Released: March 31, 2025
Ep 4: Unlocking the Fatty Liver Mistry
The Whole Patient, The Whole Journey: Dr. Mistry Opens Up
[00:00:07] Neeraj Mistry, MD: Welcome back to episode four of Unlocking the Fatty Liver Mystery. I'm Dr. Neeraj Mystery, and I'm the Chief Medical Officer of the Fatty Liver Foundation. This is going to be a special episode because we are actually going to be demystifying Dr. Mistry. I’m going to be in the hot seat and you're going to learn all about my journey coming into fatty liver disease.
I have been really fortunate to ride shotgun on these episodes with our producer extraordinaire, Sara, who's going to be joining us in this episode. And she's going to be asking a few questions, both out of her own curiosity as well as those questions that have been coming in from some of our audience.
So, Sara, over to you.
[00:00:50] Sara Fagerlie, PhD, CHCP: Well, thank you so much for speaking with me today and for answering the questions that our viewers want to hear. I want you to go back a little bit just to start off, tell us a little bit about you and your background.
[00:01:04] Neeraj Mistry, MD: So, I actually come from South Africa. I was born in South Africa, and I am third generation South African of Indian origin. So, my forefathers came from India, and there's a whole colonial history on how we ended up in South Africa. South Africa's a very interesting country where we have. the best of Western Europe and the worst of deepest, dark, darkest Africa added, 10-mile juxtaposition. And how that manifests in a health perspective is that we have a double burden of disease, which is infectious diseases, pestilence and famine, as it used to be called, as well as nutritional deficiencies. And then on the other hand, we also have lifestyle diseases. Which are related to western diets and sedentary lifestyles with the increasing in diabetes, metabolic syndrome, hypertension, et cetera. So, we face a dual burden of disease, which is what sort of got me really interested in both these areas.
First, addressing infectious diseases and then addressing non-communicable or lifestyle diseases. So, my journey was quite interesting because I practiced in both. Urban environments like Johannesburg, which for all intense is a Pan-African metropolis, as well as working in very rural areas where a few colleagues and I had these four by fours and we drive like 300 miles a day stopping in different rural areas. Seeing patients. And so, we saw a really, really wide range of diseases.
As I sort of practiced, what I needed to see is what is happening in the big wide world, when it came to disease at a clinical level. and that took me to the, uh, United Kingdom. I was based out of London, and I worked in the public and the private sector there. But something interesting happened, which was I needed to understand, well, what was the bigger picture that influenced my clinical practice? And that's when I went to the London School of Economics and did an economics degree because that influences all of policy, how we allocate resources to which diseases, et cetera. And that then led me to working in international development and global health, which brought me to the United States. And when you work in health, you have to know what's happening in the pharmaceutical industry. So that took me to Merck and Co Inc. in the United States. and, and then I was very interested in working in infectious diseases, HIV, TB, malaria. Those were the big global health and development challenges that we faced.
But at some point, I pivoted from those diseases and neglected tropical infections. To non-communicable diseases, or lifestyle diseases, and here's what has been happening. Because when we look at global health, we are actually doing quite well. When you look at the key indicators, life expectancy, maternal mortality and childhood mortality. We've been improving steadily over the past century when it comes to all these indicators. And so, what happens when we tackle infectious diseases is that people live longer. Usually people would dive tuberculosis, HIV, malaria, et cetera, in their teens, in their early twenties, in their thirties, and now because we found solutions to that, people are living longer. And when they live longer, they start getting those lifestyle diseases like diabetes. They get overweight, sedentary lifestyles, especially with the technology boom. And we start seeing the onset of these non-communicable diseases.
And I think it's worth dividing it into two categories. One is the lifestyle or metabolic diseases that we are facing, of which fatty liver disease is part of that. And the other are the cancers. And when you think about, well, cells divide and something might go wrong in the division and cancer results, the longer people live, the more cell divisions and invariably with the external influences or carcinogens, they could develop cancer. So that's broadly how we look at things.
So, public health physician having worked in the public sector, in the private sector, in the global north and the global south on a wide range of diseases from infectious diseases to these non-communicable diseases. And what's also interesting is not just at a clinical level, but right to a global policy level. That's offered me a very interesting perspective on global health and international development.
[00:05:41] Sara Fagerlie, PhD, CHCP: That's quite a story, quite an impressive history there. So, how did you end up at the Fatty Liver Foundation?
