CME Program Evaluation Form

Interventional Psychiatry Panel
1:30pm – 3:00pm, 1.5 hrs. CME Date: 03/04/16
Speaker(s): Stephen Hall, MD, Richard Shapiro, MD, and Nolan Williams, MD

The presentation met the following educational objectives

	1	2	3	4	5
Learn about interventional psychiatry as a new training pathway in psychiatry	Learn about interventional psychiatry as a new training pathway in psychiatry - 1	Learn about interventional psychiatry as a new training pathway in psychiatry - 2	Learn about interventional psychiatry as a new training pathway in psychiatry - 3	Learn about interventional psychiatry as a new training pathway in psychiatry - 4	Learn about interventional psychiatry as a new training pathway in psychiatry - 5
Learn about the new and emerging techniques utilized in interventional psychiatry	Learn about the new and emerging techniques utilized in interventional psychiatry - 1	Learn about the new and emerging techniques utilized in interventional psychiatry - 2	Learn about the new and emerging techniques utilized in interventional psychiatry - 3	Learn about the new and emerging techniques utilized in interventional psychiatry - 4	Learn about the new and emerging techniques utilized in interventional psychiatry - 5
Start to develop an understanding of psychiatric disorders as circuit disorders	Start to develop an understanding of psychiatric disorders as circuit disorders - 1	Start to develop an understanding of psychiatric disorders as circuit disorders - 2	Start to develop an understanding of psychiatric disorders as circuit disorders - 3	Start to develop an understanding of psychiatric disorders as circuit disorders - 4	Start to develop an understanding of psychiatric disorders as circuit disorders - 5

Set 2

	1	2	3	4	5
The information was relevant to my practice	The information was relevant to my practice - 1	The information was relevant to my practice - 2	The information was relevant to my practice - 3	The information was relevant to my practice - 4	The information was relevant to my practice - 5
The speaker was effective in presenting the information	The speaker was effective in presenting the information - 1	The speaker was effective in presenting the information - 2	The speaker was effective in presenting the information - 3	The speaker was effective in presenting the information - 4	The speaker was effective in presenting the information - 5
I plan to apply what I have learned in my practice	I plan to apply what I have learned in my practice - 1	I plan to apply what I have learned in my practice - 2	I plan to apply what I have learned in my practice - 3	I plan to apply what I have learned in my practice - 4	I plan to apply what I have learned in my practice - 5
The presentation was free of commercial bias	The presentation was free of commercial bias - 1	The presentation was free of commercial bias - 2	The presentation was free of commercial bias - 3	The presentation was free of commercial bias - 4	The presentation was free of commercial bias - 5

Set 3

	0%	25%	50%	75%	100%
What percent of the material was new to you	What percent of the material was new to you - 0%	What percent of the material was new to you - 25%	What percent of the material was new to you - 50%	What percent of the material was new to you - 75%	What percent of the material was new to you - 100%

Please comment on what material you learned that you intend to use in your practice

Practicing in the Electronic Age: Pitfalls of & Strategies for a Paperless Practice
3:00pm – 4:30pm, 1.5 hrs. CME Date: 03/04/16
Speaker(s): Ken Braslow, MD

The presentation met the following educational objectives

	1	2	3	4	5
Identify the professional and legal considerations for selecting optimal electronic practice administration systems	Identify the professional and legal considerations for selecting optimal electronic practice administration systems - 1	Identify the professional and legal considerations for selecting optimal electronic practice administration systems - 2	Identify the professional and legal considerations for selecting optimal electronic practice administration systems - 3	Identify the professional and legal considerations for selecting optimal electronic practice administration systems - 4	Identify the professional and legal considerations for selecting optimal electronic practice administration systems - 5
Utilize technology to create marketing tools while maintaining proper boundaries and professional standards	Utilize technology to create marketing tools while maintaining proper boundaries and professional standards - 1	Utilize technology to create marketing tools while maintaining proper boundaries and professional standards - 2	Utilize technology to create marketing tools while maintaining proper boundaries and professional standards - 3	Utilize technology to create marketing tools while maintaining proper boundaries and professional standards - 4	Utilize technology to create marketing tools while maintaining proper boundaries and professional standards - 5
Implement technology to enhance the psychotherapeutic process in session	Implement technology to enhance the psychotherapeutic process in session - 1	Implement technology to enhance the psychotherapeutic process in session - 2	Implement technology to enhance the psychotherapeutic process in session - 3	Implement technology to enhance the psychotherapeutic process in session - 4	Implement technology to enhance the psychotherapeutic process in session - 5
Comply with HIPAA and PCI regulations	Comply with HIPAA and PCI regulations - 1	Comply with HIPAA and PCI regulations - 2	Comply with HIPAA and PCI regulations - 3	Comply with HIPAA and PCI regulations - 4	Comply with HIPAA and PCI regulations - 5

