Michelle Arnett currently serves as an Assistant Professor in the Department of Primary Dental Care, Division of Dental Hygiene at the University of Minnesota (UMN) School of Dentistry (SOD). She has 20 years of clinical practice experience and nine years of experience in academics and research at the University of Michigan SOD and the UMN SOD. Her areas of
research focus are motivational interviewing and periodontology in addition to topics to enhance her teaching, student mentorship, and dental hygiene educator burnout.
Michelle Arnett teaches Communications, Periodontology, and the Process of Care in Allied Oral Health: Clinical Application III and IV in the UMN SOD dental hygiene undergraduate program and Thesis I and the Capstone Track in the UMN dental hygiene graduate program. Her professional memberships include Sigma Phi Alpha-Nu Chapter, American Dental Hygienists’ Association (ADHA), and the American Dental Education Association (ADEA).
JoAnn Gurenlian, RDH, MS, PhD, AAFAAOM, FADHA
JoAnn Gurenlian is the Director of Education, Research, & Advocacy for the American Dental Hygienists’ Association (ADHA). Prior to joining the ADHA, Dr. Gurenlian served as Professor and Graduate Program Director for the Department of Dental Hygiene at Idaho State University and is Professor Emerita. She is a Fellow in the ADHA and an Affiliate Academic Fellow in the American Academy of Oral Medicine, Past President of the IFDH and the ADHA, and Consultant to the ADA Council on Scientific Affairs. Dr. Gurenlian is the co-author of the textbook “Preventing Medical Emergencies” and author of over 350 papers in dental hygiene, dental and medical publications. She has conducted over 650 presentations at regional, national, and international events.
Dr. Gurenlian has served as Chair of the ADHA Task Force on Return to Work and more recently was a member of the ADA Expert Panel for the evaluation of potential malignant disorders of the oral cavity.
Dr. Gurenlian is the recipient of numerous awards including the IADR Oral Health Research Group 25th Oral Health Research Award, ADHA Presidential Citation, Esther Wilkins Lifetime Achievement Award, Alfred C. Fones Award, Irene Newman Award, ADHA/Warner Lambert Award for Excellence, and the ADHA Distinguished Service Award.
A native of Texas, Rebecca, age 57, started smoking cigarettes as a teenager. She lived among a family of heavy
smokers, which influenced her to start smoking. “I grew up in an environment where everyone around me smoked.
As a 16-year-old trying to find my way, I just picked it up,” she said.
Like many former smokers, Rebecca’s journey to quitting was a bumpy one. She quit smoking for 7 months in 2002
but went back to smoking while struggling through a divorce. She became depressed and turned to cigarettes again,
thinking that they might help her cope with her feelings. Instead, she felt worse. “I went back to this self-defeating
addiction. That was just a vicious, vicious cycle,” said Rebecca.
Rebecca’s struggle with depression wasn’t the only reason she wanted to quit smoking. Her father was a heavy
smoker and died after having a serious heart attack. “I watched a lot of my family members who were smokers
deteriorate; literally, their bodies would deteriorate as they grew older. So when it started happening to me, I was hit
in the face with reality.” Rebecca knew her health was in jeopardy when she developed severe gum disease, a risk
for smokers. She needed major dental work—including bone grafts and eventually dental implants—to restore her
missing teeth.
Rebecca decided to stop smoking when her grandson was born. She wanted to be a good role model and never
smoke around him. So, she stopped smoking cigarettes and committed herself to a healthier lifestyle, including
getting care for her depression. “I finally realized I had to look to myself for my own happiness and health. I had to
quit,” she said.
Since quitting smoking, Rebecca has a new outlook on life. She began running while taking her grandson along for a
ride in his stroller. This helped her to manage stress and depression and to stay smokefree. Six months after starting
to run, Rebecca ran her first 5K. “I actually placed third place in my age group. That gave me the confidence to keep
going,” she said.
As Rebecca started enjoying life as a nonsmoker, she felt encouraged by the positive changes and progress she’s
made. She discovered that she doesn’t need cigarettes to cope with her feelings, even when life may get her down.
“Running became the way I felt better. When I have a bad day or feel a little stressed out, I just go for a run and I’m
back on track.”
Rebecca was so excited about her fresh start that she completed a personal training certification course, which
helped her learn even more about taking good care of her health. “I learned that I have the power to change. It is all
within me,” said Rebecca.
As for cigarettes, Rebecca encourages other people to quit smoking. “It’s about taking control of your life and where
you want to be in your life.”
This program is designed to inform healthcare professionals with the latest insights into oral cancer statistics and equip them with practical skills in utilizing brief motivational interviewing (BMI) techniques to address tobacco cessation. Participants will gain an understanding of the impact of tobacco on one’s health and well-being and learn how to engage in effective conversations that motivate patients to quit smoking. This course will emphasize the application of Ask, Advise, Refer strategies, empowering healthcare professionals to actively contribute to oral cancer prevention efforts.
Webinar Objectives
- Review the most recent oral and oropharyngeal cancer statistics, identifying the impact of tobacco use on oral health.
- Explain the impact of tobacco use on one’s health and well-being.
- Describe a foundational understanding of motivational interviewing techniques, focusing on the principles and applications relevant to tobacco cessation in the context of oral health.
- Assess patient’s readiness to quit smoking using brief motivational interviewing, recognizing key indicators, and tailoring interventions accordingly.
