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Workshops: Friday, March 8

SESSION TIMES


2:15 - 3:45 p.m. Sessions


Best Practices for Helping Adolescents and Their Families Around Substance Use Issues
Pamela A. Matson, PhD, MPH1; Cara C. Young, PhD, RN, FNP-C2; Seth D. Ammerman, MD3; Julie E. Potter, MD4
1Johns Hopkins School of Medicine; 2The University of Texas at Austin School of Nursing; 3Stanford Children's Health; 4Boston Medical Center
 
Track: Core Clinical Topics

Description: Adolescent substance use (SU) has been labeled a public health problem of epidemic proportion by the National Center on Addiction and Drug Abuse. Not only does SU during adolescence increase risk for adverse outcomes during adolescence (e.g., injury and/or illness associated with risky behaviors), initiation of SU prior to age 18 greatly increases risk for SU disorders during adulthood. Indeed, 90% of American adults with a SU disorder started using addictive substances prior to age 18. Further complicating this issue is that rates of co-occurring SU and mental health disorders range from 50% to 71% in adolescents, highlighting the significant overlap between psychological distress and SU. Presented by members of the Alcohol and Drug Subcommittee and Adolescent Substance Use SIG, this workshop will provide attendees with practical knowledge and simulated experiences in family-focused prevention. Through innovative and interactive modeling and role-play, participants will have the opportunity to practice sensitive conversation communication techniques for use with adolescents and their families as well as critically evaluate available resources for relevance to their practice setting. Although workshop content will be framed from a primary care perspective, the techniques and ‘best practices’ presented will be relevant to all adolescent health professionals interested in expanding their skill set to include evidence-based prevention and screening for adolescent SU.

Educational Objectives:
  1. Address the core competencies for involvement of health care providers in the care of adolescents affected by substance abuse, including conducting family-focused screening and indicated prevention for children of parents with substance use disorders
  2. Examine evidence-based strategies for screening of adolescent substance use, with a focus on identification of at-risk youth and selective intervention
  3. Participants will improve their knowledge of available community-based family-focused prevention programs and treatment resources
Faculty Expertise: Presented by members of SAHM’s Subcommittee of Alcohol & Drug Abuse and Adolescent Substance Use SIG, this interdisciplinary team brings research, education, training, and clinical experience. Dr. Potter in an Adolescent Medicine Specialist instrumental in starting the Center for Addiction Treatment for Adolescents/Young Adults (CATALYST) at Boston Medical Center. Dr. Matson is an epidemiologist and Director of Research for Johns Hopkin’s Adolescent Medicine program, and studies family focused prevention and early intervention of substance use in primary care settings. Dr. Young is a nurse practitioner and an expert on adolescent health with a focus on mental health promotion and prevention of mental illness in primary care. Dr. Ammerman is an Adolescent Medicine and Addiction Medicine Specialist at Stanford Children’s Health working with substance using youth in outpatient and community settings. He has developed innovative strategies to reach vulnerable adolescents in a mobile health care setting.

Biomedical HIV Prevention: Basics of Non-occupational Post-Exposure Prophylaxis (nPEP) and Pre-Exposure Prophylaxis (PrEP)
Diane M. Straub, MD, MPH1; Tanya Mullins, MD, MS2
1University of South Florida; 2Cincinnati Children's Hospital Medical Center
 
Track: Core Clinical Topics

Description: In the U.S., estimates of the lifetime risk of HIV diagnosis in certain areas are frighteningly high, with 12 states having a risk of 1 case per 100 individuals or more. From 2011-2015, rates of new HIV diagnoses increased among 25–29 year-olds and remained unchanged among 20-24 year-olds. In 2015, youth ages 13-24 comprised 22% of new HIV infections in the U.S. These data strongly suggest that this population would benefit from enhanced prevention efforts. Effective prevention methods exist, including non-occupational post-exposure prophylaxis (nPEP) and pre-exposure prophylaxis (PrEP); however, these prevention strategies are vastly underutilized among youth. Multiple barriers to provision of both nPEP and PrEP exist, including lack of patient and clinician awareness of these methods, high costs of medications, lack of insurance coverage, lack of awareness of recommendations among front-line providers, difficulty in follow-up of sexual assault victims, timeline for implementation of these methods, lack of awareness of risk among both potential users and clinicians, concerns about confidentiality and legal barriers, and concerns about side effects of medications. This workshop will discuss the epidemiology of the HIV epidemic, the available evidence in support of both nPEP and PrEP, U.S. and international guidelines for provision of nPEP and PrEP in clinical practice, and potential obstacles to providing nPEP and PrEP in clinical practice. The workshop will conclude with practical pearls to overcome obstacles, including active participation by attendees, to provide participants with skills to implement nPEP and PrEP in their own clinical practice.