[00:05:49] Neeraj Mistry, MD: With that journey, into, working on lifestyle and metabolic diseases, this is where I, I felt. Wow. There's this convergence of all these metabolic diseases, which we've talked about at length, diabetes, hypertension, high cholesterol, metabolic syndrome, which is linked to being overweight and obesity. I. But the interesting thing when we talk about all those comorbidities is that in society, especially advanced economies like the United States and past of Western Europe, diseases have become normalized. Right. And I've, I can't tell you how many times I've heard. Oh, doctor, I don't have diabetes yet. And there was almost like this expectation that it, people were on this trajectory. My uncles had it, my cousins had it, so I'm going to get it. And we are all quite big and heavy in our family. and so that normalization meant that we had to find another way to instill the sense of urgency, the sense of self responsibility in people and, and when I looked at the landscape, I felt that fatty liver disease was, was a really important entry point for people to reexamine the comorbidities and those factors affecting their life and their wellbeing. You know what was also interesting in the Fatty Liver Foundation was we conducted, the Sun study, which was the screening of undiagnosed NASH and NAFLD among patients, and we went to these, what we called enriched communities, people that were at high risk of disease, and we screen them. And it was interesting cause they didn't know they had the disease. We often talk about it being a silent disease, but the moment they saw the printout of their result, which showed a normal curve, and then their curve of their liver fat and their liver stiffness, they all of a sudden had this eureka moment. And as our founder likes to say, it's a teachable moment where they see this paper in front of them and they're like. Oh, I have to do something about it is very different from someone being told, oh, your blood sugar is high. You possibly have early diabetes or pre-diabetic.
And so, this was a really, really important point, not just. In terms of diagnosis, but in terms of, affecting the lifestyle of the patient by making them look for health seeking behavior, as well as them taking responsibility for their lifestyles. And so that's what led me to join the Fatty Liver Foundation.
[00:08:27] Sara Fagerlie, PhD, CHCP: So now you're Chief Medical Officer of the Fatty Liver Foundation. So, tell me a little bit, because now you're a health provider, but working in a patient advocacy group, tell me a little bit about how that's different or unusual, how you're able to embrace things from a patient perspective.
[00:08:45] Neeraj Mistry, MD: So, it's been quite interesting. I have to say also quite frustrating as a physician and, and you would see a patient and you'd identify their risk factors and you'd say, well, you have to lose weight. You have to stop drinking and you have to stop smoking. And six months down the line, the patient comes back to your office and lo and behold, they're still smoking, they're still drinking, and they haven't lost any weight. are like, well, why haven't you done this? and we approach this from such a rational perspective where it's like, well. Here's all the data and this is what you need to do. And we impart this information to patients, and we say, well, they should be following this, and why aren't they following this?
And these patients are noncompliant and do not a adhere to the advice we're giving. But all of a sudden when you flip the script, and you start putting yourself in the patient's shoes and you look at what their lifestyle is like. What their stressors are like, what their risk factors are, like the fact that they don't have a green grocer in close proximity, the fact that they don't have the support mechanism to deal with addiction of alcohol use or smoking cigarettes.
And we don't do that. We are never going to find those sweet spots of impact and change in behavior. And so, I needed to understand it from a patient point of view. Just a little anecdote, my wife feels that I am too much of an empath, putting myself in other people's shoes. feel that if we understand it from the patient point of view as well as the provider point of view, that sweet spot is an intersection where we have greatest impact.
And that's what led me to a patient advocacy organization to advocate for that situational context in which patients live. Rather than the doctor's room where they visit. and it is in that understanding that we can affect the greatest change. And so, becoming a patient advocate was actually a coming of age moment for me as a physician to actually then see it from the patient perspective.
[00:10:49] Sara Fagerlie, PhD, CHCP: we talk about multidisciplinary teams. What are multidisciplinary teams? Why are they important, especially when dealing with these lifestyle diseases?
[00:10:57] Neeraj Mistry, MD: you know, this goes back to our education system. We have our education neatly uh, packaged in these silos. Here's science and here's the arts, and here's humanities, and here's engineering and biology, et cetera. And life doesn't actually operate that way. It's, it's this wonderful matrix and this muckety muck messiness, right?
