HEART RESERVE · Prospective grant dossier · October 15, 2026

Pregnancy Is Heart History

Cardiovascular prevention and lipid decisions after pregnancy

Executive summary

Pregnancy history is an underused entry point to cardiovascular prevention. A published single-system chart review found low documentation of relevant pregnancy complications at well-woman visits; this is evidence of a care-process gap, not a national rate or a measured deficit in our future learners. Pregnancy Is Heart History translates that gap into three decisions: bring the history forward, interpret current lipid and risk evidence, and complete an accountable prevention handoff.

HEART RESERVE proposes one 60-minute enduring activity for primary care, cardiovascular and related clinical teams. Nina, Maria and Elena connect postpartum transition, midlife prevention and secondary prevention. Learners commit to a decision, examine the evidence and work through the next visit. Lisa Zahakos, RPA-C brings a PA-led clinical teaching perspective; the contributed original curriculum, accessible text/audio options and case-to-handoff structure make the approach concrete. Independent specialist and provider review remain required.

The $73,550 prospective request includes the one-activity myCME quote and $13,200 in proposed educator work. The primary learning measure is paired first-response change; a proposed transfer-case form adds an explicit competence-development plan, subject to review and pilot. Follow-up reports actions and barriers, not cardiovascular-event reduction. Cardiovascular/dyslipidemia IME is the appropriate funding direction; current eligibility, faculty and contracts must be confirmed.

Download proposal PDF · Download budget and educator fee PDF

A separate cardiovascular education proposal

Position this activity with a current cardiovascular prevention or lipid-education opportunity. Its central problem is the translation of pregnancy history into prevention, not obesity treatment. Retain that focus and match it to a suitable call. The AHA mission email alone does not establish an eligible research grant or a continuing-education funding route.

The HEART RESERVE teaching approach

History → evidence → next action → follow-up. Each case connects the patient’s story to a clinical choice, explains the reasoning and identifies an accountable next step. Worked examples, immediate decision feedback and equivalent text and audio options are designed to support application in time-limited clinical practice.

The format draws on the one-hour, grant-supported published obesity education example: a defined audience, case-based teaching, assessment and evaluation. Its supporter relationship and credit approval belong to that program.

Needs assessment and gap analysis

Published evidence of the practice gap

A 2023 retrospective study reviewed 137 eligible well-woman encounters from 2019–2020. Documentation of clinically relevant pregnancy complications appeared in 8.8% of primary care visits and 19.0% of obstetrics and gynecology visits. This single military health-system study measured documentation, not everything discussed during a visit; its rates are not national estimates. The finding supports explicitly asking about pregnancy complications, recording them in the longitudinal record and linking them to the current prevention plan.

Medvescek ED et al. J Prev Med Public Health. 2023;56:190–195.

Pregnancy complications may be absent from current risk assessment, and a referral or test order may lack an accountable follow-up process. The AHA’s postpartum scientific statement supports coordinated cardiovascular prevention. The updated dyslipidemia guidance adds a timely need to interpret lipid testing and treatment evidence in clinical context. These are evidence-informed educational needs, not a measured deficiency in this activity’s future learners.

These sources establish a clinical rationale for education. They do not establish the baseline knowledge of enrolled learners or prove that education alone removes access, insurance or staffing barriers. Collect the actual baseline and report missing data.

Audience and educational design

Intended audience: Cardiology and endocrinology clinicians, pharmacists, NPs, PAs and nurses; relevant to obstetric and primary care teams.

Learning objectives

1. Record pregnancy complications and connect them to a current cardiovascular assessment and accountable follow-up.
2. Interpret lipid results and reproductive risk markers using current dyslipidemia guidance, including appropriate Lp(a) and selective apoB testing.
3. Compare lipid-lowering options using the patient’s risk, treatment response, reproductive plans, safety considerations and access.
4. Distinguish cardiovascular outcomes evidence from biomarker changes and investigational findings, then communicate a practical plan.

Agenda

Short videos, audio and equivalent transcripts are alternatives within the planned time; watching all formats is not required. Baseline questions have no passing score or answer feedback. Embedded decisions give feedback. The proposed posttest threshold is 65% (at least four correct answers out of six), with review and retries. Preserve first submissions separately from retries. The provider determines the final approved completion rules.

Faculty, independence and provider responsibilities

Content lead: Lisa Zahakos, RPA-C, HEART RESERVE. Proposed specialist functions cover preventive cardiology, endocrinology/obesity medicine, maternal-fetal medicine, clinical pharmacy, registered dietitian nutrition and independent clinical review. These roles are budgeted functions, not confirmed appointments.

Global Education Group is the proposed accredited-provider partner. The provider controls faculty eligibility, financial-relationship disclosures and mitigation, independent content review, final credit designation, release and expiration dates, educational-support wording, completion rules and certificate requirements. HEART RESERVE develops the educational content and media. myCME supplies services defined in the final hosting agreement. Identify the legal grant applicant, payee and contracting parties before portal submission.

Teaching is organized around patient decisions, evidence quality, benefits, harms, access and preferences. Product names identify product-specific evidence or labeling. No prescribing-volume or product-uptake goal is included. Fictional cases and AI narration must remain identified; no real patient recordings or patient identifiers are needed.

