Optimizing Transition from Pediatric to Adult Care

Overview

Practical, Results-Focused CME

Throughout the online video CME program Optimizing Transition from Pediatric to Adult Care, recognized experts share strategies and best practices that can be readily implemented by pediatric, family medicine, internal medicine, or subspecialty providers as they tailor patient transfer plans based on age, disease type, and physical/intellectual capabilities.

This in-depth continuing medical education course includes case-based lectures on chronic conditions like diabetes, cystic fibrosis, congenital heart disease, epilepsy, cancer survivorship, organ transplantation, substance use disorder, etc. Along with assessing patient readiness and timing transitions for the best outcome, you’ll learn to optimize how you:

• Ensure adherence, teach self-care, and help patients maximize independence
• Promote medical and educational self-advocacy
• Address sexual health and fertility with young adults
• Strengthen family engagement
• Provide care for college students
• Screen for high-risk behaviors

Topics / Speakers

Defining Successful Transition of Young Adults in 2024 and Current Assessment from Got Transition^® - Niraj Sharma, MD, MPH and Susan Shanske, LICSW

Teaching Self-Management Skills – Strategies and Best Practices Gleaned from Diabetes Care - Katharine Garvey, MD, MPH

Maximizing Independence – Valuable Lessons from Care of Patients with Epilepsy - Tracey Milligan, MD, MS, FAAN, FAES, FANA

Ensuring Adherence – Strategies and Best Practices Gleaned from Cystic Fibrosis - Gregory S. Sawicki, MD, MPH

Faculty Q&A - Drs. Garvey, Milligan, and Sawicki

The Use of Quality Improvement (QI) in Transition Care – Overview - Kitty O'Hare, MD

Workshop – Transition Care Policy Writing - Niraj Sharma, MD, MPH and Ahmet Uluer, DO, MPH

Workshop – Transition Quality Improvement (QI) – Creating a Current State Process Map - Madeline Chiujdea, BA, CPHQ, CLSSGB and Natalie Mann, BSE

Workshop – Gap Analysis – Current State vs. Ideal State - Staci R. Eisenberg, MD, Colleen A. Monaghan, MD and Kitty O'Hare, MD

Workshop – Inpatient QI Project Cycle Development - Ahmet Uluer, DO, MPH and Susan Shanske, LICSW

Workshop – Getting Your Transition Project Started – Outpatient QI Project Cycle Development - Colleen A. Monaghan, MD and Staci R. Eisenberg, MD

Workshop – Quality Improvement for Transition – Outpatient QI Project Cycle Development (Advanced) - Kitty O'Hare, MD

Preparing Women with Chronic Conditions for Pregnancy – Strategies and Best Practices Gleaned from Congenital Heart Disease Care - Anne Marie Valente, MD

Parent Guidance for Transitional Age Youth - Yoshio Kaneko, MD

Substance Use Disorder in Transition-Age Youth - Scott Hadland, MD, MPH, MS

Faculty Q&A - Drs. Hadland, Kaneko, and Valente

Systems-Based Approach to Preparing Youth for Transition – A Care Management Model - Katherine H. Schiavoni, MD, MPP

Embedding Health Equity into Transition of Care - Alexy D. Arauz Boudreau, MD, MPH

Lessons of Twenty Years on Your Own Feet – Transitional Care in the Netherlands - Jane Sattoe, PhD

Faculty Q&A - Drs. Boudreau, Schiavoni, and Sattoe

Building a Road Map for Change – Improving Transitions to Adulthood - Elaine Gabovitch, MPA

Inpatient Consult Service Models – Real World Lessons- Ahmet Uluer, DO, MPH

Preparation Basics – How to Create a Medical Summary – Emergency Plan - Kristina Taylor, BS, BSN, RN

Faculty Q&A - Ms. Gabovitch, Dr. Uluer, and Ms. Taylor

Establishing and Maintaining a Comprehensive Transition Program - Ahmet Uluer, DO, MPH

Roundtable – Connecting Patients Using Social Media and Technology - Jonathan S. Hausmann, MD