And that's the reality. Interestingly, there's some elementary schools that are saying we are not going to teach by subjects anymore. We're going to teach by themes. And so, where they, they would take on a theme like the oceans. And in the oceans, there's marine biology and there's ocean currents, which is geography, and there's, changing water temperatures, et cetera. And so, they learn about things in a very holistic way. And what we often do is we deal with our patients as subjects in science or scientific subjects that we need to study and analyze, to which we then apply a scientific intervention, we don't, I. Consider the patient in their entirety. you know, when I taught at Georgetown University in Washington, DC in the School of International Health, Georgetown having the Jesu tradition has a wonderful motto, which is cura personalis treating the whole person.
And that's understanding the person as a scientific entity or being to whom we analyze. Understand and then do these interventions. But they live in a social context. They live in an environmental context. They have a heart and a mind, not just physiology. And how do we address all of that? And there's a wonderful behavioral eco economist who, who, who won the Nobel Prize in economics, Daniel Kahneman.
And he wrote this book called Thinking Fast and Thinking Slow. And so, the likes of us as scientifically trained people think slowly. We analyze, we look at the data, we formulate a hypothesis, we recommend a course of action, most of the population are fast thinkers. It's gut, it's instinctive. It's, it's a behavior type of mechanism that is not rational. And when you actually break our thought process down. Well, we might not be totally rational ourselves. but it is understanding that mindset that's really important. I'll give you one example from my days in infectious diseases, we used to ask patients to wash their hands to prevent germ transmission. as a doctor wearing a white coat and I walked in, I'd say, wash your hands because we need to kill those germs. Only a few people wash their hands. in a priest who said, cleanliness is next to godliness. And lo and behold, everyone washed their hands. I. Now for me as a public health physician, I am agnostic as to why they wash their hands. I just needed the outcome of hands being washed. And I think that's the interesting point that we at now in health and medicine, where we have to think about things in a much more comprehensive way. And the way we do that is with multidisciplinary teams. Initially, different disciplines within the health domain. So, you would have a hepatologist, a gastroenterologist, primary care physician, a dietician who understands the context in which someone eats, not just what foods are nutritious. A physiotherapist, an occupational therapist. We are now starting to see music therapists, aroma therapist, massage therapist. All becoming part of the team. Stress is one of the biggest drivers of people eating people not having healthy lifestyles, not getting enough sleep. And if we can introduce them to things like yoga and meditation as part of that multidisciplinary team, I. We are taking care of the entire individual and that's going to yield much better outcomes.
And, and while it sounds really complex, it's actually becoming much better. We are seeing the emergences of emergence of many multidisciplinary centers across the United States where they're taking care of the whole patient, especially when it comes to these lifestyle diseases.
[00:15:07] Sara Fagerlie, PhD, CHCP: Can you gimme an. Example of an institution that you see or a place or a space where they're like doing it the way you'd like to set the tone. Set an example.
[00:15:18] Neeraj Mistry, MD: So, there's many, university affiliated hospital setting. And, for example, Mount Sinai in New York City, they are tackling this really, really well. And it was interesting talking to a colleague there who's a hepatologist where she said. In order for me to best serve my patients, what I do with them is not necessarily for me to be a hepatologist in order to do that, and I really admired her for actually taking that position because she responded to what the patient needed. than what she could provide as a hepatologist, and she had to shift a pattern. I'll give you an example of something that I did. I actually sat down with a patient and I asked them to break down their day on an Excel sheet by the half hour when I said, oh, you need to watch what you eat when you eat it, make sure you're getting enough rest.
Make sure you're walking 20 minutes to 40 minutes a day. They said, all right. try that. And when they came back in three months’ time, they hadn't done all of that because they couldn't program it into their lifestyle. And we sat literally with an Excel sheet by the half hour and inserted when their interventions needed to be.and I made sure I created check boxes that they could do. 'cause there's a good dopamine hit when you check something off your list. And that actually started changing things, for that patient and changing their lifestyle and their behavior. And so there's many centers now that are using, appropriately technology apps that do all of this, but I think there's something else that was very important with it, there was a human being, myself and the hepatologist at Mount Sinai that actually sat with patient and they had that engagement and interaction and there was another university now in their medical school that is mainstreaming narrative medicine, which is focusing on the bedside manner, the way the. Health providers interact with the patient because that is as much, if not more impactful in achieving a health outcome than the scientifically proven medication or therapeutic that we often prescribe or recommend.
in the sort of really wonky, geeky public health world, we often refer to all these as the social determinants of health, or SDOH, and initially social determinants of health were clean water, sanitation, electrification, et cetera. But I think we're starting to see a shift in those social determinants of health. It's the type of work people do. It's whether they work remotely or not. The, the how sedentary they set, their lifestyle is, or their work environment is, the level of stress they face. Uh, the type of home environment they have, the relationships that they have. Both professional as well as personal and all of these determinants are, I think, shaping what the modern day contemporary social determinants of health are. So, I think we have to really be cognizant to these factors as we start thinking of health in a broader sense. When we used to look at the wellbeing of individuals, we used to think of it in a medical way and the functional unit, to provide medical care, used to be the doctor. And now when we are talking about health and wellness more broadly, the functional unit or the function is not medicine and the doctor, it is the health worker.
