2020 Literature Analysis

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Activity Dates: 02/26/2020 - 12/03/2020

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Target Audience

This self-study activity serves as an educational tool for pharmacists seeking Board Certified Psychiatric Pharmacist (BCPP) Recertification credit and other pharmacists and health care providers seeking advanced education in patient management, disease state management, information management, and health policy and practice management in the field of psychiatric pharmacy.

Content

The articles selected by CPNP Recertification Editorial Board for the Literature Analysis are based on a 7-year curriculum. This curriculum is developed using the Board of Pharmaceutical Specialties' Content Outline for the Psychiatric Pharmacy Specialty Certification Examination as a guideline. Since CPNP became the sole BCPP Recertification provider in 2008, the articles are chosen to cover the three content domains - Domain I: Patient Management, Domain 2: Information Management, Domain 3: Health Policy and Practice Management.

The Literature Analysis is a self-study, online only, application-based continuing pharmacy education (CPE) activity. An application-based CPE activity requires that participants apply the information learned. The examination for this product often features case studies requiring that the participant apply the principles learned through the readings. The Literature Analysis includes:

  • Electronic access to all required journal articles needed to prepare for the online assessment.
  • For pharmacists, 10 hours of ACPE credit and 10 hours of BCPP Recertification credit achieved by successfully completing the online CPNP recertification examination.
  • Access to the CPNP testing center with exam submission due by or on November 30, 2020.

Course Requirements

To satisfactorily complete the Literature Analysis and receive 10 hours of BCPP Recertification and ACPE credit, candidates must meet the following requirements:

  1. Abide by a confidentiality and honesty statement requiring individual completion of the recertification education.
  2. Complete an online assessment on or before the deadline of November 30, 2020.
  3. Receive a passing score (76%).
  4. Partial credit is not available for individual topics within the Literature Analysis programming; it is either all 10 hours of Literature Analysis programming credit or none.

You will proceed through the following steps to satisfactorily complete this course:

  • Sign in (or create a FREE account).
  • Register for this course.
  • Complete the pre-test before starting the activity.
  • Review the full content of the activity and reflect upon its teachings.
  • Complete the post-test at the end of the activity no later than the closing activity date.
  • Complete the evaluation at the end of the activity.
  • Wait for the official review of exam questions within 4 weeks following the closing date.
  • Receive a passing grade (76%).
  • Provide the necessary details in your profile to ensure correct reporting by AAPP to CPE Monitor.

Participants successfully passing the required assessment/examination will obtain both ACPE and BCPP recertification credit. Credit is awarded in the calendar year the assessment is completed. ACPE credit is reported through CPE Monitor within days of examination submission, while BCPP recertification credit is reported to BPS within 6 weeks after the examination deadline.

Learning Objectives

Article Number Topic Article and Learning Objectives
1 Bipolar Guidelines (ONLY these Sections: Intro, 3-5 and 8)

(ONLY these Sections: Intro, 3-5 and 8) Yatham LN, Kennedy SH, Parikh SV, et al.  Canadian Network for Mood and Anxiety Treatments (CANMAT) and International Society for Bipolar Disorders (ISBD) 2018 guidelines for the management of patients with bipolar disorder. Bipolar Disord. 2018 Mar;20(2):97-170. doi: 10.1111/bdi.12609.

  1. Discuss the scope and development methods of the guidelines for the management of patients with bipolar disorder.
  2. Develop policies to optimize the treatment and its monitoring for patients with bipolar disorder.
  3. Analyze recommendations made in the guidelines regarding the acute and maintenance management of bipolar disorder.
  4. Apply recommendations from the guidelines to patient cases encountered in clinical practice.
2 Information

Detterbeck FC, Gould MK, Lewis SZ, Patel S. Extending the reach of evidence-based medicine: A proposed categorization of lower-level evidence. Chest. 2018;2:498-506. doi:10.1016/j.chest.2017.09.006

  1. Categorize evidence based on the lower-level evidence classifications.
  2. Identify the weaknesses and strengths of different categories of lower-level evidence.
  3. Evaluate a treatment recommendation that is based on lower-level evidence.
3 PTSD

Thal SB, Lommen MJJ. Current perspective on MDMA-assisted psychotherapy for posttraumatic stress disorder. J Contemp Psychother. 2018;48:99–108. doi:10.1007/s10879-017-9379-2

and

Thal SB, Lommen MJJ. Correction to: Current perspective on MDMA-assisted psychotherapy for posttraumatic stress disorder. J Contemp Psychother. 2018;48(2):109. doi:10.1007/s10879-018-9382-2