Set 2

	1	2	3	4	5
The information was relevant to my practice	The information was relevant to my practice - 1	The information was relevant to my practice - 2	The information was relevant to my practice - 3	The information was relevant to my practice - 4	The information was relevant to my practice - 5
The speaker was effective in presenting the information	The speaker was effective in presenting the information - 1	The speaker was effective in presenting the information - 2	The speaker was effective in presenting the information - 3	The speaker was effective in presenting the information - 4	The speaker was effective in presenting the information - 5
I plan to apply what I have learned in my practice	I plan to apply what I have learned in my practice - 1	I plan to apply what I have learned in my practice - 2	I plan to apply what I have learned in my practice - 3	I plan to apply what I have learned in my practice - 4	I plan to apply what I have learned in my practice - 5
The presentation was free of commercial bias	The presentation was free of commercial bias - 1	The presentation was free of commercial bias - 2	The presentation was free of commercial bias - 3	The presentation was free of commercial bias - 4	The presentation was free of commercial bias - 5

Set 3

	0%	25%	50%	75%	100%
What percent of the material was new to you	What percent of the material was new to you - 0%	What percent of the material was new to you - 25%	What percent of the material was new to you - 50%	What percent of the material was new to you - 75%	What percent of the material was new to you - 100%

Please comment on what material you learned that you intend to use in your practice

Delirium, including pathophysiology, symptoms and diagnosis, workup medication management, prevention and prophylaxis
4:45pm – 6:15pm, 1.5 hrs. CME Date: 03/04/16
Speaker(s): James Bourgeois, MD

The presentation met the following educational objectives

	1	2	3	4	5
Describe clinical features of delirium	Describe clinical features of delirium - 1	Describe clinical features of delirium - 2	Describe clinical features of delirium - 3	Describe clinical features of delirium - 4	Describe clinical features of delirium - 5
Outline workup and management of delirium	Outline workup and management of delirium - 1	Outline workup and management of delirium - 2	Outline workup and management of delirium - 3	Outline workup and management of delirium - 4	Outline workup and management of delirium - 5
Discuss delirium prevention	Discuss delirium prevention - 1	Discuss delirium prevention - 2	Discuss delirium prevention - 3	Discuss delirium prevention - 4	Discuss delirium prevention - 5
Describe pharmacological treatment of delirium	Describe pharmacological treatment of delirium - 1	Describe pharmacological treatment of delirium - 2	Describe pharmacological treatment of delirium - 3	Describe pharmacological treatment of delirium - 4	Describe pharmacological treatment of delirium - 5

Set 2

	1	2	3	4	5
The information was relevant to my practice	The information was relevant to my practice - 1	The information was relevant to my practice - 2	The information was relevant to my practice - 3	The information was relevant to my practice - 4	The information was relevant to my practice - 5
The speaker was effective in presenting the information	The speaker was effective in presenting the information - 1	The speaker was effective in presenting the information - 2	The speaker was effective in presenting the information - 3	The speaker was effective in presenting the information - 4	The speaker was effective in presenting the information - 5
I plan to apply what I have learned in my practice	I plan to apply what I have learned in my practice - 1	I plan to apply what I have learned in my practice - 2	I plan to apply what I have learned in my practice - 3	I plan to apply what I have learned in my practice - 4	I plan to apply what I have learned in my practice - 5
The presentation was free of commercial bias	The presentation was free of commercial bias - 1	The presentation was free of commercial bias - 2	The presentation was free of commercial bias - 3	The presentation was free of commercial bias - 4	The presentation was free of commercial bias - 5

Set 3

	0%	25%	50%	75%	100%
What percent of the material was new to you	What percent of the material was new to you - 0%	What percent of the material was new to you - 25%	What percent of the material was new to you - 50%	What percent of the material was new to you - 75%	What percent of the material was new to you - 100%

Please comment on what material you learned that you intend to use in your practice

Medication Assisted Treatment for Substance Use Disorders: A New Model in San Mateo
8:30am – 10:00am, 1.5 hrs. CME Date: 03/05/16
Speaker(s): Robert Cabaj, MD and Cynthia Chatterjee, MD