- Develop skills in initiating and guiding change conversations with patients, employing brief motivational interviewing strategies to enhance motivation and commitment to tobacco cessation.
- Describe an Ask, Advise, Refer framework and its application in encouraging patients to quit smoking.
- Explain available resources for both healthcare professionals and patients facilitating ongoing tobacco cessation efforts.
One hour of FREE credit can be earned, for participants who joined the LIVE session, on Wednesday, April 17, 2024. CME/CEU registration will close EOD 05/01/24. So claim credit soon!
Follow these instructions to claim credit:
1. Click here for the CME/CEU registration link: https://cmecalifornia.com/lms/[email protected]=-1&@activity.id=8297586&@activity.bundleActivityId=-1
2. Click on the yellow box in the upper right hand corner of your screen which says “Launch”, to choose this webinar
3. If you are a first time user, you will need to create an account, and if you are return user, enter in your username (email address) and password
4. Click on the yellow button which says “Register” on the right side of your screen
5. Enter in Access Code: SCLC04172024 (case sensitive)
6. On the payment screen click on “discount code” and enter in SAMHSA23 to waive the $50 certificate fee (if you are a provider in CA, please use the discount code CADPH23 to waive the fee)
7. Starting at the “Overview” tab read through all of the content and check the box at the bottom of the page to confirm that you have read the information.
8. Next on the “Content” tab, the webinar recording link and syllabus are posted. You do not need to watch the webinar again. You can click on “Continue” to move to the next tab.
9. If you need CCAPP credit, you will need to complete a post-webinar test. You need to get 80% to pass. You can take the test as many times as you need to in order to pass.
10. Next on the “Evaluation” tab, there is a short survey to complete. This is a CME requirement.
11. Lastly, once you are done, you will be able to print your certificate right away or download it as a PDF, on the “Certificate” tab.”
Certificates of Attendance - please click here to generate a certificate of attendance for this webinar.
ACCME Accreditation
In support of improving patient care, the University of California, San Francisco is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.
UCSF designates this live activity for a maximum of 1.0 AMA PRA Category 1 CreditTM. Physicians should claim only the credit commensurate with the extent of their participation in the webinar activity.
Advance Practice Registered Nurses and Registered Nurses: For the purpose of recertification, the American Nurses Credentialing Center accepts AMA PRA Category 1 CreditTM issued by organizations accredited by the ACCME.
Physician Assistants: The National Commission on Certification of Physician Assistants (NCCPA) states that the AMA PRA Category 1 CreditTM are acceptable for continuing medical education requirements for recertification.
California Pharmacists: The California Board of Pharmacy accepts as continuing professional education those courses that meet the standard of relevance to pharmacy practice and have been approved for AMA PRA category 1 CreditTM. If you are a pharmacist in another state, you should check with your state board for approval of this credit.
California Psychologists: The California Board of Psychology recognizes and accepts for continuing education credit courses that are provided by entities approved by the Accreditation Council for Continuing Medical Education (ACCME). AMA PRA Category 1 CreditTM is acceptable to meeting the CE requirements for the California Board of Psychology. Providers in other states should check with their state boards for acceptance of CME credit.
California Behavioral Science Professionals: University of California, San Francisco School of Medicine (UCSF) is approved by the California Association of Marriage and Family Therapists to sponsor continuing education for behavioral health providers. UCSF maintains responsibility for this program/course and its content.
Course meets the qualifications for 1.0 hour of continuing education credit for LMFTs, LCSWs, LPCCs, and/or LEPs as required by the California Board of Behavioral Sciences. Provider # 64239.
ACCREDITATION FOR CALIFORNIA ADDICTION COUNSELORS
The UCSF office of continuing medical education is accredited by the California Consortium of Addiction Programs and Professionals (CCAPP), to provide continuing education credit for California addiction counselors. UCSF designates this live, virtual activity, for a maximum of 1.0 CCAPP credit. Addiction counselors should claim only the credit commensurate with the extent of their participation in the activity. Provider number: 7-20-322-0724.
Disclosures
This UCSF CME activity was planned and developed to uphold academic standards to ensure balance, independence, objectivity, and scientific rigor; adhere to requirements to protect health information under the Health Insurance Portability and Accountability Act of 1996 (HIPAA); and include a mechanism to inform learners when unapproved or unlabeled uses of therapeutic products or agents are discussed or referenced.
All speakers, planning committee members and reviewers have disclosed they have no relevant financial relationships to disclose with ineligible companies whose primary business is producing, marketing, selling, re-selling, or distributing healthcare products used by or on patients.
Michelle Arnett, MS, RDH, Catherine Bonniot, Christine Cheng, Brian Clark, JoAnn Gurenlian, RDH, MS, PhD, AAFAAOM, FADHA, Jennifer Matekuare, Rebecca M., Ma Krisanta Pamatmat, MPH, CHES, Jessica Safier, MA, and Maya Vijayaraghavan, MD, MAS.
- Post-webinar Q and A
- Four JDH Publications authored by Michelle Arnett, MS, RDH
- Dental Hygiene Students' Perceptions Regarding the Importance of and Confidence with Using Brief Motivational Interviewing during HPV Patient Counseling
- Brief Motivational Interviewing - Evaluation of a skills based education program
- Examining the Role of HPV Communication Training KACC
- Health Topics Emerged From Brief Motivational Interviewing