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Critical Psychosocial Issues In Diabetes: Problematic Medication Adherence
Critical Psychosocial Issues In Diabetes: Problematic Medication Adherence

    

Critical Psychosocial Issues in Diabetes:
Problematic Medication Adherence

To begin this activity, click the yellow "Select" button at the top right of the page.
Please read this page and scroll to the bottom to continue to the course.



Activity Description
The Critical Psychosocial Issues in Diabetes web-based program is a series of video modules designed to examine psychosocial issues in diabetes, provide a brief review of the research literature, clarify how and why the problems manifest themselves among patients with diabetes, and put forward practical solutions for the busy healthcare professional.

This activity is a 1-hour video presentation examining psychosocial issues in diabetes, featuring Bill Polonsky and Susan Guzman. This module focuses on problematic medication adherence, and includes the following topics:

• The Scope of the Problem
• Medication Adherence and the Problem of Forgetfulness
• Medication Adherence and the Problem of Patient-Physician Trust
• Addressing Patients' Misbeliefs About Their Medications

Target Audience
This module is designed for health care professionals that treat patients with diabetes including endocrinologists, primary care physicians, nurse practitioners, physician assistants, nurses, registered dieticians, pharmacists, certified diabetes educators, and other healthcare providers wishing to work more effectively with their patients to promote better medication adherence and more successful self-management

Method of Participation

This module is approximately 1 hour in length, and is broken down by topic for ease of viewing. Modules are delivered via a streaming platform in the optimal format for your viewing device. This program is available free of charge. Close captions are provided, and are accessible by clicking the "CC" button at the bottom right of the video page.

Educational Objectives

Following completion of this educational activity, learners should be able to:

• Describe the scope of the problem of medication adherence in diabetes management
• Differentiate the key obstacles that contribute to problematic adherence
• Demonstrate the major strategies for addressing barriers to medication adherence

Statement of Need
The American Diabetes Association published its first Psychosocial Position Statement in December, 2016, recognizing the important role of emotional, social and behavioral influences on those living with diabetes. To achieve satisfactory medical outcomes, self-care adherence to key diabetes tasks and psychological well-being, the Position Statement emphasized how critical it is that these complex psychosocial factors be identified and addressed. The goal is to adopt a person-centered care model, which necessitates that patient-provider communications and interactions, problem identification, psychosocial screening and intervention take into account the context of the person with diabetes.

In particular, poor adherence to diabetes self-care recommendations is recognized as a major contributor to poor health outcomes, but healthcare professionals (HCPs) are often unsure how best to address this issue. The new Position Statement is one step forward, but how best to enact these broad recommendations in a busy clinical practice? Many HCPs express a strong interest in receiving training in this area, but there is little, if any, opportunity to do so. The Critical Psychosocial Issues in Diabetes web modules have been developed to address this need and provide tools for HCPs to utilize in practice.

Accreditation
This activity has been planned and implemented in accordance with the Essential Areas and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint providership of the University of California, San Diego School of Medicine and the Behavioral Diabetes Institute. The University of California, San Diego School of Medicine is accredited by the ACCME to provide continuing medical education for physicians. The University of California, San Diego School of Medicine designates each enduring material for the number of AMA PRA Category 1 Credits™ listed on the activity page. Participants should claim only the credit commensurate with the extent of their participation in the activity.

Credit Designation
AMA:
 The University of California, San Diego School of Medicine designates this enduring material for a maximum of 1.0 AMA PRA Category 1 Credit™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

AAPA: AAPA accepts certificates of participation for educational activities certified for AMA PRA Category 1 Credit™ from organizations accredited by the ACCME or a recognized state medical society. Physician assistants may receive a maximum of 1.0 hour of Category 1 credit for completing this program. 

Nurses: For the purpose of recertification, the American Nurses Credentialing Center accepts AMA PRA Category 1 Credits™ issued by organizations accredited by the ACCME. For the purpose of relicensure, the California Board of Registered Nursing accepts AMA PRA Category 1 Credit™ (report up to 1.0 hour of credit and list "CME Category 1" as the provider number).