The presentation met the following educational objectives

	1	2	3	4	5
Identify the best pharmacological agents to help reducing craving for, and use of alcohol and other drugs	Identify the best pharmacological agents to help reducing craving for, and use of alcohol and other drugs - 1	Identify the best pharmacological agents to help reducing craving for, and use of alcohol and other drugs - 2	Identify the best pharmacological agents to help reducing craving for, and use of alcohol and other drugs - 3	Identify the best pharmacological agents to help reducing craving for, and use of alcohol and other drugs - 4	Identify the best pharmacological agents to help reducing craving for, and use of alcohol and other drugs - 5
Learn what interventions and agents work best for which type of patient and track outcomes	Learn what interventions and agents work best for which type of patient and track outcomes - 1	Learn what interventions and agents work best for which type of patient and track outcomes - 2	Learn what interventions and agents work best for which type of patient and track outcomes - 3	Learn what interventions and agents work best for which type of patient and track outcomes - 4	Learn what interventions and agents work best for which type of patient and track outcomes - 5
Identify the best techniques to provide this service in an integrated setting and to work with primary care providers in working with these treatments	Identify the best techniques to provide this service in an integrated setting and to work with primary care providers in working with these treatments - 1	Identify the best techniques to provide this service in an integrated setting and to work with primary care providers in working with these treatments - 2	Identify the best techniques to provide this service in an integrated setting and to work with primary care providers in working with these treatments - 3	Identify the best techniques to provide this service in an integrated setting and to work with primary care providers in working with these treatments - 4	Identify the best techniques to provide this service in an integrated setting and to work with primary care providers in working with these treatments - 5

Set 2

	1	2	3	4	5
The information was relevant to my practice	The information was relevant to my practice - 1	The information was relevant to my practice - 2	The information was relevant to my practice - 3	The information was relevant to my practice - 4	The information was relevant to my practice - 5
The speaker was effective in presenting the information	The speaker was effective in presenting the information - 1	The speaker was effective in presenting the information - 2	The speaker was effective in presenting the information - 3	The speaker was effective in presenting the information - 4	The speaker was effective in presenting the information - 5
I plan to apply what I have learned in my practice	I plan to apply what I have learned in my practice - 1	I plan to apply what I have learned in my practice - 2	I plan to apply what I have learned in my practice - 3	I plan to apply what I have learned in my practice - 4	I plan to apply what I have learned in my practice - 5
The presentation was free of commercial bias	The presentation was free of commercial bias - 1	The presentation was free of commercial bias - 2	The presentation was free of commercial bias - 3	The presentation was free of commercial bias - 4	The presentation was free of commercial bias - 5

Set 3

	0%	25%	50%	75%	100%
What percent of the material was new to you	What percent of the material was new to you - 0%	What percent of the material was new to you - 25%	What percent of the material was new to you - 50%	What percent of the material was new to you - 75%	What percent of the material was new to you - 100%

Please comment on what material you learned that you intend to use in your practice

The Role of Psychiatry in HIV: 2016 Update
10:30am – 12:00pm, 1.5 hrs. CME Date: 03/05/16
Speaker(s): Lawrence McGlynn, MD

The presentation met the following educational objectives

	1	2	3	4	5
Identify mental disorders, both primary and secondary, contributing to the deficits in the continuum of HIV care	Identify mental disorders, both primary and secondary, contributing to the deficits in the continuum of HIV care - 1	Identify mental disorders, both primary and secondary, contributing to the deficits in the continuum of HIV care - 2	Identify mental disorders, both primary and secondary, contributing to the deficits in the continuum of HIV care - 3	Identify mental disorders, both primary and secondary, contributing to the deficits in the continuum of HIV care - 4	Identify mental disorders, both primary and secondary, contributing to the deficits in the continuum of HIV care - 5
Evaluate HIV risk behaviors in psychiatric patients	Evaluate HIV risk behaviors in psychiatric patients - 1	Evaluate HIV risk behaviors in psychiatric patients - 2	Evaluate HIV risk behaviors in psychiatric patients - 3	Evaluate HIV risk behaviors in psychiatric patients - 4	Evaluate HIV risk behaviors in psychiatric patients - 5
Incorporate recommendations, such as PreP, for patients who are at risk of acquiring HIV	Incorporate recommendations, such as PreP, for patients who are at risk of acquiring HIV - 1	Incorporate recommendations, such as PreP, for patients who are at risk of acquiring HIV - 2	Incorporate recommendations, such as PreP, for patients who are at risk of acquiring HIV - 3	Incorporate recommendations, such as PreP, for patients who are at risk of acquiring HIV - 4	Incorporate recommendations, such as PreP, for patients who are at risk of acquiring HIV - 5