Educational Objectives:
  1. Describe the research evidence supporting the effectiveness and efficacy of non-occupational post-exposure prophylaxis (nPEP) and pre-exposure prophylaxis (PrEP) for HIV prevention, particularly as related to adolescents and young adults.
  2. Discuss current U.S. and international recommendations and guidelines for provision of nPEP and PrEP in clinical practice, particularly as related to youth.
  3. Describe obstacles and facilitators related to provision of nPEP and PrEP to youth, and identify potential strategies to address potential challenges to providing biomedical HIV prevention to youth.
Faculty Expertise: Dr. Straub is an adolescent medicine physician at the University of South Florida in Tampa, and serves as the Medical Director for the Ybor Youth Clinic, a DOH collaboration that serves as the primary site for PrEP and nPEP in the Tampa community. She developed the current county-wide nPEP program that has since been expanded to all of the state Child Prevention Team sites, as well as the state Sexual Assault Nurse Examiner network. She was the site Principal Investigator for the Adolescent Trials Network post-marketing trial of Truvada as PrEP in young adult MSM (ATN 110), as well as several other PrEP and nPEP research studies. Dr. Mullins has expertise in HIV prevention in youth, having completed studies of clinicians and the use of pre-exposure prophylaxis (PrEP) that were supported by the Adolescent Medicine Trials Network for HIV/AIDS Interventions. Her current NIH-funded study examines attitudes of primary care physicians toward use of PrEP and microbicides among youth. She was an invited participant in a UNICEF-sponsored consultation on PrEP and adolescents and co-led the SAHM Adolescents with HIV/AIDS SIG for 6 years.


Project ECHO® Eating Disorders: Connecting Primary Care, College Health, and Behavioral Health Providers to Eliminate Eating Disorders
Taylor Starr, DO, MPH1; Mary Tantillo, Ph.D., R.N., PMHCNS-BC2; Richard Kreipe, MD1
1University of Rochester School of Medicine and Dentistry; 2University of Rochester School of Nursing

Track: Clinical Advances

Description: This workshop will immerse participants in the Project ECHO® Eating Disorders Clinic (PE-EDC), an innovative telementoring model, designed to enable health care professionals to provide best-practice care for patients with eating disorders in their community. PE-EDC, hosted by the Western New York Comprehensive Care Center for Eating Disorders (WNYCCCED) at the University of Rochester Medical Center, is the first—and currently only—such Extension for Community Healthcare Outcomes Project. PE-EDC leverages its “hub and spoke knowledge-sharing networks” to formally connect frontline primary care, college health, and behavioral health providers (“spokes”) in a community, with an expert team of Eating Disorder specialists at an academic (central “hub"). The workshop will commence with a 30-minute summary of didactic instruction to illustrate how each ECHO session “moves knowledge, not people,” by permitting patients and families to receive evidence-based, comprehensive, continuous, and integrated medical and behavioral care in their own community. Attendees will then participate as a learning community “spokes” in an abbreviated (30 min) mock ECHO session (usually via Zoom™videoconferencing). One workshop attendee volunteer will be given a pre-written guide to present a de-identified case. The workshop presenters will assume the role of the expert team “hub”, facilitating the session and engaging in the review of the de-identified case, providing mentoring, promoting inter-professional learning, and modeling effective team functioning. The workshop will conclude with a discussion of steps required to replicate PE-EDC, preliminary results from PEEDC’s program evaluation, and a question and answer period (30 min).

Educational Objectives:

  1. Identify two ways Project ECHO Eating Disorders Clinic promotes integrated, continuous, and comprehensive medical and behavioral health care. 
  2. Discuss how Project ECHO Eating Disorders Clinic promotes interprofessional learning about effective Eating Disorder treatment team functioning.
  3. Describe the components of a typical Project ECHO Eating Disorders Clinic and steps required to replicate Project ECHO Eating Disorders Clinic in your community.
Faculty Expertise: Dr. Starr’s clinical focus is caring for patients with eating disorders, and her academic focus is in educating providers. She directs the Child and Adolescent Eating Disorder Program (CAEDP) at Golisano Children’s Hospital, and is the associate medical director of the Western NY Comprehensive Care Center for Eating Disorders (WNYCCCED). She brings both her areas of expertise to Project ECHO® Eating Disorders. She has presented on this topic at the International Conference on Eating Disorders. Dr. Tantillo is a nationally known expert with clinical and research interests in the areas of prevention, and family-based treatment for eating disorders, and all of her educational contributions have enhanced this field. She is a previous board member of the Academy for Eating Disorders, founded The Healing Connection (THC), the eating disorders treatment center in Rochester, NY, is the founding Director of WNYCCCED, and initiated Project ECHO® Eating Disorders. Dr. Kreipe is an internationally recognized expert who dedicated his clinical practice to caring for patients with eating disorders. His educational contributions have enhanced the field. He is the founding Director of the CAEDP at Golisano Children’s Hospital, the founding Medical Director for the WNYCCCED, and is now focusing his career on developing educational materials.

