Overview
Ready, Set, Action: Collaborative Management to Improve Diagnosis of Alzheimer Disease
Strategies for Earlier Identification
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It can be a struggle to diagnose Alzheimer disease (AD), but it is worth the time and effort! The benefits of a timely diagnosis for both patients and families cannot be overstated. Do you have questions about appropriate tests you can use in daily practice? Do you do cognitive, imaging, and/or biomarker tests when you suspect AD? Do you sometimes wonder how to talk about AD and diagnostic tests with patients and family members? In this innovative “cinemeducation” format, you will see representative interactions that model best practices. Ready, Set, Action…access this novel educational activity today!
This educational activity is designed for primary care physicians, internists, geriatricians, neurologists, and NPs and PAs who care for patients with or at risk for AD.
Alzheimer disease (AD) accounts for an estimated 60% to 80% of cases of dementia, which is characterized by declines in memory, language, problem-solving, and other cognitive abilities necessary for performance of daily activities. It is also associated with a significant burden for patients, their caregivers, and society, which will increase sharply as the number of patients increases over the next few decades. However, detection of AD remains suboptimal with many patients not diagnosed, misdiagnosed, or experiencing a delay in diagnosis. There appears to be a lack of appreciation of the benefits of an earlier, or “timely” diagnosis, for patients and caregivers, which can permit earlier intervention to prolong independence and functioning and improve quality of life. Consequently, there is a significant educational need in identification of symptoms and differential diagnosis, as well as the importance of early diagnosis. Contributing to this lack of diagnostic expertise, particularly in primary care settings, is a lack of knowledge about appropriate testing methodologies and their interpretation, suggesting a need for education on the use of cognitive, imaging, and biomarker assessments. Finally, the emotional toll of an AD diagnosis can be significant for patients and caregivers, leading many healthcare professionals to delay or poorly communicate the diagnosis. As such, training on communication strategies has been recommended. Therefore, it is apparent that education is needed to improve clinical practices related to the diagnosis of AD. To improve diagnostic practices across the spectrum of care, facilitate communication, and support the translation of evidence into real-world practice, this activity employs an instructional design called “cinemeducation” that uses “films” as an educational strategy to illustrate and model best practices. In this case-based experience that utilizes a stop-action method of film, patient/caregiver interactions with physicians are shown, with expert faculty commentary on these interactions. In addition, evidence and recommendations for ways in which to optimize physician interactions with patients/caregivers are provided. Through commentary and evidence, the interactions are replayed to improve practices in the diagnosis of AD.
Upon completion of this activity, participants will be able to:
• Identify the symptoms of Alzheimer disease to differentiate it from other neurodegenerative disorders and normal aging to gain confidence in making a diagnosis
• Employ and interpret appropriate cognitive, biomarker, and imaging tests in clinical practice to improve diagnosis of Alzheimer disease
• Describe the benefits of earlier diagnosis of Alzheimer disease for patients and caregivers
• Identify the symptoms of Alzheimer disease to differentiate it from other neurodegenerative disorders and normal aging to gain confidence in making a diagnosis
• Employ and interpret appropriate cognitive, biomarker, and imaging tests in clinical practice to improve diagnosis of Alzheimer disease
• Describe the benefits of earlier diagnosis of Alzheimer disease for patients and caregivers
Sponsored by the Academy for Continued Healthcare Learning (ACHL).
Supported by educational grants from Lilly and Genentech, a member of Roche Group.
Andrew E. Budson, MD
Chief, Cognitive and Behavioral Neurology, VA Boston Healthcare System
Associate Director and Outreach, Recruitment, & Engagement Core Leader, Boston University Alzheimer’s Disease Research Center
Professor of Neurology, Boston University School of Medicine
Lecturer in Neurology, Harvard Medical School
Boston, MA
Chief, Cognitive and Behavioral Neurology, VA Boston Healthcare System
Associate Director and Outreach, Recruitment, & Engagement Core Leader, Boston University Alzheimer’s Disease Research Center
Professor of Neurology, Boston University School of Medicine
Lecturer in Neurology, Harvard Medical School
Boston, MA
The Academy for Continued Healthcare Learning (ACHL) requires that the faculty participating in an accredited continuing education activity disclose all affiliations or other financial relationships within 24 months (1) with the manufacturers of any commercial product(s) and/or provider(s) of commercial services discussed in an educational presentation and (2) with any ineligible companies. All relevant financial relationships have been mitigated prior to this activity.
The following financial relationships have been provided:
Andrew E. Budson, MD
Advisor or Review Panel member: Lilly, Genentech
Speakers' Bureau: Lilly
Royalty recipient: Oxford University Press, Elsevier
Discussion of Off-Label, Investigational, or Experimental Drug/Device Use: Blood tests for beta-amyloid, tau, neurofilament light chain, and glial fibrillary acidic protein are not approved by the FDA.
ACHL staff members and others involved with the planning, development, and review of the content for this activity have no relevant affiliations or financial relationships to disclose.
The content for this activity was developed independently of the ineligible companies. All materials are included with permission. The opinions expressed are those of the faculty and are not to be construed as those of the publisher or grantors.
This educational activity was planned and produced in accordance with the ACCME Standards for Integrity and Independence in Accredited Continuing Education. Recommendations involving clinical medicine in a continuing medical education (CME/CE) activity must be based on evidence that is accepted within the profession of medicine as adequate justification for their indications and contraindications in the care of patients. All scientific research referred to, reported, or used in CME/CE in support or justification of a patient care recommendation must conform to the generally accepted standards of experimental design, data collection, and analysis.
This CME/CE activity might describe the off-label, investigational, or experimental use of medications and/or devices that may exceed their FDA-approved labeling. Physicians should consult the current manufacturers’ prescribing information for these products. ACHL requires the speaker to disclose that a product is not labeled for the use under discussion.
This activity will take approximately 60 minutes to complete. To receive credit, participants are required to complete the pretest, view the online activity and complete the posttest and evaluation. To receive credit, 75% must be achieved on the posttest. A certificate will be immediately available. There is no fee to participate in the activity or for the generation of the certificate.
For questions, contact Karen Catino at kcatino@achlcme.org.
The Academy for Continued Healthcare Learning is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.
The Academy for Continued Healthcare Learning designates this enduring material for a maximum of 1.0 AMA PRA Category 1 Credit™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