Set 2

	1	2	3	4	5
The information was relevant to my practice	The information was relevant to my practice - 1	The information was relevant to my practice - 2	The information was relevant to my practice - 3	The information was relevant to my practice - 4	The information was relevant to my practice - 5
The speaker was effective in presenting the information	The speaker was effective in presenting the information - 1	The speaker was effective in presenting the information - 2	The speaker was effective in presenting the information - 3	The speaker was effective in presenting the information - 4	The speaker was effective in presenting the information - 5
I plan to apply what I have learned in my practice	I plan to apply what I have learned in my practice - 1	I plan to apply what I have learned in my practice - 2	I plan to apply what I have learned in my practice - 3	I plan to apply what I have learned in my practice - 4	I plan to apply what I have learned in my practice - 5
The presentation was free of commercial bias	The presentation was free of commercial bias - 1	The presentation was free of commercial bias - 2	The presentation was free of commercial bias - 3	The presentation was free of commercial bias - 4	The presentation was free of commercial bias - 5

Set 3

	0%	25%	50%	75%	100%
What percent of the material was new to you	What percent of the material was new to you - 0%	What percent of the material was new to you - 25%	What percent of the material was new to you - 50%	What percent of the material was new to you - 75%	What percent of the material was new to you - 100%

Please comment on what material you learned that you intend to use in your practice

A Novel Approach at the Understanding of the Neurobiology, Prediction, Prevention & Treatment of Alcohol Withdrawal Syndromes
12:00pm – 1:30pm, 1.5 hrs. CME Date: 03/05/16
Speaker(s): Jose Maldonado, MD

The presentation met the following educational objectives

	1	2	3	4	5
Upon completion, participants will be able to demonstrate knowledge of the neurobiology of alcohol dependence and neurochemical mechanisms of withdrawal	Upon completion, participants will be able to demonstrate knowledge of the neurobiology of alcohol dependence and neurochemical mechanisms of withdrawal - 1	Upon completion, participants will be able to demonstrate knowledge of the neurobiology of alcohol dependence and neurochemical mechanisms of withdrawal - 2	Upon completion, participants will be able to demonstrate knowledge of the neurobiology of alcohol dependence and neurochemical mechanisms of withdrawal - 3	Upon completion, participants will be able to demonstrate knowledge of the neurobiology of alcohol dependence and neurochemical mechanisms of withdrawal - 4	Upon completion, participants will be able to demonstrate knowledge of the neurobiology of alcohol dependence and neurochemical mechanisms of withdrawal - 5
Upon completion, participants will be able to demonstrate knowledge of the use of non-benzodiazepine treatment protocols as alternative management of alcohol withdrawal syndromes	Upon completion, participants will be able to demonstrate knowledge of the use of non-benzodiazepine treatment protocols as alternative management of alcohol withdrawal syndromes - 1	Upon completion, participants will be able to demonstrate knowledge of the use of non-benzodiazepine treatment protocols as alternative management of alcohol withdrawal syndromes - 2	Upon completion, participants will be able to demonstrate knowledge of the use of non-benzodiazepine treatment protocols as alternative management of alcohol withdrawal syndromes - 3	Upon completion, participants will be able to demonstrate knowledge of the use of non-benzodiazepine treatment protocols as alternative management of alcohol withdrawal syndromes - 4	Upon completion, participants will be able to demonstrate knowledge of the use of non-benzodiazepine treatment protocols as alternative management of alcohol withdrawal syndromes - 5
Upon completion, participants will be able to demonstrate knowledge of the use of diagnostic tools to tailor pharmacological treatments for alcohol withdrawal syndromes	Upon completion, participants will be able to demonstrate knowledge of the use of diagnostic tools to tailor pharmacological treatments for alcohol withdrawal syndromes - 1	Upon completion, participants will be able to demonstrate knowledge of the use of diagnostic tools to tailor pharmacological treatments for alcohol withdrawal syndromes - 2	Upon completion, participants will be able to demonstrate knowledge of the use of diagnostic tools to tailor pharmacological treatments for alcohol withdrawal syndromes - 3	Upon completion, participants will be able to demonstrate knowledge of the use of diagnostic tools to tailor pharmacological treatments for alcohol withdrawal syndromes - 4	Upon completion, participants will be able to demonstrate knowledge of the use of diagnostic tools to tailor pharmacological treatments for alcohol withdrawal syndromes - 5
Upon completion, participants will be able to understand the psychometric properties and usefulness of the Prediction of Alcohol Withdrawal Severity Scale (PAWSS) in guiding AWS prophylaxis and management options	Upon completion, participants will be able to understand the psychometric properties and usefulness of the Prediction of Alcohol Withdrawal Severity Scale (PAWSS) in guiding AWS prophylaxis and management options - 1	Upon completion, participants will be able to understand the psychometric properties and usefulness of the Prediction of Alcohol Withdrawal Severity Scale (PAWSS) in guiding AWS prophylaxis and management options - 2	Upon completion, participants will be able to understand the psychometric properties and usefulness of the Prediction of Alcohol Withdrawal Severity Scale (PAWSS) in guiding AWS prophylaxis and management options - 3	Upon completion, participants will be able to understand the psychometric properties and usefulness of the Prediction of Alcohol Withdrawal Severity Scale (PAWSS) in guiding AWS prophylaxis and management options - 4	Upon completion, participants will be able to understand the psychometric properties and usefulness of the Prediction of Alcohol Withdrawal Severity Scale (PAWSS) in guiding AWS prophylaxis and management options - 5

