Institute Sessions


Institutes at the SAHM annual meeting are three-hour sessions (with a 15-minute break), typically with multiple presenters. These sessions allow added time for a more in-depth examination of a particular subject in the field of adolescent medicine or health. They are intended for hands-on training, though they may also employ a variety of other educational formats: lecture, case-based presentation, panel discussion, or small group work.
 

Educational Tracks: Each session is categorized by an educational track to help attendees identify the type of session being offered. Tracks are identified as:
  • Professional Development
  • Research
  • Clinical (Foundations or Advances)

Morning Session: 8:30 am - 11:30 am

Afternoon Session: 3:00 pm - 6:15 pm


Wednesday, March 9, 2016


8:30 am - 11:30 am

THE PROMISE AND UTILITY OF WEB/MOBILE TECHNOLOGY IN THE PREVENTION AND MANAGEMENT OF SUBSTANCE USE DISORDERS IN YOUTH
Geetha A. Subramaniam, MD1, Lydia Shrier, MD, MPH2, Sharon Judith Lalo Levy, MD, MPH2, Maureen Ann Walton, PhD3, Lisa A. Marsch, PhD4
1National Institute on Drug Abuse; 2Boston Children's Hospital; 3University of Michigan; 4Dartmouth Psychiatric Research Center
 
Track: Research

Description: Use of alcohol, marijuana, tobacco products, and prescription opioids remains a significant public health issue for adolescents and young adults. Traditional clinician -delivered interventions to address substance use have limited adoptability due to workflow and cost/reimbursement concerns. Youth are avid consumers of technology, offering a lower-cost avenue to expand conventional substance use prevention and intervention. This NIDA-sponsored Institute will address topics such as the use of tablet/mobile phone for universal screening, the role of technology in delivering brief interventions at medical settings, as well as extending and augmenting interventions provided by clinicians in school and community-based settings.  The presentation topics are as follows: Dr. Sharon Levy (Boston Children’s Hospital)- screening for substance use; Dr. Lydia Shrier (Boston Children’s Hospital)- Motivational Interviewing informed smartphone interventions; Dr. Maureen Walton (University of Michigan, Ann Arbor Addiction Research Center and Injury Center) – application of technology in ED settings, substance use co-occurring with violence; and Dr. Lisa Marsch (Dartmouth Center for Technology and Behavioral Health)- technologies to deliver engaging and effective self-monitoring, self-management, and behavior therapy interventions (including preventative health and behavior change). Through brief presentations and lively discussions, this interactive Institute will a) inform researchers of real-world implementation issues (e.g. staff roles, reimbursement, etc.) and foster brainstorming strategies for future research; and b) increase the knowledge base of clinical providers on the efficacy and gaps in the use of technology in substance use screening and interventions for youth. The discussions will be moderated by Dr. Geetha Subramaniam (National Institute on Drug Abuse).
 
Educational Objectives:
  1. Increase knowledge of the emerging research on the efficacy of technology-based interventions for the screening, prevention and treatment of substance use/misuse in youth
  2. Inform future research by engaging in a discussion about implementation of research-based interventions in real world clinical settings.
  3. Identify the opportunities, challenges and gaps in the implementation of technology-based screening and interventions for youth with substance use disorders.
     
TRANSFORMING THE CONTEXT OF PRIMARY CARE FOR ADOLESCENTS - WHAT DOES IT TAKE? LESSONS LEARNED ABOUT STRATEGIES, SYSTEMS, AND LEADERSHIP ACROSS 3 STATES
Maria Veronica Svetaz, MD, MPH, FSAHM1, Margaret McManus, MHS2, Margaret Riley, MD, FAAFP3, Joanna Brown, MD, MPH4, Jennifer O'Brien, MPH5, Victoria Adewale, MSc, PCMH CCE6, Jenni Lane, 7
1Hennepin County Medical Center (HCMC)/ School of Medicine, U of MN; 2National Alliance to Advance Adolescent Health (NAAAH); 3University of Michigan Medical School; 4Brown Department of Family Medicine/Memorial Hospital of Rhode Island; 5Hennepin County Medical Center; 6University of Virginia; 7University of Michigan

