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Ohio AAP CME Outcomes Dashboard
Spring Education Meeting 2026 Evaluation
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Ohio AAP CME Outcomes Dashboard
Spring Education Meeting 2026 Evaluation
3 Month Follow Up Surveys
Previously Held CME Activities Evaluation Survey
Ohio AAP CME Outcomes Dashboard
CME Evaluation Form (V.3)
Participant Contact Information
Name
Credentials
Such as MD, RN, etc.; if not applicable, leave blank.
Practice or Organization
*
Email Address
*
Your CME certificate will be sent to this address.
Phone Number
*
Address
*
City
*
State
*
Zip
*
If seeking MOC Part 2 credit, please enter your ABP diplomate number:
If seeking MOC Part 2 credit, please enter your date of birth (MM/DD/YY):
End Year for Current MOC Cycle:
Specialty
Primary Care (Pediatrics)
Primary Care (Family Medicine)
Medical Subspecialty
Nursing or Allied Health
Community Health Worker
Home Visitor
Resident
Social Worker
Registered Environmental Health Specialist/In Training
Other
Activity Evaluation
How did you participate in an educational activity?
*
Attended a live presentation, via webinar or in person
Watched a recorded presentation
Which activity are you claiming credit for?
*
Anxiety in the "Tween" Aged Child (Allied Health)
Anxiety in the "Tween" Aged Child (Provider)
Newborn Screening for Duchenne Muscular Dystrophy
Rest Assured: Improving Teen Sleep Habits for a Healthier Life
Considerations for Refugee and Immigrant Patients in Pediatric Lead Poisoning Prevention
Impact of Food Insecurity and Quality on Pediatric Lead Poisoning Prevention
Prediabetes in Kids: Screening, Risk Factors, and Treatment Strategies
PMP Obesity Education - Prevention
PMP Obesity Education - Evaluation
Creating a Gameplan: A Social Media Playbook for Pediatricians
Exploring and Addressing Eating Behaviors as Pediatric Obesity Drivers
Lead-Free Ohio Practice Coaching Kick-Off
Motivational Interviewing - Practical Strategies
Motivational Interviewing - Two Tools for Success: Assessing Values and Readiness
Motivational Interviewing: The Central Skill of MI, Reflections
Motivational Interviewing: Putting it all Together
Overview of the Ohio Youth Risk Behavior Survey
What’s Trending vs. What Works: Functional Nutrition for Tweens and Teens
Lunchroom Lessons: Unpacking the School Meal
Easing the Transition From Pediatric to Adult Medicine
Pediatric Hypertension: Early Risk, Detection, and Long-Term Cardiovascular Impact
Addressing Vaccine Hesitancy
How Hunger Shapes Behavior
Childhood Lead Poisoning: Role of the Provider in Screening and Education
Making Sense of Adherence: Pediatric Self-Management Models for Clinicians
Better Questions, Better Answers: Assessing Medication Adherence in Pediatric Primary Care
From Barriers to Behavior Change: Delivering Tailored Adherence Support
Injury Prevention Plus Safe Environment for Every Kid (SEEK) Program Wave 7 SEEK 101
Screen Today, Prevent DKA Tomorrow: Rewriting the Story of Type 1 Diabetes through Screening.
Redefining the Type 1 Diabetes Timeline: Practical, Evidence-Based Approaches to Screening and Monitoring Early Disease
High Stakes: What Pediatricians Need to Know About Marijuana, Nicotine, and Today’s Youth Products
Injury Prevention Plus Safe Environment for Every Kid (SEEK) Program Wave 7 SEEK 102
Identifying and Addressing Occupational and Soil-Based Sources of Lead
Lead Exposure and Pregnancy: Protecting Families Through Lead Screening
Enhancing Conversations and Supporting Your Patient’s Nutrition and Physical Activity Journey in Practice: An Introduction and Review of Tools
Enhancing Conversations and Supporting Your Patient’s Nutrition and Physical Activity Journey in Practice: Case Based Learning
Which activity are you claiming credit for?
*
OPPAL: Incorporating OPPAL into Your Primary Care Workflow- 1/21/26
Lead-Free Ohio Practice Coaching Kick-Off - 1/15/26
Motivational Interviewing - Practice Strategies 01/23/26
Motivational Interviewing - Two Tools for Success: Assessing Values and Readiness - 1/30/26
OPPAL: Case Review: Behavioral Health and Medication Management - 2/4/26
Motivational Interviewing: The Central Skill of MI, Reflections - 2/6/26
3S Interconception Care: Sleep, Spacing and Smoking - 2/6/26
Motivational Interviewing: Putting it all Together - 2/13/26
Overview of the Ohio Youth Risk Behavior Survey - 2/17/26
OPPAL: Psychopharmacology for Anxiety and Depression in Primary Care- 2/25/26
What’s Trending vs. What Works: Functional Nutrition for Tweens and Teens - 2/25/26
OPPAL: Safety Planning in Primary Care - 3/4/26
3S Interconception Care: Practice Coaching Kick-off - 3/10/26
Lunchroom Lessons: Unpacking the School Meal - 3/11/26
Easing the Transition From Pediatric to Adult Medicine - 3/16/26
Pediatric Hypertension: Early Risk, Detection, and Long-Term Cardiovascular Impact - 4/3/26
OPPAL: Supporting Substance Use and Addiction Treatment in Primary Care - 4/8/26
Addressing Vaccine Hesitancy - 04/15/26
How Hunger Shapes Behavior - 4/26/26
School Health Considerations for Primary Care Providers - 4/30/26
Addressing Unsafe Sleep Practices Through Fatality Review - 5/4/26
Making Sense of Adherence: Pediatric Self-Management Models for Clinicians - 5/7/26
Addressing Changes in Structure and Routines in Early Childhood - 5/12/26
Better Questions, Better Answers: Assessing Medication Adherence in Pediatric Primary Care - 5/12/26
Screen Today, Prevent DKA Tomorrow: Rewriting the Story of Type 1 Diabetes through Screening. - 5/14/26
From Barriers to Behavior Change: Delivering Tailored Adherence Support - 5/19/26
Redefining the Type 1 Diabetes Timeline: Practical, Evidence-Based Approaches to Screening and Monitoring Early Disease - 5/19/26
Injury Prevention Plus Safe Environment for Every Kid (SEEK) Program Wave 7 SEEK 101 - 5/20/26
Lead-Free Ohio Office Hours
Lead-Free Ohio Coaching Sessions
Care2 Project Introduction and Resource Webinar - 6/4/26
High Stakes: What Pediatricians Need to Know About Marijuana, Nicotine, and Today’s Youth Products - 6/10/26
Injury Prevention Plus Safe Environment for Every Kid (SEEK) Program Wave 7 SEEK 102 6/23/26
Identifying and Addressing Occupational and Soil-Based Sources of Lead - 6/18/26
School's Out Adolescent Health: Screen-time, Social Media and More - 7/1/26
Improving Adolescent Preventative Care in Your Practice - 7/16/26
Enhancing Conversations and Supporting Your Patient’s Nutrition and Physical Activity Journey in Practice: An Introduction and Review of Tools - 9/30/26
Childhood Lead Poisoning: Role of the Provider - Various Dates
Lead Exposure and Pregnancy: Protecting Families Through Lead Screening - Various Dates
Enhancing Conversations and Supporting Your Patient’s Nutrition and Physical Activity Journey in Practice: Case Based Learning - 10-14-26
What is one new piece of information from this education session that you feel is the most impactful to your practice?
