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The Future of Continuing Education

Presenter:  Graham McMahon, Accreditation for Continuing Medical Education, USA

Summary:  Dr. Graham McMahon explores how educators can evolve continuing education to meeting the ever-changing needs of health professional learners. Dr. McMahon will share strategies that include: improving instructional design, linking learning and healthcare quality improvement, cultivating interprofessional continuing education, and integrating educational technology into your educational home.

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Physician assessment: What strategies do physicians use to assess themselves? How effective are these strategies in facilitating change?

Presenter:  Jocelyn Lockyer, Cumming School of Medicine

Summary:  Physicians receive data about their work from many sources. It can be provided externally (e.g., by patients and colleagues, through clinical audits, from performance reviews) or internally (feelings and perceptions). Making sense of it can be complicated leading to data being rejected, ignored, accepted, or used to seek additional insights.  In this context, accurate self-assessment is challenging with research suggesting few people are accurate in assessing themselves. This has led to calls for informed self-assessment, in which a combination of external and internal data sources are coupled with coupled with facilitated feedback to assist physicians in understanding their data and developing action plans.  The webinar will review the research and theory related to self- assessment, examine the literature describing the assessment methods that physicians use for assessment, the outcomes physicians typically achieve with the methods used, and discuss potentially viable approaches to increasing the outcomes from assessment activities.

Aims: To provide an overview of and opportunity for discussion about the research and theory examining self-assessment, the assessment activities undertaken by physicians, and approaches to increase the potential that assessment activities can inform practice change.

Who this is intended for: CPD providers and researchers; regulators; professional organization leaders.

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Comparing and contrasting: Continuing Professional Development and Faculty Development


In Partnership with AMEE Faculty Development Committee and the Society for Academic Continuing Medical Education (SACME)

Presenter:  Ivan Silver, Department of Psychiatry at the University of Toronto, Canada co-presented with Karen Leslie, Department of Paediatrics and the Centre for Faculty Development, University of Toronto

Summary: Faculty Development and Continuing Professional Development programs have had parallel and overlapping histories and areas of focus at medical schools in the past 50 years. During the session we will first review the history of each of these education fields and then highlight their shared elements and their differences in target audience, purpose, pedagogy and scholarship. We will then examine the opportunities for these two fields to intersect and to compliment each other to foster system change and use pooled practice and teaching evaluation data to foster performance improvement and continuing professional competence. 

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Medical Education in Difficult Circumstances: Working together to share stories and identify strategies and solutions


Presenter:  Judy McKimm, Swansea University Medical School, Swansea, UK

Summary:  Many educators are working in cultures or organisations that involve difficult circumstances. These might be at the intrapersonal level (not fitting in, not feeling confident, knowledgeable or skilled enough); the interpersonal level (personality clashes, dysfunctional teams); the organisational level (poorly managed or led oragnsiations, no room for development or promotion, a toxic culture); the wider health or education system, or the society itself, including environmental or political issues.

Aim of webinar:  This webinar aims to provide a ‘safe space’ for delegates to raise and discuss various ‘difficult situations’ and identify possible strategies or solutions. The webinar is facilitated by an experienced educator who has worked in various difficult situations herself.

Who the webinar is aimed at:  Students, academic and clinical educators working around the world who identify that they are working in difficlut situations, even if they seem trivial. Participants will work together to support colleagues in their difficulties and seek strategies and solutions .  

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Knowledge translation, patient safety, continuing education, faculty development and quality improvement: opening up the CPD imagination


Presenter: Simon Kitto, University of Ottowa, Ontario, Canada
Date: June 2019

Summary: This presentation explores the relationship between knowledge translation (KT), patient safety (PS), continuing education (CE), faculty development (FD) and quality improvement (QI) with a view to stimulating new conceptualizations and effective operationalization of continuing professional development (CPD) across the health professions. Together, the forementioned individual modes of intervention activity committed to the improvement of patient care and health outcomes through the enhancement of healthcare professionals' knowledge skills and clinical practice behaviour.                       
The need for this concept is premised on the idea that each individual intervention approach to making behavioural, organizational and systematic change to improve patient outcomes is necessary, but not sufficient. Although they share the common goal of improvng health care provider performance, from an organizational standpoint the actual design and implementation of multimodal interdisciplinary CPD interventions remains a challenge.

Issues such as the existence of an implicit epistemic hierarchy, subsequent questions of leadership in CPD interventions, historical variations in the organisational location of traditional CE activities, and in the healthcare system organisation globally, present significant obstacles. These factors restrict what I call the CPD imagination - the process of 'thinking otherwise' about what kinds of ways of thinking and tools might constitute CPD interventions. Exemplars of the CPD imagination are presented in the hope of stimulationg new forms  of creative CPD.

