2023 Psychiatric Pharmacotherapy Review Course

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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.

Target Audience

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.

NOTES

  • The Psychiatric Pharmacotherapy Review and Recertification Course may be taken up to two times, in nonconsecutive years, by BCPPs in each 7-year recertification cycle. This course is a two-year product released at the start of even years (2022, 2024...).

Course Requirements

To satisfactorily complete the recertification programming and receive BCPP Recertification and ACPE credit, candidates must meet the following requirements:

  • Register for this course.
  • Complete the pre-test before starting the activity.
  • Review the full content of the activity and reflect upon its teachings.
  • Abide by a confidentiality and honesty statement requiring individual completion of the course.
  • Complete the post-test at the end of the activity no later than the closing activity date.
  • Complete an activity evaluation form.
  • Wait for an official review of exam questions within 4 weeks following the closing date.
  • Receive a passing grade (77%).
  • Partial credit is not provided; your exam score must meet or exceed the cut-off score in order to receive the ACPE and BCP Recertification credit.
  • Learners who do not achieve a passing score on a post-activity assessment may appeal assessment questions and/or take a remediation assessment. View AAPP's Post-Activity Assessment Appeal and Remediation Policy.
  • Provide the necessary details in your profile to ensure correct reporting by AAPP to CPE Monitor.

Learning Objectives

Topic
Anxiety and Anxiety-Related Disorders
(2 ACPE hours)

ACPE #0284-0000-22-001-H01-P (Knowledge)
Author: Robin Hieber, 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 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, pharmacoeconomics, 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.
Biostatistics and Research Design in Psychiatry
(2.5 ACPE hours)

ACPE #0284-0000-22-002-H04-P (Knowledge)
Author: Ryan Carnahan, PharmD, MS, BCPP
Learning Objectives
At the end of this program, the participant should be able to:

  1. Differentiate between descriptive and inferential statistics.
  2. Explain various study designs, including strengths and weaknesses, and types of bias present in each type.
  3. Describe appropriateness of the study design for research questions and hypotheses.
  4. Explain key epidemiologic concepts: incidence, prevalence, relative risk, odds ratio, relative and absolute risk reduction, and number needed to treat and harm.
  5. Explain the different types of error and how to reduce each.
  6. Explain the process of calculating a sample size.
  7. Describe different types of data, which statistical tests can be used for each type, groups being used, and the relationship between groups.
  8. Describe different ways to report and interpret statistical significance of a study using p-values and confidence intervals.
  9. Describe survival analyses.
  10. Outline the differences between noninferiority and traditional hypothesis testing trials.
  11. Describe the differences between internal and external validity.
  12. Discuss the differences between clinical and statistical significance.
  13. Explain the unique, core components of a pharmacoeconomic evaluation.
  14. Describe the differences between the four primary perspectives from which a pharmacoeconomic evaluation can be conducted.
  15. Contrast four economic evaluation methods commonly applied to pharmacy practice in today's healthcare settings, including the different outcomes that are employed by each method.
  16. Describe an incremental cost-effectiveness ratio.
  17. Distinguish between a systematic review and a meta-analysis.
  18. Describe the process of using a systematic approach to critically evaluating the literature.
Bipolar Disorder
(1.5 ACPE hours)

ACPE #0284-0000-22-003-H01-P (Knowledge)
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, pharmacoeconomics, and landmark clinical trials, including study design, strengths and 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.
Depression
(1.5 ACPE hours)

ACPE #0284-0000-22-004-H01-P (Knowledge)
Author: Sarah Grady, 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 depression.
  2. Explain the use of common rating scales for research, diagnosis, and management of depression.
  3. Discuss the efficacy of pharmacologic and non-pharmacologic treatment options (including natural products, if applicable) in the acute and long-term management of depression.
  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 depression.
  5. Describe treatment guidelines, pharmacoeconomics, and landmark clinical trials, including study design, strengths and weaknesses, and implications for practice for depression.
  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 depression 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 depression.
  10. Explain the components of suicide risk assessment.
  11. Describe the determination of levels of suicide risk.
Introduction to Psychiatric Pharmacy
(0.5 ACPE hours)

