CME Certificates will be issued digitally after Speaker Evaluations and Overall Surveys are completed.
Surveys are accessible after logging in with the email address you submitted during registration.
Surveys will be available online starting the day of the symposium. You must complete the process by April 17, 2023 in order to receive your certificate. Certificates will be available online until August 1, 2023.
and are printable directly from the website.
The program will be reviewed by an accrediting entity, updates will post soon.
This annual event is designed to provide the latest clinical data, guidelines and evidence related to the clinical application of novel biomarkers in cardiovascular conditions. Topics cover state-of-the-art application of biomarkers in the following clinical categories:
At the conclusion of this activity, participants should be able to:
The target audience for this activity includes Cardiologists, Internists, Primary Care Physicians, Emergency Medicine Physicians, Clinical Laboratorians, Nursing Professionals and Allied Healthcare Professionals.
Cardiovascular disease (CVD) is the leading cause of death in the United States and is responsible for 17% of national health expenditures.1 As the population ages, these costs are expected to increase substantially. This program is intended to interpret the current standards of care associated with the application of biomarkers in cardiac clinical care as well as review recent literature that provides an evidence basis for the diagnostic, prognostic and management application of cardiac biomarkers.
The diagnosis and management of cardiovascular conditions, including heart failure, by traditional clinical means alone is often inadequate.2 Until recently, biomarker testing in heart failure (HF) syndromes has been viewed as an elective supplement to diagnostic evaluation of patients suspected to suffer from this condition. This approach to the use of biomarker testing contrasts with other cardiovascular diagnoses for which biomarkers are integral to disease process definition, risk stratification, and in some cases treatment decision making.3 It is also noteworthy that advanced guidelines have emerged regarding the application of biomarkers in heart failure that need to be integrated into educational initiatives for clinical caregivers.4 There is emerging data on the use of biomarkers to assist with patient selection for advanced therapies such as biventricular pacemakers, and to assist with therapy optimization and disease prognostication among patients with cardiac devices. Biomarkers are also increasingly becoming a part of the precision-medicine conversation.
In other related cardiovascular conditions such as acute coronary syndromes, biomarkers have played a definitive diagnostic role yet confusion has evolved as the sensitivity of biomarkers such as cardiac troponin has improved.5 The definition of myocardial infarction, and the meaning of troponin elevations in clinical scenarios outside of an acute coronary syndrome continue to evolve amid controversy. These new and evolving issues are critical for clinicians to be prepared to interpret at the point of care.
Diabetes treatments now look beyond glucose normalization as a singular goal and have worked to identify direct impact on macrovascular outcomes. These data often utilize biomarkers as surrogate endpoints or secondary endpoints. New literature must be put into clinical context. Additionally, because of new therapeutic options, clinicians caring for cardiovascular patients must now be more involved in managing or advising on optimal selection of therapies for patients with diabetes.
The content of this educational activity was determined by a rigorous review of recent medical literature as well as the changes in biomarker evidence, use and guidelines in the United States over the past 4 years. Evidence-based medical education is of significant importance to the target clinical audience across the US, including but not limited to San Diego & Los Angeles.6
4. Circulation. 2013;128:e240-e327; originally published online June 5, 2013;
5. Heart 2011;97:447e452. doi:10.1136/hrt.2010.205617 447
This activity is in compliance with California Assembly Bill 1195 which requires continuing medical education activities with patient care components to include curriculum in the subjects of cultural and linguistic competency. Cultural competency is defined as a set of integrated attitudes, knowledge, and skills that enables health care professionals or organizations to care effectively for patients from diverse cultures, groups, and communities. Linguistic competency is defined as the ability of a physician or surgeon to provide patients who do not speak English or who have limited ability to speak English, direct communication in the patient’s primary language. Cultural and linguistic competency was incorporated into the planning of this activity.