Transitioning into Tomorrow: Developing Innovative Strategies for a Transition to Adult Care Program, Multidisciplinary Perspectives
Loreta Matheo, MD1; Jessica MacCormac, DO2; Caitllin Thornburgh, BSW3; Kacie Kidd, MD1; Beverly Kosmach, DNP, RN, FAAN4; Richelle DeBlasio5
1University of Pittsburgh School of Medicine; 2University of Connecticut School of Medicine; 3University of Pittsburgh School of Social Work; 4UPMC Children's Hospital of Pittsburgh; 5Children's Hospital Advisory Network for Guidance and Empowerment (CHANGE)
 
Track: Core Clinical Topics

Description: Every year over 750,000 young adults with chronic medical concerns transition to adult care. A recent meta-analysis on structured transition processes found significant improvement in numerous indicators of health. Notably, the study also found improved psychological well-being: reduced anxiety, increased perceived health status, and increased global well-being. To achieve excellent outcomes both medically and psychologically, healthcare professionals must understand the needs of this unique population and have tools to facilitate structured transition. This session builds on prior SAHM workshops from transition experts by individualizing attendees’ experience to choose small group sessions most suitable to their needs. The attendees will be introduced to a multidisciplinary panel consisting of physician, nursing, and social work specialists, and a young person who has recently been through the transition process. They will share their transition insight before each leading a small group discussion. These small group topics will be: 1) promoting a new transition program, 2) working on transition care with limited resources, 3) engaging and educating trainees, 4) day to day life for a transition team of one, 5) optimizing the role of the social worker in patient-centered transition care, and 6) understanding the patient perspective. We will have two cycles of these breakout sessions. The group will then reconvene and have a panel discussion to review highlights of the breakout sessions while also allowing for time to strategize pathways forward.

Educational Objectives:
  1. Demonstrate strategies to utilize the contributions of interdisciplinary team members in a transition program.
  2. Develop tools to build transition programs within diverse or low-resource systems.
  3. Create opportunities for educating trainees on transition of care.
Faculty Expertise: Dr. Matheo heads the Children’s Hospital of Pittsburgh’s (CHP’s) Task Force on Transition to Adult Care and created the interdisciplinary Bridges Transition Clinic. Her expertise includes both caring for patients as they transition and transfer care and in optimizing the hospital’s overall transition care model. Dr. MacCormac completed her adolescent medicine fellowship at CHP, where she was part of the transition taskforce. Additionally, she developed a curriculum to educate resident trainees in transition. Ms. Thornburgh, a social worker, completed a practicum in adolescent and young adult medicine and is the transition care coordinator for Children’s Bridges Clinic. Dr. Kidd, a med-peds provider and now an adolescent medicine fellow, has conducted research to improve the quality of transition care and developed West Virginia University’s first formal transition policy. Dr. Kosmach is the Clinical Nurse Specialist for the Abdominal Transplant Department at CHP. She works with patients and families throughout the transplant process including transition to adult care, and has significantly contributed to the transition care literature. Ms. DeBlasio, a pre-med senior at the University of Pittsburgh is an active member of the Children’s Hospital Advisory Network for Guidance and Empowerment as well as the Children’s Hospital-wide Transition Task Force.

AYA Research Network: Clinic-Based Strategies for Engaging Parents in Adolescent Health Promotion
Elizabeth Ozer, PhD1; Sion Kim Harris, PhD2; Matthew C. Aalsma, PhD3; Laura Richardson, MD, PhD4; Cari McCarty, PhD4; Carol A. Ford, MD5
1University of California, San Francisco (UCSF); 2Boston Children's Hospital/ Harvard University; 3Indiana University; 4Seattle Children's Hospital, University of Washington; 5Children’s Hospital of Philadelphia, University of Pennsylvania School of Medicine

Track: Clinical Advances

Description: Parents play a critical role in fostering healthy adolescent development and accrual of life skills. Recent research supports that youth value their parents' opinion about health care utilization. Nonetheless, few primary care-based models exist to guide efforts to engage parents in adolescent health care. This workshop will begin with a brief overview of research on parents' engagement in adolescent health care. Presenters will then offer examples of strategies they are using to improve the value of the adolescent health care visit for parents, and to provide family-centered care, using assessment, counseling, and referral to resources outside the clinical setting. Presenters will lead an interactive discussion with audience members on modalities to engage parents in practice settings.