Distribution and quoted services

The $20,000 myCME quote dated October 14 covers one 60-minute Pregnancy Is Heart History activity in cardiovascular disease, ASCVD and hyperlipidemia. The curriculum is aligned to that therapeutic scope; the final statement of work and deliverable acceptance still require agreement.

The source myCME proposal specifies one 60-minute enduring activity, 12 months of availability, 675 OSP Learners, 500 Post-test Finishers, one follow-up survey for each completer, and reporting of page visits, assessments, polling, evaluation, certificates and participation. These are the source quote’s terms; additional courses need separate agreements. A survey invitation is not a guaranteed survey response.

Confirm OSP definitions, unique-person counts, measurement windows, recruitment segments, exact programming and media scope, first-attempt/retry exports, accessibility, survey timing and consent, reporting access, and remedies for unmet contracted commitments. Do not add platform-wide mailing-list counts to the activity commitments.

Outcomes and evaluation plan

Proposed educational target: a 15-percentage-point improvement on the matched three-item first-response score. This planning target is not a guaranteed result or a validated mastery threshold. Repeat items can reflect recall, the short measure has limited coverage, and the uncontrolled design cannot establish causality. Review safety-item errors separately without adding an unapproved pass gate.

Keep activity IDs and edition versions in every export. Do not pool learners across different courses or assessment versions without a prespecified analysis plan. Provide aggregate supporter reports with the provider’s small-cell suppression and privacy rules. No identifiable data transfer for marketing is proposed.

Itemized prospective budget

$73,550 proposed total. The total includes the $20,000 one-activity myCME quote; the other amounts are planning estimates. Existing curriculum, media, prototype development and proposal preparation are contributed. Only eligible future work after executed agreements is requested.

Prospective total: $73,550. Final funding and contractual amounts require approval.

Educator scope and compensation

Proposed compensation for Lisa Zahakos, RPA-C is $13,200, included in the $73,550 total (17.95%). This includes all educator payments proposed in this budget. The project limit is below 20% of the final funded total and must be recalculated if the award or scope changes.

The fee is based on defined work and estimated hours. A provider-approved agreement must establish the legal payee, eligible scope, reasonable rates, payment schedule and deliverable acceptance. Completed development is contributed. No additional personal fee is budgeted in independent review, hosting, technical production, maintenance or outcomes services. Work transferred to another contributor must be removed from the educator scope to avoid duplicate charges.

Generic management and grant-administration fees are $0. If the final award is smaller, revise the scope and all educator compensation together before contracting; do not relabel costs to meet the percentage limit. The accredited provider controls commercial-support funds and the approved payment arrangements.

Cost allocation and value

Reconcile hosting, recruitment, provider records and enhanced outcomes against the final itemized quotes. Each service must have one responsible payee and one charge. Separate routine host reports from additional analysis. Allocate reused content, templates and audience overlap across funded activities once. Confirm the scope and eligible costs before accepting partial funding.

Evidence to complete the application

Draft curriculum, assessment materials and an outcomes plan are available for provider review. Before submission, complete the activity-specific audience rationale, faculty commitments, accepted delivery scopes and payment agreement. The worksheets below record each requirement, responsible party, evidence and current status.

Audience-specific needs and preferences

Use existing myCME audience evidence or a brief provider-approved needs check before finalizing recruitment. Record respondent number, profession, practice setting and collection dates. Ask which decisions are difficult and which care barriers persist. A small convenience sample informs this proposal; it does not establish national prevalence or prove a learning deficit in all prospective learners.

Faculty contribution and independence

Lisa Zahakos, RPA-C is the content lead and proposed educator/narrator. Obtain named specialty contributors, CVs, disclosures, availability and scoped contributions. A specialty role listed in the budget is not an accepted appointment. Independent clinical review remains separate from the author's own work.

Assessment and follow-up delivery

Preserve the existing short learner route. The three repeated matched items measure immediate change with a recall limitation. Before release, the clinical and assessment reviewers should validate equivalent new case variants if the application will claim transfer of competence. They must map each variant to an objective, approve the key and rationale, pilot clarity and difficulty, and version the export. Until then, report the existing measures at their stated level; no new validated competence instrument is claimed.

In the final hosting scope, confirm stable learner identifiers, first attempts separate from retries, paired response counts, missing data, consent, the 60-day follow-up window and one survey invitation per completer. Distinguish invitations, respondents, eligible clinical encounters and self-reported actions. Retained case performance and self-reported practice change are different outcomes; neither establishes patient benefit.

Audience needs check · Faculty commitments · Assessment and reporting checklist · Submission evidence tracker

Schedule and release plan

About HEART RESERVE

HEART RESERVE is Lisa Zahakos’s single-member LLC and women’s health education initiative. This proposal connects pregnancy history, metabolic care and cardiovascular prevention with practical clinician decisions. It does not claim an established accreditation, a grant award or prior independently verified program outcomes.

Materials supplied

Online activity; complete downloadable media and activity package; transcript alternatives; pre/post import; case decisions with rationales; evaluation and follow-up specifications; this grant dossier; and an itemized budget CSV. The package includes a provider and host acceptance checklist.

Edition and scope

This dossier covers one standalone activity. The three-question baseline and six-question posttest are the current assessment specifications. The activity, grant narrative, budget and host imports must use the same final scope and version. Earlier editions are superseded.

Clinical references