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The Long-Acting Reversible Contraception (LARC) Program at the American College of Obstetricians and Gynecologists (ACOG) celebrated its 10 anniversary in 2018. This Viewpoint article reviews opportunities, challenges, and lessons learned by the ACOG LARC Program throughout the last decade. Housed within the largest medical organization representing women's health providers, the LARC Program supports change by developing resources for clinicians, healthcare systems, healthcare organizations, and policy makers. The Program's Postpartum Contraceptive Access Initiative (PCAI) meets specific needs identified by an Expert Work Group using implementation science principles, including improved contraceptive counseling and clinician training, and institution-wide sustainable systems change in billing, coding, pharmacy, and electronic medical record integration. Key lessons learned include the importance of centering patient preferences and autonomy, developing foundational evidence-based guidance, supporting practice change through implementation tools and collaboration with local champions, advocating for insurance and payment policy, and partnering with other health care organizations to develop robust resources to improve patient access to the full range of contraceptive methods.
This article was published in the following journal.
Name: American journal of obstetrics and gynecology
In the last decade-plus, there has been growing enthusiasm for long-acting reversible contraceptive (LARC) methods as the solution to unintended pregnancy in the United States. Contraceptive access ef...
In Kenya, rural communities bear the greatest burden of maternal deaths. In West Pokot, there is an average of 7.2 children per mother compared to 2.7 in Nairobi, with a contraception prevalence of 14...
Long-acting reversible contraceptive (LARC) method uptake has been low within the context of HIV prevention trials. Within a multinational study (MTN-020/ASPIRE), the Contraceptive Action Team improve...
No-cost contraceptive provisions as in the Affordable Care Act have substantially reduced the financial burdens patients previously faced with long-acting reversible contraception (LARC) access. Such ...
One concern regarding long acting reversible contraception (LARC) use among female adolescents is the potential for sexually transmitted infection (STI) acquisition. Few studies investigate chlamydia ...
Training of health care providers and structured LARC forward counseling may contribute to increased LARC uptake. The hypothesis to be tested is that by introducing LARC forward counsellin...
This is a randomized prospective study evaluating the impact of a brief contraceptive education intervention with optional referral for financial counseling on post abortion long-acting re...
The purpose of this study is to determine whether delivery of SpeakOut, a behavioral intervention to increase social communication about long-acting reversible contraceptive (LARC) methods...
The objective of this study is to test and disseminate tools that drive successful immediate postpartum Long-Acting Reversible Contraception (LARC) implementation. The long-term goal is to...
The investigators study is testing models of contraceptive care that were developed as part of the Contraceptive CHOICE Project. CHOICE is a prospective cohort study of 9,256 women designe...
Process in which individuals take the initiative, in diagnosing their learning needs, formulating learning goals, identifying resources for learning, choosing and implementing learning strategies and evaluating learning outcomes (Knowles, 1975)
Drugs that inhibit the transport of neurotransmitters into axon terminals or into storage vesicles within terminals. For many transmitters, uptake determines the time course of transmitter action so inhibiting uptake prolongs the activity of the transmitter. Blocking uptake may also deplete available transmitter stores. Many clinically important drugs are uptake inhibitors although the indirect reactions of the brain rather than the acute block of uptake itself is often responsible for the therapeutic effects.
Change in learning in one situation due to prior learning in another situation. The transfer can be positive (with second learning improved by first) or negative (where the reverse holds).
A principle that learning is facilitated when the learner receives immediate evaluation of learning performance. The concept also hypothesizes that learning is facilitated when the learner is promptly informed whether a response is correct, and, if incorrect, of the direction of error.
Learning to make a series of responses in exact order.
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