DISCLOSURE FORMS

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DISCLOSURE STATEMENTS (PP Presentations)

I have nothing to disclose

I have been or am affiliated with

Needs Assessements are to be conducted as part of the planning for course content. The needs assesment should represent the learning needs of the target audiance.

To assist CNSF Congress Chairs in the planning of their course, the CNSF will provide a Needs Assessment summary from past Congresses.

If you have not received a copy of this summary, please contact your CNSF Scientfic Program Committee Representative.

Access to relevent learning actvities.

Create a current, evidence-based, learning activity to maintain, develop or increase knowledge, skills, competency of physicians/ surgeons on the advances of a disease within a specialty/ subspecialty.

Course Chairs are asked to use a minimum of 2 speakers, in addition to the moderator.

Course Notes

Delegates expect Course Notes to be included within the electronic Notes package provided before the Congress.

Delegates have expressed non-inclusion of materials detracts significantly from thier learning experience.

Interaction between delegates and presenters.

Course design should include a combination of diadactic and interactive learning strategies. Suggested interactice formats include, but are not limited to:

• Pre and post case discussion representing the learning objectives. E.G. Case Study Review.
• Meet the Professor – Clinical/ Case Based Session Discussions
• Q & A with a Panel of Lecturers

Interaction should be a minimum of 25% of course time.

No perception of bias or self-promotion of a product, company or individual.

CNSF will acknowledge sponsors and partners within a transparent environment so that physicians are aware of the potential for bias.

Speakers, Chairs, Moderators verbally disclose and use a disclosure statement on 3rd slide for transparency.

Planning Committee creates a balanced and unbiased representation of the benefits, risks, appropriateness of all related products related to patient care.

Pre and Post Review of Learning Objectives.

Strategies to evaluate whether or not session learning objectives were met may be viewed within the CNSF Auditor Evaluation.

Effective Use of PowerPoint Slides.

For additional infromation, see section on PowerPoint below.

Presenters need to be Aware of Time Allotted to Speaking at Course.

Delegates report that rushed presentations, due to poor planning, take away from their learning experience.

 

Learning Objectives are to be written from the perspective of the target audiance's point of view.

For additional information, please read below:

Royal College of Physicians' and Surgeons of Canada

Verbs Used in Learning Objectives

Constructing Learning Objectives

Learning Formats include, but are not limited to:

• Audience response systems (touch pads)
• Case studies
• Demonstration
• Discussion group/ peer exchange/ user groups
• Forum/panels
• Lecture/plenary method
• Question and answer sessions
• Role playing
• Seminar
• Small group discussion
• Small Workshop / hands-on demonstration

To view additional information on these learning formats, please see Royal College Defintions.

The CNSF identifies 3 Learning Levels:

• Introduction
• Intermediate
• Advanced

Though the CNSF provides the flexibility for the Course Chair to define the above Learning Levels, as a guide:

• Introduction - Resident or new information
• Intermediate - Practicing physician or surgeon
• Advanced - High level discussion on a particular topic

Congress Chairs and Speakers and members of the Medlearn Writing Team, please incorporate within your planning and as appropriate CanMEDs roles in addition the Medical Expert Role.

Below is a definition for each role. For additional information please refer the Royal College Website or the direct pdf link.

Medical Expert	As Medical Experts, physicians integrate all of the CanMEDS Roles, applying medical knowledge, clinical skills, and professional attitudes in their provision of patient-centered care. Medical Expert is the central physician Role in the CanMEDS framework.
Communicator	As Communicators, physicians effectively facilitate the doctor-patient relationship and the dynamic exchanges that occur before, during, and after the medical encounter.
Collaborator	As Collaborators, physicians effectively work within a healthcare team to achieve optimal patient care.
Manager	As Managers, physicians are integral participants in healthcare organizations, organizing sustainable practices, making decisions about allocating resources, and contributing to the effectiveness of the healthcare system.
Health Advocate	As Health Advocates, physicians responsibly use their expertise and influence to advance the health and well-being of individual patients, communities, and populations.
Scholar	As Scholars, physicians demonstrate a lifelong commitment to reflective learning, as well as the creation, dissemination, application and translation of medical knowledge.
Professional	As Professionals, physicians are committed to the health and well-being of individuals and society through ethical practice, profession-led regulation, and high personal standards of behaviour.