*
As a result of this activity, do you plan to make changes in practice?
*
Yes
No
What reasons or barriers lead to your decision to not make changes? (Select all that apply)
Already implementing all recommendations; no changes needed
Time constraints
Staffing shortages
Need system approval or support
Need additional training prior to making changes
Need additional infrastructure support, such as EMR or supplies
Other (please describe)
Other (please describe)
Based on what you learned in this session, which of the following changes will you make to your practice?
*
Educate appropriate staff
Use new resources for patient visits
Expand knowledge of topic through research
Make changes to practice work flow (Please provide example if possible)
Make changes to practice work flow (Please provide example if possible)
Other
Other
Assess your level of commitment to making the modification to your practice stated above:
*
Very committed
Committed
Somewhat committed
Not very committed
Do not expect to change practice
Please select the reason (or reasons) that you chose to access this activity:
MOC Part II Credit
CME Credit (or Other Continuing Education Credit)
Educational Content/Topic
Speaker
Other
Other
As you look ahead, what CME topic is your highest learning priority?
Please rate the following statements based on your opinion following this education session.
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
N/A
The content matched my current or potential scope of practice
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
N/A
The speaker was knowledgeable and able to effectively teach the content
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
N/A
I was satisfied with this learning activity
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
N/A
This activity was free of bias and promotes the values of belonging, respect and fairness.
*
Yes
No (if no, please comment)
No (if no, please comment)
This activity was free of commercial bias.
*
Yes
No (if no, please comment)
No (if no, please comment)
Faculty disclosures were made.
*
Yes
No (if no, please comment)
No (if no, please comment)
How can the Ohio AAP Assist in meeting your education needs?
At the conclusion of this activity are you able to:
Identify common presentations of anxiety in pre-teen children
*
Yes
No
Describe the workup for anxiety in pre-teen children
*
Yes
No
List treatment approaches for anxiety in pre-teen children
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
Which of the following is the most common mental health problem in pre-adolescent youth?
*
ADHD
Depression
Oppositional Defiant Disorder
Anxiety
Bipolar Disorder
Which of the following is felt to be influencing increases in loneliness and friendlessness in youth since the 2010’s?
*
Colorful skinny jeans
Fidget spinners
Hoverboards
Earthquakes and oil spills
Widespread use of smartphones
Which of the following is characterized by persistent and excessive worry about losing major attachment figures or about possible harm such as illness, injury, disasters, or death?
*
Reactive attachment disorder
Separation anxiety disorder
Generalized anxiety disorder
Social anxiety disorder
Attention deficit/hyperactivity disorder
Which of the following screening tools can be most helpful in determining if a child is experiencing significant anxiety?
*
Pediatric Symptom Checklist
Strengths and Difficulties Questionnaire
SCARED
Vanderbilt Assessment Scale
Conners 3
Which of the following treatment approaches for anxiety is preferred as front line?
*
Combination of CBT and medication
6 months of CBT
A trial of an SSRI
Parent training
Bibliotherapy
At the conclusion of this activity are you able to:
Identify common presentations of anxiety in pre-teen children
*
Yes
No
Describe the workup for anxiety in pre-teen children
*
Yes
No
List treatment approaches for anxiety in pre-teen children
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
Which of the following is the most common mental health problem in pre-adolescent youth?
*
ADHD
Depression
Oppositional Defiant Disorder
Anxiety
Bipolar Disorder
Which of the following is felt to be influencing increases in loneliness and friendlessness in youth since the 2010’s?
*
Colorful skinny jeans
Fidget spinners
Hoverboards
Earthquakes and oil spills
Widespread use of smartphones
Which of the following is characterized by persistent and excessive worry about losing major attachment figures or about possible harm such as illness, injury, disasters, or death?
*
Reactive attachment disorder
Separation anxiety disorder
Generalized anxiety disorder
Social anxiety disorder
Attention deficit/hyperactivity disorder
Which of the following screening tools can be most helpful in determining if a child is experiencing significant anxiety?
*
Pediatric Symptom Checklist
Strengths and Difficulties Questionnaire
SCARED
Vanderbilt Assessment Scale
Conners 3
Which of the following treatment approaches for anxiety is preferred as front line?
*
Combination of CBT and medication
6 months of CBT
A trial of an SSRI
Parent training
Bibliotherapy
At the conclusion of this activity are you able to:
Review the clinical features of Duchenne Muscular Dystrophy
*
Yes
No
Apply a systematic approach to the handling of an inconclusive newborn screen
*
Yes
No
Explain the rationale for adding DMD to the Ohio newborn screen
*
Yes
No
Discuss current therapies available for DMD
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
1. A 5-year-old boy presents to his pediatrician with arm and shoulder pain. This pain began after he tripped while walking up the stairs and tried to break the fall with his arms. A review of systems reveals that he walks on his tiptoes and supports himself with his hands on his knees when standing up from a seated position. His vital signs are normal. Physical examination reveals tenderness to palpation of his left elbow and reduced range of motion. There is enlargement of both thighs and a waddling gait. Which of the following best describes the inheritance pattern of this disorder?
*
Autosomal dominant
Autosomal recessive
X-linked
Mitochondrial
Multifactorial
2. A 9-year-old boy is brought to his pediatrician for a well-child visit. His father explains that the boy is doing well, although there is some decline in mobility. He is now using a wheelchair to move around their home. His medical history is significant for an inherited disorder that causes deletion of the dystrophin gene. His vital signs are stable. Physical examination shows large calves with decreased muscle power. Which of the following is a common feature of this disease?
*
Rhabdomyosarcoma
Decreased intelligence compared to the general population
Ataxia
Urinary incontinence
3. You are a pediatrician seeing a 7-day-old male infant for his initial newborn visit. He was born premature at 35 weeks gestation. He was small for gestational age with a 1920-gram birth weight. He was admitted to the NICU where he required a few hours of supplemental oxygen and one day of dextrose-containing fluids for hypoglycemia. The remainder of his NICU course was unremarkable, and he was discharged yesterday on an appropriate feeding regimen. His Ohio newborn screen was collected at 25 hours of life. If the newborn screen lab measures a CK-MM level of 241 ng/mL, which of the following interpretations do you expect to see on the final newborn screen report?
*
Normal
Inconclusive
Elevated
4. This same 7-day-old male infant weighs 2095 grams in your office today. Which of the following follow-up actions should be taken?
