis and management of soft tissue shoulder injuries and related disorders. Wellington: ACC, July 2004.

Pedowitz RA, Yamaguchi K, Ahmad CS. American Academy of Orthopaedic Surgeons. Optimizing the management of rotator cuff problems. J Am Acad Orthop Surg. 2011;19(6):368-79.

Piper SL, Kramer JD, Kim HT, Feeley BT. Effects of local anesthetics on articular cartilage. Am J Sports Med. 2011;39(10):2245-53.

Soh E, Li W, Ong KO, Chen W, Bautista D. Image-guided versus blind corticosteroid injections in adults with shoulder pain: a systematic review. BMC Musculoskelet Disord. 2011 Jun 25;12:137.

Woolf AD, Pfledger B. Burden of major musculoskeletal conditions. Bull World Health Organ. 2003; 81(9): 646-656.

 

©2015 Stanford University School of Medicine


View All Courses

Access learning material from upcoming, self-study, and completed courses...

Date: 
Wednesday, November 25, 2015
Go to Course
Course topic: 

Dementia and Diversity in Primary Care: A Primer - Guidelines, Ethnic Differences, and Assessment

Internet Enduring Material Sponsored by:

Stanford University School of Medicine

Stanford School of Medicine logo

Presented by:

Department of Psychiatry and Behavioral Sciences at Stanford University School of Medicine

Course Description

Although dementia is the most common diagnosis in older adulthood it is under-recognized in primary care. This gap in recognition is even greater for patients, their caregivers and families who belong to various ethnic and racial minority populations. As U.S. residents are aging, and becoming more racially and ethnically diverse, physicians and other healthcare providers will increasingly need to tailor their care to specific populations. This series of continuing education activities is designed to help healthcare providers recognize dementia, select culturally appropriate assessment tools, and communicate effectively about dementia care in ethnically and racially diverse populations. This initial course, Dementia and Diversity in Primary Care: A Primer - Guidelines, Ethnic Differences, and Assessment, will introduce primary care physicians and members of their care teams to the “ethnogeriatric imperative” and its impact on dementia. Future courses will provide information on assessing and caring for diverse racial and ethnic groups.

Intended Audience

This course is designed for physicians in primary care, family practice, internal medicine and psychiatry specialties and nurses and social workers who work with older people. 

Dates, Duration & Fee

  • Release Date: November 25, 2015
  • Expiration Date: November 27, 2017
  • Estimated Time to Complete: 1.5 Hours
  • CME Credits Offered: 1.50
  • Registration Fee: FREE

Please review all of the information on this page before clicking the Courseware tab at the top of the page to begin the course.

To Obtain CME Credits

  • Review the information below and complete the entire activity.
  • Complete the CME Post-test, CME Evaluation Survey, and CME Activity Completion Statement at the end of the activity.
  • You must receive a score of 75% or higher on the CME post-test in order to receive a certificate. You will have two attempts to answer each multiple-choice question (or one attempt for questions with only two options) to pass the post-test.
  • Once you attest to completing the entire online activity and have scored 75% or higher on the post-test, your certificate will be generated automatically and will be available on your Dashboard page.
  • Physicians will be awarded AMA PRA Category 1 Credits™. All other participants will receive a Certificate of Participation.

Learning Objectives

At the conclusion of this activity, participants should be able to:

  • Compare the risk of developing Alzheimer’s disease in racial and ethnic minorities to the general population.
  • Identify the barriers faced by ethnic/racial minorities in obtaining diagnosis and services after onset of dementia.
  • Identify dementia in older adults from diverse race/ethnic backgrounds.

Table of Contents

  1. Introduction
  2. Overview of Dementia and Ethnicity
  3. Diagnostic Guidelines for Neurocognitive Disorders
  4. Overview of Dementia Care for Primary Care Providers
  5. Literature Regarding Ethnic Differences in Dementia Treatment
  6. Dementia Assessment for Primary Care Providers
  7. Diagnosis and Treatment of Dementia for Primary Care Providers 
  8. Course Wrap-Up 
  9. Resources and References
  10. Help! 