Set 2

	1	2	3	4	5
The information was relevant to my practice	The information was relevant to my practice - 1	The information was relevant to my practice - 2	The information was relevant to my practice - 3	The information was relevant to my practice - 4	The information was relevant to my practice - 5
The speaker was effective in presenting the information	The speaker was effective in presenting the information - 1	The speaker was effective in presenting the information - 2	The speaker was effective in presenting the information - 3	The speaker was effective in presenting the information - 4	The speaker was effective in presenting the information - 5
I plan to apply what I have learned in my practice	I plan to apply what I have learned in my practice - 1	I plan to apply what I have learned in my practice - 2	I plan to apply what I have learned in my practice - 3	I plan to apply what I have learned in my practice - 4	I plan to apply what I have learned in my practice - 5
The presentation was free of commercial bias	The presentation was free of commercial bias - 1	The presentation was free of commercial bias - 2	The presentation was free of commercial bias - 3	The presentation was free of commercial bias - 4	The presentation was free of commercial bias - 5

Set 3

	0%	25%	50%	75%	100%
What percent of the material was new to you	What percent of the material was new to you - 0%	What percent of the material was new to you - 25%	What percent of the material was new to you - 50%	What percent of the material was new to you - 75%	What percent of the material was new to you - 100%

Please comment on what material you learned that you intend to use in your practice

Thriving with Exuberance: Preventing Physician Burnout
2:00pm – 3:30pm, 1.5 hrs. CME Date: 03/05/16
Speaker(s): Rick Cicinelli, MD, Marvin Firestone, MD, JD, Simran Singh, MD and Farah Zaidi, MD

The presentation met the following educational objectives

	1	2	3	4	5
Identify burnout, self-assessment of burn out and risk factors	Identify burnout, self-assessment of burn out and risk factors - 1	Identify burnout, self-assessment of burn out and risk factors - 2	Identify burnout, self-assessment of burn out and risk factors - 3	Identify burnout, self-assessment of burn out and risk factors - 4	Identify burnout, self-assessment of burn out and risk factors - 5
Learn how to overcome burnout and why psychiatrists are a high risk	Learn how to overcome burnout and why psychiatrists are a high risk - 1	Learn how to overcome burnout and why psychiatrists are a high risk - 2	Learn how to overcome burnout and why psychiatrists are a high risk - 3	Learn how to overcome burnout and why psychiatrists are a high risk - 4	Learn how to overcome burnout and why psychiatrists are a high risk - 5
Identify burnout for psychiatric residents in training	Identify burnout for psychiatric residents in training - 1	Identify burnout for psychiatric residents in training - 2	Identify burnout for psychiatric residents in training - 3	Identify burnout for psychiatric residents in training - 4	Identify burnout for psychiatric residents in training - 5
Identify medico-legal consequences of burnout	Identify medico-legal consequences of burnout - 1	Identify medico-legal consequences of burnout - 2	Identify medico-legal consequences of burnout - 3	Identify medico-legal consequences of burnout - 4	Identify medico-legal consequences of burnout - 5
Learn a new paradigm for the prevention of burnout	Learn a new paradigm for the prevention of burnout - 1	Learn a new paradigm for the prevention of burnout - 2	Learn a new paradigm for the prevention of burnout - 3	Learn a new paradigm for the prevention of burnout - 4	Learn a new paradigm for the prevention of burnout - 5