 

As part of the Congress Evaluation the CNSF Professional Development Committee conducts 3 forms evaluation.

At a minimum, each Course, Seminar or SIG will be evaluated on if:

• Learning Objectives were met.
• Content was perceived as balanced and free from conflict of interest.
• There was time to reflect on learning provided.
• There was sufficient time for interaction provided.

Please ensure you review the Specific Course and Auditor Evaluation forms as part of your course preparation.

Specific Course Evaluation (2011 Sample) Auditor Evaluation (2011 Sample)

Overall Congress Evaluation (Sample 2011)

 

Please ensure that speakers incorporate strategies to evaluate whether or not learning objectives were met. Some examples include (not an exhaustive list):

• Providing Time, and encouraging participants, to complete the Course Evaluation (last 5 minutes of session) the CNSF Course Specific Evaluation form.
• Highlighting learning objectives at beginning and end of course, and encourage participants to reflect on what was learned.
• Providing a case study, exemplifying learning objectives, before and/ or after session to engage learners and evaluate learning objectives.
• Pose a question at the beginning and end of course to determine if learning objective was met.
• Giving an informal Q&A exercise or quiz at the end of the session.
• Using clicker/touch pad audience response system during session.

 

Tips for Avoiding Death by PowerPoint (PDF)

• Too many words.
• Too much time on one slide.
• Too little time on one slide.
• Too many slides.
• Slides that are all words.
• Bullet points that leave out the articles.
• Gimmicky transitions and effects.
• Corny sound effects.

Tips for Better Presentations (PDF)

• Use color.
• Use contrast.
• Display bullet points individually.
• Add graphics.
• Audio--Music and Sound Effects
• Video

 

Since 2007 has been reviewing and summarizing the Evaluations of Congress delegates one of the top conerns of delegates is NOT receving a complete set of electronic Course Notes.

Please take time from your busy schedules to ensure you meet the Course Notes deadline.

Course Note Suggestions:

• Power Point Presentation
• Additional handouts as appropriate
• Post-Congress Reading List ( maximum 1 page)
• At-a-Glance Review of Course with Space for Notes

RX&D-Guidelines for Transparency in Stakeholder Funding (2012)

Pharmaceutical Advertsing Advisory Board (PAAB) (2009)

Canadian Association of Medical Publishers

Ad Guidelines

Prescribing Summary Style Guide v1

CMA-Guidelines for Physicians in Interactions with Industry (2007)

CMA-2007

MOC Program

Accreditation Informaiton

Forms

CanMEDs

Mainport

Committee Contact Sheet

• Sample (Word)

Budget

• Sample (Excel)

CPD Activity Agenda

• Sample (Word)

Sign-in Sheet

• Sample (Word)

As part of the development of your Section 1: Group Learning actvitiy, where appropriate:

• Remind Congress delegates that they can create PLPs under Section 2.
• Provide Congress delegates with a post-reading/ resource list.

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Under Section 2 Planned Learning, learning activities in which an individual or group identifies a need for further learning and then plans activities to address that need may receive 2 credits per hour as a Personal (Collective) Learning Project.

To qualify as a Planned Learning Activity

• Reflect defined or perceived needs of individuals (PLPs) or groups (CPL).
• Based on models of reflection and reflective practice.
• Outcome is often a change in practice.

Please contact the Royal College for additional information on PLP development.

 

 

Step I	Congress Timelines and Information (PDF) Please read prior to contacting CNSF
Step II	Education Event Checklist (WORD) - Deadline to Submit: December 1, 20XX
Step III	Co-Developed MOC Application (WORD) - Deadline to Submit: March 1, 20XX

 

MOC Category	Section 1: Co-Developed Education Event
Industry & CNS/ CNSS Application Fee	Contact the CNSF Secretariat Office
Non-Member Application Fee	Applications not accepted
Application Deadline	12 weeks (3 months) prior to start of educational event

When creating your plan please refer to CPD Toolkit:

• CNSF Online CPD Toolkit (first tab)
• Changes to the Royal College MOC Framework (third tab)

1. 400 credits required for each 5 year cycle.
2. Minimum 40 credits per year.
3. A maximum of 75% of credits can be applied to any one section for a given cycle.
4. Under Section 1, over a 5 year cycle, a maximum of 50 credits can come from participating in unaccredited group learning activities.