Disclosures

The following planners, speakers and authors have indicated that they have no relationships with industry to disclose relative to the content of this activity:

Nancy Morioka-Douglas, MD, MPH 
Clinical Professor, General Medicine Disciplines
Stanford University School of Medicine
Medical Director for Patient Centered Care in Primary Care, Stanford Health Care
Co-Director, Stanford Geriatric Education Center 
Course Director
Speaker

Dolores Gallagher-Thompson, PhD, ABPP 
Professor of Research, Department of Psychiatry and Behavioral Sciences
Director, Stanford Geriatric Education Center 
Stanford University School of Medicine
Co-Course Director
Speaker

Nusha Askari, PhD  
Program Manager
Department of Psychiatry/Public Mental Health & Population Sciences 
Stanford University School of Medicine
Planner

Kala Mehta, DSC, MPH
Associate Professor
Department of Epidemiology and Biostatistics, University of California, San Francisco
Program Evaluation Consultant, Stanford Geriatric Education Center 
Stanford University School of Medicine
Planner

Yuan Marian Tzuang, MSW 
Program Coordinator, Stanford Geriatric Education Center 
Stanford University School of Medicine 
Planner

Annecy Majoros, BA
Research Assistant
Department of Psychiatry/Public Mental Health & Population Sciences
Program Assistant
Department of Medicine/General Internal Medicine
Stanford University School of Medicine
Planner

Gwen Yeo, PhD, AGSF 
Director Emerita, Stanford Geriatric Education Center
Stanford University School of Medicine 
Speaker

Michael D. Greicius, MD, MPH  
Associate Professor, Department of Neurology & Neurological Science 
Associate Professor (by courtesy), Department of Psychiatry and Behavioral Science
Stanford University School of Medicine 
Speaker

Technical Design and Development

Mike McAuliffe
Stanford EdTech 

Greg Bruhns
Stanford Online

Jim Neighbours 
Stanford Center for CME

Jenny Xu
SGEC Instructional Designer

Hardware/Software Requirements

  • Computer with Internet connection
  • Current version of Chrome, Firefox or Safari browser. You must have javascript enabled.

Accreditation and Designation of Credits

The Stanford University School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

The Stanford University School of Medicine designates this enduring material for a maximum of 1.50 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

The California Board of Registered Nursing recognizes that Continuing Medical Education (CME) is acceptable for meeting RN continuing education requirements as long as the course is certified for AMA PRA Category 1 Credits™ (rn.ca.gov). Nurses will receive a Certificate of Participation following this activity that may be used for license renewal.

Commercial Support Acknowledgement

This activity received no commercial support.

Cultural and Linguistic Competency

California Assembly Bill 1195 requires continuing medical education activities with patient care components to include curriculum in the subjects of cultural and linguistic competency. It is the intent of the bill, which went into effect July 1, 2006, to encourage physicians and surgeons, CME providers in the State of California and the Accreditation Council for Continuing Medical Education to meet the cultural and linguistic concerns of a diverse patient population through appropriate professional development. The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area. The Stanford University School of Medicine Multicultural Health Portal also contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws. You are encouraged to visit the portal: http://lane.stanford.edu/portals/cultural.html

CME Privacy Policy

Click here to review the Stanford Center for CME Privacy Policy.

Contact Information

If you are having technical problems (video freezes or is unplayable, can't print your certificate, etc.) you can submit a Help Request to the OpenEdX Team. If you have questions related to CME credit, requirements (Pre-test, Post-test, Evaluation, Attestation) or course content, you can contact the CME Online support team at cmeonline@stanford.edu

Bibliography

Braun KL, Takamura JC, Mougeot T. Perceptions of dementia, caregiving and help-seeking among Vietnamese immigrants. J Cross Cult Gerontol. 1996;11(3):213-28.

