Fasiha Haq (Medical Education Associate, Eli Lilly Canada); Robin Kinch (Manager, Continuing Professional Development, Canadian Cardiovascular Society)
An accredited symposium held at the 2011 Canadian Cardiovascular Congress employed cutting edge technology to engage participants via three learning methods (verbal, auditory, kinaesthetic), and was designed to produce learning (Level 3A and B), competence (Level 4), and performance (Level 5) outcomes, according to Moore’s expanded CME framework. Real-time assessment of the knowledge gaps of participants permitted tailoring of the live, case-based section of the program, which was led by an expert, multi-disciplinary panel.
An accredited symposium held at the 2011 Canadian Cardiovascular Congress combined digital and live media to set the stage for an innovative learning experience for participants. The program was co-developed by the Canadian Cardiovascular Society and Eli Lilly Canada to address knowledge gaps of cardiologists with respect to the management of patients with diabetes who are being treated for acute coronary syndrome (ACS). The four main components of the program included: (i) a Pre-program Assessment of baseline knowledge; (ii) a Multimedia Scientific Poster Gallery; (iii) a “Meet the Experts” live session; and (iv) a Post-program Assessment. Baseline knowledge of participants was assessed using iPod touch devices in the Pre-program Assessment. Responses were immediately tabulated and provided to the expert faculty to permit a tailoring of the live portion of the program to specific needs of the audience. Pre-recorded commentary by an expert faculty member, viewed using the iPod touch, led participants through a Poster Gallery of recent clinical data. Participants then settled in to listen to a live, case-based discussion by a panel of three cardiologists and one endocrinologist, with the opportunity for Q&A. Finally, participants answered a Post-program questionnaire to identify key learnings and deficits. Ultimately, this dynamic, cutting edge learning experience engaged visual (large posters), auditory (interactive lectures) and kinaesthetic (iPod touch) learning methods. The pre— and Post-program Assessments permitted learning (Level 3A and B), competence (Level 4), and performance (Level 5) analysis according to Moore’s expanded CME framework.
None to report