2020-2021 Psychiatric Pharmacotherapy Review Book

Author: Jolene Bostwick, PharmD, BCPS, BCPP
Learning Objectives
At the end of this program, the participant should be able to:

1. Describe the signs and symptoms, diagnostic criteria, and pathophysiology for anxiety and anxiety-related disorders.
2. Explain the use of common rating scales for research, diagnosis, and management of anxiety and anxiety-related disorders.
3. Discuss the efficacy of pharmacologic and non-pharmacologic treatment options (including natural products, if applicable) in the acute and long-term management of anxiety and anxiety-related disorders.
4. Outline the mechanisms of action, pharmacokinetic, pharmacodynamic, and pharmacogenetic properties (if applicable), adverse events, significant drug interactions, and warnings/precautions (including medical comorbidities, black box warnings, and REMS programs) for drugs used in anxiety and anxiety-related disorders.
5. Describe treatment guidelines and landmark clinical trials, including study design, strengths and weaknesses, and implications for practice for anxiety and anxiety-related disorders.
6. Select an evidence-based drug therapy regimen (drug, dose, schedule, and duration of therapy) for stabilizing symptoms and preventing relapse given the clinical presentation of a specific patient.
7. Outline a plan for monitoring and managing the safety and efficacy of drug therapy.
8. Describe the management of anxiety and anxiety-related disorders in special populations (e.g., pregnancy/lactation, children, and elderly).
9. Identify essential information to discuss during patient education about drug therapy and organizations that advocate and provide resources for individuals with anxiety and anxiety-related disorders.

Author: Jeremy Daniel, PharmD, BCPS, BCPP
Learning Objectives
At the end of this program, the participant should be able to:

1. Describe the signs, symptoms, diagnostic criteria, and pathophysiology for bipolar disorder.
2. Explain the use of common rating scales for research, diagnosis, and management of bipolar disorder.
3. Discuss the efficacy of pharmacologic and nonpharmacologic treatment options (including natural products) in the acute and long-term management of bipolar disorder.
4. Outline the mechanisms of action, pharmacokinetic, pharmacodynamic, pharmacogenetic properties, adverse events, significant drug interactions, and warnings/precautions for drugs used in bipolar disorder.
5. Describe treatment guidelines and landmark clinical trials, including study design, strengths, weaknesses, and implications for practice for bipolar disorder.
6. Select an evidence-based drug therapy regimen (drug, dose, schedule, and duration of therapy) for stabilizing symptoms and preventing relapse given the clinical presentation of a specific patient.
7. Outline a plan for monitoring and managing the safety and efficacy of drug therapy.
8. Describe the management of bipolar disorder in special populations (i.e., pregnancy/lactation, children, and elderly).
9. Identify essential information to discuss during patient education about drug therapy and organizations that advocate and provide resources for individuals with bipolar disorder.

Author: Megan Ehret, PharmD, MS, BCPP, Carol Ott, PharmD, BCPP, Chris Paxos, PharmD, BCPP, BCPS, BCGP
Learning Objectives
At the end of this program, the participant should be able to:

1. Identify social and cultural norms that can impact therapeutic outcomes.
2. List the essential components of the psychiatric interview and a neurologic evaluation.
3. Explain the role of the psychiatric interview in the collection of health and medication history.
4. Recognize the essential components of shared decision making and its importance to optimized patient outcomes.
5. Describe the principles and components of a holistic treatment approach.
6. Explain the rationale for collection of collateral information by the treatment team.
7. Outline the steps in the medication reconciliation process.
8. Describe the features of care coordination and transitional care models of care and the role of the pharmacist in these processes.
9. Identify principles and methods for educating healthcare professionals.
10. Explain procedures for assessing the effectiveness of education of healthcare professionals.
11. Identify principles and methods for educating patients and the public.
12. Explain procedures for assessing the effectiveness of education of patients and the public.
13. Identify principles of health literacy.
14. Outline principles, processes and measures for measuring the effectiveness of psychiatric pharmacy services.
15. Outline known disparities in psychotropic medication use on the basis of ethnicity, gender/gender identity, and geographic location.
16. Identify pharmacist practice models that address known gaps in care of psychiatric disorders.
17. Identify methods to provide and assess medication education to patients, families, and caregivers in individual and group sessions, and improve adherence.

Author: Sandra Mullen, PharmD, BCPP
Learning Objectives
At the end of this program, the participant should be able to:

1. Describe the signs and symptoms, diagnostic criteria, and pathophysiology for neurodevelopmental, disruptive, impulse-control, conduct and genetic disorders.
2. Explain the use of common rating scales for research, diagnosis, and management of neurodevelopmental, disruptive, impulse-control, and conduct disorders.
3. Discuss the efficacy of pharmacologic and non-pharmacologic treatment options (including natural products, if applicable) in the acute and long-term management of neurodevelopmental, disruptive, impulse-control, and conduct disorders.
4. Outline the mechanisms of action, pharmacokinetic, pharmacodynamic, and pharmacogenetic properties (if applicable), adverse events, significant drug interactions, and warnings/precautions (including medical comorbidities, black box warnings, and REMS programs) for drugs used in neurodevelopmental, disruptive, impulse-control, and conduct disorders.
5. Describe treatment guidelines and landmark clinical trials, including study design, strengths and weaknesses, and implications for practice for neurodevelopmental, disruptive, impulse-control, and conduct disorders.
6. Select an evidence-based drug therapy regimen (drug, dose, schedule, and duration of therapy) for stabilizing symptoms and preventing relapse given the clinical presentation of a specific patient.
7. Outline a plan for monitoring and managing the safety and efficacy of drug therapy.
8. Describe the management of neurodevelopmental, disruptive, impulse-control, and conduct disorders in special populations (e.g., pregnancy/lactation, children, and elderly).
9. Recognize the behavioral phenotypes, major medical complications, risk factors, pathogenesis, clinical course, and drug therapy treatment options for patients with the following syndromes:
   1. Down Syndrom
   2. Prader-Willi Syndrome
   3. Fragile X Syndrome
   4. Klinefelter’s Syndrome
   5. Rett's Syndrome
10. Identify essential information to discuss during patient education about drug therapy and organizations that advocate and provide resources for individuals with neurodevelopmental, disruptive, impulse-control, and conduct disorders