And the health worker can take on many, many forms from doulas to your yoga therapist, to your green grocer. Who recommends the type of food you need to eat? and so it's more like a team in the health of the individual that we are looking at.
[00:19:05] Sara Fagerlie, PhD, CHCP: so just thinking about, the state of health in our world, how would you describe it, especially with regard to morbidity and mortality, what are your thoughts there?
[00:19:15] Neeraj Mistry, MD: it's interesting because everyone wants to live longer, right? And that's, that's an important goal for us from a science point of view and medical and health point of view, as well as from a societal point of view. But what we need to pay attention to is not just mortality and extending mortality, or increasing life expectancy, but we need to look at the quality of life. And this is morbidity. And so how do we? address the wellbeing of populations by ensuring that they live for as long as they can in as healthy a state that they can. And that's addressing those lifestyle factors which we talk about. So, ensuring that they are an appropriate weight for their body frame. note, I don't say BMI because it changes by different population, but based on their frame, based on their genetics and the environment in which they live, what is the optimal weight that they need to have? How do we ensure that people are living their best life, not just in their physical form, but in their mental and emotional wellbeing?
And you know, Sara, it's interesting because the World Happiness Report just came out and the Swedes and the Danes particularly have been doing quite well on this. And, and they were, were really, telling points that came out on what makes a community or a population happy. And one of the things is rain, wind, shine, or snow, or blizzards, they are outdoors. When you look at the number of outside parks, lakes, et cetera, they spend a lot of time outdoors. So, being in a natural environment is really, really important. There were other things that really came out strong, which were, interpersonal relationships, not just within families, but in the work, extended work environment.
And it's going to be quite interesting now that we are living in and working in a remote world as well as trying to get back to the office. How do we balance those two? How do we reduce social isolation and loneliness? And how do we promote healthy relationships within families, within communities and in the work environment? There was one data point that I was looking at which said young people. know how to date anymore because a lot of their engagement is on social media and on apps that the interpersonal in, interaction and connection is something that is starting to wane. So, we need to make sure that we have the tools and technology, but how do we also get back to those sort of basis of our beings, which is making community and engaging and interacting. So, all that to say, addressing those quality of life issues is really, really important. And Sara, I hope I don't get too esoteric with this, but the two M that you mentioned. Mortality and morbidity are really important. And I've been talking in public health, about a third to our lives. So, it's morbidity, mortality and meaning. And if we find that. Greater quest, and it's not one size fits all. It's not one answer that is the meaning to life, but each person has that own subjective what gives us meaning or what gives them meaning. I think that's really, really important and it's not necessarily about. Answering the question, but more so about asking the question, are we so busy on the treadmill of life? We've got to make it, we've got to get this, we've got to get that. That we've never stopped to say. To what end? Why do I need to do this? Why do I need to live longer? Why do I need to live healthier? it's not just for me as an individual, but in the environment that I live. And so, when we think about, especially lifestyle diseases, having that reflexive question to say, well, what does this all mean? And to what? End is all of this, may be a good way for people to take stock, reexamine and, and live their best life. I love that. That is, that's a really, profound way to think about things and a new way to think about things.
[00:23:39] Neeraj Mistry, MD: Well, Sara, I was really spot on when I said you were our, our producer extraordinaire. Because you're usually behind the scenes, but having this conversation with you was lovely and you asked really probing questions, I really appreciate.
The space to talk about these issues because we don't often talk about them, especially on science driven and medically driven, webinars and podcasts. And I think this opens up the world for us to understand health in a much more holistic and comprehensive way, which is critical for us to achieve the behavior change and the health outcomes that we want to. So, I appreciate this space and looking forward to episode five where we have one of the leading hepatologists in the world who's going to talk to us about nis, and I'm not going to explain what it stands for until we get to the episode.
