BCPPs who are preparing to recertify by exam or via continuing education are the intended audience for this product. Learners seeking broad, knowledge-level coverage of the most common psychiatric, substance use, and neurologic illnesses and their pharmacotherapy along with biostatistics and regulatory aspects of practice will benefit from this course. The Review Course is not designed to develop more in-depth knowledge. This activity targets BCPPs who are visual learners, comfortable with individual, self-paced learning and who learn best from a structured, consistent set of materials with reference to additional learning materials. This product also serves as a thorough preparatory resource for pharmacists who are not credentialed but are sitting for the BCPP examination. BCPPs responsible for teaching/precepting others also note the value of this product long after completing it for their personal learning.
Content
The Review Course is a knowledge-based continuing pharmacy education (CPE) activity designed for pharmacists to acquire factual knowledge. Whether a certification candidate or a currently certified individual, the purpose of the Review Course is to assist the practitioner in developing and maintaining contemporary knowledge and skills. The Review Course is not designed to develop more in-depth "subspecialty" knowledge. Course content is structured to provide a comprehensive review of the three psychiatric pharmacy domains specified by the BCPP Specialty Council. Selection of the Review Course as part of the recertification plan ensures the BCPP has systematically reviewed and assessed core knowledge in the psychiatric specialty practice.
This course is a two-year product released at the start of even years (2024, 2026...). Credit may NOT be earned in consecutive years with the same edition of the book (i.e., credit may not be earned in both 2024 and 2025 with the same book edition).
The Psychiatric Pharmacotherapy Review Course includes:
A book (additional shipping fee required) containing comprehensive outlines of the topics noted in the curriculum section below. The outlines consist of objectives, thorough subject related content, comprehensive reference listings by topic, and self-assessment questions and answers.
An e-book version of the book hosted by VitalSource Bookshelf, a leading e-textbook solution. This e-book version allows you to take electronic notes as well as download the book to your desktop or mobile device for off line access.
For pharmacists, 20.0 contact hours of ACPE credit and 20.0 hours of recertification credit achieved by successfully completing the online AAPP recertification examination. BCPP Recertification credit is earned and reported within the year the assessment is successfully completed.
Course Requirements
To satisfactorily complete the recertification programming and receive 20 hours of BCPP Recertification and ACPE credit, candidates must meet the following requirements:
Abide by a confidentiality and honesty statement requiring individual completion of the Review Course.
Complete an online assessment by the deadline of September 30, 2024.
Receive a passing score (74%) as determined by a panel of experts.
Completion of an activity evaluation form.
Partial credit is not provided; your exam score must meet or exceed the cut-off score (74%) in order to receive the 20 hours of credit.
You will proceed through the following steps to satisfactorily complete this course:
Sign in (or create a FREE account).
Register for this course.
Complete the pre-test before starting the activity.
Review the full content of the activity and reflect upon its teachings.
Complete the post-test at the end of the activity no later than the closing activity date.
Complete the evaluation at the end of the activity.
Wait for the official review of exam questions within 4 weeks following the closing date.
Receive a passing grade (74%).
Provide the necessary details in your profile to ensure correct reporting by AAPP to CPE Monitor.
Credit is awarded in the calendar year the assessment is completed. AAPP reports continuing credit for ACPE (CPE Monitor) and BCPP Recertification (BPS) within days of successful exam completion.
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A modern web browser with JavaScript and cookies enabled: Chrome is strongly recommended,
or the latest version of Firefox or Safari.
A PDF reader: Chrome built-in, Firefox built-in, Acrobat
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An adequate device and Internet connection:
Processor: Dual-core 2Ghz or higher (Intel i3/i5/i7 or AMD equivalent);
Memory: 4 GB;
Storage: 5 GB available;
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AAPP web sites no longer fully support Microsoft Internet Explorer or Windows 8.1 and older. We cannot guarantee that the site will function perfectly on every device and configuration, but using the latest version of the software above will greatly improve your experience.
