Meets Special CME Requirements in: Connecticut, District of Columbia, Guam, Massachusetts, Michigan, Nevada, Oregon, Pennsylvania, Rhode Island, Texas Learn More >>
Outcome Objectives:
As a result of completing this activity, the participant will be better able to:
Incorporate into practice knowledge of current health inequities experienced by people with IDD.
Gain consent from people with IDD and engage in supported decision-making with patients.
Support active engagement in health care decision-making among individuals with IDD.
Learning Format: Case-based, interactive online course, including mandatory assessment questions (number of questions varies by course or module). Please also read the Technical Requirements.
Current CME Approval Period:
May 15, 2024 - May 14, 2026
Original Release Date: June 1, 2022
Most Recent Review by Author: April 15, 2024
Most Recent Review by CME Sponsor: May 15, 2024
Financial Support Received: Funded through The Arizona Developmental Disabilities Planning Council ISA No. ADDPC-0110-07-2022/Year 1
Your Patient with Intellectual and/or Developmental Disability: Accessibility, Decision-Making and Consent
3.00 AMA PRA Category 1 Credit(s)TM
3.00 Part II MOC points are available for these specialty board(s) (Optional):
American Board of Pediatrics
Credit Type: Lifelong Learning & Self-Assessment
Practice Areas: Professionalism/Patient Safety/Other Skills
Current CME Approval Period:
May 15, 2024 - May 14, 2026
Financial Support Received: Funded through The Arizona Developmental Disabilities Planning Council ISA No. ADDPC-0110-07-2022/Year 1
ACCME/AMA PRA Accreditation Statement
The University of Arizona College of Medicine - Tucson is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.
The University of Arizona College of Medicine - Tucson designates this enduring material for a maximum of 3.00AMA PRA Category 1 Credit(s)TM. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
CME Office Contact Information and CME Disclosure
The University of Arizona College of Medicine - Tucson
Office of Continuing Medical Education
520-626-7832
uofacme@arizona.edu
The following University of Arizona College of Medicine - Tucson CME Reviewers, Activity Directors, or Planning Committee Members have no relevant financial relationships with ineligible companies (commercial interests) that could constitute a conflict of interest with the proposed activity:
Robert Amend, M.Ed. Randa Kutob, MD
MOC Recognition Statement(s)
Successful completion of this CME activity, which includes participation in the activity and individual assessment of and feedback to the learner, enables the learner to earn up to 3.00 MOC points in the American Board of Pediatrics’ (ABP) Maintenance of Certification (MOC) program. It is the CME activity provider’s responsibility to submit learner completion information to ACCME for the purpose of granting ABP MOC credit.
If you elect to receive MOC credit for this course, you give permission for VLH.com to share your information and activity completion data with the ACCME and the specialty board(s) chosen through the ACCME's Program and Activity Reporting System (PARS).
Your Patient with Intellectual and/or Developmental Disability: Accessibility, Decision-Making and Consent
Authors
Julie Armin, PhD is a medical anthropologist with a focus on health equity teaching and research. She is faculty in the Department of Family & Community Medicine at The University of Arizona College of Medicine-Tucson, where she also directs the Health Disparities Curriculum in the College of Medicine and is affiliated faculty with the Sonoran University Center for Excellence in Disabilities.
Disclosure: Dr. Armin states that she does not have any relevant financial arrangements that could constitute a conflict of interest.
Heather J. Williamson, DrPH, OTR/L, FAAIDD is a licensed occupational therapist, public health researcher, and fellow of the American Association on Intellectual and Developmental Disabilities. As an Associate Professor at Northern Arizona University, she focuses her research and advocacy work on addressing the health inequities experienced by adults with intellectual and/or developmental disabilities. She holds a doctorate of public health from the University of South Florida.
Disclosure: Dr. Williamson states that she does not have any relevant financial arrangements that could constitute a conflict of interest.
Tamsen Bassford, MD is a family medicine physician and Associate Professor in the Department of Family & Community Medicine (DFCM) at The University of Arizona College of Medicine-Tucson.
Dr. Bassford directs the Sonoran Center for Disability's model primary care program for adults with IDD, was well as a required curriculum in developmental medicine for the DFCM's family medicine residency program. She was PI for the University of Arizona site of the National Curriculum Initiative in Developmental Medicine, and leads an interprofessional exercise in disability for over 500 health science students annually.
Disclosure: Dr. Bassford states that she does not have any relevant financial arrangements that could constitute a conflict of interest.
Your Patient with Intellectual and/or Developmental Disability: Accessibility, Decision-Making and Consent
Ratings (88 responses)
How would you rate this program overall?
Average Rating:
4.00/5.00
How well were the learning objectives of this program met?
Average Rating:
4.00/5.00
User Comments
by Steve Griffin | Jun 18, 2024
great course
by Hidden | Jul 31, 2023
This is a great educational tool!
by Hidden | Jul 12, 2023
Well done!
by Hidden | Jun 2, 2023
This format was very poor quality. It would jump in and out of the videos, the voice was too electronic and would skip or stop, unable to download provided resources within the slides, has to restart multiple times as it would exit the window.
by Brian Jiun-Kai Pan | Mar 20, 2023
by Hidden | Aug 5, 2022
This potentially pairs well with other training tools (e.g., IntellectAbility) to develop clinical competence. The issues addressed here, particularly informed decision-making, are essential to making healthcare encounters far more productive (measured in health outcomes) and take aim at cultural competence and accessibility.
Your Patient with Intellectual and/or Developmental Disability: Accessibility, Decision-Making and Consent
This course meets general AMA PRA Category 1 CME Credit(s)TM requirements in states that have a CME requirement.
Based on information from state licensing authorities, this program meets special CME requirements in these states:
Connecticut Cultural Competence CME Started with licensing periods of October 1, 2010.
Connecticut Behavioral Health CME
Connecticut Risk Management CME
District of Columbia Public Health Topics CME
Guam Medical Ethics CME
Massachusetts Risk Management CME
Michigan Medical Ethics CME
Nevada Cultural Competency / Diversity, Equity and Inclusion CME
Nevada Medical Ethics CME
Oregon Cultural Competency Education CME
Pennsylvania Risk Management / Patient Safety CME
Rhode Island Cultural Awareness CME
Rhode Island Risk Management CME
Texas Medical Ethics / Professional Responsibility CME
Your Patient with Intellectual and/or Developmental Disability: Accessibility, Decision-Making and Consent
Technical Requirements
This web-based activity is offered online and requires an always-on connection to the Internet (the activity cannot be downloaded). The activity works on PC or Mac computers and most tablet computers. The activity should work with the newer versions of major Internet browsers, including Edge, Chrome, Safari, and Firefox. JavaScript should be enabled in all browsers, and Popups and first party cookies need to be accepted from www.VLH.com. You should also have the latest, free Adobe Reader installed for reading documents.
Your Patient with Intellectual and/or Developmental Disability: Accessibility, Decision-Making and Consent
Successful completion of this CME activity, which includes participation in the activity and individual assessment of and feedback to the learner, enables the learner to earn up to 3.00 MOC points in the American Board of Pediatrics’ (ABP) Maintenance of Certification (MOC) program. It is the CME activity provider’s responsibility to submit learner completion information to ACCME for the purpose of granting ABP MOC credit.
documents. 
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