Set 2

	1	2	3	4	5
The information was relevant to my practice	The information was relevant to my practice - 1	The information was relevant to my practice - 2	The information was relevant to my practice - 3	The information was relevant to my practice - 4	The information was relevant to my practice - 5
The speaker was effective in presenting the information	The speaker was effective in presenting the information - 1	The speaker was effective in presenting the information - 2	The speaker was effective in presenting the information - 3	The speaker was effective in presenting the information - 4	The speaker was effective in presenting the information - 5
I plan to apply what I have learned in my practice	I plan to apply what I have learned in my practice - 1	I plan to apply what I have learned in my practice - 2	I plan to apply what I have learned in my practice - 3	I plan to apply what I have learned in my practice - 4	I plan to apply what I have learned in my practice - 5
The presentation was free of commercial bias	The presentation was free of commercial bias - 1	The presentation was free of commercial bias - 2	The presentation was free of commercial bias - 3	The presentation was free of commercial bias - 4	The presentation was free of commercial bias - 5

Set 3

	0%	25%	50%	75%	100%
What percent of the material was new to you	What percent of the material was new to you - 0%	What percent of the material was new to you - 25%	What percent of the material was new to you - 50%	What percent of the material was new to you - 75%	What percent of the material was new to you - 100%

Please comment on what material you learned that you intend to use in your practice

Myths and Misconceptions about Ethics, HIPPA, and California Law Regarding Privacy and Confidentiality
2:00pm – 3:30pm, 1.5 hrs. CME Date: 03/05/16
Speaker(s): Anna Glezer, MD, Rona Hu, MD, Raymond Reyes, MD, and Dan Tennenhouse, MD, JD

The presentation met the following educational objectives

	1	2	3	4	5
Identify potential confidentiality and privacy issues that pertain to their clinical practice.	Identify potential confidentiality and privacy issues that pertain to their clinical practice. - 1	Identify potential confidentiality and privacy issues that pertain to their clinical practice. - 2	Identify potential confidentiality and privacy issues that pertain to their clinical practice. - 3	Identify potential confidentiality and privacy issues that pertain to their clinical practice. - 4	Identify potential confidentiality and privacy issues that pertain to their clinical practice. - 5
Describe key differences in California and federal laws regarding privacy and confidentiality	Describe key differences in California and federal laws regarding privacy and confidentiality - 1	Describe key differences in California and federal laws regarding privacy and confidentiality - 2	Describe key differences in California and federal laws regarding privacy and confidentiality - 3	Describe key differences in California and federal laws regarding privacy and confidentiality - 4	Describe key differences in California and federal laws regarding privacy and confidentiality - 5
Define ethical guidelines that help the best interest of the patient	Define ethical guidelines that help the best interest of the patient - 1	Define ethical guidelines that help the best interest of the patient - 2	Define ethical guidelines that help the best interest of the patient - 3	Define ethical guidelines that help the best interest of the patient - 4	Define ethical guidelines that help the best interest of the patient - 5
Describe strategies so that privacy and confidentiality issues don't become barriers to good, collaborative clinical care	Describe strategies so that privacy and confidentiality issues don't become barriers to good, collaborative clinical care - 1	Describe strategies so that privacy and confidentiality issues don't become barriers to good, collaborative clinical care - 2	Describe strategies so that privacy and confidentiality issues don't become barriers to good, collaborative clinical care - 3	Describe strategies so that privacy and confidentiality issues don't become barriers to good, collaborative clinical care - 4	Describe strategies so that privacy and confidentiality issues don't become barriers to good, collaborative clinical care - 5