Faculty Information
Charles Caley, PharmD, BCPP Ryan Carnahan, PharmD, MS, BCPP Jeremy Daniel, PharmD, BCPS, BCPP Sarah Grady, PharmD, BCPS, BCPP Robin Hieber, PharmD, BCPP Megan Maroney, PharmD, BCPP Lindsey Miller, PharmD, BCPP Sandra Mitchell, PharmD, BCPP Kimberly Tallian, PharmD, BCPP, FASHP, FCCP Michele Thomas, PharmD, BCPP Erika Titus-Lay, PharmD, BCPS, BCPP Andrew Williams, PharmD, BCPP, BCGP
Clinical Professor | Chair
Western New England University
Springfield, MA
No Relevant Financial Relationships to Disclose
Ryan M. Carnahan, PharmD, BCPP, MS
Associate Professor
University of Iowa, College of Public Health, Epidemiology
Iowa City, IA
No Relevant Financial Relationships to Disclose
Jeremy Daniel, PharmD, BCPP, BCPS
Associate Professor of Pharmacy Practice
South Dakota State University College of Pharmacy and Allied Health Professions
Sioux Falls, SD
No Relevant Financial Relationships to Disclose
Sarah E. Grady, PharmD, BCPP, BCPS
Clinical Professor
Drake University
Des Moines, IA
No Relevant Financial Relationships to Disclose
My presentation will include discussion of off-label, experimental, and /or investigational use of drugs or devices.
Robin N. Hieber, PharmD, BCPP
Clinical Pharmacy Specialist - Mental Health & Clinical Pharmacy Lead
VISN 23 Clinical Resource Hub
IL
No Relevant Financial Relationships to Disclose
Megan Maroney, PharmD, BCPP
Clinical Associate Professor
Ernest Mario School of Pharmacy at Rutgers, the State University of New Jersey
Long Branch, NJ
Consultant: Novus Medical Education, Pharmacy Times-Health Systems Edition
Speaker’s Bureau: Otsuka
Other Financial Support: Advisory Board-Sunovion, Boehrenger Ingelheim; Honoraria-Pharmacy Times, American College of Clinical Pharmacy
My presentation will include discussion of off-label, experimental, and /or investigational use of drugs or devices: amphetamines, cabergoline, carbidopa/levodopa, clomipramine, clonidine, corticosteroids, diphenhydramine, gabapentin, melatonin, methadone, methylphenidate, mirtazapine, oxycodone, pregabalin, quetiapine, selegiline, trazodone, valerian, venlafaxine
Lindsey N. Miller, PharmD, BCPP
Clinical Pharmacist and Associate Professor
Lipscomb University and Vanderbilt Psychiatric Hospital
Nashville, TN
No Relevant Financial Relationships to Disclose
My presentation will include discussion of off-label, experimental, and /or investigational use of drugs or devices: Nearly all medications in this section are off-label
Sandra Mitchell, PharmD, BCPP
Clinical Pharmacy Specialist - Psychiatry
VCU Health Systems
Richmond, VA
Consultant: Wolters-kluwer (Lexi-comp)
My presentation will include discussion of off-label, experimental, and /or investigational use of drugs or devices: ADHD – bupropion, modafinil; ASD – haloperidol, fluphenazine, chlorpromazine, divalproex, N-acetylcysteine, amantadine, melatonin, omega-3 fatty acids, probiotics, zinc; Tics – risperidone, tiapride, sulpride, clonidine, guanfacine, olanzapine, quetiapine, ziprasidone, fluphenazine, botulinum toxin, metoclopramide, baclofen, levetiracetam, IVIG, NAC, nicotine, riluzole, d-serine, ondansetron, pramipexole, methylphenidate, desipramine; ODD/CD – antipsychotics, stimulants; Klinefelter’s – ZYN002
Carol A. Ott, PharmD, MPH, BCPP
Clinical Professor of Pharmacy Practice
Purdue University/Eskenazi Health
Indianapolis, IN
External Consultant Activities, Advisory Panels, Speakers Bureaus, etc.: Project ECHO - Indiana University - Opioid Use Disorders - Expert Panelist, Tippecanoe County (Indiana) Public Defender's Office - case consultation, Psychopharmacology Consultation Team - Indiana University - Department of Child Services, Wolters-Kluwer/Lexi-Comp
Educational grants: SAMHSA
Non-Financial Interests: Indiana Medicaid Drug Utilization Review (DUR) Board, Indiana Medicaid Mental Health Quality Advisory Committee (MHQAC), NAMI West Central Indiana
Chris Paxos, BCGP, BCPP, BCPS
Professor, Pharmacy Practice
Northeast Ohio Medical University
Rootstown, OH
No Relevant Financial Relationships to Disclose
Kimberly B. Tallian, PharmD, BCPP, FASHP, FCCP*
Advanced Practice Pharmacist - Psychiatry
Scripps Mercy Hospital, San Diego, CA
San Diego, CA
Speaker's Bureau: San Diego Regional Center & San Diego Epilepsy Foundation
* This 2024-2025 Psychiatric Pharmacotherapy Review product is dedicated to the memory of Kim Tallian, PharmD, APH, BCPP, FASHP, FCCP, FCSHP, who passed away in January of 2023. Dr. Tallian has authored the Neurologic Disorders chapter for this product for the past decade, including this edition of the product. We are thankful to her for her lasting contributions to this product and AAPP.