CALD Dementia Strategic Model. (2008). Australia.

DiGregorio M, Salemink O. Living with the dead: The politics of ritual and remembrance in contemporary Vietnam. Journal of Southeast Asian Studies. 2007;38(3):433-440.

Hinton L. Improving care for ethnic minority elderly and their family caregivers across the spectrum of dementia severity. Alzheimer Disease and Associated Disorders. 2002;16(Suppl 2):S50-S55.

Hinton L, Franz C, Yeo G, Levkoff S. Conceptions of dementia in a multi-ethnic sample of family caregivers. J Am Geriatr Soc. 2005;53(8):1405-10. 

Hinton L, Levkoff SA, Fox K. Introduction: exploring the relationships among aging, ethnicity, and family dementia caregiving. Cult Med Psychiatry. 1999;23(4):403-13. 

Hinton L, Tran JNU, Tran C, Hinton D. Religious and Spiritual Dimensions of the Vietnamese Dementia Caregiving Experience. Hallym Int J Aging HIJA. 2008;10(2):139-160. 

Phan T, Silove D. An overview of indigenous descriptions of mental phenomena and the range of traditional healing practices amongst the Vietnamese. Transcultural Psychiatry. 1999;36(1):79–94. 

Samton JB, Ferrando SJ, Sanelli P, Karimi S, Raiteri V, and Barnhill, JW. The clock drawing test: diagnostic, functional, and neuroimaging correlates in older medically ill adults. J Neuropsychiatry Clin Neurosci. 2005;17(4):533-40. 

Schipper, KM. The Taoist Body. Berkeley, CA: University of California Press, 1993 

Timberlake EM, Cook KO. Social work and the Vietnamese refugee. Social Work. 1984;29(2):108-113. 

Tran JNU, Yeo G. Older Vietnamese Americans. In: Adler RN, Kamel HK, eds. Doorway Thoughts: Cross-cultural Health Care for Older Adults. Boston, MA: Jones & Bartlett, 2004. 

U.S. Census Bureau (2001). The Asian and Pacific Islander Population in the United States: March 2000. Retrieved from http://www.census.gov/population/www/socdemo/race/api.html. 

Yeo G, Tran JNU, Hikoyeda N, Hinton L. Conceptions of dementia among Vietnamese American caregivers. Journal of Gerontological Soical Work. 2001;36(1-2):131-52. 

Yeo G, Gallagher-Thompson D. (eds). Ethnicity and the Dementias. New York, NY: Routledge, 2006.

©2015 Stanford University School of Medicine

CME Dementia and Diversity

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Access learning material from upcoming, self-study, and completed courses...

Date: 
Friday, October 23, 2015
Go to Course
Course topic: 

Now Open!

Presented by:

The Psychiatry and Behavioral Sciences Department at Stanford University School of Medicine

Course Description

This CME activity provides a practical approach to the management of prescription drug misuse and addiction, including how to use the clinical interview and CURES (California’s Prescription Drug Monitoring Program) to identify if a problem exists, and how to intervene once the problem has been identified. Animated didactic videos, interactive slides, and video case scenarios will be used to put these principles into practice with a treatment algorithm. The most compassionate approach to tapering patients down and off the medication they are misusing will also be discussed.

Intended Audience

This course is designed for physicians and all health care providers who interact with patients around the issue of prescription medication, e.g. nurses, pharmacists, physician assistants.

Dates, Duration & Fee

  • Release Date: October 23, 2015
  • Expiration Date: August 31, 2018
  • Estimated Time to Complete: 2 hours
  • CME Credits Offered: 2.00
  • Registration Fee: FREE

Please review all of the information on this page before clicking the Courseware tab at the top of the page to begin the course.