Roundtable – Finding Adult Providers – Creating the Warm Handoff into the Soft Landing - Margaret E. Threadgill, MD, MBA

Roundtable – Approach to Transition Care in a Community Health Center - Meaghan Hamilton, PNP, C. Alexis Hopkins, MPH, and Caitlin Erwin, BSN, RN

Navigating College with Chronic Conditions – Patient and Provider Perspective - Janis Arnold, MSW, LICSW and Sneha Dave

Perspectives – Patients, Parents, and Providers – Navigating the Complexities of Communication - Laurie N. Fishman, MD

Health Care for Individuals with Down Syndrome – Diagnosis to Adulthood - Stephanie L. Santoro, MD

Faculty Q&A - Drs. Fishman and Santoro

Autism in Transition - Sarah J. Spence, MD, PhD

The KIND Clinic – Gynecologic Care for Women with Intellectual Disabilities - Kathleen Nolan, NP

Faculty Q&A - Dr. Spence and Ms. Nolan

Educational Advocacy for Youth with Intellectual-Developmental Disability - Alison D. Schonwald, MD

Assessing for Independence and Support Needs - Jennifer Turek Queally, PhD

Faculty Q&A - Drs. Queally and Schonwald

Breakouts – Outpatient Billing for Transition Care - Colleen A. Monaghan, MD

Breakouts – Comorbid Mental Health Conditions - Lessons from Transplant - Kristine McKenna, PhD

Breakouts – Developing an Outpatient Transition Clinic for Patients with Medical Complexity - Kristin M. Farias, MD

Transition Medicine and National Health Policy - Niraj Sharma, MD, MPH

Promoting Self-Management and Self-Advocacy - Sneha Dave and Colleen Huysman, MSW, LICSW

Inflammatory Bowel Disease and Coping with a Chronic Condition - Sarah N. Flier, MD

Lessons from Care of Patients with Sickle Cell Disease - Maureen Okam Achebe, MD, MPH

Creating a Transition Program for Solid Organ Transplant - Dawn Freiberger, RN, MSN, CCTC, Lynne Helfand, MSW, LICSW, MPH, and Brendan Kimball, MBA

Solid Organ Transplant and Navigating Chronic Care Transitions - Scott A. Elisofon, MD

Cancer Survivorship and Adult Screening Guidelines - Ann H. Partridge, MD, MPH

Measuring Care Coordination and Care Integration - Richard C. Antonelli, MD, MS

Building Your Team – Lessons from Care of Patients with Spina Bifida - Erin McNamara, MD, MPH and Arda Hotz, MD

Pregnancy and Women with Mobility Disabilities - Lisa I. Iezzoni, MD, MSc

Young Adults with Chronic Pain - Rachael B. Coakley, PhD

Palliative Care – Approaching Conversations in Youth with Life-Limiting Conditions - Elisabeth Dellon, MD, MPH and Ashley Allen, MD, MSPH

Obesity in Adolescents and Young Adults with Shared Patient Perspectives - Fatima Cody Stanford, MD, MPH, MPA, MBA, FAAP, FACP, FAHA, FAMWA, FTOS, DABOM

HIV in Teens - Anne M. Neilan, MD, MPH

Sexual Health in Chronic Illness – Including Fertility - Julia C. Roboff, MSN, FNP-BC

Faculty

Accreditation

Accreditation

In support of improving patient care, Harvard Medical School is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.

AMA Credit Designation Statement

The Harvard Medical School designates this enduring material for a maximum of 32.00 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Date of Original Release: October 15, 2024
Termination Date: October 14, 2027 (Please note that AMA PRA Category 1 Credits™ will no longer be issued for the activity after this date)
Estimated Time to Complete the Activity: 32 hours

CME credit is awarded upon successful completion of a course evaluation and post-test.

Social Workers

As a Jointly Accredited Organization, Harvard Medical School is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. Regulatory boards are the final authority on courses accepted for continuing education credit. Social workers completing this course receive 32.00 general continuing education credits.