*
No further action is needed
Collect another newborn screen today
Collect another newborn screen after he is 2 weeks old (
Collect total CK today
Refer to Duchenne Muscular Dystrophy specialist
5. Which of the following individuals would be eligible for Elevidys (delandistrogene moxeparvovec-rokl), the FDA approved gene therapy for Duchenne Muscular Dystrophy?
*
6-month-old boy with hemizygous pathogenic variant in DMD
4-year-old girl with elevated CK, heterozygous pathogenic variant in DMD, and characteristic clinical features of DMD
5-year-old boy with hemizygous pathogenic variant in DMD (correct
4-year-old boy with elevated CK and characteristic clinical features of DMD
At the conclusion of this activity are you able to:
State AAP guidelines and recommendations for adolescent safe sleep.
*
Yes
No
Discuss the importance of sleep and impacts it has on areas of life.
*
Yes
No
Examine practical tips for adolescents to obtain a good night’s sleep.
*
Yes
No
Screen for Obstructive Sleep Apnea during a clinic visit.
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
What is the recommended amount of nighttime sleep for a teenager?
*
9-12 hours
8-10 hours
7-8 hours
6-8 hours
True or False: Lack of nighttime sleep increases ghrelin production
*
True
False
True or False: Although duration of sleep is important to physical and mental health, the timing of sleep is inconsequential
*
True
False
At the conclusion of this activity are you able to:
Review screening guidelines for refugee health, including RHS-15.
*
Yes
No
Examine differences between US-based lead screening and international lead screening efforts.
*
Yes
No
Utilize motivational interviewing to identify the patient and family’s social and medical needs.
*
Yes
No
Discuss potential persistent lead poisoning sources in the home from cultural humility lens.
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
In addition to lead-based paint, immigrants may have experienced environmental exposure to lead in their country of origin in the form of:
*
Spices or traditional medicines
Burning waste
Industrial emissions
All of the above
Refugees should receive a comprehensive domestic medical examination within _____ days of arrival to the US.
*
30
60
90
365
The comprehensive domestic medical examination should include a blood lead test for:
*
All refugee infants and children ≤ 2 years of age
All refugee infants and children ≤ 6 years of age
All refugee infants and children ≤ 16 years of age
Lead testing is not a routine component of the comprehensive domestic medical examination.
At the conclusion of this activity are you able to:
Review current data related to lead contamination in shelf-stable foods.
*
Yes
No
Examine comorbidities associated with lead poisoning and food insecurity.
*
Yes
No
Differentiate between state and local resources available for safe, quality food sources for children in Ohio.
*
Yes
No
Determine appropriate considerations and cautions when preparing food in the home.
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
What is one way food insecurity increases the risk of lead exposure in children?
*
Food-insecure families are less likely to live in older housing with lead paint.
Nutritional deficiencies associated with food insecurity increase lead absorption in the body.
Food-insecure families are more likely to consume foods tested for lead contamination.
Food insecurity directly prevents exposure to lead from water or soil.
Which of the following foods can help reduce lead absorption when included in the diet?
*
Foods high in calcium, such as milk and yogurt.
Foods high in fats, such as fried snacks.
Foods low in fiber, such as white bread.
Foods high in sugar, such as candy.
What is a primary source of lead exposure that disproportionately affects low-income families?
*
Lead-contaminated air in urban areas.
Lead-based paint in older housing.
Lead in modern toys and household products.
Lead naturally occurring in groundwater in suburban areas.
At the conclusion of this activity are you able to:
Define prediabetes in youth
*
Yes
No
Understand what is known regarding risk factors for progression from prediabetes to type 2 diabetes in youth, and how the DISCOVERY study is hoping to better define these risk factors
*
Yes
No
Discuss treatment options for prediabetes
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
What is the estimated prevalence of prediabetes in children 12-18 years of age?
*
5%
10%
20%
30%
What is the lowest limit of A1C for diagnosing prediabetes?
*
5.5%
5.6%
5.7%
5.8%
Which of the below medications are FDA-approved for a diagnosis of prediabetes?
*
Metformin
Liraglutide
Semaglutide
None of the above
At the conclusion of this activity are you able to:
Discuss appropriate methods to assess weight status and the strengths and weaknesses of BMI as a measure.
*
Yes
No
Explore the impacts of social determinants of health on obesity in your patients, as a risk factor and considerations for treatment.
*
Yes
No
Discuss medical evaluation of comorbidities, including those identifiable by labs and patient family history such as sleep, mental health, skin, and eating disorders.
*
Yes
No
Identify how to exclude hormonal or genetic causes of obesity.
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
A 12-year-old girl with an unremarkable past medical history and normal development is seen for severe obesity. Her body mass index is 138% of the 95th percentile. The growth chart shows BMI percentile increasing sharply starting at age 10 years. The height percentile during this time decreased from the 50th percentile to the 10th percentile, and the growth velocity decreased from normal to around 1.5 cm/yr. The child is Tanner stage 1 for breast development and pubic hair. At this point additional screening tests should include:
*
Genetic screening for Prader Willi syndrome and other monogenic and syndromic forms of obesity
A TSH and Free T4
Behavioral health screening for binge eating disorder or night eating syndrome
A hepatic function panel
Which of the following would not be an acceptable classification or way to identify a child and adolescent with overweight or obesity, in current practice.
*
BMI >= 95th percentile for Obesity
Waist circumference greater than 80cm or 31 inches
Class 2 obesity as a BMI from 120% to less than 140% of the percent of obesity.
A BMI from 85th to less than 95th percentile as Overweight
Class 3 obesity as a BMI greater or equal to 140% of obesity
Which of the following would not be a risk factor for a child to develop obesity? be an acceptable classification or way to identify overweight or obesity in a children and adolescents.
*
Having 2 parents with obesity
Excess screen time (television, video games, or social media)
Early introduction of complementary foods and beverages
Daily sugary sweet beverages and frequent dining out
Getting recommended hours of sleep
Excess weight gain by mom during her pregnancy
At the conclusion of this activity are you able to:
Discuss strategies to promote healthy active living for the family unit.
*
Yes
No
Identify how to address and avoid weight bias while integrating compassionate care.
*
Yes
No
Explore motivational interviewing skills to navigate difficult or uncomfortable conversations around weight.
*
Yes
No
Discuss how to promote healthy feeding habits with patients and their families
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
What is weight bias?
