Margaret Visit 1: A 67-year-old woman with a previous cardiac diagnosis

Pulmonary Disease
Curriculum:
Idiopathic Pulmonary Fibrosis
Credits:
2 AMA PRA Category 1 Credit(s)
Launch Date:
May 28, 2015
Expiration Date:
The accreditation for this activity has expired.

Primary Audience:

Pulmonologists, Primary Care Physicians, Radiologists, Nurse Practitioners, Nurses, Pharmacists, Physician Assistants, Respiratory Therapists, Managed Care Associates

Relevant Terms:

Idiopathic Pulmonary Fibrosis

Vanessa Craig, MD

Vanessa Craig, MD
‚ÄčAssistant Clinical Professor of Medicine
Division of Pulmonary and Critical Care Medicine
University of California, San Diego
San Diego, California

Dr. Craig is an Assistant Clinical Professor of Medicine in the Division of Pulmonary and Critical Care Medicine at the University of California, San Diego.  Prior to UC San Diego, she held positions at the Harvard Medical School as an instructor in Medicine at the Brigham and Women's Hospital, and was an attending physician at Beth Israel Deaconess Hospital in Boston.
 
She received her medical degree from the Washington University School of Medicine in St. Louis, MO, and completed her residency at Beth Israel Deaconess Hospital in Boston. She was also a Pulmonary and Critical Care fellow in the Harvard Combined Fellowship Program. Dr. Craig is board certified in Pulmonary Medicine, Critical Care Medicine, and Internal Medicine.
 
Her clinical interests include Lung Transplantation, Interstitial Lung Disease, and Critical Care Medicine.

Sanjeev Bhalla, MD

Sanjeev Bhalla, MD
Professor of Radiology
Division of Diagnostic Radiology
Cardiothoracic Imaging Section
Chief, Cardiothoracic Imaging Section
Co-Chief, Body Computed Tomography
Assistant Radiology Residency Program Director
Washington University School of Medicine
St. Louis, Missouri

Sanjeev Bhalla, MD, associate professor of radiology and chief of the Section of Cardiothoracic Imaging, is co-chief of emergency radiology and body computed tomography at Washington University's Mallinckrodt Institute of Radiology. He is highly sought after for consultations, even by members of his own department, particularly in the areas of cardiothoracic and pulmonary imaging. Dr. Bhalla is currently serving as director of the emergency medicine resident rotation in diagnostic radiology and advisor for medical students going into radiology. He has been honored with one of four Outstanding Teaching Awards in Radiology Residency every year since 2000. In 2003 and 2011 he was named the Radiology Residency Teacher of the year. In addition, he has received four teaching awards from medical students and one from surgery house staff, and twice has been named the Alpha Omega Alpha Lecturer at Washington University.

Dr. Bhalla is highly active in all of the major national radiology societies and is a frequent guest lecturer nationwide and internationally. He has contributed 55 peer-reviewed manuscripts and 13 book chapters.

He earned his bachelor's degree from Yale in 1990 and his medical degree from Columbia University in 1994. After an internship at Columbia, he came to Mallinckrodt for his diagnostic radiology residency, serving as chief resident, and his cardiac and thoracic imaging fellowship. He was named Fellow of the Year in 2000.

Kevin O. Leslie, MD

Kevin O. Leslie, MD
Professor of Laboratory Medicine and Pathology
Mayo Clinic College of Medicine
Scottsdale, Arizona

Kevin O. Leslie, MD received his medical degree from the Albert Einstein College of Medicine in 1978, trained in anatomic and clinical pathology at the University of Colorado, and completed a fellowship in Surgical Pathology at Stanford University Medical Center in 1983. He became board certified in anatomic and clinical pathology in 1982.

In 1986 Dr. Leslie joined the faculty of the University of Vermont and served as Director of Surgical Pathology (1988-1990) and Director of Anatomic and Surgical Pathology (1990-1995) during his tenure. In addition to clinical service activities, he directed the Morphology Core of the Vermont Specialized Center for Organized Research (SCOR) in occupational and environmental lung disease, with a research focus on the role of myofibroblasts and contractile proteins in experimental lung fibrosis.

In 1996, he joined the faculty of the Mayo Clinic in Scottsdale, Arizona, where he is a Consultant in the Department of Laboratory Medicine and Pathology and holds the academic rank of Professor in the Mayo Clinic College of Medicine.  He has authored more than 100 peer-reviewed publications, serves on the editorial boards for several pathology journals, and lectures worldwide on a broad range of topics in pulmonary pathology.

In 2005 Dr. Leslie coauthored and co-edited (with Dr. Mark Wick) a textbook (now in its 2nd edition) entitled Practical Pulmonary Pathology: A Diagnostic Approach. This work was awarded "Medical Textbook of the Year" by the Royal Society of Medicine.