To Obtain CME Credits

  • Review the information below and complete the entire activity.
  • Complete the CME Post-test, CME Evaluation Survey, and CME Activity Completion Statement at the end of the activity.
  • You must receive a score of 75% or higher on the post-test in order to receive a certificate. You will have two attempts to answer each multiple-choice question (or one attempt for questions with only two options) to pass the post-test.
  • Once you attest to completing the entire online activity and have scored 75% or higher on the post-test, your certificate will be generated automatically and will be available on your Dashboard page.
  • Physicians will be awarded AMA PRA Category 1 Credits™. All other participants will receive a Certificate of Participation.

Learning Objectives

At the conclusion of this activity, participants should be able to:

  • Describe the current state of the prescription drug misuse problem.
  • Describe the role of the provider in the prescription drug misuse problem.
  • Recognize drug-seeking patterns and strategies used by patients who are misusing prescription medications.
  • Diagnose a prescription drug use problem when it is present.
  • Reduce or avoid using enabling and defensive behaviors which exacerbate the problem in the patient.
  • Describe the implications for treatment and outcomes when prescription drug misuse is recognized as a chronic medical illness.
  • Interpret findings on CURES, California’s prescription drug monitoring program, to identify a prescription drug problem.

Table of Contents

  1. Introduction
  2. Describing the Prescription Drug Epidemic
  3. The Doctor-Patient Relationship
  4. How Doctors Can Help Instead of Harm?
  5. Course Wrap-up
  6. Resources and References
  7. Help!

Disclosures

The following planners, speakers and authors have indicated that they have no relationships with industry to disclose relative to the content of this activity:

Anna Lembke, MD

Assistant Professor of Psychiatry and Behavioral Sciences
Director, Stanford Addiction Medicine Program
Stanford University School of Medicine
Course Director
Speaker

Technical Design and Development

Mike McAuliffe
Stanford EdTech

Kimberley Walker, PhD
Stanford EdTech

Greg Bruhns
Stanford Online

Role Play Actor

Pamela Nemecek

Hardware/Software Requirements

  • Computer with Internet connection
  • Current version of Chrome or Safari browser. You must have javascript enabled.

Accreditation and Designation of Credits

The Stanford University School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

The Stanford University School of Medicine designates this enduring material for a maximum of 2.00 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

The California Board of Registered Nursing recognizes that Continuing Medical Education (CME) is acceptable for meeting RN continuing education requirements as long as the course is certified for AMA PRA Category 1 Credits™ (rn.ca.gov). Nurses will receive a Certificate of Participation following this activity that may be used for license renewal.

Commercial Support Acknowledgement

This activity received no commercial support.

Cultural and Linguistic Competency

California Assembly Bill 1195 requires continuing medical education activities with patient care components to include curriculum in the subjects of cultural and linguistic competency. It is the intent of the bill, which went into effect July 1, 2006, to encourage physicians and surgeons, CME providers in the State of California and the Accreditation Council for Continuing Medical Education to meet the cultural and linguistic concerns of a diverse patient population through appropriate professional development. The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area. The Stanford University School of Medicine Multicultural Health Portal also contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws. You are encouraged to visit the portal: http:/ /lane.stanford.edu/portals/cultural.html.

CME Privacy Policy

Click here to review the Stanford Center for CME Privacy Policy.

Contact Information

If you are having technical problems (video freezes or is unplayable, can't print your certificate, etc.) you can submit a Help Request to the OpenEdX Team. If you have questions related to CME credit, requirements (Pre-test, Post-test, Evaluation, Attestation) or course content, you can contact the CME Online support team at cmeonline@stanford.edu

Bibliography

Administration SA and MHS. Results from the 2012 National Survey on Drug Use and Health: Summary of National Findings, NSDUH Series H-46, HHS Publication No. (SMA) 13-4795. Rockville, MD: Substance Abuse and Mental Health Services Administration; 2013.

Centers for Disease Control and Prevention (institution). No Title. http://www.cdc.gov/vaccines/about/terms/glossary.htm#e. Accessed July 30, 2015.

Chen LH, Hedegaard H, Warner M. QuickStats: Rates of deaths from drug poisoning and drug poisoning involving opioid analgesics—United States, 1999–2013. MMWR Morb Mortal Wkly Rep. 2015;64(01):32.