Michele D. Thomas, PharmD, BCPP
Director of Pharmacy
Springfield Hospital Center
Sykesville, MD
No Relevant Financial Relationships to Disclose
Erika Titus-Lay, PharmD, BCPP, BCPS
Clinical Pharmacist
Kaiser Permanente
Sacramento, CA
Grant Support: ASHP Pharmacy Leadership Scholars Research Grant for $10,000
Andrew M. Williams, PharmD, BCPP
Supervising Clinical Pharmacist, Behavioral Health Pharmacies
Riverside University Health System
Riverside, CA
No Relevant Financial Relationships to Disclose
My presentation will include discussion of off-label, experimental, and /or investigational use of drugs or devices: Antipsychotics for Behavioral and Psychiatric Symptoms of Dementia
ACPE #0284-0000-24-002-H01-P (Knowledge) Author: Robin Hieber, PharmD, BCPP Learning Objectives
At the end of this program, the participant should be able to:
Describe the signs and symptoms, diagnostic criteria, and pathophysiology for anxiety and anxiety-related disorders, including the listing of medications, substances, and diseases that can cause or worsen the psychiatric symptoms for anxiety and anxiety-related disorders.
Explain the use of common rating scales for the screening, diagnosis, and monitoring of anxiety and anxiety-related disorders.
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.
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) and withdrawal symptoms for drugs used in anxiety and anxiety-related disorders.
Describe treatment guidelines and landmark clinical trials, including study design, strengths and weaknesses, and implications for practice for anxiety and anxiety-related disorders.
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.
Outline a plan for monitoring and managing the safety and efficacy of drug therapy.
Describe the management of anxiety and anxiety-related disorders in special populations (e.g., pregnancy/lactation, children, and elderly).
Identify essential information to discuss during patient education about medication therapy and organizations that advocate and provide resources for individuals with anxiety and anxiety-related disorders.
ACPE #0284-0000-24-003-H04-P (Knowledge) Author: Ryan Carnahan, PharmD, MS, BCPP Learning Objectives
At the end of this program, the participant should be able to:
Describe study designs (including meta-analysis and systemic review), including strengths and weaknesses, and types of bias present in each type, including funding source.
Describe appropriateness of the study design for research questions and hypotheses, including the choice of descriptive or inferential analysis, and use of intention to treat.
Explain key epidemiologic concepts: incidence, prevalence, relative risk, odds ratio, relative and absolute risk reduction, and number needed to treat and harm.
Explain the different types of error and how to reduce each type, including the effect of sample size on error and power.
Describe different types of data, which statistical tests can be used for each type, groups being used, and the relationship between groups.
Describe different ways to report and interpret statistical and clinical significance of a study based on effect measures, p-values, and confidence intervals, including in survival analyses such as the Kaplan-Meier curve and Cox regression.
Outline the differences between noninferiority and traditional hypothesis testing trials.
Describe the differences between internal and external validity.
Contrast pharmacoeconomic evaluation methods commonly applied to pharmacy practice in today's healthcare settings, including the different outcomes, analysis perspectives, and reporting measures that are employed by each method.
Describe the process of using a systematic approach to critically evaluating the literature, including assessing level of evidence and journal impact factor.