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Please direct question related to the Royal College MOC Framework and credit system to the Royal College of Physicians and Surgeons of Canada. To quick links:

View the MOC Program Guide for a comprehensive manual to the new MOC Program

View the Concise Guide to the MOC Program for a user's manual to the new MOC Program

View the MOC Program "at a glance" summary for an overview of the new framework and credit summary.

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For information on the CNSF Congress and other CPD events, please visit the following sections of our website: Annual Congress, Professional Development, and e-CPD.

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If you represent an organization interested in posting information about your Professional Development actvities within the Canadian Journal of Neurological Sciences (CJNS) or within the e-CPD website activities, please contact the CNSF Corporate Development Coordinator.

The MOC Program provides:

• Provides strategies and tools to document the learning actvities and outcomes that enhance physician practice and helps physicians develop a learning plan for the future.
• Builds evidence-informed practices that enhance the quaility of specialty care.
• Helps enable the identification, documentation, and validation of learning outcomes and practice enhancements for the purposes such as re-licensure or priviledges to practice.

The MOC has evoloved to:

• Focused more closley on self-assessment and performance-assessment.
• Informed by two streams of eveidence - Survey of 3,000 Fellows and a thorough revie of the CPD research liturature.
• Balanced between a time-based credit system with a system in which some credits are based on completion of an actvitiy.
• Supported with a group of regional CPD educators.
• Simplified from six learning sections to three learning sections.

What is Continuing Professional Development (CPD)?

• CPD includes any learning actvity that enhances the knowlegde, skilss and competencies physicians require for their professional development.

What Questions should Physicians ask themselves when Identifying their Lifelong Learning Needs?

• What are my current professional roles and responsibilities?
• What areas of expertise are essential to my practice and what new areas of expertise would I like to acquire?
• How will I scan my environment to identify new developments or skills that I can apply to my practice?
• What questions or issues do I need answered?
• What areas of practice should I assess? How am I going to compare my practice with an ideal practice?
• How can I evaluate the degree to which my practice refelcts the CanMEDs competencies?

What is Lifelong Learning?

• Lifelong learning in professional practice includes:
  • Planning for defined outcomes.
  • Learning across multiple professional practice contexts.
  • Recording as part of learning.
  • Reflecting in, on and for practice.

What are the CanMEDs Roles?

• Medical Expert
• Communicator
• Collaborator
• Manager
• Health Advocate
• Scholar
• Professional

What are the MOC Priniciples?

• Personal
• Needs-based
• Reflection
• Continuous Improvement
• Competency-based
• Choice
• Inter-professional
• Evidence-informed
• Systems-based

Why do we Need to Document Outcomes?

• Promotes reflection
• Changes the emphasis from focusing on the 'process of learning' to the 'outcome achieved through learning'
• Most outcomes are self-defined, but some outcomes will be defined through assessment and feedback

 

CNSF Assists Members attain Section 1

What is Group Learning?

According to Royal College definitions there are two subcategories:

Accredited Group Learning includes conferences, rounds, journal clubs, or small group activities that adhere to educational and ethical accreditation as defined by the Royal College .Accredited group learning activities can occur face to face or web-based (online).

Allotted Credits
1 credit per hour

To qualify for Section 1 MOC Credits

• Need to be developed or co-developed by a physician organization
• The planning committee must be reflective of the target audience
• Learning activities are created based on needs as identified on CPD surveys of the target audience.
• Integrate didactic and interactive learning strategies.
• 25% interactive learning.
• Planning process is to be in the control of the profession to ensure no influence of commercial interests and to ensure that content meets the highest standards of academic integrity and balance.
• Learning objectives are provided from the learners perspective.
• Content presented was evidence-informed and met the highest standards of academic integrity.
• Evaluation of:
  • Were Learning Objectives met?
  • Was content perceived as balanced and free from conflict of interest?
  • Was time to reflect on learning provided?
  • Was sufficient time for interaction provided?
    