This transcript has been lightly edited for clarity.
These Terms of Use ("Terms") apply to your use of the websites, mobile applications and other resources provided by Clinical Education Alliance LLC (“CEA”) and its affiliates (referred to collectively as "CEA," "us," "we" and "our") that are intended for use by healthcare professionals, which we refer to as the "CEA Network," including the personalized information and services that meet the needs and interests of users of the CEA Network such as medical news, reference content, clinical tools, applications, sponsored programs, advertising, email communications, continuing medical education, market research opportunities and discussion forums (collectively, the "Services"). You will always be able to view the most current version of these Terms by clicking on the Terms of Use link at the bottom of any page of a CEA Network property. Note that these Terms do not apply to our properties and services that display a link to different terms of use. In the event that we expand the CEA Network through our acquisition of another company and/or its properties, that company may operate its properties subject to its own terms of use accessible via a link on such properties until we integrate its practices with ours, at which point a link to these Terms will be displayed on its properties. By using the Services, you agree to these Terms, whether or not you are a registered member of the CEA Network. These Terms govern your use of the Services and create a binding legal agreement that we may enforce against you in the event of a violation. If you do not agree to all of these Terms of Use, do not use the Services!
We reserve the right to change these terms from time to time. The most current version may be viewed by clicking on the “Terms of Use” link at the bottom of designated pages on the Clinical Education Alliance Sites. Use of the Clinical Education Alliance Sites after the effective date constitutes acceptance of the amended Terms of Use. When you leave a CEA Web site and go to another Web site, different terms apply and CEA has no responsibility or liability for any content on those sites.
The Clinical Education Alliance Sites incorporate information, including modules, capsules, journal articles, medical news, references, interactive case studies, other continuing education material, downloadable software applications, advertising, and other healthcare information, which is intended for adults who are licensed healthcare professionals. This information is not intended to serve as a substitute for the healthcare professional’s clinical judgment. If you are a consumer who chooses to read this professional-level information on Clinical Education Alliance Sites, you should not use or rely on that information as professional medical advice or use it to replace any relationship with your physician or other qualified healthcare professional or any information they may have provided to you. For medical issues or concerns, including decisions about medications and other treatments, consumers should always consult their physician or, in serious cases, seek immediate assistance from emergency personnel.
The Content on the Clinical Education Alliance Sites is developed or selected in accordance with our published Editorial Policies. However, users access and use this material at their own risk. It is the reader’s job to evaluate the accuracy of any information and results from interactive programs found on the Clinical Education Alliance Site. If you are a healthcare professional, you should rely on your professional judgment in evaluating any and all information and confirm the information contained on the Clinical Education Alliance Sites with other sources and reliable third parties before basing any treatment or advice on it. If you are a consumer, you should evaluate the information together with your physician or another qualified healthcare professional.
THE CONTENT, APPLICATIONS, SOFTWARE, AND ALL OTHER MATERIAL ON THE CLINICAL EDUCATION ALLIANCE SITES ARE PROVIDED “AS IS” AND WITHOUT WARRANTY OF ANY KIND, EITHER EXPRESS OR IMPLIED, INCLUDING, BUT NOT LIMITED TO, ANY IMPLIED WARRANTIES OF MERCHANTABILITY, FITNESS FOR A PARTICULAR PURPOSE, OR NONINFRINGEMENT. ALL WARRANTIES, EXPRESS OR IMPLIED, ARE HEREBY DISCLAIMED. CLINICAL EDUCATION ALLIANCE SHALL NOT BE LIABLE FOR ANY SPECIAL, INCIDENTAL, OR CONSEQUENTIAL DAMAGES, INCLUDING, WITHOUT LIMITATION, PHYSICAL HARM OR INJURIES, LOST REVENUES, OR LOST PROFITS, RESULTING FROM THE USE OR MISUSE OF THE CLINICAL EDUCATION ALLIANCE SITES, OR ANY INFORMATION, APPLICATIONS, MATERIALS, OR SOFTWARE THEREON, EVEN IF CLINICAL EDUCATION ALLIANCE HAS BEEN ADVISED OF THE POSSIBILITY OF SUCH DAMAGES, OR FOR ANY CLAIM BY ANOTHER PARTY. CLINICAL EDUCATION ALLIANCE DOES NOT WARRANT THAT THIS SITE OR ANY APPLICATIONS OR SOFTWARE WILL BE FREE OF BUGS, INACCURACIES, OR ERRORS, NOR DOES CLINICAL EDUCATION ALLIANCE WARRANT THAT ANY SITE, SOFTWARE, OR APPLICATION IS FREE OF VIRUSES OR OTHER HARMFUL ELEMENTS.