Crews F, He J, Hodge C. Adolescent cortical development: a critical period of vulnerability for addiction. Pharmacol Biochem Behav. 2007;86(2):189-199.
Diagnostic and Statistical Manual of Mental Disorders. Washington, DC: American Psychiatric Association; 2013.

Drugfree.org. 2012 Partnership Attitude Tracking Study. 2013. http://www.drugfree.org/wp-content/uploads/2013/04/PATS-2012-FULL-REPORT2.pdf. Accessed December 16, 2013.

George O, Le Moal M, Koob GF. Allostasis and addiction: role of the dopamine and corticotropin-releasing factor systems. Physiol Behav. 2012;106(1):58-64.
 
Humphreys K. Circles of Recovery: Self-Help Organizations for Addictions. Vol (Edwards G, ed.). Cambridge: Cambridge University Press; 2004.

Kauer JA, Malenka RC. Synaptic plasticity and addiction. Nat Rev Neurosci. 2007;8(11):844-858.

Lembke A. From self-medication to intoxication: time for a paradigm shift. Addiction. 2013;108(4):670-671.

Lembke A. Why doctors prescribe opioids to known opioid abusers. N Engl J Med. 2013;368(5):485.

Manchikanti L. National drug control policy and prescription drug abuse: facts and fallacies. Pain Physician. 2007;10(3):399-424.

Manchikanti L, Singh A. Therapeutic opioids: a ten-year perspective on the complexities and complications of the escalating use, abuse, and nonmedical use of opioids. Pain Physician. 2008;11:S63-S88.

McDonald DC, Carlson K, Izrael D. Geographic variation in opioid prescribing in the U.S. J Pain. 2012;13(10):988-996.

Nestler EJ. Is there a common molecular pathway for addiction? Nat Neurosci. 2005;8(11):1445-1449.

Paulozzi LJ. Prescription drug overdoses: a review. J Safety Res. 2012;43(4):283-289.

Paulozzi LJ, Jones CM, Mack KA, Rudd RA. Vital Signs: Overdoses of Prescription Opioid Pain Relievers --- {United States}, 1999–2008. MMWR Morb Mortal Wkly Rep. 2011;60(43):1487-1492.

Ries RK, Fiellin DA, Miller SC, Saitz R. Principles of Addiction Medicine, 4th Ed. Philadelphia: Wolters Kluwer/Lippincott Williams & Williams; 2009.

Robison LM, Sclar DA, Skaer TL, Galin RS. National trends in the prevalence of attention-deficit/hyperactivity disorder and the prescribing of methylphenidate among school-age children: 1990-1995. Clin Pediatr (Phila). 1999;38(4):209-217.

Schultz W. Potential vulnerabilities of neuronal reward, risk, and decision mechanisms to addictive drugs. Neuron. 2011;69(4):603-617.

Selemon LD. A role for synaptic plasticity in the adolescent development of executive function. Transl Psychiatry. 2013;3:e238.

Steketee JD, Kalivas PW. Drug wanting: behavioral sensitization and relapse to drug-seeking behavior. Pharmacol Rev. 2011;63(2):348-365.

Substance Abuse and Mental Health Services Administration. Drug Abuse Warning Network, 2011: National Estimates of Drug-Related Emergency Department Visits. Rockville, MD; 2013.

Sullivan MD, Howe CQ. Opioid therapy for chronic pain in the United States: promises and perils. Pain. 2013;154 Suppl:S94-S100.

Warner M, Chen LH, Makuc DM, Anderson RN MA. Drug poisoning deaths in the United States, 1980–2008. NCHS data brief, no 81 Hyattsville, MD US Dep Heal Hum Serv CDC. 2011.

Weisner CM, Campbell CI, Ray GT, et al. Trends in prescribed opioid therapy for non-cancer pain for individuals with prior substance use disorders. Pain. 2009;145(3):287-293.