Educational Objectives:
  1. Participants will be able to describe key findings from research related to parent engagement in their adolescents' health care.
  2. Participants will learn about existing approaches and tools/resources for supporting parents in promoting adolescent health and development.
  3. Participants will identify strategies to engage parents in their own practice settings.
Faculty Expertise: Dr. Harris is Co-Director of the Boston Children’s Hospital Center for Adolescent Behavioral Health Research and is a national leader in research on substance use screening and brief interventions in clinical settings. Dr. Aalsma is the Director of the Adolescent Behavioral Health Research Program and has focused on care for vulnerable adolescent populations; he recently led a pilot primary care-based research project for parents. Dr. Richardson is a leading researcher in improving care for adolescent behavioral and mental health concerns in primary care. Dr. McCarty’s research program focuses on adolescent health promotion in school and healthcare settings. Dr. Ford leads a research program testing the influence of parent-targeted interventions in primary care settings on patent-teen communication, relationships, and health outcomes. Dr. Ozer is PI of the Adolescent and Young Adult Health Research Network; her research has focused on adolescent clinical preventive services and other preventive interventions and behavior change.

This session is sponsored by the MCHB/HRSA Adolescent and Young Adult Health Research Network.​ This sponsored workshop is not eligible for any continuing education credit​.

Planning a Curriculum to Teach Essential Competencies in Transgender/Gender Diverse Health
Katherine Blumoff Greenberg, MD1; Constance D. Baldwin, PhD1; Veenod L. Chulani, MD, MSED2; Mandy S. Coles, MD, MPH3; Erica A. Bostick, MD1
1University of Rochester School of Medicine and Dentistry; 2University of Arizona College of Medicine - Phoenix; 3Boston University Medical Center
 
Track: Professional Development/Training/Education

Description: Transgender/gender diverse individuals are increasingly visible in US society. However, significant limitations persist in access to care for TG youth and young adults, and a major contributor to this is lack to provider education. Although new educational resources continue to be developed and disseminated, no comprehensive TG curricula are currently available. To fill this gap, we have adapted the 30 AAMC competencies for LBGT health care to be specific to the care of TG patients. With a group of 42 national experts in adolescent sexual and reproductive health, we used a 3-stage Delphi process to select a total of 9 essential competencies in TG health. The experts shared ideas about how the competencies could be taught, emphasizing that providers need to remain open to new experiences in the care of TG patients and engage in informed self-reflection and values clarification. The overarching curricular goal that the group identified was to help providers accept the diversity of others’ lived gender experiences, including a spectrum of diverse gender presentations. Two identified subgoals are to 1) reduce and manage bias in ourselves, health care systems, and others, and 2) create a culture within health care settings of safety and acceptance for all, including gender diverse patients. We are using this rich set of information to develop a systematic TG curriculum. The goal of this workshop is to introduce the 9 new competencies to participants and engage them in the development of competency-based teaching activities appropriate for TG learning.

Educational Objectives:
  1. Describe the development of novel competencies for Transgender/Gender Diverse (TG) health care, and identify the critical goals of a TG curriculum including the knowledge, skills and attitudes that it should address.
  2. Identify the core elements of a well-structured curriculum, including goals, needs, objectives, methods and evaluation of curriculum and learners (GNOME model).
  3. Plan how to adapt the new competencies according to varying institutional needs, environments, and level of learners.
Faculty Expertise: Drs. Greenberg, Coles, and Chulani are all faculty of Physicians for Reproductive Health’s Adolescent Reproductive and Sexual Health Education Program (ARSHEP,) a doctor-led advocacy organization that works to improve access to comprehensive reproductive health care, and to teach best practices in adolescent sexual & reproductive health. They each lead gender health clinical services initiatives at their respective medical centers, are actively involved in clinical program development, and lecture widely to local, regional, and national health professional audiences on transgender health care. Dr. Baldwin’s work focuses on faculty development in scientific communications, curriculum and evaluation development, and educational scholarship. She is the Founding Director of the Academic Pediatric Association's Educational Scholars Program (ESP), a faculty development program for academic pediatricians that aims to teach scholars how to develop, implement, evaluate and disseminate educational interventions or evaluation methods by a creative, planned and rigorous process. Drs. Greenberg and Baldwin are engaged in educational scholarship around teaching transgender health, and are collaborating on the development of novel competencies for transgender care. Dr. Bostick is board certified in Internal Medicine and is a recent fellowship graduate in Adolescent Medicine. Her clinical practice has a high emphasis on eating disorders, gender health, sexual and reproductive healthcare, as well as local collaborations with college health and the county STD clinic.