Track: Professional Development
 
Description: Health systems are becoming accountable for increasing adolescent preventive care visits, reducing emergency room services and other health care utilization, and demonstrating patient engagement in care.  Models of primary care that are responsive to adolescent health needs are crucial in this current health care environment, and health care innovations must maximally benefit and engage adolescents.  These practice-level and systems-wide changes require leadership from adolescent health care experts to succeed.  This session will outline clinical and population health strategies for primary care sites to adopt to become true adolescent medical homes, including quality improvement, training, and evaluation approaches.  The session will also offer practical strategies to influence state public health and health care delivery reforms.  Led by a national expert on adolescent health and adolescent clinical leaders from 3 states, this interactive session is intended to stimulate system-wide practice changes that extend well beyond conventional primary care.  Projects highlighted are the Adolescent Health Initiative’s Adolescent Centered Environment model (Michigan), the Adolescent PCMH Initiative- RI (APCMHI-RI, Rhode Island), and Aqui Para Ti (Minnesota).     AHI’s Adolescent Centered Environments focuses on developing adolescent champions as to lead practice-level change and transform pediatric, family medicine, and medicine-pediatrics primary care sites into adolescent medical homes. The Adolescent PCMH Initiative of RI brings together health care sites, schools and community agencies to enhance access to and quality of care and offers on-site facilitation. Aqui para Ti has led the way in bringing a family-centered, culturally appropriate model of adolescent care to a state-level Health Homes initiative.
 
Educational Objectives:
  1. Describe key elements of adolescent-centered primary care from conventional patient-centered medical homes - emphasizing linkages to youth development, family-centered care supports, policies and protocols that address developmental key topics , such as confidential care.
  2. Identify examples and strategies for leading improvement of adolescent-centered primary care, whether playing the role of adolescent champion, facilitating others’ success in that role, and/or influencing policy and community-level change.
  3. Describe strategies to expand access and quality to adolescent-centered primary care.
 
THE ADOLESCENT HEALTH PROFESSIONAL AS ANTI-HUMAN TRAFFICKING ADVOCATE: OPPORTUNITIES AND CHALLENGES
Jordan Greenbaum, MD1, Abigail English, JD, FSAHM2, Tonya Chaffee, MD, FSAHM3, Evelyn Eisenstein, MD, FSAHM4, Andrea Goddard, MD, FSAHM5
1Children's Healthcare of Atlanta; 2Center for Adolescent Health and the Law; 3University of California at San Francisco; 4University of the State of Rio de Janeiro; 5Imperial College

Track: Professional Development
 
Description: As many victims of sex trafficking, sex tourism and labor trafficking experience significant physical and emotional adverse effects, health care professionals (HCPs) are in a unique position to identify adolescent and young adult victims and provide critical services.  They have an important, although often under recognized, role in local multidisciplinary efforts to prevent exploitation, assist survivors and advocate for victim rights.  By actively engaging legislators, investigators and service providers working on human trafficking, HCPs can advocate for prompt medical attention and comprehensive behavioral health services for victims, which decrease the risk of long term adverse health outcomes.   They can advocate for, and provide, training of medical professionals, social service providers, researchers, law enforcement, educators and legislators on human trafficking recognition and a trauma-informed response to victimization.   By increasing public and professional awareness of traumatic stress and adolescent brain development HCPs can advocate for appropriate policies and legislation that emphasize the youth as a victim rather than an offender, and increase the availability of critical victim services.  Further, HCPs can help the public understand sexual and labor exploitation as a social disorder and national/international crime.  In this institute, participants will learn of innovative ways HCPs have contributed to anti-human trafficking efforts at the individual, community and regional levels in the United States and abroad.   They will discuss ways in which they can adapt and implement one or more of these programs to their own community.

Session Handouts
 
Educational Objectives:
  1. Describe the role of the health care professional in advocating for human trafficking victims at the regional, community and individual levels.
  2. Describe new policies and programs developed in areas of the U.S. and abroad
  3. ​Determine opportunities and potential challenges for program implementation and policy development in the participant’s community.