ACPE #0284-0000-24-004-H01-P (Knowledge) Author: Jeremy Daniel, PharmD, BCPS, BCPP Learning Objectives
At the end of this program, the participant should be able to:
Describe the signs and symptoms, diagnostic criteria, and pathophysiology for bipolar disorder, including the list of medications, substances, and diseases that can cause or worsen the psychiatric symptoms for bipolar disorder.
Explain the use of common rating scales for the screening, diagnosis, and monitoring of bipolar disorder.
Discuss the efficacy of pharmacologic and non-pharmacologic treatment options (including natural products, if applicable) in the acute and long-term management of bipolar disorder.
Outline the mechanisms of action, pharmacokinetic, pharmacodynamic, pharmacogenetic properties (if applicable), adverse events, significant drug interactions, and warnings/precautions (including medical comorbidities, black box warnings, and REMS programs) and withdrawal symptoms for drugs used in bipolar disorder.
Describe treatment guidelines and landmark clinical trials, including study design, strengths and weaknesses, and implications for practice for bipolar disorder.
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.
Outline a plan for monitoring and managing the safety and efficacy of drug therapy.
Describe the management of bipolar disorder in special populations (i.e., pregnancy/lactation, children, and elderly).
Identify essential information to discuss during patient education about medication therapy and organizations that advocate and provide resources for individuals with bipolar disorder.
ACPE #0284-0000-24-005-H01-P (Knowledge) Author: Sarah Grady, PharmD, BCPS, BCPP Learning Objectives
At the end of this program, the participant should be able to:
Describe the signs and symptoms, diagnostic criteria, and pathophysiology for depression, including the listing of medications, substances, and diseases that can cause or worsen depression.
Explain the use of common rating scales for the screening, diagnosis, and monitoring of depression.
Discuss the efficacy of pharmacologic and non-pharmacologic treatment options (including natural products, if applicable) in the acute and long-term management of depression.
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) and withdrawal symptoms for drugs used in depression.
Describe treatment guidelines and landmark clinical trials, including study design, strengths and weaknesses, and implications for practice for depression.
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.
Outline a plan for monitoring and managing the safety and efficacy of drug therapy.
Describe the management of depression in special populations (e.g., pregnancy/lactation, children, and elderly).
Identify essential information to discuss during patient education about medication therapy and organizations that advocate and provide resources for individuals with depression.
Explain the components of suicide risk assessment.
Describe the determination of levels of suicide risk.
ACPE #0284-0000-24-001-H04-P (Knowledge) Author: Carol Ott, PharmD, BCPP, Chris Paxos, PharmD, BCPP, BCPS, BCGP Learning Objectives
At the end of this program, the participant should be able to:
Identify social and cultural norms that can impact therapeutic outcomes.
List the essential components of the psychiatric interview.
Explain the role of the psychiatric interview in the collection of health and medication history.
Explain the rationale for collection of collateral information by the treatment team.
Describe the features of care coordination and transitional care models of care and the role of the pharmacist in these processes.
Identify principles and methods for educating health care professionals.
Identify principles and methods for educating patients and the public.
Explain procedures for assessing the effectiveness of education of patients and the public.
Identify principles of health literacy.
Outline principles, processes and measures for measuring the effectiveness of psychiatric pharmacy services.
Outline known disparities in psychotropic medication use on the basis of ethnicity, gender/gender identity, and geographic location.
Identify pharmacist practice models that address known gaps in care of psychiatric disorders.
Identify methods to provide and assess medication education to patients, families, and caregivers in individual and group sessions, and improve adherence.
ACPE #0284-0000-24-006-H01-P (Knowledge) Author: Andrew Williams, PharmD, BCPP, BCGP Learning Objectives
At the end of this program, the participant should be able to:
Describe the signs and symptoms, diagnostic criteria, and pathophysiology for neurocognitive disorders, including the listing of medications, substances, and diseases that can cause or worsen the symptoms of neurocognitive disorders.
Explain the use of common rating scales for the screening, diagnosis, and monitoring of neurocognitive disorders.
Discuss the efficacy of pharmacologic and non-pharmacologic treatment options (including natural products, if applicable) in the acute and long-term management of neurocognitive disorders.
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) and withdrawal symptoms for drugs used in neurocognitive disorders.