Wise RA, Koob GF. The development and maintenance of drug addiction. Neuropsychopharmacology. 2014;39(2):254-262.

©2015 Stanford University School of Medicine

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Date: 
Monday, November 2, 2015
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Course topic: 

Now Open!

Optimizing Antimicrobial Therapy with Timeouts

Internet Enduring Material Jointly Provided by:

Stanford University School of Medicine (CME) and Tufts University School of Medicine (CPE)

Stanford School of Medicine logo     Tufts School of Medicine logo

Presented by:

The Division of Infectious Diseases and Geographic Medicine at Stanford University School of Medicine

Course Description

Antibiotic misuse is widespread and has dire patient and public health consequences. National organizations, including the CDC and the Joint Commission, advocate for a formal “Antibiotic Timeout” to reassess empiric antibiotics 48-72 hours after their initiation. During this Timeout, clinicians should answer the following questions:

  • Does the patient have an infection that will respond to antibiotics?
  • If so, is the patient on the right antibiotic(s) and is it being administered in the correct dose and by the correct route and (in the case of intravenous therapy) duration of infusion?
  • Can a more targeted antibiotic regimen be used to treat the infection (i.e., de-escalation)?
  • For how long should the antibiotic(s) be administered?

This CME/CPE activity provides a practical approach to performing “Antibiotic Timeouts” in the inpatient setting. Using short, didactic sessions, we will provide examples on how to reassess antibiotic therapy started empirically using clinical, laboratory, and microbiological data. The majority of this CME/CPE will be high-yield, interactive inpatient cases covering skin and soft tissue infections, pneumonia, catheter-associated urinary tract infections, and neutropenic fever, that illustrate the timeout process and the principles of appropriate use of antimicrobials.

Intended Audience

This course is designed to meet the educational needs of physicians from a wide variety of specialties including cardiology, critical care, family practice, general surgery, hospitalists, infectious diseases, internal medicine, neurology, oncology, pediatrics, and urology, as well as pharmacists, nurse practitioners, and physician assistants.

Dates, Duration & Fee

  • Release Date: November 2, 2015
  • Expiration Date: November 2, 2017
  • Estimated Time to Complete: 2 Hours
  • CME/CPE Credits Offered: 2.00
  • Registration Fee: FREE
  • There is a $15 fee for pharmacists to obtain ACPE credit.

To Obtain CME Credits or Certificate of Participation

  • Review the information below and complete the entire activity.
  • Complete the Post-test, Evaluation Survey, and Activity Completion Statement at the end of the activity.
  • You must receive a score of 75% or higher on the post-test in order to receive a certificate. You will have two attempts to answer each multiple-choice question (or one attempt for questions with only two options) to pass the post-test.
  • Once you attest to completing the entire online activity and have scored 75% or higher on the post-test, your certificate will be generated automatically and will be available on your Dashboard page.
  • Physicians will be awarded AMA PRA Category 1 Credits™. All other participants will receive a Certificate of Participation.

To Obtain CPE Credits

  • Register and view all the course content.
  • Receive a score of 75% or higher on the post-test, you will have two attempts to answer each multiple-choice question (or one attempt for questions with only two options) to pass the post-test.
  • Complete the Evaluation Survey, which includes providing your name, email address, and NABP e-Profile ID to Stanford
  • Attest to the Activity Completion Statement at the end of the activity

After successfully attesting your completion of the activity, a link to pay for CPE credit at the TUSM OCE online store will be avilable on the Activity Completion Statement page.

All pharmacists licensed in the United States and wishing to obtain ACPE credit are required to submit to TUSM OCE; a NABP e-Profile ID and the month/day of birth in a four-digit format, e.g., January 5 = 0105. Contact hours will be issued through a NABP-managed online tracking system called CPE Monitor.

The above data and $15 fee will be required at the TUSM OCE online store for processing.