4:15 - 5:45 p.m. Sessions


Integrating Harm Reduction Principles into Adolescent and Young Adult Clinical Care Settings
J. Deanna Wilson, MD, MPH1; Camille Robinson, MD, MPH2; David Sternberg, BA3; Maria Rahmandar, MD4; Veronika Mesheriakova, MD, MPH, MS5; Scott Hadland, MD, MPH MS6
1Children's Hospital of Pittsburgh and UPMC; 2Johns Hopkins University of Medicine; 3University of PIttsburgh; 4Lurie Children's Hospital of Chicago; 5University of California, San Francisco; 6Boston University School of Medicine
 
Track: Core Clinical Topics

Description: As the growing epidemic of opioid use in North America spreads to other countries, it is critical for multidisciplinary providers to discuss new approaches to engage young people in treatment and to reduce the harms associated with opioid use. Two-thirds of adults with opioid use disorder started using opioids in adolescence or young adulthood, however, providers rarely receive sufficient training in how to identify opioid use and reduce its associated harms. Harm reduction encompasses public health policies and practical strategies that intend to reduce negative consequences associated with often stigmatized behaviors, while also promoting health and well-being. The general philosophy is built on the idea of meeting young people where they are, recognizing their inherent strengths and motivation to be well, respecting their rights, and creating a personalized health promotion strategy in collaboration with the young person. In the first part of the workshop, presenters will provide an overview of the scientific literature on efficacy of harm reduction strategies in reducing the global burden of death and disease from opioids and other substances. During the second part of the workshop, participants will rotate in facilitated small groups, led by those with a variety of training backgrounds, to discuss common pitfalls and practical tips and strategies for implementing harm reduction into clinical care. Facilitators will review pertinent clinical guidelines, discuss sample scripts, and review challenges in implementing these approaches into a variety of clinical settings. Participants will be able to practice with a clinical scenario and receive feedback.

Educational Objectives:
  1. Identify general harm reduction principles and understand how the harm reduction framework fits into multidisciplinary care of adolescents and young adults using opioids.
  2. Develop and explore strategies for engaging adolescents and young adults in substance use treatment drawing from harm reduction and social justice lenses.
  3. Build concrete skills in harm reduction and address common pitfalls and challenges in implementing harm reduction strategies into a variety of clinical care settings.
Faculty Expertise: Dr. Wilson is a specialist in adolescent addiction medicine. Her work has focused on integrating overdose prevention and naloxone prescription into primary care settings for adolescent and adult patients. Dr. Robinson is currently a physician at a multidisciplinary and community-based, harm reduction buprenorphine clinic serving West Baltimore, Maryland, as well as, an adolescent medicine fellow working with youth that use opioids in primary and subspecialty care. Mr. Sternberg is a Clinical Services Director at HIPS, a harm reduction agency in Washington DC that provides safe sex kits, syringe safety supplies, and medication assisted therapy. Dr. Rahmandar , is an attending physician working in a medication-assisted treatment program for opioid use disorder, and currently is developing an adolescent substance use and prevention program. Dr. Mesheriakova is assistant professor of pediatrics at UCSF with a particular interest in the screening, diagnosis, and treatment of substance use disorders. Dr. Hadland is a specialist in adolescent addiction medicine. Dr. Hadland was the 2016 recipient of the New Investigator Award from the Society for Adolescent Health and Medicine and holds a K23 career development award from the National Institute on Drug Abuse that seeks to improve care for youth with opioid use disorder.