*
A genetic predisposition to gaining weight
Negative attitudes, beliefs, and assumptions about individuals based on their weight and/or body size
A medical condition that causes unintentional weight gain
A type of dietary preference based on cultural norms
Weight bias can be both implicit and explicit
*
True
False
The AAP’s statement on The Role of the Pediatrician in the Promotion of Healthy Active Living emphasizes guidance in these four areas:
*
Nutrition, Physical Activity, School, Development
Physical Activity, Weight Bias, Bullying, and Nutrition
Nutrition, Physical Activity, Sleep, Social-Emotional Wellness
Physical Activity, Social-Emotional Wellness, School, Development
At the conclusion of this activity are you able to:
Guide families in creating balance, boundaries, and communication
*
Yes
No
Apply the 5 Cs of Healthy Digital Habits
*
Yes
No
Collaborate with families to model positive digital behavior
*
Yes
No
Define media use and its impact on children’s lives
*
Yes
No
# of CME Hours:
PLEASE ANSWER THIS ADDITIONAL ASSESSMENT QUESTIONS:
Required for MOC Part II Credit: Reflect on the lessons learned and how this can be applied in your practice; please share a sentence or two on the intervention or change you plan to make because of this session.
At the conclusion of this activity are you able to:
Understand common eating behavior phenotypes in childhood obesity.
*
Yes
No
Utilize practical assessment strategies.
*
Yes
No
Apply evidence-based interventions in primary care.
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
Fast eating is a common eating behavior in children who have obesity. It can lead to overeating and weight gain. What is also true about fast eating in children?
*
Asking the parent/guardian: “Do you feel your child eats faster than is normal?” is a poor assessment of fast eating. A 35-item validated questionnaire is the only reliable method.
Increasing the number of chews per bite of food has been shown to reduce calorie consumption and increase satiety hormones produced by the gut.
While fast eating can lead to short term weight gain, research shows that over the long term obesity risk is not associated with eating speed.
Food fussiness can be a barrier to adopting healthier eating patterns. It is associated with:
*
Higher intake of ultraprocessed foods
Low intake of vegetables
Lower body weight at a population level
All of the above
None of the above
Children who eat more when stressed, bored or fatigued can be helped by focusing on which of the following?
*
Mindfulness and stress management techniques
Increasing duration of sleep
Increasing physical activity
All of the above
None of the above
At the conclusion of this activity are you able to:
Describe reasons to use OPPAL
*
Yes
No
Describe a “typical” clinic workflow utilizing OPPAL
*
Yes
No
Understand TRAYT workflows related to OPPAL cases
*
Yes
No
# of CME Hours:
At the conclusion of this activity are you able to:
Outline anticipatory guidance around lead poisoning prevention.
*
Yes
No
Describe ODH lead screening/testing guidelines.
*
Yes
No
Compare different sample collection methods.
*
Yes
No
Determine your practice’s next steps in increasing your lead screening rates.
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
Anticipatory guidance around lead poisoning prevention should include recommendations on _____
*
Common sources of lead exposure
High risk occupations or hobbies
Nutrition
All of the above
According to Ohio Revised Code and ODH screening and testing guidelines, a child warrants a lead test at 12 and 24 months of age if they ____
*
Are Medicaid-insured
Live in a high-risk zip code
Have a positive questionnaire
All of the above
Of the available sample collection methods for lead testing, the only option that does not require a confirmatory test is ____
*
LeadCare II POC device
Microtainer
Filter paper
Venipuncture
At the conclusion of this activity are you able to:
Describe the "spirit" of motivational interviewing
*
Yes
No
Explain the four processes (tasks) of motivational interviewing
*
Yes
No
Use open-ended questions at a 3:1 ratio in clinical encounters when addressing behavior change
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
1) Which of these refers to a patient or family giving a signal that they are ready to move forward?
*
Change Talk
Sustain Talk
Reflective Statements
Values Assessment
2) Which of these is the central issue of change?
*
Anger
Ambivalence
Calm
Depression
3) Which of these is NOT one of the fundamental processes of Motivational Interviewing?
*
Engaging
Guiding
Identifying
Planning
At the conclusion of this activity are you able to:
Identify when to use the readiness ruler and values sheet in clinical encounters
*
Yes
No
Use the readiness ruler to address patient importance and confidence to change behavior
*
Yes
No
Use a values assessment in clinical encounters
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
1) Which of the following can rulers and scaling questions help to determine?
*
Importance
Readiness
Confidence
All of the above
2) When asking a question using a readiness ruler, which of these is important to do?
*
Only use a scale from 1 to 20
Define each end of the scale
Allow the patient to set the scale
Speak in broad terms
3) What should you do after a patient identifies “their number on a scale?”
*
Agree with their number
Ask why they didn't choose a lower number
Offer your thoughts on the patients assessment
Repeat the question using a new scale
Question 4
*
Pediatric Symptom Checklist
Strengths and Difficulties Questionnaire
SCARED
Vanderbilt Assessment Scale
Conners 3
At the conclusion of this activity are you able to:
Compare and contrast ADHD medication classes, reviewing newer preparations and formulations.
*
Yes
No
Increase comfort level with at least two additional stimulant preparations.
*
Yes
No
Distinguish between ADHD and other conditions presenting with similar symptoms, including comorbidities.
*
Yes
No
Diagnose medication side effects and manage them effectively.
*
Yes
No
# of CME Hours:
At the conclusion of this activity are you able to:
Apply discussions of harm reduction strategies in safe sleep conversations with families and caregivers of infants.
*
Yes
No
Identify and discuss recommendations for family planning based upon individual patient needs.
*
Yes
No
Develop plan to consistently screen for and discuss risks associated with smoke exposure for infants.
*
Yes
No
Compare and utilize appropriate resources to provide education and resources to families for each topic.
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
Goals of discussing smoking cessation with caregivers should include:
Understanding their motivation & Readiness for Change
Helping them develop "Smart" winnable goals that reduce harm along the way
Creating (& documenting) a follow-up plan
All of the above
True or false: Most sleep related infant deaths in Ohio occur between 1 and 3 months of age.
True
False
Which of the following risks are NOT increased by short interpregnancy intervals?
Preterm birth
Infants who are Large for Gestational Age
NICU admissions
Infant mortality (early infant death)
At the conclusion of this activity are you able to:
Explain the principles of reflective statements
*
Yes
No
Use reflective statements in clinical settings
*
Yes
No
Reflect on content, feeling and meaning in patient statements
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
1) Which of these is true of reflections?
*
They help the patient to organize their thoughts
They help the patient to recognize change talk
They invite the patient to continue speaking
All of the above
2) Which of these is the type of reflection that adds meaning or emotion?
*
Simple Reflection
Complex Reflection
Double-Sided Reflection
3) What type of complex reflection “provides understanding for the client’s situation and diffuses discord?”
*
Reframing
Continuing the Paragraph
Coming Alongside
Shifting Focus
At the conclusion of this activity are you able to:
Ask for permission when providing health information
*
Yes
No
Use the technique of elicit-provide-elicit (ask-offer-ask) effectively in clinical encounters
*
Yes
No
Demonstrate multiple motivational interviewing techniques in one encounter
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
1) What is the primary purpose of the first “Ask” in the Ask–Offer–Ask approach?
*
To persuade the patient to change
To assess the patient's readiness for change
To explore what the patient already knows or wants to know
To provide expert advice immediately
2) During the “Offer” phase of Ask–Offer–Ask, which action best aligns with Motivational Interviewing principles?