Learning Objectives

At the conclusion of this activity, participants should be able to:

  • Describe the principles and shortcomings of empiric antibiotic therapy.
  • Routinely conduct all steps of the antibiotic timeout, in accordance with CDC guidelines on antibiotic stewardship that include:
    • Analyzing laboratory and clinical data
    • Formulating a rationale for continued antibiotic use
    • Documenting rationale in patient’s electronic medical record
    • Determining the most effective duration of antibiotic therapy
    • Deciding when it is appropriate to switch from an IV to oral route of antibiotic administration

Table of Contents

  1. Introduction
  2. Empiric Antibiotic Therapy
  3. Antibiotic Timeout Cases
  4. Course Wrap-up
  5. Resources and References
  6. Help!

Disclosures of Relevant Financial Relationships with Commercial Interests

All faculty, course directors, planning committee members and others in a position to control the content of an educational activity are required to disclose to the audience any relevant financial relationships with commercial interests. Conflicts of interest resulting from a relevant financial relationship are resolved prior to activity release.

The following planner indicated having relevant relationships with industry to disclose:

Stan Deresinski, MD, FIDSA
Clinical Professor of Infectious Disease
Director Stanford Antimicrobial Safety and Sustainability Program
Stanford University School of Medicine
Course Director
Bayer & Cubist Pharmaceuticals - Advisory Board Member

The following planners, speakers, authors, and reviewers have indicated that they have no relationships with industry to disclose relative to the content of this activity:

Stan Deresinski, MD, FIDSA
Clinical Professor of Infectious Disease
Director Stanford Antimicrobial Safety and Sustainability Program
Stanford University School of Medicine
Speaker/Author

Marisa Holubar, MD, MS
Clinical Assistant Professor in Medicine, Division of Infectious Disease and Geographic Medicine
Associate Director Stanford Antimicrobial Safety and Sustainability Program
Stanford University School of Medicine
Course Director
Speaker/Author

Elizabeth Robilotti, MD, MPH
Assistant Attending, Infectious Diseases
Associate Director, Infection Control
Memorial Hospital for Cancer and Allied Diseases,
Memorial Sloan Kettering Cancer Center, New York, NY
Course Director
Reviewer

Emily Mui, PharmD, BCPS
Antimicrobial Stewardship Pharmacist
Stanford Hospital and Clinics
Planner

Lina Meng, PharmD, BCPS
Antimicrobial Stewardship Pharmacist
Stanford Hospital and Clinics
Planner

Arjun Srinivasan, MD (CAPT, USPHS)
Associate Director for Healthcare-Associated Infection Prevention Programs
Division of Healthcare Quality Promotion
National Center for Emerging and Zoonotic Infectious Diseases
Centers for Disease Control and Prevention
Speaker

Kirthana R. Beaulac, PharmD, BCPS
Antimicrobial Stewardship Pharmacist
Tufts Medical Center, Boston, MA
Reviewer

Technical Design and Development

Mike McAuliffe
Stanford EdTech

Kimberly Walker, PhD
Stanford EdTech

Greg Bruhns
Stanford Online

Hardware/Software Requirements

Minimum Hardware Requirements: WINDOWS: Processor: Intel Core 2 Duo, RAM: 2 GB, Operating System: Vista, Windows 7, 8, or better. MAC: Processor: Intel Core 2 Duo, RAM: 2 GB, Operating System: 10.7 or better.

Minimum Software Requirements: Web Browser: Chrome (v40.0 or higher) or Safari (v5.0.6 or higher) with Javascript enabled. If you don't have it, you will need a current version of Adobe Flash Player, which can be downloaded here: http://get.adobe.com/flashplayer/

Minimum Internet: LAN, Cable, or DSL connection is highly recommended, Cellular (4G/LTE) may also be used.

Accreditation and Designation of Credits

The Stanford University School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

The Stanford University School of Medicine designates this enduring material for a maximum of 2.00 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Pharmacists

Tufts University School of Medicine Office of Continuing Education is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education.