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Involving Patients, Families and New Perspectives into CPD


In partnership with the Society for Academic Continuing Medical Education (SACME)

Presenter: David Wiljer, Executive Director, Education Technology Innovation, University Health Network;  Associate Professor, Department of Psychiatry; Institute of Health Policy Management and Evaluation, University of Toronto; Collaborating Scientist, Centre for Addiction and Mental Health
Date:  October 2019

Summary: This Webinar will explore approaches to involving patients and their families into Continuing Professional Development. There has been a long history of involving patients in CPD and still many organizations faces challenges around incorporating patients into their daily CPD routines and activities: these challenges can range from recruitment, training of faculty, various concerns from stakeholders, and payment. Even the simple issue of how to refer to patients who are faculty in CPD can pose challenges for learners, teachers, patients and organizations. This Webinar will provide practical suggestions and create space to explore these issues, as well as examine opportunities to advance the field through assessment and research. The Webinar will 1) assess levels of involvement that contribute to meaningful involvement in health professions education; 2) identify the potential roles of patients and service users and their families in health professional education; 3) examine the role of patient education in developing effective health professional education.  The Webinar is intended for CPD professionals, administrators, researchers, learners and patients and families who are interested in advancing the field of meaningful involvement of patients in CPD.

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CPD as the Cornerstone for Value Creation in the Healthcare System


Presenter:  Céline Monette, President of the Board of Directors, Montfort Knowledge Institute; Board Director, Société internationale francophone d’éducation médicale; Continuing Professional Development Committee and Special Interest Group, Association for Medical Education in Europe
Date:  4 November 2019

Summary:  Knowledge has become a prime source of wealth in our societies. Healthcare (HC) is all about knowledge and depends on healthcare professional’s competencies and performance, which has an impact on system’s performance and healthcare outcomes. The CPD Office is an integral part of the healthcare value creation through reducing practice learning gaps and helping healthcare professionals to maintain and improve their competencies. In addition CPD is a critical agent of change to achieve transformative change in a HC system.To improve CPD offices’ contribution within a specific HC system, we propose a model that helps CPD leaders to focus on societal needs when developing their plan. This plan should leverage strengths and expertise, identify the added value that will be generated, and determine strategic partnerships that need to be developed in order to maximize the impact of the Office’s activities. When implementing the value creation model, CPD offices tend to move from profit centers to value creation center (VCC). They develop and leverage their internal and external capabilities, improving knowledge translation efficiency and their own value for society. VCCs are focused on the enhancement of HC system outcomes and are more strategic and efficient in helping professionals maintaining and improving their competencies and performance.

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Competency-based medical Education - implications for practice


Presenter:  Craig Campbell, Royal College of Physicians and Surgeons of Canada
Date:  December 2019

Summary:  Across the world competency-based medical education is transforming  undergraduate medical education and residency training. However, the implications for how competencies can or will be used to support and enable learning and continuous improvement in practice remains to be defined.

Aim: This webinar will explore how the principles of competency-based medical education can be expressed in a practice context to support learning and assessment strategies; describe how competencies can serve as an organizing framework for the development and implementation of a ‘program of assessment’ that utilizes multiple types of practice data with feedback; and explains how competency-based CPD can contribute to improvements to the quality and safety of care provided by individual physicians, groups of physicians or interprofessional health teams. The webinar will describe the challenges and barriers to how competency-based CPD can be integrated within current CPD frameworks or programs; enhance the delivery of health care provided to patients; and meet public and medical regulatory expectations of the profession to demonstrate how engaging in learning and assessment activities are relevant to their scope of practice and are contributing to the achievement of health care outcomes experienced by patients.

Target Audience: This webinar is aimed at health professionals involved in the design, development or evaluation of CPD interventions; education leaders within health systems; continuous quality improvement specialists, patient safety experts and medical regulatory authorities.

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Social learning in large online audiences of health professionals: improving dialogue with automated tools

Presenters: Alvaro Margolis and John Parboosingh
Date: June 2020

Summary: Massive Open Online Courses (MOOCS) bring about the opportunity to reach large international audiences of health professionals. However, change in clinical practice eventually needs social interaction, to validate the new knowledge with trusted peers.
In this webinar, a series of examples with pilot uses of SLA in the context of massive online courses for physicians and other health care professionals will be shown, including forecasting of academic accomplishment, Facebook like dialogue with other course participants and faculty, crowdsourcing and friendsourcing for recommending study materials or future courses, and natural language processing to classify posts in online discussions.

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