*
Giving detailed advice regardless of patient interest
Sharing information briefly and neutrally, with permission
Correcting the patient's misconceptions directly
Emphasizing risks to increase motivation
3) What is the main goal of the second “Ask” in the ask-offer-ask model?
*
To check whether the patient agrees with the clinician
To evaluate the effectiveness of the information given
To invite the patient's reaction and support autonomy
To decide the next step for the patient
At the conclusion of this activity are you able to:
Explain how the Youth Risk Behavior Assessment is administered in the state of Ohio.
*
Yes
No
Identify trends and emerging issues from data gathered by the Youth Risk Behavior Assessment.
*
Yes
No
Identify trends and emerging issues from data gathered by the Youth Tobacco Survey.
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
The YRBS is an initiative from which of these government departments?
*
Bureau of Youth Development
Centers of Disease Control
Department of Education
Department of Family Services
What percentage of high school students in Ohio reported feeling sad or hopeless in 2023?
*
10%
35%
50%
65%
What percentage of high school students reported having used marijuana?
*
12%
32%
54%
83%
At the conclusion of this activity are you able to:
Gain understanding in the optimal utilization of 1st line pharmacotherapy in pediatric anxiety disorders
*
Yes
No
Gain understanding in the optimal utilization of 1st line pharmacotherapy in pediatric depressive disorders
*
Yes
No
Recognize adverse effect of SSRI medications
*
Yes
No
Address adverse effects of SSRI medications
*
Yes
No
# of CME Hours:
At the conclusion of this activity are you able to:
Apply core principles of Functional Nutrition—including a whole-foods, gut-supportive approach—to promote optimal health in patients ages 10-18
*
Yes
No
Evaluate popular diet trends (ketogenic, carnivore, intermittent fasting) using current evidence to provide balanced guidance to adolescent patients and their families
*
Yes
No
Identify practical, food-based strategies to support gut health and address common nutritional gaps in tweens and adolescents
*
Yes
No
Determine when to refer to a registered dietitian and establish collaborative care frameworks that optimize outcomes for pediatric patients
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
Which dietary factor is most strongly associated with decreased microbial diversity in adolescents?
*
Fiber-rich whole foods
Omega-3 intake
High consumption of ultra-processed foods
Fermented foods
Which statement best reflects the role of functional nutrition in pediatric practice?
*
It replaces the need for medical evaluation for GI symptoms
It supports whole-body physiology through dietary and lifestyle modifications
It requires extensive supplement use
It focuses on elimination diets as the primary tool
Which popular diet trend poses the highest risk for nutrient deficiency in growing teens?
*
Carnivore diet
Mediterranean diet
Balanced plate model
Flexitarian
At the conclusion of this activity are you able to:
Identify and understand youth suicide statistics
*
Yes
No
Identify and understand sub-groups at high risk
*
Yes
No
Describe the role of primary care medical providers in suicide prevention
*
Yes
No
Describe strategies to support youth struggling with suicidal ideation, specifically safety planning
*
Yes
No
# of CME Hours:
At the conclusion of this activity are you able to:
Define interconception care and explain data to support incorporating it into well-child visits.
*
Yes
No
Use discussion techniques for common scenarios addressing interconception care with caregivers.
*
Yes
No
Apply data collection plan to evaluate incorporation of interconception care into practice.
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
True or false: 40-57% of women do not attend post-partum OR primary care visits in their 1st year after giving birth.
True
False
The recommended birth spacing for the optimal health of mom, future children and families is how long?
At least 6 months from the end of one pregnancy to the beginning of the next
No more than 12 months from the end of one pregnancy to the beginning of the next
At least 18 months from the end of one pregnancy to the beginning of the next
No more than 36 months from the end of one pregnancy to the beginning of the next
At the conclusion of this activity are you able to:
Explore the benefits of school lunch and the guidelines and requirements of school meals.
*
Yes
No
Identify the role of the pediatrician in ensuring school meals for children with special dietary needs.
*
Yes
No
Review best practices for prioritizing family-centered mealtimes.
*
Yes
No
Discuss the changes to the Dietary Guidelines for Americans.
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
What are the five required food components for a reimbursable National School Lunch Program (NSLP) lunch?
*
Fruit, vegetable, grain, protein, and milk
Fruit, vegetable, grain, meat/meat alternate, and milk
Fruit, vegetable, bread, meat, and juice
Vegetable, grain, protein, dessert, and milk
Who is eligible to receive free or reduced-price school meals?
*
Only students whose families receive SNAP benefits
Students from households that meet federal income guidelines or participate in qualifying assistance programs
Any student who brings lunch from home
Only students attending Title I schools
What is the most appropriate role of the pediatric provider in supporting school meals for children with special dietary needs?
*
Advising families to provide all meals from home
Completing and updating medical statements/documentation to support appropriate school meal accommodations
Recommending elimination of school meals for children with chronic conditions
Referring all dietary concerns exclusively to school administrators
Which recommendation is consistent with the most recent Dietary Guidelines for Americans and best practices for family-centered mealtimes?
*
Emphasizing strict portion control over shared meals
Recommending individualized meals for each family member based on preference
Encouraging regular family meals with nutrient-dense foods and limiting added sugars
Prioritizing calorie counting as the primary nutrition strategy
At the conclusion of this activity are you able to:
Explain the age-related recommended time sequence for preparing pediatric patients for transition to an adult medical care provider.
*
Yes
No
Describe the unique challenges of transitioning care for children with special healthcare needs.
*
Yes
No
Differentiate among the needs for transitioning to adult care within a practice and to a different practice.
*
Yes
No
List healthcare strategies for patients going away to college.
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
At what age does the American Academy of Pediatrics recommend beginning the discussion of transition to adult care with patients and families?
*
10
12
16
18
Dependents are covered through their guardian’s health insurance through which age?
*
18
21
26
30
Which of the following best describes the purpose of developing a medical summary when transitioning a patient from pediatric to adult care?
*
To replace the need for the patient’s full medical record in the adult healthcare system
To provide a concise overview of the patient’s diagnoses, treatments, medications, and care needs to help the adult provider quickly understand the patient’s history
To document only the patient’s most recent clinic visit before transferring care
To ensure that the pediatric provider remains responsible for coordinating the patient’s care after transition
At the conclusion of this activity are you able to:
Apply current pediatric hypertension guidelines to classify blood pressure and identify abnormal readings in children and adolescents.
*
Yes
No
Evaluate elevated blood pressure in children, including appropriate follow-up, initial workup, and use of ambulatory blood pressure monitoring.
*
Yes
No
Recognize the long-term cardiovascular implications of elevated blood pressure in youth and the role of early lifestyle intervention.
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
Which of the following is the most appropriate technique for measuring blood pressure in a pediatric patient?
*
Measure immediately after physical activity to assess peak blood pressure
Use any available cuff size to ensure efficiency
Have the child seated quietly for 3–5 minutes with back supported and feet flat
Take a single reading and document the result
What is the gold standard for confirming a diagnosis of hypertension in children and adolescents?
