Elizabeth Lindsay (University of Ottawa); Michael Allen (Dalhousie University); Heather Armson (University of Calgary); Paul Hendry (University of Ottawa); Jatinder Takhar (University of Western Ontario)
This workshop will explore the gaps between recommended best practices for CME/CPD program planning and present committee member practices. Participants will discuss high priority competencies for planners of innovative learning opportunities. Based on survey information gathered from medical faculty members, participants will discuss options for building competencies in needs assessment interpretation, objective setting, interactive learning formats and support for activities that encourage integration of knowledge into practice.
Purpose and Rationale We will explore the competencies that support CME/CPD program planners in the design and implementation of innovative group learning programs and identify faculty development solutions. A growing number of reviews and meta analyses challenge CME/CPD leaders to investigate strategies to improve the impact of CME/CPD strategies on physicians’ competence and performance. Researchers from implementation and knowledge translation sciences advise that application of behavior change theory can help us optimize traditional CME/CPD activities. Faculty members from schools of medicine are often responsible for the planning and actual delivery of group learning programs. We gathered information about the knowledge, beliefs, present practices and intentions of faculty members who plan CPD programs and focused the questions on areas of competency that have been defined as important for CPD professionals for example: needs assessment interpretation; objective setting; interactive learning formats; and support for activities that encourage integration of knowledge into practice.
Format and Outcomes
Participants will discuss options, based on this survey information and their own experience, for addressing gaps between best practices in CME/CPD planning and current processes. Participants will identify highest priority areas that should be addressed to improve the impact of current programs. We will work in small discussion groups with the data from our survey to identify faculty development strategies that could address and impact the knowledge, beliefs, intentions and skills of CME/CPD planning committees. Finally, we will list ideas for sharing and evaluating resources for faculty development initiatives
Authors have no conflict to declare.