ABIM Medical Knowledge MOC Points

Successful completion of this CME activity, which includes participation in the evaluation component, enables the participant to earn Medical Knowledge MOC points in the American Board of Internal Medicine's (ABIM) Maintenance of Certification (MOC) program. Participants will earn MOC points equivalent to the amount of CME credits claimed for the activity. It is the CME activity provider's responsibility to submit participant completion information to ACCME for the purpose of granting ABIM MOC points.

ABPeds Medical Knowledge MOC Points

Successful completion of this CME activity, which includes participation in the evaluation component, enables the learner to earn 32.00 MOC points in the American Board of Pediatrics’ (ABP) Maintenance of Certification (MOC) program. It is the CME activity provider’s responsibility to submit learner completion information to ACCME for the purpose of granting ABP MOC credit.

On the course evaluation page please indicate "Yes" when asked if you would like to receive ABIM MOC points for your participation in this enduring activity. You will then be required to provide your ABIM ID # and your Date of Birth. Points earned will equal the amount of AMA PRA Category 1 Credits™ claimed.

HMS will upload the participant data, including the points earned, directly to the ABIM so that it will appear on the ABIM diplomates transcript. These points will not appear on your certificate provided at the end of this enduring activity.

Risk Management Credit

This activity meets the criteria of the Massachusetts Board of Registration in Medicine for 4.25 credits of Risk Management Study. This includes:

2.00 credits of Opioid Education and Pain Management Training
0.75 credit of End-of-Life Care Education

Please check your individual state licensing board requirements before claiming these credits.

Disclosure Policy

Harvard Medical School (HMS) adheres to all ACCME Accreditation Criteria and Policies. It is HMS's policy that those who have influenced the content of a CME activity (e.g. planners, faculty, authors, reviewers and others) disclose all relevant financial relationships with commercial entities so that HMS may identify and resolve any conflicts of interest prior to the activity. These disclosures will be provided in the activity materials along with disclosure of any commercial support received for the activity. Additionally, faculty members have been instructed to disclose any limitations of data and unlabeled or investigational uses of products during their presentations.

Disclosure information for all individuals in control of the content of the activity is located on the disclosure statement in the PDF and printed syllabus.

Learning Objectives

Upon completion of this activity, participants will be able to apply the following:

• Practice state-of-the-art care of chronic childhood conditions in adolescent and adult patients, including single system diseases, multisystem diseases, and intellectual/developmental disabilities
• Develop and implement practical strategies to successfully transfer and accept patients with chronic childhood conditions. Including care coordination and integration, supported decision making, practice redesign and team-based care, and adolescent health and wellness
• Assess healthcare systems and their impact on transition to adult care, including quality improvement, reimbursement strategies, national health policy, and population health
• Design your approach to patient and family engagement in chronic condition management and help them to achieve health equity through communication, assessing self-management skills and readiness to transition to adult healthcare settings, coping with chronic illness, supports for community living

ACGME Competencies

This course is designed to meet one or more of the following Accreditation Council for Graduate Medical Education Competencies:

• Patient Care and Procedural Skills
• Medical Knowledge
• Practice-Based Learning and Improvement

Target Audience

This activity was designed for physicians, NPs, and PAs in: pediatrics, internal medicine, family medicine, medicine-pediatrics, pediatric subspecialties, medical specialties and subspecialties; and psychologists, social workers, and counselors who support young adults and their families.

Quick Facts

Provider: from Brigham and Women's Hospital and accredited by Harvard Medical School

Course Directors:
Niraj Sharma, MD, MPH
Harvard Medical School
Brigham and Women's Hospital

Colleen A. Monaghan, MD
Harvard Medical School
Brigham and Women's Hospital
Boston Children's Hospital

Susan Shanske, LICSW
Boston Children’s Hospital

Ahmet Uluer, DO, MPH
Harvard Medical School
Brigham and Women's Hospital
Boston Children's Hospital

Credits: Earn a maximum of 32.00 AMA PRA Category 1 Credits™ and 32 ABIM MOC points