*
Home blood pressure monitoring
Repeated clinic oscillometric readings
Ambulatory blood pressure monitoring (ABPM)
Single elevated reading with symptoms
Why is early identification of elevated blood pressure in children important?
*
Most pediatric hypertension resolves spontaneously
Childhood blood pressure predicts adult hypertension and cardiovascular outcomes
It has no association with adult cardiovascular disease
Treatment is only necessary in adulthood
At the conclusion of this activity are you able to:
The learner will identify the importance of screening for substance use disorder and what screening tools to incorporate in their practice
*
Yes
No
The learner will incorporate conversation strategies to use with patients with SUD and their parents.
*
Yes
No
The learner will identify medication options to treat substance use disorders.
*
Yes
No
The learner will identify harm reduction strategies to use with their patients with substance use
*
Yes
No
# of CME Hours:
At the conclusion of this activity are you able to:
Identify common drivers of vaccine hesitancy and misinformation
*
Yes
No
Apply evidence-based communication strategies to address concerns and reduce vaccine resistance
*
Yes
No
Develop effective responses to common vaccine myths
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
What percentage of Ohio’s kindergartners have had 2 doses of MMR?
*
50%
75%
88%
95%
Which of these motivational interviewing tools what may help when discussing vaccine hesitancy?
*
Open-Ended Questions
Affirmations
Reflections
All of the above
Which of the following IS NOT a common driver of vaccine hesitancy?
*
Mistrust of institutions
AAP recommendations
Social media
Historical and cultural trauma
At the conclusion of this activity are you able to:
Describe the relationship between food insecurity and disordered eating behaviors in children and adolescents
*
Yes
No
Identify early signs of disordered eating that may emerge in food-insecure households and differentiate between adaptive survival behaviors and concerning patterns
*
Yes
No
Apply a trauma-informed approach when discussing eating behaviors with families
*
Yes
No
Encourage collaboration among pediatricians, caregivers, and the healthcare team to optimize outcomes
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
Which of the following could be signs of disordered eating?
*
Unexplained weight loss or fluctuations
Skipping meals
Many food rules and diet restrictions
All of the above
Which of the following tools and resources can be used to identify and support individuals and families living with food insecurity?
*
The Hunger Vital Sign Screening tool
Information on local food pantries, shelves, and soup kitchens, faith-based organizations, and other community agencies
Referrals to local social service agencies
Referrals to federal nutrition programs such as SNAP, WIC, school meals
All of the above
Which of the following screening tools that can be used to identify eating disorder concerns?
*
ASQ
EDE-QS
PHQ-9A
All of the above
Attention deficit/hyperactivity disorder
At the conclusion of this activity are you able to:
Understand the connection between health and education.
*
Yes
No
Review the scope of mental health concerns in school-aged children and the link to absenteeism and poor educational outcomes.
*
Yes
No
Explore opportunities and roles for pediatricians to partner with schools regarding mental health care access and treatment.
*
Yes
No
Learn how SBHCs support care and connection.
*
Yes
No
# of CME Hours:
At the conclusion of this activity are you able to:
Review the landscape of sleep related injuries and fatalities in Ohio with a focus on Toledo-Lucas County
*
Yes
No
Define models for fatality review with a focus on the MassPIER or Kendi-Macy framework
*
Yes
No
Apply lessons learned from ongoing efforts in Toledo-Lucas county to reduce death related to unsafe sleep practices
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
Following this training, how confident are you in your understanding of fatality review and the fatality review landscape in Ohio?
*
Very Confident
Confident
Neutral
Unconfident
Very Unconfident
Following this training, how confident are you in discussing safe sleep related interventions for Ohio communities?
*
Very Confident
Confident
Neutral
Unconfident
Very Unconfident
At the conclusion of this activity are you able to:
Explain the health effects of elevated blood lead levels in children.
*
Yes
No
Identify environmental sources of lead exposure and risk factors for lead poisoning in children.
*
Yes
No
Describe interventions by local health departments following the identification of lead poisoning.
*
Yes
No
Apply mandated lead testing requirements for children.
*
Yes
No
# of CME Hours:
PLEASE ANSWER THIS ADDITIONAL ASSESSMENT QUESTION: Reflect on the lessons learned and how this can be applied in your practice; please share a sentence or two on the intervention or change you plan to make because of this session.
At the conclusion of this activity are you able to:
Define adherence and self-management utilizing an evidence-based pediatric self-management model
*
Yes
No
Describe the prevalence and implications of pediatric adherence
*
Yes
No
Identify psychosocial factors and social drivers impacting adherence and self-management
*
Yes
No
Describe clinical exemplars for pediatric adherence and self-management
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
Which options best reflect the dynamic nature of adherence behaviors?
*
The patient takes her medication each night with reminders from her mother.
The patient counts carbohydrates and doses insulin reliably at home but inconsistently at school or with friends.
The patient asks for a referral to begin transitioning endocrinology care.
The patient previously used their continuous glucose monitor consistently but stopped after losing insurance coverage.
Both B and D
Which statement best reflects typical adherence patterns over time?
*
Adherence peaks 3-5 years after diagnosis.
Adolescence and young adulthood are low‑risk periods for adherence issues.
Adherence is highest immediately after diagnosis and gradually declines.
Adherence is entirely variable with no consistent patterns
Which option reflects a clinical strategy targeting the community domain?
*
he team uses patient-centered care skills during the visit.
The team provides a 504 plan and helps educate the school and coaches on the asthma action plan.
The teen and caregiver create a plan for support during sports and physical activity.
You coach the teen on how to discuss symptoms with a grandparent.
At the conclusion of this activity are you able to:
Explain the impact of routine disruption on children during school breaks
*
Yes
No
Describe common behavioral and emotional changes that may occur during breaks
*
Yes
No
Identify anticipatory guidance strategies to support families around routines including screen time
*
Yes
No
Prepare to provide anticipatory guidance on healthy sleep routines with parents of young children
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
Loss of routines in early childhood can lead to increases in which behavior?
*
Engagement
Self-Regulation
Noncompliance
Social Interaction
The recommended screen time for early childhood is no more than 1 hour per day
*
True
False
Better sleep quality in early childhood leads to improved:
*
Attention
Memory
Behavioral Regulation
All of the above
At the conclusion of this activity are you able to:
Recognize the importance of rigorous medication adherence assessment.
*
Yes
No
Apply practical strategies to implement adherence assessment in clinical practice.
*
Yes
No
Employ family-centered questions to identify barriers and facilitators to guide intervention delivery.
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
Why is it not reliable to depend only on a provider’s judgment to identify medication non adherence?
*
Providers often assume families are following instructions
Providers cannot assess adherence in younger children
Providers rely too heavily on lab results
Non adherence only occurs with complex medication regimens
Which question is most likely to improve the accuracy of self reported medication adherence?