ACPE #0284-0000-22-005-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:

  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 health care professionals.
  10. Explain procedures for assessing the effectiveness of education of health care 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.
Neurocognitive Disorders
(1 ACPE hour)

ACPE #0284-0000-22-006-H01-P(Knowledge)
Author: Andrew Williams, PharmD, BCPP, BCGP
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 neurocognitive disorders.
  2. Explain the use of common rating scales for research, diagnosis, and management of neurocognitive 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 neurocognitive 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 neurocognitive disorders.
  5. Describe treatment guidelines, pharmacoeconomics, and landmark clinical trials, including study design, strengths and weaknesses, and implications for practice for neurocognitive 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. Identify essential information to discuss during patient education about drug therapy and organizations that advocate and provide resources for individuals with neurocognitive disorders.
Neurodevelopmental, Disruptive, Impulse-Control and Conduct Disorders
(1 ACPE hour)

ACPE #0284-0000-22-007-H01-P (Knowledge)
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, and conduct 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, pharmacoeconomics, 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.
Neurologic Disorders
(2.5 ACPE hours)

ACPE #0284-0000-22-008-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:

  1. Describe the signs and symptoms, diagnostic criteria, and pathophysiology for neurologic disorders.
  2. Explain the use of common rating scales for research, diagnosis, and management of neurologic 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 neurologic 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, boxed warnings, and Risk Evaluation and Mitigation Strategies (REMS) programs) for drugs used in neurologic disorders.
  5. Describe treatment guidelines, pharmacoeconomics, and landmark clinical trials, including study design, strengths and weaknesses, and implications for practice for neurologic 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 neurologic 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 neurologic disorders.
Personality Disorders and Eating Disorders
(0.5 ACPE hours)

ACPE #0284-0000-22-009-H01-P (Knowledge)
Author: Lindsey Miller, 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, pharmacoeconomics, 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 (i.e., 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.
Regulatory Issues in Pharmacy Practice
(2 ACPE hours)

ACPE #0284-0000-22-010-H04-P (Knowledge)
Author: Michele Thomas, PharmD, BCPP
Learning Objectives
At the end of this program, the participant should be able to:

  1. 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.
  2. Outline a plan to start a new service or evaluate a current service using the performance improvement cycle.
  3. Outline a program to monitor and prevent medication misadventures.
  4. Recognize the Joint Commission standards related to pharmacy practice in psychiatric settings.
  5. Describe the use of State Operations Manual F-tags in the pharmacologic management of psychiatric disorders in long-term care facilities.
  6. Explain the basic ethical principles of the Belmont Report and its relationship to human subject research and clinical practice.
  7. 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.
  8. Describe the role of Centers for Medicare and Medicaid Services in the reimbursement process for healthcare, including pharmacy.
  9. Describe steps to be taken for compliance with the Drug Supply Chain Security Act.
  10. Describe the safe handling of hazardous medications in psychiatric settings as defined by USP General Chapter 800>.
  11. Apply principles of professional ethics to the issue of medication administration in patients that lack capacity to provide consent.
  12. Describe the characteristics of prescription drug monitoring programs.
  13. Discuss the evidence for the effectiveness of prescription drug monitoring programs.
  14. Describe disease surveillance and the national and international organizations that report on it.
  15. Define collaborative practice agreements and the common components of their regulations.
  16. State the roles of professionals involved in collaborative practice agreements and strategies for developing agreements.
  17. Describe resources available to pharmacists for the development of collaborative practice agreements.
Schizophrenia Spectrum and Other Psychotic Disorders
(2 ACPE hours)

ACPE #0284-0000-22-011-H01-P (Knowledge)
Author: Charles Caley, 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 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, pharmacoeconomics, 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.
Sleep-Wake Disorders
(1.5 ACPE hours)