Expanding Transgender Health Care: Multiple Perspectives for Affirming Non-Binary Identities in Clinical Practice
Mx. M Killian Kinney, MSW, LSW1; Mx. Finneran Muzzey, MA2
1Indiana University; 2Michigan State University
 
Track: Core Clinical Topics

Description: As an increasing number of adolescents and young adults are identifying with a gender that is not exclusively male or female, healthcare providers would benefit from understanding the existing standards of care as it particularly relates to non-binary individuals. Inclusive and affirming providers have consistently been shown to ameliorate adverse health outcomes and increase psychological well-being. Video case studies discussing experiences in health care will be used to elevate the voice of non-binary adolescents and young adults and promote discussion about improving health care navigation. This workshop is composed of three segments traversing multiple disciplines with each using a brief presentation of information followed by group discussions. The first segment will review the current WPATH Standards of Care and how the application of those in clinical settings inhibit or enhance psychological well-being for non-binary adolescents and young adults. The second segment will describe non-binary gender identity development focusing on the validation of non-binary identities and how that validation can enhance psychological well-being. The final segment will feature video case studies featuring non-binary adolescents and young adults from diverse backgrounds. These youth will speak to their direct experiences within clinical settings and how those experiences have inhibited or enhanced their psychological well-being. The session will conclude with a group reflection of reactions to the video case studies and recommendations for creating non-binary inclusive and affirming practice.

Educational Objectives:
  1. Review and discuss the application of current WPATH standards of care as related to non-binary patients.
  2. Describe non-binary identity development and their unique experiences within transgender health care and discuss ways to validate gender minority identities.
  3. Share real life experiences of non-binary patients and explore how clinical experiences impact their psychological well-being.
Faculty Expertise: Mx. Kinney and Mx. Muzzey are doctoral students at Indiana University and Michigan State University respectively. Mx. Kinney’s research area explores the experience of transgender and non-binary individuals including gender identity development, microaggressions, health disparities, resilience, and corrosive and promotive factors for well-being. Mx. Muzzey's research focuses on the impact of sexual development and interpersonal relationships on sexual and mental well-being among sexual and diverse adolescents and young adults. Both faculty provide a history of educational expertise for transgender inclusive and affirming health care practices. Mx. Kinney's practice experience includes intake specialist at the Riley Adolescent Gender Health Clinic, designer/facilitator of non-binary therapeutic groups at Gender Nexus, and serving on sexual orientation and gender identity (SOGI) committees including the NASW SOGI Committee (current president) and Council on Social Work education Q-Caucus. Mx. Muzzey and Mx. Kinney have a collaborative history of research using multiple methodologies with sexual and gender minorities.

Boys, Biceps, and Bradycardia: Clinical Advances in Male Eating Disorders
Jason Ming-Hung Nagata, MD, MSc1; Jason Matthew Lavender, PhD2; Stuart Benjamin Murray, Ph.D., DClinPsych1; Tiffany Ashton Brown, PhD2
1University of California, San Francisco; 2University of California, San Diego
 
Track: Core Clinical Topics

Description: Significance: Males with eating disorders remain a population that is underrecognized and underserved within both research and clinical contexts. It has been well documented that males with eating disorders often exhibit distinct clinical presentations with regard to core cognitive (e.g., body image) and behavioral (e.g., exercise) symptoms. Such differences, along with the greater likelihood of muscularity-oriented disordered eating among males, emphasize the importance of understanding and recognizing unique factors of clinical relevance within this population. Innovation: This workshop will review the most up-to-date clinical information regarding the prevention, treatment, clinical presentation, and medical complications of eating disorders among males in addition to novel research findings. Relevance to conference theme: This workshop highlights an understudied area that may hinder psychological wellbeing in males: eating disorders and body image. Diversity and inclusion: The workshop will include evidence from international studies outside of the USA and discuss considerations of race/ethnicity, sexual orientation, and gender identity in males with eating disorders.

Educational Objectives:
  1. Recognize that clinically significant eating disorder and related symptoms are often under-recognized among males
  2. Describe traditional and muscularity-oriented eating disorder clinical presentations in males
  3. Review unique considerations for eating disorder-related medical care, prevention, and treatment in males
Faculty Expertise: The presenters are all early career professionals with expertise in diverse aspects of male eating disorders including medical management (Nagata), clinical presentations and assessments (Lavender), muscularity-oriented symptoms (Murray), and treatment & prevention (Brown). Dr. Nagata is an adolescent medicine fellow physician at the Eating Disorders Program at the University of California, San Francisco with expertise in medical complications of eating disorders in males, first-authoring a 2018 review for Adolescent Medicine State of the Art Reviews. Dr. Lavender is an assistant research scientist and psychologist at the Eating Disorders Center for Treatment & Research at the University of California, San Diego with expertise in clinical presentations and assessments of males with eating disorders. Dr. Murray is an assistant professor and psychologist at the Eating Disorders Program at the University of California, San Francisco with expertise in muscularity-oriented presentations of males with eating disorders. Dr. Lavender is chair and Dr. Murray is immediate past chair of the Male Eating Disorders SIG for the Academy for Eating Disorders. Dr. Brown is a postdoctoral fellow and psychologist at the Eating Disorders Center for Treatment & Research at the University of California, San Diego with expertise in treatment and prevention of males with eating disorders.