*
“Are you taking your medication like you’re supposed to?”
“How many doses did you miss in the last week?”
“You didn’t miss any doses this week, right?”
“You usually take your medication every day, correct?”
Which approach best supports family centered medication adherence assessment?
*
Waiting until health outcomes worsen before discussing adherence
Relying on pill counts as the primary assessment method
Using empathy, normalizing missed doses, and asking open ended questions
Re educating families about the importance of medications at every visit
At the conclusion of this activity are you able to:
Describe the stages of early‑stage Type 1 diabetes and recognize key clinical features associated with each stage.
*
Yes
No
Explain the importance of screening for T1D, including who should be screened and the evidence supporting early detection.
*
Yes
No
Identify available T1D screening options and outline the steps involved in the screening process.
*
Yes
No
Discuss how early identification of T1D can improve outcomes and guide timely referral or intervention.
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
Which of the following best defines Stage 2 Type 1 Diabetes?
*
Presence of one islet autoantibody with normal glucose levels
Two or more islet autoantibodies with dysglycemia, but no symptoms
Hyperglycemia with symptoms and no detectable antibodies
Elevated HbA1c alone without autoantibodies
What is one major clinical benefit of screening individuals at risk for Type 1 Diabetes?
*
Reduction in diabetic ketoacidosis (DKA) at diagnosis
Elimination of the need for insulin therapy
Prevention of all autoimmune diseases
Guarantee that progression to diabetes will not occur
According to the presentation, which patients should be considered for Type 1 Diabetes screening?
*
Only patients with symptoms of hyperglycemia
Only patients with obesity and insulin resistance
Only children younger than 5 years old
Relatives of individuals with T1D and patients with autoimmune conditions
Which statement about teplizumab (Tzield) is accurate based on the session content?
*
It is the first FDA-approved therapy shown to delay progression to Stage 3 T1D
It cures Type 1 Diabetes permanently
It is approved only for adults with Stage 3 T1D
It replaces the need for glucose monitoring
At the conclusion of this activity are you able to:
Recall the barriers to adherence management
*
Yes
No
Determine which adherence interventions are the most effective
*
Yes
No
Utilize strategies for translating research into practical practice
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
A 12-year-old patient with asthma reports frequent missed doses of a controller medication. Which of the following best reflects why routine assessment of adherence barriers is clinically important?
*
Adherence barriers resolve spontaneously over time without intervention
Adherence barriers reliably predict adherence behaviors and can be targeted with evidence-based interventions
Educational strategies alone are sufficient to eliminate most adherence barriers
Adherence barriers primarily reflect patient motivation and are not modifiable
Which statement best reflects current evidence regarding adherence promotion interventions in pediatric care?
*
Technology-based interventions consistently show the largest long-term effect sizes
Single-component educational interventions demonstrate large and sustained improvements in adherence
Health care provider–delivered interventions show meaningful improvements in adherence, including at long-term follow-up
Adherence interventions are most effective when delivered exclusively by psychologists
14-year-old adolescent with depression reports missing approximately 50% of fluoxetine doses due to forgetting and low motivation. Which is the most appropriate first step in management?
*
Increase the fluoxetine dose due to lack of symptom improvement
Express concern about non-adherence and emphasize the risks of untreated depression
Thank the patient for sharing, assess preferred barriers to address, and collaboratively select an intervention
Refer immediately to psychiatry for medication non-adherence
At the conclusion of this activity are you able to:
Participants will learn to apply evidence-based screening and staging strategies to identify and risk-stratify children with early Type 1 Diabetes.
*
Yes
No
Describe how to implement appropriate monitoring approaches for Early stage T1D to track progression and reduce risk of Diabetic Ketoacidosis.
*
Yes
No
Describe how to incorporate disease-modifying therapies, including Teplizumab, into early T1D management.
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
Which of the following is considered the gold standard for detecting dysglycemia in early-stage Type 1 Diabetes?
*
Random glucose testing
Continuous glucose monitoring (CGM)
Oral glucose tolerance test (OGTT)
HbA1c measurement alone
Which factor is most strongly associated with faster progression to clinical Type 1 Diabetes?
*
Younger age and multiple positive autoantibodies
Male sex alone
Presence of a single GADA antibody only
Absence of family history
According to the presentation, what is one important benefit of screening and monitoring children at risk for Type 1 Diabetes?
*
Elimination of the need for long-term insulin therapy
Prevention of all autoimmune complications
Conversion of diagnosis from an emergency presentation to a monitored condition
Guarantee that Stage 1 disease will not progress
Which patient would meet FDA-approved eligibility criteria for teplizumab (Tzield) therapy?
*
A child with Stage 3 T1D requiring insulin therapy
A patient age 1 year or older with Stage 2 T1D and no evidence of Type 2 Diabetes
Any patient with a single positive islet autoantibody
An adult with uncontrolled Type 2 Diabetes and positive GADA antibodies
At the conclusion of this activity are you able to:
Introduce the SEEK model and its purpose in practice
*
Yes
No
Review core concepts of the SEEK model for both new and returning participants
*
Yes
No
Highlight available resources to support participants and their staff in implementation
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
Which statement best describes the primary goal of the Ohio AAP Injury Prevention + SEEK Program?
*
To systematically identify injury risks and social drivers of health in families with young children and connect them with appropriate resources
To replace routine well-child visits with emergency department follow-up care
To focus exclusively on safe sleep counseling for infants under 12 months
To provide financial assistance directly to all participating families
According to the presentation, which outcome was reported by providers completing the Wave 6 exit survey?
*
Most providers reported no change in practice efficiency
Providers reported improved efficiency in identifying injury and safety risks
Providers eliminated all identified social risks in participating families
Providers reduced emergency department visits by 100%
Which of the following is an example of applying an equity lens in pediatric care, as discussed in the session?
*
Providing identical counseling resources to every family regardless of need
Limiting screening to families identified as high risk during emergency visits
Matching resources and interventions to the specific needs and risks of each family
Focusing only on medical diagnoses rather than social drivers of health
Which topic is included in the SEEK screening tools for both birth–1 year and 1–5 year old age groups?
*
Adolescent substance use
Sports concussion prevention
College readiness planning
Firearm safety
At the conclusion of this activity, do you feel the following goals were met:
Provide real-time feedback on issues and barriers as providers are experiencing them
*
Yes
No
Cultivate a collaborative environment for participating providers
*
Yes
No
# of CME Hours:
At the conclusion of this activity, do you feel the following objectives were met:
Assess practice's current office workflow and gaps in care.
*
Yes
No
Collaboratively discuss ideas and next steps for improvement.
