Continuing Education

  • Lunch Series

    Date:
    Second Thursday of every month from 12:00pm – 1:00pm

    Location:
    Online via Zoom

    Credit:
    The West Virginia University School of Medicine is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.

    The WVU Office of CME designates this live activity for a maximum of 1 AMA PRA Category 1 Credit™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

    This continuing education activity has been provided by the West Virginia University School of Nursing for 1.2 contact hours. The West Virginia University School of Nursing is an approved provider of continuing education by the State of West Virginia Board of Examiners for Registered Professional Nurses, Legislative Rule § 19CSR11-4 under provider number 50-26086

    This continuing education activity has been approved for 1 hour of Social Work continuing education through Provider Number 490038(WVU Department of Behavioral Medicine and Psychiatry.)

    This training is approved by the State of West Virginia Board of Examiners of Psychologists for 1 continuing education hour.

    Description:
    ADHD is one of the most common neurobehavioral disorders in children. The prevalence of ADHD in West Virginia is much higher than the national average. There has been shown to be a shortage of mental health professionals in the state and an overall need for clinician education on evidence-informed evaluation, diagnosis, and treatment of ADHD.

    August 8th – Lunch Seminar Flyer

    September 12th – Lunch Seminar Flyer

    October 10th – Lunch Seminar Flyer

     

    Register

     

    Upcoming Series Within a Series! 

    Improving Therapeutic Outcomes with Appalachian Patients and their Families: The Missing Pieces of the Puzzle, presented by Robyn Seamon, MA, BSN, RN, CTN-B. 

    Join us for our upcoming series within a series which will consist of four separate 1-hour lunch and learn sessions. This series will educate participants on the importance of understanding and appropriating culturally relevant care for Appalachian children and families in West Virginia. Providers will learn how to build trust with their clients/patients, and how to improve outcomes in treatment for ADHD as well as other behavioral, mental health, and other health related issues.

    • Session 1 – Inside Appalachia: Strategies to Improve Patient-Provider Communication and Health Outcomes
      • This session will discuss how negative stereotypes and implicit bias have contributed to medical mistrust in Appalachia and the affect it has had on health outcomes for generations.
      • November 14th – Lunch Seminar Flyer

     

    • Session 2 – Distrust in Appalachia: The View Through a Historical Lens
      • Appalachia has a long history of exploitation by outsiders resulting in generational and historical trauma that greatly affects interactions between providers and patients and may have profound effects on healthcare outcomes.
      • December 12th – Lunch Series Flyer

     

    • Session 3 – Using Culturally Meaningful Care to Improve Outcomes
      • This session provides a deep dive into Appalachian cultural values, beliefs, traditions, and lifeways with the focus on equipping providers in providing culturally sensitive and relevant care which will help improve outcomes.
      • January 9th – Lunch Series Flyer

     

     

     

  • New In-Person or Virtual CME Opportunity!

      Evaluation and Diagnosis of Attention-Deficit/Hyperactivity Disorder (ADHD): Do the Symptoms Fit?   Time: One Hour Location: Agreed upon by both parties prior to session   Objectives: Following this activity, participants should be able to:
    • Describe ADHD epidemiological trends, focusing on national and West Virginia data comparisons, and analyze stimulant prescription patterns without corresponding diagnoses.
    • Outline the American Academy of Pediatrics (AAP) and American Academy of Family Physicians (AAFP) recommendations for initiating an ADHD evaluation.
    • List the DSM-5-TR diagnostic criteria for ADHD and describe evidence-informed assessment strategies, including narrowband and broadband assessments, as well as the use of screening tools for ADHD and comorbid disorders to aid in the identification and diagnosis of ADHD in both adults and children/adolescents.
    • Describe common comorbid conditions and potential alternative diagnoses in ADHD, emphasizing that ADHD is a diagnosis of exclusion, and identify methods to appropriately screen for and manage these conditions to ensure accurate diagnosis and effective treatment.
    • Discuss the implications of ADHD misdiagnosis, emphasizing the importance of evidence-informed strategies in diagnosis and management.  
       

    Education Session Flyer

General disclaimer:
This content is not intended to address all possible diagnosis methods, treatments, follow up, drugs or their related contraindications or side effects. Standards of practice change as new data becomes available. Therefore, it is strongly recommended that practitioners independently assess and verify diagnosis, treatments and drugs for each individual patient. The authors of the WV ACC guidelines assume no liability for any aspect of treatment administered by a practitioner with the aid of this publication.

Drug disclaimer:
The authors do not endorse or recommend the use of any particular drug mentioned in this publication. Before prescribing a new drug to a patient, practitioners are advised to check the product information accompanying each drug to ensure it is appropriate for a specific patient and to identify appropriate dosage, contraindications, side effects and drug-to-drug interactions.

Standard of care disclaimer:
This publication is not intended to establish a standard of care applicable to practitioners who treated patients diagnosed with ADHD. “Standard of care” is a legal term, not a medical term, which refers to the degree of care a reasonable practitioner would exercise under the same or similar circumstances. The standard of care is a continuum and does not imply optimal care. Practitioner discretion and clinical judgment are paramount and this publication is only intended to aid practitioners’ judgment, not to serve as a substitute for said judgment.