Pharmacists: The California Board of Pharmacy accepts as continuing education for pharmacists coursework which meets the standard of relevance to pharmacy practice and is accepted as continuing education by the Medical Board of California.

Psychologists: The California Board of Psychology recognizes and accepts AMA PRA Category 1 Credit(s)™ for license renewal. Psychologists outside of California should check with their state and local boards to ensure that ACCME accredited activities are acceptable for renewal.

Certified Diabetes Educators: To satisfy the requirement for renewal of certification by continuing education for the National Certification Board for Diabetes Educators (NCBDE), continuing education activities must be diabetes related and approved for a provider on the NCBDE list of approved providers (www.ncbde.org). NCBDE does not approve continuing education. The University of California, San Diego is accredited by the ACCME, which is on the NCBDE list of approved providers.


R
elease Date: August 16, 2018
Expiration Date: August 15, 2019



Faculty

Bill Polonsky, PhD, CDE
President and Co-Founder
Behavioral Diabetes Institute
Associate Clinical Professor of Psychiatry
University of California, San Diego
San Diego, California

Susan Guzman, PhD
Director of Clinical Education and Co-Founder
Behavioral Diabetes Institute
San Diego, California

Balance and Objectivity of Content
It is the policy of the University of California, San Diego School of Medicine to ensure balance, independence, objectivity and scientific rigor. All persons involved in the selection, development and presentation of content are required to disclose any real or apparent conflicts of interest. All conflicts of interest will be resolved prior to an educational activity being delivered to learners through one of the following mechanisms 1) altering the financial relationship with the commercial interest, 2) altering the individual's control over CME content about the products or services of the commercial interest, and/or 3) validating the activity content through independent peer review. All persons are also required to disclose any discussions of off label/unapproved uses of drugs or devices. Persons who refuse or fail to disclose are disqualified from participating in the CME activity. Participants will be asked to evaluate whether the speaker's outside interests reflect a possible bias in the planning or presentation of the activity. This information is used to plan future activities.


Disclosure
William Polonsky, PhD, CDE is a consultant for Abbott, Ascensia, Dexcom, Intarcia, Johnson & Johnson, Lilly, Livongo, Novo Nordisk, Roche, sanofi aventis, and Servier.

Susan Guzman, PhD has no relevant financial relationships to disclose.

The CME staff, meeting planners, editorial staff, planning committee, peer reviewer, and CME committee reviewers do not have any relevant financial relationships to disclose.

Off-label Disclosure: These educational activities may contain discussion of unlabeled and/or investigational uses of agents that are not approved by the FDA. Please consult the prescribing information for each product.

The views and opinions expressed in these activities are those of the faculty and do not necessarily reflect the views of the University of California, San Diego.


Cultural Competency
This activity is in compliance with California Assembly Bill 1195 which requires CME courses with patient care components to include curriculum in the subjects of cultural and linguistic competencies. Cultural competency is defined as a set of integrated attitudes, knowledge, and skills that enables health care professionals or organizations to care effectively for patients from diverse cultures, groups, and communities. Linguistic competency is defined as the ability of a physician or surgeon to provide patients who do not speak English or who have limited ability to speak English, direct communication in the patient's primary language. Cultural and Linguistic Competency was incorporated into the planning of this activity. Additional resources on cultural and linguistic competency and information about AB1195 can be found on the UC San Diego CME website at http://cme.ucsd.edu

Supporters
This activity is supported by educational grants from Merck Sharp & Dohme Corp., Boehringer Ingelheim Pharmaceuticals, Inc. and Lilly USA, LLC




UC San Diego School of Medicine
9500 Gilman Drive, MC 0947, La Jolla, CA 92093-0947
Phone: (858) 534-3940 • Fax: (858) 534-1896
E-mail: ocme@ucsd.edu • Website: http://cme.ucsd.edu
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Type:     Internet Activity (Enduring Material)
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