copyright © the reach institute. all rights reserved. it is the policy of the university of...

Copyright © The REACH Institute. All rights reserved.

It is the policy of the University of Arkansas for Medical Sciences (UAMS) College of Medicine to ensure balance, independence, objectivity, and scientific rigor in all provided or jointly provided educational activities. All individuals who are in a position to control the content of the educational activity (course/activity directors, planning committee members, staff, teachers, or authors of CME) must disclose all relevant financial relationships they have with any commercial interest(s) as well as the nature of the relationship. Financial relationships of the individual’s spouse or partner must also be disclosed, if the nature of the relationship could influence the objectivity of the individual in a position to control the content of the CME. The ACCME describes relevant financial relationships as those in any amount occurring within the past 12 months that create a conflict of interest. Individuals who refuse to disclose will be disqualified from participation in the development, management, presentation, or evaluation of the CME activity.

UAMS Disclosure Policy


DisclosuresThe following planners and speaker of this CME activity has no relevant financial relationships with commercial interests to disclose:

• Lawrence Amsel, M.D. • Suzanne Reiss, M.D.• Diane Bloomfield, M.D. • Mark Riddle, M.D.• Cathryn Galanter, M.D. • Jyoti Bhagia, M.D.• Harlan Gephart, M.D. • Ruth Stein, M.D.• Peter Jensen, M.D. • Mark Wolraich, M.D.• Robert Kowatch, M.D. • Rachel Zuckerbrot, M.D.• Rachel Lynch, M.D. • Elena Man, M.D.


Disclosures

The following planner and speaker of this CME activity has financial relationships with commercial interests to disclose:

Laurence Greenhill, M.D.

– Bio BDX – Scientific Advisory Board


Not Your Grandma’s CME!


Common Grounds and Gaps


Agenda Agenda • Mind-reading device – under review, FDA

• Identify some of the common ground and gaps between Primary Care and Child Psychiatry

• Discuss what is required to change how we practice as clinicians

• Review personal areas of need, set goals

• Review course materials


Common Ground and Gaps Between Medical and Behavioral Health Assessment


Common GroundCommon Ground GapsGaps


Common GroundCommon GroundQuick Look for Severity

Get a Chief Complaint

Take a History

Family History

Physical Exam

Laboratory Assessments

Develop a Differential

GapsGaps




Common GroundCommon GroundQuick Look for Severity

Get a Chief Complaint

Take a History

Family Genetic History

Physical Exam

Develop a Differential

GapsGapsSymptom Recognition

Review of Systems– Medical conditions that look like

psychiatric problems

– Assessment of co-morbid psychiatric conditions

Using Rating Scales

More Detailed Mental Status Exam




Changing How We Care for Our Patients Is a Function of Willingness, Ability and Opportunity

Changing How We Care for Our Patients Is a Function of Willingness, Ability and Opportunity

• Willingness: motivation and attitude – That’s what you bring

• Ability: knowledge and skills and also confidence in their application – This is the focus of the workshop and follow up calls

• Opportunity: organizational supports and barriers – These depend on each clinician’s individual setting

We will address these important implementation and practice management issues as they become relevant to the particular clinical situations we discuss


PPP Course Roadmap (Yellow Card) PPP Course Roadmap (Yellow Card) Steps in Management of Steps in Management of PatientsPatients

Requires Requires New New KnowledgeKnowledge

Requires Requires New SkillsNew Skills How Addressed in CourseHow Addressed in Course How Addressed in CME How Addressed in CME

Call Phase of TrainingCall Phase of Training

Initial screening and assessment

Lecture

Table exercises

Distributed Scales

Used in presentation and discussion of case material

Identification and collection of additional required information and assessment instruments

Lecture, Table exercises

Discussion of Practice Management

Distributed Scales

Used in presentation and discussion of case material

Identification of diagnoses and/or symptoms and/or problem list

Presented in talks, in role play and in Table exercises

Group discussions of differential diagnosis and problem list identification

Selection of pharmacologic agents to address specific diagnosis / symptoms / problems


Case Examples

Handouts and Resources

Group discussions of differential therapeutics and clinical problem solving

Selection of psychosocial interventions to address specific diagnosis / symptoms / problems


Case Examples

Using the Virtual Team

But extensive training required to learn EB therapies

Group discussions of differential therapeutics and clinical problem solving

Presentation and initiation of treatment plan


Case Examples -- Role Play


Group Role Play and discussion

Follow up, monitoring and modification of treatment plan including discontinuation of treatment


Case Examples -- Role Play


Follow-up of cases re-presented to group


Modes of Learning During thePPP Fellowship: Part I

Modes of Learning During thePPP Fellowship: Part I

• Focus on anxiety, depression, ADHD, ODD, CD, and aggression disorders

• Learn differential diagnosis with bipolar and psychotic disorders

• Practice using interviewing and communication tools

• Preliminary use of assessment tools

• Presentation of treatment toolkits and flowcharts


• Clinical CME case presentations with peers, biweekly

• Application of assessment and treatment tools with your own cases

• Internet resources

• Virtual Treatment Teams

Modes of Learning During thePPP Fellowship: Part II

Modes of Learning During thePPP Fellowship: Part II


PPP Course – Agenda & Tools PPP Course – Agenda & Tools • Review agenda

• Tools: Participant Book (slides) and additional materials in Workbook sections (at end of each unit)

• You cannot learn it all in one step!– Brief overview of medications/assessment

– Focus on principles of practice and how to effectively use educational/clinical resources

– Learning through case-based problem solving and role-play

• This course is just the beginning…


REMINDER: REMINDER: Please fill out Unit AA Please fill out Unit AA

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copyright © the reach institute. all rights reserved. it is the policy of the university of...

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