*
Yes
No
# of CME Hours:
At the conclusion of this activity are you able to:
Apply concepts of interconception care in discussions with families of young children at pediatric well-child visits
*
Yes
No
Use best practices for discussing the 18-month birth spacing recommendation and family planning options
*
Yes
No
Offer appropriate resources for interconception care topics to families with identified needs, based upon provider type
*
Yes
No
# of CME Hours:
At the conclusion of this activity are you able to:
Describe new products available to children and teens that deliver cannabis-based and nicotine containing compounds
*
Yes
No
Explain the hazards of cannabis and nicotine containing products to adolescence
*
Yes
No
Employ strategies that help prevent teen use of cannabis and nicotine containing products
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
Which of the following is NOT a comorbidity of long-term use of THC?
*
Anxiety
Mood Disorders
PTSD
Type 2 Diabetes
At what age should early intervention begin for nicotine and THC use?
*
Toddler
Elementary School
Middle School
High School
Which of these is an example of warm parenting?
*
"I care about you, I want to understand what’s going on, and we have firm rules about nicotine/cannabis.”
"Absolutely not! End of discussion!"
"Do whatever you want, just be safe."
"Do you ever do anything right?"
At the conclusion of this activity are you able to:
Review implementation outcomes from SEEK QI Initiative.
*
Yes
No
Identify strategies that supported sustainability.
*
Yes
No
Describe practical approaches to EHR integration.
*
Yes
No
Apply workflow lessons to own clinical setting.
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
Which strategy was identified as the most important factor for sustaining SEEK implementation over time?
*
Requiring annual provider retraining
Embedding SEEK into existing clinical workflows
Increasing the number of screening questions
Creating separate documentation systems for SEEK
What was one of the key outcomes achieved during the SEEK Quality Improvement Initiative?
*
Screening rates increased to more than 99%
Caregiver participation decreased by 20%
Resource provision was eliminated to reduce workflow burden
Injury prevention counseling rates remained unchanged
Which EHR integration strategy was associated with the most successful SEEK implementation?
*
Creating standalone screening forms separate from routine documentation
Using paper screening tools exclusively
Adding SEEK questions to existing documentation templates
Limiting screening documentation to physicians only
According to the SEEK initiative findings, what contributed most to improved provider confidence and efficiency?
*
Increasing the length of patient visits
Conducting screenings only when concerns were identified
Reducing counseling and referral activities
Standardized workflows integrated into routine care
At the conclusion of this activity are you able to:
Determine how to elicit a detailed lead history to assess occupational and soil-based sources of lead.
*
Yes
No
Explore patient-centered ways to counsel families to address these sources of lead poisoning.
*
Yes
No
Examine what the medical literature says about the prevalence about occupational and soil-based sources of lead.
*
Yes
No
Identify state and local resources for support and help in this area.
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
Which of the following are important considerations for environmental exposures of lead?
*
Paint
Parent or caregiver occupation
Soil
Drip lines
All of the above
Which kinds of plants are likely to have lead contamination from lead-exposed soil?
*
Tomatoes
Cherries
Carrots
Apples
Which occupations are highest risk for lead exposure?
*
Accounting
Construction
Auto Mechanic
B&C
None of the above
At the conclusion of this activity are you able to:
Describe current evidence regarding adolescent social media use and its impact on health and well-being.
*
Yes
No
Integrate developmentally appropriate screening and anticipatory guidance related to digital media use into clinical practice.
*
Yes
No
Identify and apply family-centered resources that promote healthy digital habits and online safety.
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
True or False: Every teen has the same risks or benefits to social media use.
*
True
False
Heavy social media use in adolescents can lead to high rates of:
*
Depression
Anxiety
ADHD
All of the above
Which of the following is not one of the 5 Cs of Media Use?
*
Child
Consistency
Calm
Crowding Out
Communication
At the conclusion of this activity are you able to:
Determine how to close preventive care gaps.
*
Yes
No
Identify strategies to incorporate opportunistic scheduling scripts into workflows.
*
Yes
No
Apply current Bright Future guidelines to implement the latest screening recommendations from AAP.
*
Yes
No
Discuss practice challenges and ideas for opportunities to improve adolescent care.
*
Yes
No
# of CME Hours:
At the conclusion of this activity are you able to:
Explain the health effects of elevated blood lead levels in pregnant individuals and children.
*
Yes
No
Identify sources of lead exposure and associated risk factors for pregnant individuals.
*
Yes
No
Utilize the ODH Screening Questionnaire to guide lead testing in pregnant and lactating individuals.
*
Yes
No
Order targeted diagnostic labs based on patient risk stratification.
*
Yes
No
# of CME Hours:
Identify a practice-based gap or professional challenge you currently experience related to lead exposure and pregnancy. Link this gap directly with the content you reviewed in this session. What clinical strategies will you deploy to bridge this gap?
At the conclusion of this activity are you able to:
Explain the evolution of dietary guidelines and how they apply to current patients and families
*
Yes
No
Utilize the My Buckeye Plate in practice to help patients understand diet recommendations
*
Yes
No
Understand how to use the Parenting at Mealtime and Playtime Physical Activity Matrix to encourage physical activity from patients and families
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
Which of the following is a change in the 2025 - 2030 guidelines?
Vegetables and fruits should be eaten in variety
Whole grains are recommended daily
Added sugars should be avoided for children through age 10 for meals under 10g
Saturated fat should be capped at 10% of calories
What percentage of Ohio households with children are facing food insecurity?
15
20
35
40
True or False: The Ohio Buckeye Plate aligns with the Dietary Guidelines for Americans 2025-2030.
True
False
At the conclusion of this activity are you able to:
Determine how best to adjust patients’ treatment, nutrition, and activity plans based on the most prominent barriers to healthy eating and active living
*
Yes
No
Utilize the My Buckeye Plate and the PMP Physical Activity Matrix in practice with patients and families
*
Yes
No
Discuss best practices for nutrition and activity from infancy to young adulthood
*
Yes
No
# of CME Hours:
PLEASE ANSWER THESE ADDITIONAL ASSESSMENT QUESTIONS:
A 2-month-old infant is growing appropriately. The parent reports, “She cries after feeds, so we offer another ounce.” What is the best initial response?
Recommend increasing the infant’s feeding volume at each feed
Explore how the parent recognizes the infant’s hunger and fullness cues
Recommend adding cereal to the bottle to improve satiety
Recommend switching to a different infant formula
An 8-year-old has a limited range of preferred foods, and mealtimes frequently become conflicts between the child and parents. Which counseling approach is most consistent with the webinar's recommendations?
Eliminate the child's preferred foods until they agree to eat a wider variety
Require the child to finish vegetables before being allowed to eat preferred foods
Focus on autonomy by offering healthy choices and building on small, sustainable changes
Focus primarily on reducing the child's food intake to prevent future weight gain
A college student living with roommates has a limited budget, minimal food storage, and inconsistent access to transportation. Which intervention is most likely to support progressive independence in healthy eating?
Encourage the student to avoid purchasing packaged foods altogether
Develop simple meal plans and keep nutritious, shelf-stable and frozen foods available
Recommend eating exclusively in restaurants because cooking requires too many resources
Encourage the student to wait until they are hungry before deciding what to purchase
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