Why Reinvent the Wheel? A Checklist as a Starting Point to Create a Transition Program
Christina Akre, PhD; Joan-Carles Suris, MD, MPH, PhD
Lausanne University Hospital
 
Track: Core Clinical Topics

Description: Transition from pediatric to adult care is crucial for youths’ continuity of care, independently of the health status. Many programs exist, each one with its particular approach. However, creating transition programs from scratch is time-consuming, especially for small structures or for specialties with few transitional patients per year. Nevertheless, independently of the condition, most steps in transition programs are very similar. Using a transition checklist originally created for rheumatology patients based on a Delphi methodology among an international group of health professionals, we propose to create a non-categorical transition program based on it. Through the workshop, we will discuss whether such a checklist is adaptable to any organization, what are the pitfalls and advantages, and how it can be the starting point to create a new program.

Educational Objectives:
  1. At the end of the session participants should be able to outline the needs of their own transition program
  2. At the end of the session participants should be able to define the main steps of a transition program
  3. At the end of the session participants should be able to use a global checklist to create a transition program
Faculty Expertise: Dr Christina Akre holds a PhD in Life Sciences and a Masters in Anthropology and Sociology. She benefited from a fellowship training at the Center for Media and Child Health of the Boston Children’s Hospital, Harvard Medical School and School of Public Health, under the mentorship of Prof. Michael Rich. She has been working as a research manager in the Research Group for Adolescent Health led by Prof. JC Suris in Lausanne, Switzerland, for 12 years and has conducted extensive research in the field of transition from pediatrics to adult medicine, including her PhD thesis. She is also the co-founder and co-director of a summer school on children and adolescents with chronic illness and transition as well as the first European Symposium on Transition (Lausanne, September 2018). Prof. Surís is a pediatrician trained in adolescent health at the University of Minnesota (1990-92). He has been involved in teaching adolescent health while working in Spain (1992-2003) and currently (since 2003) in Switzerland. He is a the founder members of the EuTEACH program. He currently directs a summer course on adolescents with chronic conditions and is responsible for the pediatrics module at the University of Lausanne where he teaches on adolescent health.


AYA Resource Center: What’s new in Clinical Preventive Services? Advancing youth-centered, Parent-engaged Care: New Evidence and Initiatives to Guide Practice
Charles E. Irwin, Jr., MD1; John Santelli, MD, MPH2; Elizabeth Ozer, PhD1; Claire D. Brindis, DrPH1
1University of California, San Francisco (UCSF); 2Columbia University
 
Track: Clinical Advances

Description: In the 20+ years since clinical preventive service recommendations for adolescents were first issued by the AMA, the CPS field has evolved considerably, shaped by new guidelines, innovative training and clinical systems, research, and policy developments. This year's session will include a general update on policy and research related to preventive care. We will have a special focus on engaging families in adolescent preventive care. Through didactic presentation and discussion, the workshop will review relevant guidelines and policy, as well as new research and clinical and public health initiatives that aim to engage parents in youth-centered care. Discussion will focus on opportunities, resources and challenges in engaging parents.

Educational Objectives:

  1. (1) Participants will be able to describe the evidence, including parent, adolescent and young adult perspectives, and policy framework related to parent engaged care.
  2. Participants will be able to describe initiatives and resource to improve parent engagement, as part of the delivery of preventive care.
  3. Participants will be able to identify strategies applicable to their practice.
Faculty Expertise: Dr. Irwin is Director of the Adolescent and Young Adult Health National Resource Center (AYAH-NRC; http://nahic.ucsf.edu/resource-center/) and the Editor-in-Chief of the Journal of Adolescent Health (JAH). Dr. Brindis is a co-director of the AYAH-NRC and Director of the PRL-IHPS. Dr. Ozer is PI of the Adolescent and Young Adult Health Research Network (http://nahic.ucsf.edu/research-network/). Dr. Santelli is one of two PIs (along with Dr. Jon Klein) for the Adolescent Health Consortium.

This session is sponsored by the Adolescent and Young Adult Health National Resource Center, Division of Adolescent and Young Adult Medicine, UCSF Benioff Children’s Hospital, UCSF, San Francisco, CA. This sponsored workshop is not eligible for any continuing education credit​.