This activity is available for 2.00 contact hours, Universal Activity Number: 0054-9999-15-007-H01-P

Type of continuing pharmacy education: application-based

Commercial Support Acknowledgement

This activity received no commercial support.

Cultural and Linguistic Competency

California Assembly Bill 1195 requires continuing medical education activities with patient care components to include curriculum in the subjects of cultural and linguistic competency. It is the intent of the bill, which went into effect July 1, 2006, to encourage physicians and surgeons, CME providers in the State of California and the Accreditation Council for Continuing Medical Education to meet the cultural and linguistic concerns of a diverse patient population through appropriate professional development. The planners and speakers of this CME/CPE activity have been encouraged to address cultural issues relevant to their topic area. The Stanford University School of Medicine Multicultural Health Portal also contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws. You are encouraged to visit the portal: http://lane.stanford.edu/portals/cultural.html.

TUSM OCE Policy on Privacy and Confidentiality

Click here to review the TUSM OCE Policy on Privacy and Confidentiality

SCCME Privacy Policy

Click here to review the Stanford Center for CME Privacy Policy.

Contact Information

If you are having technical problems (video freezes or is unplayable, can't print your certificate, etc.) you can submit a Help Request to the OpenEdX Team.

If you have questions related to CME credit, requirements (Pre-test, Post-test, Evaluation, Attestation) or course content, you can contact the CME Online support team at cmeonline@stanford.edu.

For question regarding ACPE certification, please contact Tufts University School of Medicine - Office of Continuing Education at med-oce@tufts.edu or 617-636-6579.

Bibliography

Deresinski S. Principles of antibiotic therapy in severe infections: optimizing the therapeutic approach by use of laboratory and clinical data. 2007;45 Suppl 3:S177-83. PMID: 17712744

Oxman DA, Adams CD, Deluke G, et al. Improving antibiotic de-escalation in suspected ventilator-associated pneumonia: an observational study with a pharmacist-driven intervention. J Pharm Pract. 2015;28(5):457-61. PMID: 24651641

Duchene E, Montassier E, Boutoille D, et al. Why is antimicrobial de-escalation under-prescribed for urinary tract infections? Infection. 2013;41(1):211-4. PMID: 23124907

American Thoracic Society; Infectious Diseases Society of America. Guidelines for the management of adults with hospital-acquired, ventilator-associated, and healthcare-associated pneumonia. Am J Respir Crit Care Med. 2005; 171(4):388-416. PMID: 15699079

Freifeld AG, Bow EJ, Sepkowitz KA, et al, Infectious Diseases Society of America. Clinical practice guideline for the use of antimicrobial agents in neutropenic patients with cancer: 2010 update by the Infectious Diseases Society of America. Clin Infect Dis. 2011;52(4):e56-93. PMID: 21258094

Hooton TM, Bradley SF, Cardenas DD, et al.; Infectious Diseases Society of America. Diagnosis, prevention, and treatment of catheter-associated urinary tract infection in adults: 2009 International Clinical Practice Guidelines from the Infectious Diseases Society of America. Clin Infect Dis. 2010;50(5):625-63. PMID: 20175247

Mandell LA, Wunderink RG, Anzueto A, et al.; Infectious Diseases Society of America; American Thoracic Society. Infectious Diseases Society of America/American Thoracic Society consensus guidelines on the management of community-acquired pneumonia in adults. Clin Infect Dis. 2007;44 (Suppl 2):S27-72. PMID: 17278083

Stevens DL, Bisno AL, Chambers HF, et al, Infectious Diseases Society of America. Practice guidelines for the diagnosis and management of skin and soft tissue infections: 2014 update by the Infectious Diseases Society of America. Clin Infect Dis. 2014; 59(2):e10-52. doi: 10.1093/cid/ciu444. Erratum in: Clin Infect Dis. 2015; 60(9):1448. Dosage error in article text. PMID: 24973422

For a complete listing see the Resources and References module in the course.

©2015 Stanford University School of Medicine

CME Optimizing Time Outs

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