A user’s use of the Clinical Education Alliance Sites, and any reliance on any materials, information, software, or applications, is at the user’s own risk. You agree that you hereby release Clinical Education Alliance and its affiliates, owners, respective directors, officers, employees, advertisers, authors, and contributors from any and all liability or obligations arising from the use of the Clinical Education Alliance Sites. A user’s sole remedy for any problem or concern is to exit the Web site or application. You agree that you will indemnify and hold Clinical Education Alliance harmless for any loss, damages, or liability suffered by Clinical Education Alliance as a result of your use of any Clinical Education Alliance Site or material, application, information, or software thereon or your submission of any material to Clinical Education Alliance. Clinical Education Alliance reserves the right to restrict or limit access to this Web site.
The Clinical Education Alliance Sites include interactive programs, clinical tools, and databases intended for the use of healthcare professionals. These materials are not intended as professional advice or recommendations of particular products. Physicians and other healthcare professionals who use our interactive programs, tools, or databases should exercise their own clinical judgment as to the results. Consumers who use the tools or databases do so at their own risk.
Individuals with any type of medical condition are specifically cautioned to seek professional medical advice before beginning any sort of health treatment. For medical concerns or issues, including decisions about medications and other treatments, users should always consult their physician or other qualified healthcare professional.
The entire contents and design of the Clinical Education Alliance Sites, including the software applications, tools, and databases, are protected under US and international copyright laws. These materials are owned by CEA or its affiliates or are used with permission of their owners or as otherwise authorized by law. All rights are reserved, worldwide. You may look at the Clinical Education Alliance Sites, download individual articles or applications to your personal computer or handheld device, and print a reasonable number of pages for your own personal reference. You must not remove any copyright notices from our materials. We reserve all our other rights. This means you may not sell, rewrite, or modify any content or other material found on any Clinical Education Alliance Site, redistribute it, put it on your own Web site, or use it for any commercial purpose without our prior written authorization.
The names of the CEA products and services are protected by trademark laws in the United States. Any use of our trademarks or service marks requires prior written approval from CEA.
You may link to a CEA Web site if your Web site offers products, services, or information of interest to the professional healthcare community. You are not allowed to link to the Clinical Education Alliance Sites if you post illegal, obscene, or offensive content or if the link is likely to have a negative impact on CEA’s reputation. Any other use, such as framing any part of a CEA Web site or incorporating any CEA content into another Web site, product, or application, requires advance written permission from Clinical Education Alliance. Clinical Education Alliance assumes no responsibility for any Web sites or materials that are linked to Clinical Education Alliance Sites or materials.
Clinical Education Alliance makes some software and accompanying documentation available for downloading from our Web sites and/or from iTunes. These materials are protected by copyrights under US and international law and are owned by Clinical Education Alliance or companies that have licensed the software to us. We do not transfer any ownership rights in software or documentation to you when you download it from our Web site and/or directly from iTunes. You may use the software and accompanying documentation for their intended purpose. You are not authorized to further copy or distribute the software and accompanying documentation, nor may you attempt to recreate or reverse engineer our software or applications. In addition, some software available for downloading from our Web sites and/or from iTunes is subject to US export controls. By downloading or using such software, you are representing to us that your download of such software complies with these controls.
If you are affiliated with the US government, please note that the software and documentation available on our Web sites and/or directly from iTunes are “commercial items,” as that term is defined in 48 C.F.R. 2.101 (October 1995), consisting of “commercial computer software” and “commercial computer software documentation,” as such terms are used in 48 C.F.R. 12.212 (September 1995). Consistent with 48 C.F.R. 12.212 and 48 C.F.R. 227.7202-1 through 227.7202-4 (June 1995), all US government end users acquire the software and documentation with only those rights set forth herein.