Describe treatment guidelines and landmark clinical trials, including study design, strengths and weaknesses, and implications for practice for neurocognitive disorders.
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.
Outline a plan for monitoring and managing the safety and efficacy of drug therapy.
Identify essential information to discuss during patient education about medication therapy and organizations that advocate and provide resources for individuals with neurocognitive disorders.
ACPE #0284-0000-24-007-H01-P (Knowledge) Author: Sandra Mullen, PharmD, BCPP Learning Objectives
At the end of this program, the participant should be able to:
Describe the signs and symptoms, diagnostic criteria, and pathophysiology for neurodevelopmental, disruptive, impulse-control, and conduct disorders, including the listing of medications, substances, and diseases that can cause or worsen the psychiatric symptoms for these disorders.
Explain the use of common rating scales for the screening, diagnosis, and monitoring of neurodevelopmental, disruptive, impulse-control, and conduct disorders.
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.
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) and withdrawal symptoms for drugs used in neurodevelopmental, disruptive, impulse-control, and conduct disorders.
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.
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.
Outline a plan for monitoring and managing the safety and efficacy of drug therapy.
Describe the management of neurodevelopmental, disruptive, impulse-control, and conduct disorders in special populations (e.g., pregnancy/lactation, children, and elderly).
Recognize the behavioral phenotypes, major medical complications, risk factors, pathogenesis, clinical course, and drug therapy treatment options for patients with the following syndromes:
Down Syndrom
Prader-Willi Syndrome
Fragile X Syndrome
Klinefelter’s Syndrome
Rett's Syndrome
Identify essential information to discuss during patient education about medication therapy and organizations that advocate and provide resources for individuals with neurodevelopmental, disruptive, impulse-control, and conduct disorders.
ACPE #0284-0000-24-008-H01-P (Knowledge) Author: Kimberly Tallian, PharmD, APH, BCPP, FASHP, FCCP, FCSHP Learning Objectives
At the end of this program, the participant should be able to:
Describe the signs and symptoms, diagnostic criteria, and pathophysiology for neurologic disorders, including the listing of medications, substances, and diseases that can cause or worsen the psychiatric symptoms for neurologic disorders.
Explain the use of common rating scales for the screening, diagnosis, and monitoring of neurologic disorders.
Discuss the efficacy of pharmacologic and non-pharmacologic treatment options (including natural products, if applicable) in the acute and long-term management of neurologic disorders.
Outline the mechanisms of action, pharmacokinetic, pharmacodynamic, and pharmacogenetic properties (if applicable), adverse events, significant drug interactions, and warnings/precautions (including medical comorbidities, boxed warnings, and REMS programs) and withdrawal symptoms for drugs used in neurologic disorders.
Describe treatment guidelines and landmark clinical trials, including study design, strengths and weaknesses, and implications for practice for neurologic disorders.
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.
Outline a plan for monitoring and managing the safety and efficacy of drug therapy.
Describe the management of neurologic disorders in special populations (e.g., pregnancy/lactation, children, and elderly).
Identify essential information to discuss during patient education about medication therapy and organizations that advocate and provide resources for individuals with neurologic disorders.
ACPE #0284-0000-24-009-H01-P (Knowledge) Author: Lindsey Miller, PharmD, BCPP Learning Objectives
At the end of this program, the participant should be able to:
Describe the signs and symptoms, diagnostic criteria, and pathophysiology for personality disorders and eating disorders, including the listing of medications, substances, and diseases that can cause or worsen the psychiatric symptoms for personality disorders and eating disorders.
Explain the use of common rating scales for the screening, diagnosis, and monitoring of personality disorders and eating disorders.
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.
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) and withdrawal symptoms for drugs used in personality disorders and eating disorders.
Describe treatment guidelines and landmark clinical trials, including study design, strengths and weaknesses, and implications for practice for personality disorders and eating disorders.
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.
Outline a plan for monitoring and managing the safety and efficacy of drug therapy.
Describe the management of personality disorders and eating disorders in special populations (e.g., pregnancy/lactation, children, and elderly patients).
Identify essential information to discuss during patient education about medication therapy and organizations that advocate and provide resources for individuals with personality disorders and eating disorders.