3:00 pm - 6:15 pm

INTRAUTERINE CONTRACEPTION PLACEMENT FOR MEDICAL PROVIDERS
Elise Berlan, MD, MPH1, Aletha Akers, MD, MPH2, Mandy S. Coles, MD, MPH3, Melanie Gold, DO4, Jennifer Hillman, MD5, Rachel J. Miller, MD6
1Nationwide Children's Hospital; 2The Children's Hospital of Philadelphia; 3Boston University Medical Center; 4Columbia University Medical Center; 5Washington University in Saint Louis; 6Children’s Hospitals and Clinics of Minnesota
 
Track: Clinical Advances
 
Description: Although long acting reversible contraceptive (LARC) methods, such as contraceptive implants and intrauterine contraception (IUC), are safe and more effective than combined hormonal contraceptives and injectable contraception, few American teens use these methods. IUC [levonorgestrel and copper containing IUCs (e.g., Mirena, Skyla, Liletta, and Paragard)] is recommended as a first line contraceptive option for adolescents. However, a paucity of training opportunities for non-obstetrician/gynecologists has limited many providers’ ability to provide this valuable service to their adolescent patients. The goal of this institute is to reduce barriers to IUC provision among Adolescent Medicine clinicians. During the didactic component of the Institute, participants will:a. Learn about indications and contraindications for IUC use among adolescent and young adult women b. Review female reproductive anatomy c. Review the instruments used for IUC insertion and removal d. Receive instruction on the foundations of placing both the levonorgestrel and copper containing IUCs (Mirena, Skyla, Liletta, and Paragard).  During the hands-on skill-based component of the workshop participants will separate into small groups and have the opportunity to learn how to insert and remove IUCs from experienced IUC providers using pelvic models.Two obstetrician-gynecologists will lead a discussion regarding how and when to partner with an obstetrician-gynecologist and how to manage difficult insertion, removal and other IUC cases. Finally, participants and Institute faculty will discuss how to resolve barriers to IUC provision by non-obstetrician-gynecologists and strategies to improve the provision of IUC to adolescents.

Session Handouts
 
Educational Objectives:
  1. Verbalize indications for intrauterine contraception use in adolescents.
  2. Demonstrate skills in intrauterine contraception placement on a pelvic model.
  3. Identify strategies to improve collaboration with obstetrician-gynecologists and next steps to incorporate intrauterine contraception in their practice.

SAHM RESEARCH AND MENTORING FORUM - THE HIGHS AND LOWS OF RESEARCH: BUILDING RESEARCH RESILIENCY TO DEVELOP CREATIVE SOLUTIONS
Maria E. Trent, MD, MPH, FSAHM1, Elizabeth Miller, MD, PhD, FSAHM2, S. Jean Emans, MD, FSAHM3
1Johns Hopkins School of Medicine; 2University of Pittsburgh School of Medicine; 3Children's Hospital Boston/Harvard Medical School
 
Track: Professional Development
 
Description: The SAHM Research Committee leaders and LEAH program directors developed an initiative at SAHM in 2011 to strengthen research careers in adolescent health through a Research and Mentoring Forum. The program continues to build upon the recommendations from the November 2008 William T. Grant Foundation Conference, the IOM report on “Missing Opportunities”, the mission of the interdisciplinary LEAH program, the longstanding collaborative relationship of the Maternal Child Health Bureau and SAHM, and SAHM's strategic plan for the development of a new generation of adolescent health researchers who have the capacity to conduct research that addresses health disparities in health care delivery and health outcomes among adolescents in national and international settings. Through this collaborative effort, selected fellows and junior faculty have participated in a mentoring seminar and carefully paired with senior investigators to augment their research and professional development.This year we will select new mentoring participants and in addition invite the current cohort of forum mentees to present their research in progress with lessons learned and to receive additional feedback from colleagues and mentors regarding their work. New participants will be selected through an application process and also matched with experienced SAHM researchers for at least one year. One of the major challenges for adolescent health researchers and clinician educators who want to develop scholarly products is how navigate obstacles to develop creative solutions. This year's interactive session will focus on re-defining a research agenda in the face of setbacks to foster creativity, productivity, and reduces stress.
 
Educational Objectives:
  1. Execute a successful mentorship relationship with a senior investigator in adolescent health
  2. Pre-identify strategies to prevent and overcome common pitfalls faced by junior researchers while developing a research program
  3. Develop a plan for defining a research agenda and managing research obstacles and/or setbacks

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