Clinical Education Alliance offers users the opportunity to engage in social media interactions with both experts and other users of the sites. As with other online social media, users must exercise sound judgment in both the information that they post and in how they assess the postings of other users. As such, users are expected to adhere to the social media recommendations made by the American Medical Association when utilizing the social media capabilities of CEA sites. In particular, users must be cognizant of standards of patient privacy and confidentiality that must be maintained in all environments and must not post identifiable patient information on CEA sites. In social media interactions, users must maintain appropriate boundaries of the patient–physician/care provider relationship in accordance with professional ethical guidelines just as they would in any other context. Users acknowledge that privacy settings are not absolute and that once on the Internet, content posted by them may be copied by third parties and republished out of the control of Clinical Education Alliance. Thus, users should routinely monitor their own Internet presence to ensure that the personal information and content that they post and, to the extent possible, that is posted about them by others is accurate and appropriate.
Users are expected to refrain from submitting comments or messages that are defamatory, hateful, or obscene or that harass others. Users may not impersonate any other person or violate any other person’s or entity’s legal rights or submit falsified credentials or experiences. Users agree that they will not submit any materials that violate or infringe any copyrights, trademarks, patents, trade secret, or other intellectual property rights of any third party. Clinical Education Alliance retains all copyrights in the content posted by users to its sites. Clinical Education Alliance may adopt additional rules to govern use of social media, message boards or forums, to which users will be subject.
If you believe that any material on this Web site infringes your copyright, please notify us as follows, under the Digital Millennium Copyright Act (“DMCA”). To notify us, the DMCA requires that you: 1. Send an email notice to Clinical Education Alliance at customersupport@clinicaloptions.com. 2. Include the following information in your email: a. Identify the copyrighted work(s) you claim is infringed; b. Identify the material you claim is infringing the copyright(s) and give enough information for Clinical Education Alliance to locate that material; c. Include a physical or electronic signature of the copyright owner or a person authorized to act on the copyright owner’s behalf (the “Claimant”); d. Include the Claimant’s name, address, and telephone number(s); e. Include a statement that the Claimant has a good faith belief that use of the disputed material is not authorized by the copyright owner or his agent; and f. Include a statement, under penalty of perjury, that the information in the notification of copyright infringement is accurate and that the Claimant is the copyright owner or is authorized to act on behalf of the copyright owner.
If you believe any content or material on the Clinical Education Alliance Sites violates any laws, please notify customersupport@clinicaloptions.com. Please include details about your concerns and an email address for contacting you.
Clinical Education Alliance controls the Clinical Education Alliance Sites from its offices in the state of Virginia in the United States of America. The Clinical Education Alliance Sites can be accessed from any of the United States and from other countries worldwide. Since the laws of each state or country may differ, both you and Clinical Education Alliance agree that the laws of Virginia, without regard to conflicts of laws principles, will apply to all matters relating to use of the Clinical Education Alliance Sites and materials, including software and applications.
Clinical Education Alliance makes no representation that materials on these sites are appropriate or available for use in countries aside from the United States. Accessing the Clinical Education Alliance Sites from territories where their contents are illegal is prohibited. Those who choose to access these sites from other locations do so at their own risk and are responsible for compliance with any and all applicable local laws or regulations.
By downloading or accessing materials on the Clinical Education Alliance Sites and/or directly from iTunes or registering with us, you agree to all the terms and conditions in this agreement, including the Terms of Use and Privacy Policy. If you disagree with any of these Terms of Use or Privacy Policy, please refrain from using the Clinical Education Alliance Sites or materials.
Because we provide education for healthcare professionals, we pay special attention to privacy issues. The purpose of our Privacy Policy is to identify the information we may collect about you, describe the uses we may make of your information and the security measures we take to protect it, and discuss your options for controlling your information. You can review our Privacy Policy by clicking on the “Privacy Policy” link at the bottom of designated pages on the Clinical Education Alliance Sites.
If you fail to comply with these terms, we have the right to suspend or eliminate your account and remove any information you have placed on our site, including your registration information. We may also take any legal action we think is appropriate. If there is any dispute between us concerning this agreement or your use of any Clinical Education Alliance Site or materials or applications, we both agree to submit the dispute to nonbinding mediation, followed by binding arbitration. Both the mediation and the arbitration will be governed under the rules of the American Arbitration Association, and the venue for the arbitration will be Virginia.
For questions or concerns about these Terms of Use, please send an email to customersupport@clinicaloptions.com
These terms of use were last updated in July 2021.
You are leaving the site. The new destination site may have a different terms of use and privacy policy.
We've updated our ad policy. Please review our policy here. Click 'Agree' to accept. If you do not accept, you cannot proceed to the site.
By clicking "Agree," you are agreeing to our Privacy Policy, Terms & Conditions and Ad Policy.