Set 2

	1	2	3	4	5
The information was relevant to my practice	The information was relevant to my practice - 1	The information was relevant to my practice - 2	The information was relevant to my practice - 3	The information was relevant to my practice - 4	The information was relevant to my practice - 5
The speaker was effective in presenting the information	The speaker was effective in presenting the information - 1	The speaker was effective in presenting the information - 2	The speaker was effective in presenting the information - 3	The speaker was effective in presenting the information - 4	The speaker was effective in presenting the information - 5
I plan to apply what I have learned in my practice	I plan to apply what I have learned in my practice - 1	I plan to apply what I have learned in my practice - 2	I plan to apply what I have learned in my practice - 3	I plan to apply what I have learned in my practice - 4	I plan to apply what I have learned in my practice - 5
The presentation was free of commercial bias	The presentation was free of commercial bias - 1	The presentation was free of commercial bias - 2	The presentation was free of commercial bias - 3	The presentation was free of commercial bias - 4	The presentation was free of commercial bias - 5

Set 3

	0%	25%	50%	75%	100%
What percent of the material was new to you	What percent of the material was new to you - 0%	What percent of the material was new to you - 25%	What percent of the material was new to you - 50%	What percent of the material was new to you - 75%	What percent of the material was new to you - 100%

Please comment on what material you learned that you intend to use in your practice

Resident Vignette Presentations
3:30pm – 5:00pm, 1.5 hrs. CME Date: 03/05/16

The presentation met the following educational objectives

	1	2	3	4	5
To understand typical and atypical presentations of some of the psychiatric illnesses in different clinical settings (outpatient and inpatient) in a training program	To understand typical and atypical presentations of some of the psychiatric illnesses in different clinical settings (outpatient and inpatient) in a training program - 1	To understand typical and atypical presentations of some of the psychiatric illnesses in different clinical settings (outpatient and inpatient) in a training program - 2	To understand typical and atypical presentations of some of the psychiatric illnesses in different clinical settings (outpatient and inpatient) in a training program - 3	To understand typical and atypical presentations of some of the psychiatric illnesses in different clinical settings (outpatient and inpatient) in a training program - 4	To understand typical and atypical presentations of some of the psychiatric illnesses in different clinical settings (outpatient and inpatient) in a training program - 5
To understand and formulate a comprehensive treatment plan on Bio-Psychosocial model	To understand and formulate a comprehensive treatment plan on Bio-Psychosocial model - 1	To understand and formulate a comprehensive treatment plan on Bio-Psychosocial model - 2	To understand and formulate a comprehensive treatment plan on Bio-Psychosocial model - 3	To understand and formulate a comprehensive treatment plan on Bio-Psychosocial model - 4	To understand and formulate a comprehensive treatment plan on Bio-Psychosocial model - 5

Set 2

	1	2	3	4	5
The information was relevant to my practice	The information was relevant to my practice - 1	The information was relevant to my practice - 2	The information was relevant to my practice - 3	The information was relevant to my practice - 4	The information was relevant to my practice - 5
The speaker was effective in presenting the information	The speaker was effective in presenting the information - 1	The speaker was effective in presenting the information - 2	The speaker was effective in presenting the information - 3	The speaker was effective in presenting the information - 4	The speaker was effective in presenting the information - 5
I plan to apply what I have learned in my practice	I plan to apply what I have learned in my practice - 1	I plan to apply what I have learned in my practice - 2	I plan to apply what I have learned in my practice - 3	I plan to apply what I have learned in my practice - 4	I plan to apply what I have learned in my practice - 5
The presentation was free of commercial bias	The presentation was free of commercial bias - 1	The presentation was free of commercial bias - 2	The presentation was free of commercial bias - 3	The presentation was free of commercial bias - 4	The presentation was free of commercial bias - 5

Set 3

	0%	25%	50%	75%	100%
What percent of the material was new to you	What percent of the material was new to you - 0%	What percent of the material was new to you - 25%	What percent of the material was new to you - 50%	What percent of the material was new to you - 75%	What percent of the material was new to you - 100%

Please comment on what material you learned that you intend to use in your practice

Integrating Primary and Mental Health Care: A View from the Cutting Edge
8:30am – 10:00am, 1.5 hrs. CME Date: 03/06/16
Speaker(s): Shaili Jain, MD

The presentation met the following educational objectives

	1	2	3	4	5
Participants will critically evaluate best practices to integrate primary care and mental health services	Participants will critically evaluate best practices to integrate primary care and mental health services - 1	Participants will critically evaluate best practices to integrate primary care and mental health services - 2	Participants will critically evaluate best practices to integrate primary care and mental health services - 3	Participants will critically evaluate best practices to integrate primary care and mental health services - 4	Participants will critically evaluate best practices to integrate primary care and mental health services - 5
Review the evidence on the benefits of primary care and mental health integration	Review the evidence on the benefits of primary care and mental health integration - 1	Review the evidence on the benefits of primary care and mental health integration - 2	Review the evidence on the benefits of primary care and mental health integration - 3	Review the evidence on the benefits of primary care and mental health integration - 4	Review the evidence on the benefits of primary care and mental health integration - 5