  1. Describe the proposed mechanism of action for MDMA-assisted psychotherapy for PTSD.
  2. Contrast the potential adverse effects associated with MDMA use in the therapeutic setting with illicit use.
  3. Illustrate the process of MDMA-assisted psychotherapy for PTSD in the clinical setting.
4 Pain

Krebs EE, Graveley A, Nugent S, et al. Effect of opioid vs nonopioid medications on pain-related function in patients with chronic back pain or hip or knee osteoarthritis pain: The SPACE randomized clinical trial. JAMA. 2018;319(9):872-882. doi:10.1001/jama.2018.0899

  1. Describe the impact of opioid and nonopioid therapy on pain-related outcomes for patients with chronic back pain or hip or knee osteoarthritis pain.
  2. Compare the adverse outcomes of opioid to nonopioid therapy in patients with chronic back pain or hip or knee osteoarthritis pain.
  3. Design a pharmacologic treatment plan for a patient with chronic back pain or hip or knee osteoarthritis pain.
5 Regulatory

Boudes PF. Risk evaluation and mitigation strategies (REMSs): Are they improving drug safety? A critical review of REMSs requiring elements to assure safe use (ETASU). Drugs R D. 2017;17(2):245–254. doi:10.1007/s40268-017-0175-y

  1. Explain the characteristics of Risk Evaluation and Mitigation Strategy (REMS) with Elements to Assure Safe Use (ETASU) to healthcare professionals.
  2. Educate healthcare professionals on medication risks provided via black box warnings versus Risk Evaluation and Mitigation Strategy (REMS) with Elements to Assure Safe Use (ETASU).
  3. Deliver appropriate education to patients and/or healthcare professionals on the advantages and/or disadvantages of Risk Evaluation and Mitigation Strategies (REMSs) with Elements to Assure Safe Use (ETASU).
6 Elderly

Richardson K, Fox C, Maidment I, et al. Anticholinergic drugs and risk of dementia: case-control study [published correction appears in BMJ. 2019 Oct 31;367:l6213]. BMJ. 2018;361:k1315. Published 2018 Apr 25. doi:10.1136/bmj.k1315

and

Supplemental material (eTable 1)

  1. Analyze the association between degree and duration of exposure to anticholinergic drugs with risk of dementia.
  2. Compare risk of dementia between classes of anticholinergic drugs.
  3. Evaluate the potential interaction between disease states and risk of dementia.
7 Professional Education Methods

Molander R, Hodgkins K, Johnson C, White A, Frazier E, Krahn D. Interprofessional education in patient aligned care team primary care-mental health integration. Fed Pract. 2017;34(6):40–48.

  1. Create interprofessional education in the delivery of mental health care.
  2. Examine the impact of an interprofessional education model on the education of mental health trainees in the primary care-mental health integration model.
  3. Manage the challenges associated with implementing interprofessional education in the primary care-mental health integration model.
8 Eating Disorders

Guerdjikova AI, Mori N, Casuto LS, McElroy SL. Binge eating disorder. Psychiatr Clin North Am. 2017;40(2):255–266. doi:10.1016/j.psc.2017.01.003

  1. Differentiate diagnostic characteristics and presentation of binge-eating disorder (BED) from other common eating disorders.
  2. Recommend appropriate pharmacologic treatment for BED based on safety and efficacy.
  3. Develop a treatment plan based on the safety and efficacy of non-pharmacologic options to treat BED.
9 Health Literacy

Thorsteinsson EB, Bhullar N, Williams E, Loi NM. Schizophrenia literacy: the effects of an educational intervention on populations with and without prior health education. J Ment Health. 2019;28(3):229–237. doi:10.1080/09638237.2018.1521923

  1. Describe the impact of mental health literacy interventions focused on schizophrenia delivered to healthcare professionals and to individuals with no healthcare background.
  2. Compare the outcomes of mental health literacy interventions delivered to healthcare professionals versus a population without a healthcare background.
  3. Interpret the impact of the limitations of this study on the generalizability of the results on development of mental health literacy programs.

Continuing Education Credit and Disclosures

Activity Dates: 02/26/2020 - 12/03/2020
ACPE Contact Hours: 10
ACPE Number: 0284-0000-20-045-H01-P (Application)
Nursing Credit Reminder: Note that ACPE credit is accepted for certification renewal.

ACPEThe College of Psychiatric and Neurologic Pharmacists is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education. The Literature Analysis product is an application-based program approved for 10 hours of ACPE credit. To receive ACPE credit, pharmacists completing this programming are required to complete an evaluation of the course as well as pass an online examination. BCPP Recertification credit is earned and reported within the year the assessment is successfully completed.

Board Certified Psychiatric Pharmacists (BCPPs) may also receive 10 hours of BCPP Recertification Credit for the Literature Analysis upon successful completion of an online examination.

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