Dementia and Diversity in Primary Care: Latino Populations

ONLINE CME COURSE

Internet Enduring Material Sponsored by the Stanford University School of Medicine. Presented by the Department of Psychiatry and Behavioral Sciences at Stanford University School of Medicine

Course Description

Although dementia is the most common diagnosis in older adulthood it is under-recognized in primary care. This gap in recognition is even greater for patients, their caregivers and families who belong to various ethnic and racial minority populations. As U.S. residents are aging, and becoming more racially and ethnically diverse, physicians and other healthcare providers will increasingly need to tailor their care to specific populations.

This series of continuing education activities is designed to help healthcare providers recognize dementia, select culturally appropriate assessment tools, and communicate effectively about dementia care in ethnically and racially diverse populations. This course, Dementia and Diversity in Primary Care: Latino Populations, will provide information on assessing and caring for Dementia patients, their families, and caregivers in Latino/Hispanic American Populations.

The initial course in the series, Dementia and Diversity in Primary Care: A Primer - Guidelines, Ethnic Differences, and Assessment, should be taken prior to other courses in the series as it addresses the diagnosis and treatment of Dementia, while this course addresses best practices, cultural information, and appropriate assessment tools for Latino/Hispanic American populations.

Intended Audience

This course is designed for physicians in primary care, family practice, internal medicine and psychiatry specialties and nurses and social workers who work with older people.

Dates, Duration and Fee

  • Release Date: May 19, 2016
  • Expiration Date: May 19, 2018
  • Estimated Time to Complete: 1 Hour
  • CME Credits Offered: 1.00
  • Registration Fee: FREE

To Obtain CME Credits

  • Review the information below and complete the entire activity.
  • Complete the CME Post-test, CME Assessment Survey, and CME Activity Completion Statement at the end of the activity.
  • You must receive a score of 75% or higher on the post-test in order to receive a certificate. You will have two attempts to answer each multiple-choice question (or one attempt for questions with only two options) to pass the post-test.
  • Once you attest to completing the entire online activity and have scored 75% or higher on the post-test, your certificate will be generated automatically and will be available on your Dashboard page.
  • Physicians will be awarded AMA PRA Category 1 Credits™. All other participants will receive a Certificate of Participation.

Learning Objectives

At the conclusion of this activity, participants should be able to:

  • Select culturally appropriate dementia assessment tools for Latino/Hispanic American patients.
  • Utilize strategies to communicate effectively about dementia care with the families of patients with dementia from Latino/Hispanic American backgrounds.

TABLE OF CONTENTS

  1. Introduction
  2. Module 1. Latino/Hispanic American Background
  3. Module 2. Measures and Assessments
  4. Module 3. Caregiving
  5. Course Wrap-Up
  6. Resources and References
  7. Help!

Disclosures

As the content of this CME activity is not related to the products or services of a commercial interest, the following planners and speaker have no relevant financial relationships to identify and no conflicts of interest to disclose:

Nancy Morioka-Douglas, MD, MPH
Clinical Professor, General Medicine Disciplines
Stanford University School of Medicine
Medical Director for Patient Centered Care in Primary Care, Stanford Health Care
Co-Director, Stanford Geriatric Education Center 
Course Director

Dolores Gallagher-Thompson, PhD 
Professor of Research, Department of Psychiatry and Behavioral Sciences
Director, Stanford Geriatric Education Center 
Stanford University School of Medicine
Co-Course Director
Speaker

Nusha Askari, PhD 
Program Manager
Department of Psychiatry/Public Mental Health & Population Sciences 
Stanford University School of Medicine
Planner

Kala Mehta, DSc, MPH
Associate Professor
Department of Epidemiology and Biostatistics, University of California, San Francisco
Program Evaluation Consultant, Stanford Geriatric Education Center 
Stanford University School of Medicine
Planner

Yuan Marian Tzuang, MSW 
Program Coordinator, Stanford Geriatric Education Center 
Stanford University School of Medicine 
Planner

Annecy Majoros, BA
Research Assistant
Department of Psychiatry/Public Mental Health & Population Sciences
Program Assistant
Department of Medicine/General Internal Medicine
Stanford University School of Medicine
Planner

Consuelo Juarez, BA
Executive Director at Senior Talent Inc.
Planner

Irene Valverde, MFTI
Hartnell College
Planner

Technical Design and Development

Mike McAuliffe
Stanford EdTech

Greg Bruhns
Stanford Online

Jim Neighbours
Stanford Center for CME

Jenny Xu
SGEC Instructional Designer

Hardware/Software Requirements

  • Computer with Internet connection
  • Current version of Chrome, Firefox or Safari browser. You must have javascript enabled.

Accreditation and Designation of Credits

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

The Stanford University School of Medicine designates this enduring material for a maximum of 1.00 AMA PRA Category 1 Credit™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

The California Board of Registered Nursing recognizes that Continuing Medical Education (CME) is acceptable for meeting RN continuing education requirements as long as the course is certified for AMA PRA Category 1 Credit™ (rn.ca.gov). Nurses will receive a Certificate of Participation following this activity that may be used for license renewal.

Commercial Support Acknowledgement

This activity received no commercial support.

Cultural and Linguistic Competency

California Assembly Bill 1195 requires continuing medical education activities with patient care components to include curriculum in the subjects of cultural and linguistic competency. It is the intent of the bill, which went into effect July 1, 2006, to encourage physicians and surgeons, CME providers in the State of California and the Accreditation Council for Continuing Medical Education to meet the cultural and linguistic concerns of a diverse patient population through appropriate professional development. The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area. The Stanford University School of Medicine Multicultural Health Portal also contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws.

CME Privacy Policy

CONTACT INFORMATION

If you are having technical problems (video freezes or is unplayable, can't print your certificate, etc.) you can submit a Help Request to the OpenEdX Team. If you have questions related to CME credit, requirements (Pre-test, Post-test, Evaluation, Attestation) or course content, you can contact the CME Online support team at cmeonline@stanford.edu

Bibliography

Alvarez, P., Rengifo, J., Emrani, T., & Gallagher-Thompson, D. (2013). Latino older adults and mental health: A review and commentary. Clinical Gerontologist, 37(1), 33-48. Published in the Special Issue on Late-Life Diversity.

Alzheimer’s Association. (2009). California Alzheimer’s Data Report. Retrieved June 25, 2015, from http://www.alz.org/CAdata/ .

Alzheimer's Association. (2015). 2015 Alzheimer’s disease facts and figures. Alzheimer's & Dementia, 11(3),  332-384.

Aranda, M.P. (2001). Racial and ethnic factors in dementia care-giving research in the US. Aging & Mental Health, 5(001), 116-123.

Beck, A.T. (1979). Cognitive therapy and the emotional disorders. New York, NY: Penguin Books USA Inc.

Borson, S., Scanlan, J., Brush, M., Vitallano, P., & Dokmak, A. (2000).  The Mini-Cog: A cognitive ‘vital signs’ measure for dementia screening in multi-lingual elderly. International Journal of Geriatric Psychiatry, 15(11), 1021-1027.

More bibliographic information can be found in the Resources and References section.

©2016 Stanford University School of Medicine

Course Details

  • Ongoing registration for this self-paced course is available until May 19, 2018
  • Estimated Time to Complete: 1.0 hours
  • CME Credits Offered: 1.00
  • Registration Fee: FREE

Contact Information

If you are having technical problems (video freezes or is unplayable, can't print your certificate, etc.) you can submit a Help Request to the OpenEdX Team.

If you have questions related to CME credit, requirements (Pre-test, Post-test, Evaluation, Attestation) or course content, click the link below to contact the CME Online support team.

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