Behavioral Addiction: From Theory to Treatment
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- Early Career Physician - $29
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- Student - $19
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Behavioral Addiction: From Theory to Treatment
Recorded: Thursday, July 22, 2021 - Saturday, July 24, 2021
This 45-minute, on-demand session from the ASAM 2021 Review Course provides a review of the neurobiology, prevalence, screening, and treatment of gambling disorder and discusses the future of behavioral addiction.
While only one behavioral addiction is officially recognized by DSM-5, a second is now a "Condition for Further Study" and many more are likely to follow in subsequent editions of DSM-5. This session will focus on the recognition of behavioral addiction through a deeper understanding of the theoretical framework of any addictive disorder. The presenter will provide a thorough review of the neurobiology, prevalence, screening, and treatment of gambling disorder. The session will end with a discussion of the future of behavioral addiction.
The target audience for this introductory and intermediate level activity includes: Physicians preparing for the ABPM or AOA Board Certification Examination in addiction medicine, nurse practitioners, physician assistants, other clinicians, researchers, residents, fellows, students, and counselors.
This activity addresses the following ACGME Competencies: Patient Care, Medical Knowledge, Interpersonal and Communication Skills, Practice-Based Learning and Improvement.
Upon completion, learners will be able to:
- Demonstrate practical knowledge on the neurobiology of addiction and articulate its activity in terms useful in a clinical setting
- Describe the effects of alcohol, tobacco and other drugs in both tolerant and non-tolerant individuals
- Describe the process for diagnosing addiction and differentiating the symptoms of addiction from those of other medical or psychiatric disorders
- Explain the various pharmacologic and psychosocial treatments for addictive disorders and describe the factors that should be considered in selecting a treatment modality to match the needs of a specific patient
- Describe the precipitants of relapse and current evidence-based practices to prevent and manage relapse
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Refunds & Cancellations
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Registration Deadline: 08/09/2024
- Click on the Contents tab to begin this activity.
- Click Complete Post Test to answer multiple choice questions. Participants will have 10 attempts to pass and must answer 2 out of 3 questions correctly.
- Click Complete Evaluation to provide valuable activity feedback. Scroll down on all questions as there may be answer options that expand past the size of the window.
- Click the button Claim Medical Credits in the box titled Claim Credits & Certificate. Choose the type of credit and click submit. Click the button View/Print Certificate to save or print your certificate. You can view/print your certificate at any time by visiting the ASAM e-Learning Center, clicking Dashboard, and clicking Transcript/Achievements.
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Erin A. Zerbo
Erin Zerbo, MD, received her B.S. in Brain and Cognitive Sciences from the Massachusetts Institute of Technology in 2003, and her M.D. from New York University School of Medicine in 2007. She remained at NYU for a general psychiatry residency and a one-year addiction psychiatry fellowship, graduating in 2012. Since 2014, she has been an Assistant Professor in the Department of Psychiatry at Rutgers New Jersey Medical School and the Associate Director of Medical Student Education in Psychiatry. In addition to managing a large buprenorphine practice dedicated to Newark residents, she is also the director of the Northern New Jersey Center of Excellence in Medication-Assisted Treatment, a new statewide opioid training and education initiative. Dr. Zerbo serves as the co-Chair of the Council on Education of the New Jersey Psychiatric Association, and she has published and lectured extensively in the field of addiction. Her primary interest is the treatment of substance use disorders in underserved and disadvantaged populations. She is a co-editor of the book "Pocket Guide to Addiction Assessment and Treatment" (APA, 2106), and the lead editor of "Becoming Mindful: Integrating Mindfulness into Your Psychiatric Practice" (APA, 2017).
Disclosures - None
CME, CE, CEU and Other Credit Types
ACCME Accreditation Statement
The American Society of Addiction Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.
AMA Credit Designation
The American Society of Addiction Medicine designates this enduring activity for a maximum of 0.75 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
American Academy of Family Physicians (AAFP)
The AAFP has reviewed The ASAM Virtual Review Course and deemed it acceptable for up to 0.75 enduring materials, self-study AAFP Prescribed credit. Term of Approval is from 07/22/2021 to 07/24/2021. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
AAFP Prescribed credit is accepted by the American Medical Association as equivalent to AMA PRA Category 1 credit(s)™ toward the AMA Physician’s Recognition Award. When applying for the AMA PRA, Prescribed credit earned must be reported as Prescribed, not as Category 1.