ACPE #0284-0000-24-010-H04-P (Knowledge) Author: Michele Thomas, PharmD, BCPP Learning Objectives
At the end of this program, the participant should be able to:
Describe the P&T Committee, formulary management, medication use evaluation (MUE), and the MUE process from identification of drug to development and implementation of protocols or guidelines.
Outline a plan to start a new service or evaluate a current service using the performance improvement cycle.
Outline a program to monitor and prevent medication misadventures.
Recognize the Joint Commission standards related to pharmacy practice in psychiatric settings.
Describe the use of State Operations Manual F-tags in the pharmacologic management of psychiatric disorders in long-term care facilities.
Explain the basic ethical principles of the Belmont Report and its relationship to human subject research and clinical practice.
Describe the roles of the institutional review board, U.S. Department of Health and Human Services, and Office for Human Research Protections in research that impact patients with psychiatric illness.
Describe the role of Centers for Medicare and Medicaid Services in the reimbursement process for healthcare, including pharmacy.
Describe steps to be taken for compliance with the Drug Supply Chain Security Act.
Describe the safe handling of hazardous medications in psychiatric settings as defined by USP General Chapter <800>.
Apply principles of professional ethics to the issue of medication administration in patients that lack capacity to provide consent.
Describe the characteristics of prescription drug monitoring programs.
Discuss the evidence for the effectiveness of prescription drug monitoring programs.
Describe disease surveillance and the national and international reporting agencies.
Define collaborative practice agreements and the common components of their regulations.
State the roles of professionals involved in collaborative practice agreements and strategies for developing agreements.
Describe resources available to pharmacists for the development of collaborative practice agreements.
ACPE #0284-0000-24-011-H01-P (Knowledge) Author: Charles Caley, PharmD, BCPP Learning Objectives
At the end of this program, the participant should be able to:
Describe the signs and symptoms, diagnostic criteria, and pathophysiology for schizophrenia spectrum, other psychotic disorders, and movement disorders, including the lists of medications, substances, and diseases that can cause or worsen symptoms for these disorders.
Explain the use of common rating scales for the screening, diagnosis, and monitoring of schizophrenia spectrum, other psychotic disorders, and movement disorders.
Discuss the efficacy of pharmacologic and non-pharmacologic treatment options (including natural products, if applicable) in the acute and long-term management of schizophrenia spectrum, other psychotic disorders, and movement disorders.
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) and withdrawal symptoms for drugs used in schizophrenia spectrum, other psychotic disorders, and movement disorders.
Describe treatment guidelines and landmark clinical trials, including study design, strengths and weaknesses, and practice implications for schizophrenia spectrum, other psychotic disorders, and movement disorders.
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.
Outline a plan for monitoring and managing the safety and efficacy of drug therapy.
Describe the management of schizophrenia spectrum, other psychotic disorders, and movement disorders in special populations (e.g., pregnancy/lactation, children, and elderly).
Identify essential information to discuss during patient education about medication therapy and organizations that advocate and provide resources for individuals with schizophrenia spectrum, other psychotic disorders, and movement disorders.
Describe provider behaviors and responses, environmental responses, and de-escalation techniques useful for calming agitated patients.
ACPE #0284-0000-24-012-H01-P (Knowledge) Author: Megan Maroney, PharmD, BCPP Learning Objectives
At the end of this program, the participant should be able to:
Describe the signs and symptoms, diagnostic criteria, and pathophysiology for sleep-wake disorders, including the listing of medications, substances, and diseases that can cause or worsen the psychiatric symptoms for sleep-wake disorders.
Explain the use of common rating scales for the screening, diagnosis, and monitoring of sleep-wake disorders.
Discuss the efficacy of pharmacologic and non-pharmacologic treatment options (including natural products, if applicable) in the acute and long-term management of sleep-wake disorders.
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) and withdrawal symptoms for drugs used in sleep-wake disorders.
Describe treatment guidelines and landmark clinical trials, including study design, strengths and weaknesses, and implications for practice for sleep-wake disorders.
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.
Outline a plan for monitoring and managing the safety and efficacy of drug therapy.
Describe the management of sleep-wake disorders in special populations (e.g., pregnancy/lactation, children, and elderly patients).