Author: Traci Cole, PharmD, BCPP
Learning Objectives
At the end of this program, the participant should be able to:

1. Describe the signs and symptoms, diagnostic criteria, and pathophysiology for personality disorders and eating disorders.
2. Explain the use of common rating scales for research, diagnosis, and management of personality disorders and eating disorders.
3. Discuss the efficacy of pharmacologic and non-pharmacologic treatment options (including natural products, if applicable) in the acute and long-term management of personality disorders and eating disorders.
4. Outline the mechanisms of action, pharmacokinetic, pharmacodynamic, and pharmacogenetic properties (if applicable), adverse events, significant drug interactions, and warnings/precautions (including medical comorbidities, black box warnings, and REMS programs) for drugs used in personality disorders and eating disorders.
5. Describe treatment guidelines and landmark clinical trials, including study design, strengths and weaknesses, and implications for practice for personality disorders and eating disorders.
6. Recognize an evidence-based drug therapy regimen (drug, dose, schedule, and duration of therapy) for stabilizing symptoms and preventing relapse given the clinical presentation of a specific patient.
7. Outline a plan for monitoring and managing the safety and efficacy of drug therapy.
8. Describe the management of personality disorders and eating disorders in special populations (e.g., pregnancy/lactation, children, and elderly).
9. Identify essential information to discuss during patient education about drug therapy and organizations that advocate and provide resources for individuals with personality disorders and eating disorders.

Author: Lisa Goldstone, MS, PharmD, BCPS, BCPP
Learning Objectives
At the end of this program, the participant should be able to:

1. Describe the signs and symptoms, diagnostic criteria, and pathophysiology for schizophrenia spectrum, other psychotic disorders, and movement disorders.
2. Explain the use of common rating scales for research, diagnosis, and management of schizophrenia spectrum, other psychotic disorders, and movement disorders.
3. Discuss the efficacy of pharmacologic and nonpharmacologic treatment options (including natural products, if applicable) in the acute and long-term management of schizophrenia spectrum, other psychotic disorders, and movement disorders.
4. Outline the mechanisms of action, pharmacokinetic, pharmacodynamic, and pharmacogenetic properties (if applicable), adverse events, significant drug interactions, and warnings/precautions (including medical comorbidities, black box warnings, and REMS programs) for drugs used in schizophrenia spectrum, other psychotic disorders, and movement disorders.
5. Describe treatment guidelines and landmark clinical trials, including study design, strengths and weaknesses, and implications for practice for schizophrenia spectrum, other psychotic disorders, and movement disorders.
6. Recognize an evidence-based drug therapy regimen (drug, dose, schedule, and duration of therapy) for stabilizing symptoms and preventing relapse given the clinical presentation of a specific patient.
7. Outline a plan for monitoring and managing the safety and efficacy of drug therapy.
8. Describe the management of schizophrenia spectrum, other psychotic disorders, and movement disorders in special populations (e.g., pregnancy/lactation, children, and elderly).
9. Identify essential information to discuss during patient education about drug therapy and organizations that advocate and provide resources for individuals with schizophrenia spectrum, other psychotic disorders, and movement disorders.
10. Describe provider behaviors and responses, environmental responses, and de-escalation techniques useful for calming agitated patients.

Author: Gabriela Williams, PharmD, BCPS, BCPP
Learning Objectives
At the end of this program, the participant should be able to:

1. Describe the signs and symptoms, diagnostic criteria, and pathophysiology for substance-related disorders.
2. Explain the use of common rating scales for research, diagnosis, and management of substance-related disorders.
3. Discuss the efficacy of pharmacologic and nonpharmacologic treatment options (including natural products, if applicable) in the acute and long-term management of substance-related disorders.
4. Outline the mechanisms of action, pharmacokinetic, pharmacodynamic, and pharmacogenetic properties (if applicable), adverse events, significant drug interactions, and warnings/precautions (including medical comorbidities, black box warnings, and REMS programs) for drugs used in substance-related disorders.
5. Describe treatment guidelines and landmark clinical trials, including study design, strengths and weaknesses, and implications for practice for substance-related disorders.
6. Recognize an evidence-based drug therapy regimen (drug, dose, schedule, and duration of therapy) for stabilizing symptoms and preventing relapse given the clinical presentation of a specific patient.
7. Outline a plan for monitoring and managing the safety and efficacy of drug therapy.
8. Describe the management of substance-related disorders in special populations (e.g., pregnancy/lactation, children, and elderly).
9. Identify essential information to discuss during patient education about drug therapy and organizations that advocate and provide resources for individuals with substance-related disorders.