NAADAC, the Association for Addiction Professionals
This activity has been approved by the American Society of Addiction Medicine, as a NAADAC Approved Education Provider, for educational credits. NAADAC Provider #295, ASAM is responsible for all aspects of the programming.
California Association for Drug/Alcohol Educators (CAADE)
This educational program is approved by CAADE: #CP40 999 1222.
California Association of DUI Treatment Centers (CADTP)
This educational program is approved by CADTP: #205.
California Consortium of Addiction Programs and Professionals (CCAPP)
This educational program is approved by CCAPP: #OS-20-330-1222.
Continuing Education Credits (CEUs)
Non-physician participants will receive a certificate of attendance upon completion of the activity and an online evaluation confirming their participation. Participants should submit their certificate of attendance to their professional organization/institute.
Maintenance of Certification (MOC) or Continuing Certification Programs (CCP)
American Board of Medical Specialties MOC Approval Statement
Through the American Board of Medical Specialties (“ABMS”) ongoing commitment to increase access to practice relevant Continuing Certification Activities through the ABMS Continuing Certification Directory, The ASAM Virtual Review Course in Addiction Medicine has met the requirements as a MOC Part II CME Activity (apply toward general CME requirement) for the following ABMS Member Boards: Allergy and Immunology, Anesthesiology, Colon and Rectal Surgery, Family Medicine, Medical Genetics and Genomics, Nuclear Medicine, Physical Medicine and Rehabilitation, Plastic Surgery, Preventive Medicine, Psychiatry and Neurology, Radiology, Thoracic Surgery, Urology.
American Board of Preventive Medicine (ABPM)
The American Board of Preventive Medicine (ABPM) has approved this activity for a maximum of 18.5 LLSA credits towards ABPM MOC Part II requirements.
American Board of Anesthesiology (ABA)
This activity contributes to the CME component of the American Board of Anesthesiology’s redesigned Maintenance of Certification in Anesthesiology TM (MOCA®) program, known as MOCA 2.0®.
American Board of Pediatrics (ABP)
Successful completion of this CME activity, which includes participation in the activity, with individual assessments of the participant and feedback to the participant, enables the participant to earn a maximum of 18.5 MOC points in the American Board of Pediatrics’ (ABP) Maintenance of Certification (MOC) program. It is the CME activity provider’s responsibility to submit participant completion information to ACCME for the purpose of granting ABP MOC credit.
American Board of Internal Medicine (ABIM)
Successful completion of this CME activity, which includes participation in the evaluation component, enables the participant to earn up to 18.5 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 credits.
American Board of Surgery (ABS)
Successful completion of this CME activity, which includes participation in the evaluation component, enables the learner to earn credit toward the CME and/or Self-Assessment requirements of the American Board of Surgery’s Continuous Certification program. It is the CME activity provider's responsibility to submit learner completion information to ACCME for the purpose of granting ABS credit.
American Board of Psychiatry and Neurology (ABPN)
Successful completion of this CME activity can be used to satisfy the American Board of Psychiatry and Neurology’s (ABPN) CME requirement for Maintenance of Certification program.
American Board of Addiction Medicine (ABAM)
Successful completion of this activity can be used to satisfy the American Board of Addiction Medicine (ABAM) for Tmoc as credits towards ABAM LLSA Part II requirements.
Royal College of Physicians and Surgeons of Canada (RCPSC)
Royal College Fellows can use participation in Accredited Continuing Medical Education to earn Section 3 Credits.
CME Committee, Program Planning Committee, and Faculty Disclosure Information
In accordance with disclosure policies of ASAM and the ACCME, the effort is made to ensure balance, independence, objectivity, and scientific rigor in all CME activities. These policies include mitigating all possible relevant financial relationships with ineligible companies for the Planning Committees, CME Committee, MEC, and Faculty. All activity Planning Committee members and Faculty have disclosed relevant financial relationship information. The ASAM CME Committee has reviewed these disclosures and determined that the relationships are not inappropriate in the context of their respective presentations and are not inconsistent with the educational goals and integrity of the activity.
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