Devra Cohen-Tigör

Devra Cohen-Tigör
Associate Professor
Union Graduate College - Icahn School of Medicine at Mount Sinai Bioethics Program
Schenectady, New York

Devra Cohen-Tigör is the past Director of the Morchand Center for Clinical Competence at the Icahn School of Medicine at Mt. Sinai. In her role as Director, she oversaw the center operations and program development SP (standardized patient) that supported the curriculum and assessment for the undergraduate and components of graduate medical education. She also developed and supervised programming for multiple medical schools and other health care institutions throughout the metropolitan area and beyond. Ms. Cohen-Tigör is recognized as an expert in the area of communication skills training and assessment and has created and facilitated numerous unique programs such as: the Nurse/Physician Collegiality Program, Communication Training Program for New York Organ and Tissue Donor Coordinators, Genetic SP Counseling Training Program, and Bad News Communication and Advance Directives. She lectures worldwide and has helped facilitate many other SP Programs at other institutions.
 
In addition, she developed and was the Course Director for Communication Skills without Walls for MSSM. This course spans all four years of undergraduate school and weaves communication/interpersonal training and assessment in a progressional skill building fashion throughout the curriculum.
 
Ms. Cohen-Tigor is a founding member and the current past president of ASPE (The Association of Standardized Patient Educators). ASPE, an international not-for-profit organization mission is to promote and support the development and advancement of Standardized Patient (SP) education and research in the Health Sciences.
1. Distinguish IPF from other forms of interstitial lung disease and other respiratory disorders
2. Delineate updated and evolving guideline recommendations for the treatment of patients with IPF, including those with concomitant comorbidities
3. Identify key diagnostic criteria and methods to accurately diagnose IPF and initiate prompt disease intervention
4. Distinguish current and emerging data on pharmacologic therapies for IPF and their potential role in delaying disease progression and improving patient management
5. Identify and mitigate patient and clinician attitudes and behaviors that create barriers to diagnostic and therapeutic concordance to overcome therapeutic inertia and appropriately assimilate new knowledge into clinical practice.

 


 
Method of Participation
The estimated time to complete this activity is 2 hours. To obtain credit, participants should answer the pre-activity questions, view the activity content and videos, answer the multiple-choice post-activity questions, and submit an evaluation form, and claim credit online to receive a certificate immediately upon completion. 

Accreditation
The University of California, San Diego School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.  

Credit Designation
AMA: The University of California, San Diego School of Medicine designates this enduring material for a maximum of 2.0 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. 

AAPA: AAPA accepts certificates of participation for educational activities certified for AMA PRA Category 1 Credit™ from organizations accredited by ACCME or a recognized state medical society. Physician assistants may receive a maximum of 2.0 hours of Category 1 credit for completing this program.
 
Nurses: For the purpose of recertification, the American Nurses Credentialing Center accepts AMA PRA Category 1 Credits™ issued by organizations accredited by the ACCME. For the purpose of relicensure, the California Board of Registered Nursing accepts AMA PRA Category 1 Credits™ (report up to 2.0 hours of credit and list "CME Category 1" as the provider number).
 
Pharmacists: The California Board of Pharmacy accepts as continuing education for pharmacists coursework which meets the standard of relevance to pharmacy practice and is accepted as continuing education by the Medical Board of California.
 
Disclosure 
It is the policy of the University of California, San Diego School of Medicine to ensure balance, independence, objectivity and scientific rigor. All persons involved in the selection, development and presentation of content are required to disclose any real or apparent conflicts of interest. All conflicts of interest will be resolved prior to an educational activity being delivered to learners through one of the following mechanisms 1) altering the financial relationship with the commercial interest, 2) altering the individual's control over CME content about the products or services of the commercial interest, and/or 3) validating the activity content through independent peer review. All persons are also required to disclose any discussions of off label/unapproved uses of drugs or devices. Persons who refuse or fail to disclose will be disqualified from participating in the CME activity.

Vanessa Craig, MD, Sanjeev Bhalla, MD, Kevin O. Leslie, MD, and Devra Cohen-Tigor have no disclosures relevant to the topic of this activity.
 
The CME staff, project managers, planning committee, CME committee reviewers, and peer reviewers do not have any relevant financial relationships to disclose.
 
This educational activity may contain discussion of unlabeled and/or investigational uses of agents that are not approved by the FDA. Please consult the prescribing information for each product.
 
The views and opinions expressed in this activity are those of the faculty and do not necessarily reflect the views of the University of California, San Diego.
 
Cultural and Linguistic Competency  
This activity is in compliance with California Assembly Bill 1195 which requires continuing medical education activities with patient care components to include curriculum in the subjects of cultural and linguistic competency. Cultural competency is defined as a set of integrated attitudes, knowledge, and skills that enables health care professionals or organizations to care effectively for patients from diverse cultures, groups, and communities. Linguistic competency is defined as the ability of a physician or surgeon to provide patients who do not speak English or who have limited ability to speak English, direct communication in the patient's primary language. Cultural and linguistic competency was incorporated into the planning of this activity. Additional resources on cultural and linguistic competency and information about AB1195 can be found on the UCSD CME website at http://cme.ucsd.edu.
 
 
This activity is supported by educational grants from Boehringer Ingelheim Pharmaceuticals Inc (BIPI) and InterMune
 
 
 
COURSE VIEWING REQUIREMENTS
Supported Browsers:
Internet Explorer 8.0+ for Windows 2000, 2003, Vista, XP, Windows 7, Windows 8    
Google Chrome 28.0+ for Windows, Mac OS, or Linux
Mozilla Firefox 23.0+ for Windows, Mac OS, or Linux
Safari 6+ for Mac OSX 10.7 and above

For video playback, install the latest version of Flash or Quicktime.