8:45AM-9:30AM
Joint Providership in CME aka The Art of Herding Cats
Deb Sharkey, Lauren Sinclair
This session is designed to provide participants with practical strategies and tools for effectively managing jointly accredited continuing medical education programs. The session will cover key areas such as defining roles and responsibilities, optimizing communication strategies, understanding the importance of timelines, and sharing tips and tricks for successful program management.
Learning Objectives:
- List the key components necessary for successful joint providership in continuing medical education.
- Describe effective communication strategies.
- Discuss the impact of timelines on managing a CME program.
9:45AM-10:30AM
Words Matter: Precision in CE/CPD Terminology
Susan Yarbrough, CHCP, FACEHP
This session will address the common terms that are often misunderstood or misused in the context of continuing education for healthcare professions. Given the variability and nuance in our field, the presenter will propose precise definitions for key terms to enhance clarity and effectiveness in our communication. Join us for an interactive discussion on the importance of terminology in CE/CPD and how it impacts our professional practice.
Learning Objectives:
- Define commonly crisscrossed terms describing CE/CPD concepts.
- Identify the impact of precise terminology on the quality and effectiveness of continuing education programs.
10:30AM-11:15AM
Unlocking Knowledge: The Evolution of CME-Certified Escape Rooms in Medical Education
Audrie Tornow, CHCP, FACEHP, Scott Kober, MBA
The medical education landscape is ever evolving, seeking engaging and effective ways to enhance learning and retention. Traditional didactic methods, while valuable, often fall short in maintaining learner engagement and fostering critical thinking. Join us for the journey through the innovative world of CME-certified escape rooms in medical education. This session will delve into the creation, implementation, challenges, and impact of this learning format designed to enhance the skills of healthcare professionals.
Learning Objectives:
- Recall the key components and design principles of CME-certified escape rooms as applied in medical education.
- Explain how the escape room format can enhance engagement, critical thinking, and problem-solving skills in healthcare professionals.
- Apply the principles of escape room design to develop a basic framework for a CME-certified activity tailored to a specific medical specialty.
11:15AM-12:00PM
Outcomes in Accredited Activities: Needs vs Wants
Amanda Glazar, PhD, CHCP, FACEHP
Data collected via questions posed throughout CME/CE activities is critical in demonstrating to various stakeholders the value of the educational intervention. However, online user analytics data shows that every “ask” of a learner is a burden that becomes a point of attrition along the learner journey; meaning we lose some participants every time we put a task in front of them (such as a question or a click). The educational provider’s conundrum, then, is collecting enough data to say something meaningful about the activity while not inadvertently driving away learners with cumbersome polling. This is particularly important for grant-supported programs that include participation goals to which the provider has committed.
This session will first review the CME standard, Moore’s Outcomes levels and how they relate to accredited activities. Then we will distinguish between questions required by accreditation standards, questions that have become industry standards, and optional/elective questions. From there, we will discuss ways to lower the burden/survey fatigue by 1) optimizing question wording/structure to maximize clarity and brevity and 2) determining the best placement for questions (registration page, pre/post, evaluation, follow-up, or other survey) to improve the efficiency of data collection and reduce redundancy.
The session will include real-world case-studies of various types of CME/CE questions to compare different ways of asking for information, strengths and weaknesses of different approaches, and limiting circumstances that may determine why one approach is better than another (such as LMS limitations, access to the learner’s demographics, etc.). Participants of the session will learn how to think critically about the quality of data that will be returned based on the wording and placement of a question. We will discuss best practices for survey development to streamline questions, reduce confusion, and increase efficient analysis and reporting of the data captured.
Learning Objectives:
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Describe the Moore’s Outcomes Levels as they relate to accredited activities.
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Review the difference between accreditation required questions, industry standard. questions, and optional/elective questions for evaluations and other outcomes forms.
1:00PM-2:00PM
Standards Trivia - Relationships and Beyond
Jen Hurley, CHCP, CPHQ, Jan Schultz, RN, MSN, FACEHP, CHCP
Demonstrating alignment with the Standards goes beyond just disclosure information. Data from ACCME indicates that not all providers are taking all standards into account when planning and implementing accredited education. This session aims to address standards 1, 2, 3, and 5 through the eyes of those that are in control of content and how we as administrators of accredited education can provide them with information and tools to ensure they understand and are able to help us with the documentation for our CME files.
During this interactive trivia session (gamified), Jan and Jen will use examples of alignment with the Standards (1, 2, 3, 5) and quiz the audience. Learners at each table will be asked to submit a single vote for their table and the winning table will receive a prize. Explanation of the rationale for alignment/non-alignment will be provided and the slides will be offered to all attendees for their use.
We will wish to include an evaluation question about learners intent to use the slides at their own facility.
Learning Objectives:
- Report increased confidence in interpreting disclosure information.
- Demonstrate improved skills in identifying when content aligns with the standards for those in control of CME content.
- Indicate (in the evaluation) if they plan to use the slides provided for their own educational needs at their organization.
2:00PM-3:00PM
The Art of Failing Forward
Kim Vadas, MABMH, CHCP, FACEHP
Failure is a subject that is often swept under the rug and avoided in our society, yet it is an integral part of the human experience that affects us all, both on a grand, societal scale and in the intimate details of our personal lives. Failure is not something to be ashamed of or to hide from - rather, it is a crucial steppingstone on the path to growth, innovation, and ultimate success. By closely examining the root causes of our failures, the strategies we employed to try to overcome them, and the lessons we can glean from our missteps, we unlock a wellspring of invaluable insights that can propel us forward in ways that success alone often cannot. A recent study by the Harvard Business Review found that companies that embraced a 'fail fast, fail often' mentality were able to bring innovative new products to market 20% faster than their more risk-averse competitors. Similarly, this happens in healthcare and CME.
Ultimately, the ability to confront failure head-on, to learn from our mistakes, and to transform our shortcomings into opportunities for progress is not just a key to individual growth, but a fundamental driver of our professional growth in our workplace as a whole. By normalizing failure as a natural part of the human experience and creating safe spaces for open dialogue around it, we can unleash a powerful wellspring of creativity, empathy, and determination that will serve us all in the long run. (Data source: Harvard Business Review study on innovation and failure)
By the end of this session, you will have a better understanding of how to learn from failure and use it as a catalyst for improvement. We will also share some tools and resources to help you apply these learnings in your current and future CME programs. Join us for this interactive and engaging session and learn how to turn failure into success!
Learning Objectives:
- Classify and differentiate between various types of failures.
- Recognize and critically evaluate common barriers that hinder learning from failure.
- Apply best practices for analyzing failures, reporting them effectively, and sharing them appropriately within an organization to foster a culture of continuous learning and improvement.
3:15PM-4:15PM
So Who, SoMe: The Current Role of Social Media in CME/CE & QuickStart Training Session
Allison Kickel, FACEHP
Buzz word. Catch phrase. Fad. As these comments and more have been used to describe CME hosted on social media-channels we must ask ourselves, is this a passing trend or a true changemaker.
This session will discuss the current role of social media in CME/CE along with a brief pro/con analysis of it’s use. The 2023 ACCME Call for Comment and resulting FAQs will be reviewed.
Using content from the CACME Leadership conference, the presenter will lead a hands-on training session demonstrating fundamentals of content curation, editing, posting, and monitoring. Attendees will be encouraged to post during the session and participate in an open forum feedback session.
Learning Objectives:
- Review the current state of social medias place in CPD.
- Evaluate ACCME guidance and benchmarks impact on SoMe CPD.
- Identify best practices in developing CPD to be hosted on SoMe.