Identify essential information to discuss during patient education about medication therapy and organizations that advocate and provide resources for individuals with sleep-wake disorders.
ACPE #0284-0000-24-013-H01-P (Knowledge) Author: Erika Titus-Lay, PharmD, BCPS, BCPP Learning Objectives
At the end of this program, the participant should be able to:
Describe the signs and symptoms, diagnostic criteria, and pathophysiology for substance-related disorders, including the listing of medications, substances, and diseases that can cause or worsen the psychiatric symptoms for substance-related disorders.
Explain the use of common rating scales for the screening, diagnosis, and monitoring of substance-related disorders.
Discuss the efficacy of pharmacologic and non-pharmacologic treatment options (including natural products, if applicable) in the acute and long-term management of substance-related disorders.
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) and withdrawal symptoms for substances used in substance-related disorders.
Describe treatment guidelines and landmark clinical trials, including study design, strengths and weaknesses, and implications for practice for substance-related disorders.
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.
Outline a plan for monitoring and managing the safety and efficacy of drug therapy.
Describe the management of substance-related disorders in special populations (e.g., pregnancy/lactation, children, and elderly).
Identify essential information to discuss during patient education about medication therapy and organizations that advocate and provide resources for individuals with substance-related disorders.
Continuing Education Credit and Disclosures
Activity Dates:01/12/2024 - 09/30/2024 ACPE Contact Hours: 20 ACPE Numbers: 0284-0000-24-001-H04-P (Knowledge), 0284-0000-24-002-H01-P (Knowledge), 0284-0000-24-003-H04-P (Knowledge), 0284-0000-24-004-H01-P (Knowledge), 0284-0000-24-005-H01-P (Knowledge), 0284-0000-24-006-H01-P (Knowledge), 0284-0000-24-007-H01-P (Knowledge), 0284-0000-24-008-H01-P (Knowledge), 0284-0000-24-009-H01-P (Knowledge), 0284-0000-24-010-H04-P (Knowledge), 0284-0000-24-011-H01-P (Knowledge), 0284-0000-24-012-H01-P (Knowledge), 0284-0000-24-013-H01-P (Knowledge) Nursing Credit Reminder: Note that ACPE credit is accepted for ANCC Certification Renewal and AANPCB advanced practice provider content. For specific questions related to your organization's acceptance of ACPE continuing education units, please contact your organization directly.
The American Association of Psychiatric Pharmacists is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education. The 2024-2025 Psychiatric Pharmacotherapy Review Course is a knowledge-based course and will provide 20 hours of continuing education credit. Additionally, the 2024-2025 Psychiatric Pharmacotherapy Review Course will provide 20 hours of BCPP Recertification credit. BCPP Recertification credit is earned and reported within the year the assessment is successfully completed.
The American Association of Psychiatric Pharmacists is approved as a Professional Development Provider for the Board Certified Psychiatric Pharmacist (BCPP) specialty by the Board of Pharmacy Specialties (BPS). This course is part of a 20 hour BCPP recertification product earned after successful completion of the associated BCPP recertification examination for the full product.
AAPP reports continuing credit for ACPE (CPE Monitor) and BCPP Recertification (BPS) within days of successful exam completion.
AAPP owns the copyright, is licensed or has received permissions for use of, or is otherwise permitted to use copyrighted materials within any CPE activity. Authors and speakers are required to obtain necessary copyright permissions for content in CPE activities. AAPP complies with copyright laws and regulations.
Educational Grants, Research Grants or Contracts: FDA/University of Maryland CERSI, Maryland Behavioral Health Department, NIH
Clayton D. English, PharmD, BCPS, BCPP, BCGP
Assistant Professor
University of Washington
Seattle, WA
Non-Financial Interests: Drug Utilization Review Board-Vermont State Medicaid, Board Member
Stephanie Nichols, PharmD, MPH, BCPP, BCPS, FCCP
Associate Professor of Pharmacy Practice
University of New England
Portland, ME
External Consultant Activities, Advisory Panels, Speakers Bureaus, etc.: I am a member of the New England Public Advisory Council (affiliated with the Institute for Clinical and Economic Review)., I am a consultant for SAMHSA grant funded Opioid Response Network.