Set 2

	1	2	3	4	5
The information was relevant to my practice	The information was relevant to my practice - 1	The information was relevant to my practice - 2	The information was relevant to my practice - 3	The information was relevant to my practice - 4	The information was relevant to my practice - 5
The speaker was effective in presenting the information	The speaker was effective in presenting the information - 1	The speaker was effective in presenting the information - 2	The speaker was effective in presenting the information - 3	The speaker was effective in presenting the information - 4	The speaker was effective in presenting the information - 5
I plan to apply what I have learned in my practice	I plan to apply what I have learned in my practice - 1	I plan to apply what I have learned in my practice - 2	I plan to apply what I have learned in my practice - 3	I plan to apply what I have learned in my practice - 4	I plan to apply what I have learned in my practice - 5
The presentation was free of commercial bias	The presentation was free of commercial bias - 1	The presentation was free of commercial bias - 2	The presentation was free of commercial bias - 3	The presentation was free of commercial bias - 4	The presentation was free of commercial bias - 5

Set 3

	0%	25%	50%	75%	100%
What percent of the material was new to you	What percent of the material was new to you - 0%	What percent of the material was new to you - 25%	What percent of the material was new to you - 50%	What percent of the material was new to you - 75%	What percent of the material was new to you - 100%

Please comment on what material you learned that you intend to use in your practice

Integrating Psychiatric Practice with Primary Care – Preventive Practice
10:30am – 12:00pm, 1.5 hrs. CME Date: 03/06/16
Speaker(s): Robert McCarron, DO

The presentation met the following educational objectives

	1	2	3	4	5
Learn the reasons for integrated and preventative care for those with psychiatric illness	Learn the reasons for integrated and preventative care for those with psychiatric illness - 1	Learn the reasons for integrated and preventative care for those with psychiatric illness - 2	Learn the reasons for integrated and preventative care for those with psychiatric illness - 3	Learn the reasons for integrated and preventative care for those with psychiatric illness - 4	Learn the reasons for integrated and preventative care for those with psychiatric illness - 5
Discuss practical ways in which psychiatrists can improve quality of life and increase life span for their patients	Discuss practical ways in which psychiatrists can improve quality of life and increase life span for their patients - 1	Discuss practical ways in which psychiatrists can improve quality of life and increase life span for their patients - 2	Discuss practical ways in which psychiatrists can improve quality of life and increase life span for their patients - 3	Discuss practical ways in which psychiatrists can improve quality of life and increase life span for their patients - 4	Discuss practical ways in which psychiatrists can improve quality of life and increase life span for their patients - 5
Review how best to interface with primary care providers	Review how best to interface with primary care providers - 1	Review how best to interface with primary care providers - 2	Review how best to interface with primary care providers - 3	Review how best to interface with primary care providers - 4	Review how best to interface with primary care providers - 5

Set 2

	1	2	3	4	5
The information was relevant to my practice	The information was relevant to my practice - 1	The information was relevant to my practice - 2	The information was relevant to my practice - 3	The information was relevant to my practice - 4	The information was relevant to my practice - 5
The speaker was effective in presenting the information	The speaker was effective in presenting the information - 1	The speaker was effective in presenting the information - 2	The speaker was effective in presenting the information - 3	The speaker was effective in presenting the information - 4	The speaker was effective in presenting the information - 5
I plan to apply what I have learned in my practice	I plan to apply what I have learned in my practice - 1	I plan to apply what I have learned in my practice - 2	I plan to apply what I have learned in my practice - 3	I plan to apply what I have learned in my practice - 4	I plan to apply what I have learned in my practice - 5
The presentation was free of commercial bias	The presentation was free of commercial bias - 1	The presentation was free of commercial bias - 2	The presentation was free of commercial bias - 3	The presentation was free of commercial bias - 4	The presentation was free of commercial bias - 5

Set 3

	0%	25%	50%	75%	100%
What percent of the material was new to you	What percent of the material was new to you - 0%	What percent of the material was new to you - 25%	What percent of the material was new to you - 50%	What percent of the material was new to you - 75%	What percent of the material was new to you - 100%

Please comment on what material you learned that you intend to use in your practice

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