Implicit Bias & Microaggressions in Adolescent Healthcare: Lessons learned from UME and GME with Words of Advice for CME
Marina Catallozzi, MD, MSCE1; Sarah Ann R. Anderson-Burnett, MD, PhD2; Alexis Guzman MD2; Stephanie A. Grilo, MA, MPhil3
1Columbia University Medical Center; 2New York Presbyterian Hosptial/Columbia University Medical Center; 3Mailman School of Public Health
 
Track: Professional Development/Training/Education

Description: The Institute of Medicine noted in “Unequal Treatment” that health care providers must assume some responsibility for the health care disparities noted in the population, with adolescents being a particularly vulnerable population. Some of these health care disparities are perpetuated due to a lack of understanding, lack of education and lack of appropriate language. Many have discussed strategies to decrease health care disparities, including increasing the numbers of physicians historically and culturally underrepresented in medicine as well as directly and openly discussing implicit bias and its impact on health care decision making. As communication differences have also been noted to impact the care of patients as well as affect the well-being of providers, it is imperative that medical educators arm future physicians with communication skills that will enable them to care for a diverse patient population. It is also important to empower all providers with the language needed to interrupt conversations with colleagues, learners and patients which could lead to harm and alleviate the known deleterious consequences of this form of toxic stress.

Educational Objectives:
  1. Identify examples of and recognize the impact of implicit bias and microaggressions in healthcare
  2. Review techniques of critical incident reports in medical education
  3. Describe strategies for interrupting microaggressions in clinical settings
Faculty Expertise: Dr. Catallozzi has been trained by the Office of Diversity Culture and Inclusion at the Mailman School of Public Health in the Self Social Global Awareness (SSGA) curriculum and facilitated implicit bias and microaggression awareness small groups for public health students for the past five years. She has also worked with medical students to develop an implicit bias curriculum for the Pediatric Clerkship. Dr. Anderson-Burnett has served as the President of the Pediatric Residency Diversity and Inclusion Council at New York Presbyterian Hospital. Dr. Anderson has also facilitated local and national implicit bias and microaggression awareness workshops for learners at all levels (eg. students, residents, faculty). Dr. Guzman has been an active participant in pipeline programs that encourage Latino students to pursue careers in health sciences. Ms. Grilo has also been trained by the Office of Diversity Culture and Inclusion at the Mailman School for Public Health in the SSGA curriculum. She also serves as a board member of the Students of Color Alliance for the Graduate School of Arts and Sciences at Columbia University.

Let’s Get Real about Global Reproductive Health Research
Aletha Y. Akers, MD, MPH1; Sarah Wood, MD, MSHP1; Ava Skolnik, MPH1, Mina Halpern, MPH2
1Children’s Hospital of Philadelphia, 2La Clinica de Familia
 
Track: Research

Description: There are unique challenges that global health researchers’ face when implementing a new study, compared to conducting domestic research. This workshop will discuss how to successfully implement global sexual and reproductive health projects. It will cover the global research process from beginning to end, starting with building effective partnerships and ending with how to incorporate on the ground realities into manuscript preparation. The workshop leaders are experienced in conducting global health research projects and will provide examples of challenges and successes when implementing global health projects. Case examples from two geographical areas - the Dominican Republic and Botswana – will be used to illustrate the goals of the session. Attendees will be asked to review and critique manuscripts describing global health studies using the information provided. Participants will acquire an expanded understanding of what sexual and reproductive global health projects require from building effective partnerships, to managing logistical issues, such as dealing with multiple domestic and international IRBs, training of overseas staff, and implementing a protocol from afar. The session will culminate in a discussion about the challenges and benefits of global health research to advance adolescent health. The theme of the conference, “International Transcultural Perspectives” is exemplified throughout the workshop as the perspectives of domestic and international partners during global research projects is highlighted.

Educational Objectives:
  1. To describe strategies for implementing sexual and reproductive health research in a global context including a)conducting a needs-assessment b)managing from afar c)training staff d) communicating through different languages and cultural perspectives
  2. To review global health research methodology and discuss how to critique manuscripts reporting global health methodologies and implementation science
  3. To provide tips for building effective global health partnerships
Faculty Expertise: Dr. Aletha Akers is a pediatric gynecologist and researcher who has led multiple projects to improve counseling and delivery of contraceptive services to teens both domestically and abroad. Dr. Sarah Wood is an Adolescent Medicine and HIV Specialist with a research focus on biomedical prevention of HIV and sexually transmitted infections in adolescents. Ava Skolnik is a public health researcher with a research focus on adolescent sexual and reproductive health both domestically and abroad.

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