Educational Grants, Research Grants or Contracts: I am contracted as a subject matter expert for multiple Project ECHO communities in Northern New England that focus on OUD, AUD, and psychiatric conditions in older adults. These are hosted by the University of New Hampshire system., I am contracted as a SME for the Support for ME (Maine) SUD grant funded provider education and support program
Non-Financial Interests: Maine Independent Clinical Information Service Academic Detailing Advisory Committee, Member of the Maine's Gubernatorial Opioid Response Clinical Advisory Committee, Member of the Lunder-Dineen Time to Ask (about unhealthy drinking) Advisory Committee, Member of the Board of Directors of the Co-Occurring Collaborative Serving Maine, Member of the Maine Medical Professionals Health Program Advisory Committee, Chair of the Maine Prescription Monitoring Program Advisory Committee
Carol A. Ott, PharmD, MPH, BCPP
Clinical Professor of Pharmacy Practice
Purdue University/Eskenazi Health
Indianapolis, IN
External Consultant Activities, Advisory Panels, Speakers Bureaus, etc.: Project ECHO - Indiana University - Opioid Use Disorders - Expert Panelist, Tippecanoe County (Indiana) Public Defender's Office - case consultation, Psychopharmacology Consultation Team - Indiana University - Department of Child Services, Wolters-Kluwer/Lexi-Comp
Educational grants: SAMHSA
Non-Financial Interests: Indiana Medicaid Drug Utilization Review (DUR) Board, Indiana Medicaid Mental Health Quality Advisory Committee (MHQAC), NAMI West Central Indiana
Off-Label Use: This educational activity may contain discussion of published and/or investigational uses of agents that are not indicated by the FDA (see faculty information). The opinions expressed in the educational activity do not necessarily represent the views of AAPP and any educational partners. Please refer to the official prescribing information for each product for discussion of approved indications, contraindications, and warnings.
Disclaimer: Participants have an implied responsibility to use the newly acquired information to enhance patient outcomes and their own professional development. Any procedures, medications, or other courses of diagnosis or treatment discussed or suggested in this activity should not be used by clinicians without evaluation of their patient’s conditions and possible contraindications on dangers in use, review of any applicable manufacturer’s product information, and comparison with recommendations of other authorities. Please refer to the official prescribing information for each product for discussion of approved indications, contraindications, and warnings.
This activity may include discussions of products or devices that are not currently approved for use by the Food and Drug Administration (FDA), or are currently investigational.
In accordance with the Food and Drug Administration (FDA), it is disclosed that there is the potential for discussions concerning off-label uses of a commercial product/devices during this educational activity.
Any person who may contribute to the content of this continuing education activity must disclose significant relationships (and any known relationships of their spouse/partner) with commercial companies whose products or services are discussed in this activity. Significant relationships include receiving from a commercial company research grants, consultant fees, travel, other benefits, or having a self-managed equity interest in a company.
Disclosure of a relationship is not intended to suggest or condone any bias in any presentation but is made to provide participants with information that might be of potential importance to their evaluation of a presentation.
It is the policy of AAPP to ensure independence, balance, objectivity, scientific rigor, and integrity in continuing education activities. Those involved in the development of this continuing education activity have made all reasonable efforts to ensure that information contained herein is accurate in accordance with the latest available scientific knowledge at the time of accreditation of this continuing education activity. Information regarding drugs (e.g., their administration, dosages, contraindications, adverse reactions, interactions, special warnings, and precautions) and drug delivery systems is subject to change, however, and the reader is advised to check the manufacturer’s package insert for information concerning recommended dosage and potential problems or cautions prior to dispensing or administering the drug or using the drug delivery systems.
Fair balance is achieved through ongoing and thorough review of all materials produced by faculty, and all educational and advertising materials produced by supporting organizations, prior to educational offerings. Approval of credit for this continuing education activity does not imply endorsement by AAPP for any product or manufacturer identified.
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The American Association of Psychiatric Pharmacists is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education. The 2024-2025 Psychiatric Pharmacotherapy Review Course is a knowledge-based course and will provide 20 hours of continuing education credit. Additionally, the 2024-2025 Psychiatric Pharmacotherapy Review Course will provide 20 hours of BCPP Recertification credit. BCPP Recertification credit is earned and reported within the year the assessment is successfully completed.