ACPE #0284-0000-22-012-H01-P (Knowledge)
Author: Megan Maroney, 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 sleep-wake disorders.
  2. Explain the use of common rating scales for research, diagnosis, and management of sleep-wake 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 sleep-wake 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 risk evaluation and mitigation strategy (REMS) programs] for drugs used in sleep-wake disorders.
  5. Describe treatment guidelines, pharmacoeconomics, and landmark clinical trials, including study design, strengths and weaknesses, and implications for practice for sleep-wake 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 sleep-wake 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 sleep-wake disorders.
Substance-Related Disorders
(1.5 ACPE hours)

ACPE #0284-0000-22-013-H01-P (Knowledge)
Author: Erika Titus-Lay, PharmD, BCPS, BCPP
Learning Objectives
At the end of this program, the participant should be able to:

  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, pharmacoeconomics, 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.


Continuing Education Credit and Disclosures

Activity Dates: 01/05/2023 - 09/28/2023
ACPE Contact Hours: 20
ACPE Numbers: 0284-0000-22-001-H01-P (Knowledge), 0284-0000-22-002-H04-P (Knowledge), 0284-0000-22-003-H01-P (Knowledge), 0284-0000-22-004-H01-P (Knowledge), 0284-0000-22-005-H04-P (Knowledge), 0284-0000-22-006-H01-P (Knowledge), 0284-0000-22-007-H01-P (Knowledge), 0284-0000-22-008-H01-P (Knowledge), 0284-0000-22-009-H01-P (Knowledge), 0284-0000-22-010-H04-P (Knowledge), 0284-0000-22-011-H01-P (Knowledge), 0284-0000-22-012-H01-P (Knowledge), 0284-0000-22-013-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.

ACPEThe American Association of Psychiatric Pharmacists is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education. The 2022-2023 Psychiatric Pharmacotherapy Review Course is a knowledge-based course and will provide 20 hours (2.0 CEUs) of continuing education credit. Additionally, the 2022-2023 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.

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View planning committee disclosures

2022-2023 Editorial Board

Megan J. Ehret, PharmD, BCPP, MS
BCPP Program Director
Professor
University of Maryland
Baltimore, MD
External Consultant Activities, Advisory Panels, Speakers Bureaus, etc.: Psych U Section Advisor, Lexi-Comp Consultant/Reviewer,
SMI Adviser; Pharmacist Consultant
Educational Grants, Research Grants or Contracts: FDA/University of Maryland CERSI, Maryland Behavioral Health Department, NIH

Clayton D. English, PharmD, BCPS, BCPP, BCGP
Associate Professor
Albany College of Pharmacy and Health Sciences
Colchester, VT
External Consultant Activities, Advisory Panels, Speakers Bureaus, etc.: University of Florida-Medication
Therapy Management-Lecturer
Non-Financial Interests: Drug Utilization Review Board-Vermont State Medicaid, Board Member

Stephanie Nichols, PharmD, 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: Shire sponsored the development of an Adult
ADHD toolkit, through the American Association of Family Physicians. I was compensated $2,000
for my time and participation in the development of said toolkit. Feb - May 2019, A colleague and I
have received a grant for $21,000 by the State of Maine to develop and execute naloxone and stigma
education for pharmacy professionals in Maine. July 2019 - July 2020
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 Lunder-Dineen Time to Ask (about unhealthy drinking) Advisory Committee, Member of the
Board of Directors of the Co-Collaborative Serving Maine

Carol A. Ott, PharmD, 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
Educational Grants, Research Grants or Contracts: Area Health Education Centers -
North Central Indiana, Indiana Clinical and Translational Sciences Institute (CTSI)
Non-Financial Interests: Indiana Medicaid Drug Utilization Review (DUR) Board,
Indiana Medicaid Mental Health Quality Advisory Committee (MHQAC), NAMI West Central Indiana
Chris Paxos, PharmD, BCPP, BCPS, BCGP
Chair and Senior Editor
Associate Professor of Pharmacy Practice
Northeast Ohio Medical University
Rootstown, OH
No Relevant Financial Relationships to Disclose

All relevant relationships have been mitigated.

View disclaimer and disclosure of off-label use

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.

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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.