Unaccredited Group Learning includes rounds, journal clubs, small group activities that are in the process of meeting the educational and ethical standards; rural or local conferences that have no industry sponsorship.

Allotted Credits
0.5 credit per hour
(maximum 50 credits/cycle)

Lower credit rating applies as self-approved learning activities or local conferences have not been reviewed or approved.

To qualify for Section 1 MOC Credits

• Same qualifications as Accredited Group Learning.
• Is not reviewed or approved by an Accredited Providers.
• No funding received from industry.

CNSF Assists Members attain Section 2

What is Self-Learning?

Self-learning occurs as physicians engage in learning activities where they are responsible for identifying a need, goal or objective relevant to an aspect of their professional practice (which may include clinical, teaching, research or administrative practice), choosing how they want to learn, and identifying the conclusion or outcome.

According to Royal College definitions there are three subcategories:

Planned Learning are learning activities in which an individual or group identifies a need for further learning and then plans activities to address that need.

Allotted Credits

Fellowship	100 credits/ year
Formal Courses	25 credits/ course
Personal (Collective) Learning Projects	2 credits/ hr
Traineeships	2 credits/ hr

To qualify as a Planned Learning Activity

• Reflect defined or perceived needs of individuals (PLPs) or groups (CPL).
• Based on models of reflection and reflective practice.
• Outcome is often a change in practice.

Scanning are learning resources specialists use to scan their
environment regularly for new ideas, innovations or research findings relevant to their professional practice. Scanning differs from planned learning activities in that scanning does not require the specialist to define a specific need that triggers the search for information or evidence.

Allotted Credits

Journal Reading	1 credit/ activity
Podcasts, Audiotapes, Videotapes, Internet Searching (medial resources)	0.5 credit/ activity
InfoPOEMs, CardioCLIPS	0.25 credit/ activity

Documentation for Scanning Activities

• Specialists must record in MAINPORT each scanning activity they completed and document a learning outcome or potential outcome for their practice.
• Identifying the relevant CanMEDS Roles for each scanning activity is optional.
• No additional documentation is required for credit validation.

Systems Learning Specialists learn by participating in and contributing to initiatives that enhance the quality of the health care system, educational or assessment systems. Systems learning activities are valuable in promoting learning across multiple CanMEDS Roles. There are three types of system learning (SL): Health SL, Education SL, and Assessment SL.

Allotted Credits

Practice Guidelines Development	20 credits/ year
Quality care/ patient safety committee; Curriculum development*; Examination development; Peer assessment	15 credits/ year
* Please note , according to the Royal College, writing for a journal or creating course content for a conference is not a professional practice level curriculum development. Participants involved in journal writing or creating content for a course could create a personal learning project using an issue/question they encountered during their preparation phase.

Documentation for Scanning Activities

• Specialists must record in MAINPORT each SL activity they completed and the learning outcome for their practice.
• Identifying the relevant CanMEDS Roles for each scanning activity is optional.
  

CNSF Assists Members attain Section 3

What is Assessment?

Assessment activities provide specialists with tools and a process that
generates data and provides feedback to facilitate an assessment of multiple
aspects of a competence and performance in relation to external standards.
In this way, assessment enables specialists to identify previously unperceived needs to guide their future learning. According to Royal College definitions there are two subcategories:

Knowledge Assessment Self-assessment programs provide specialists with a process to receive data and feedback about their knowledge base. Specialists then use this feedback to identify areas for improvement and create appropriate learning plans. Each accredited self-assessment program is designed and required to meet defined educational
and ethical standards.

Allotted Credits
Self-assessment programs 3 credits/ hr

To qualify for Section 3 MOC Credits

• Be developed by a planning committee who are members of a physician organization.
• Address a defined need within a specific subject area, topic, or problem.
• Describe or include methods that enable participants to demonstrate or apply knowledge, skills or attitudes.
• Provide detailed feedback to participants on their performance to enable the identification of any deficit in knowledge and the development of a future learning plan. Answers to Questions must provide feedback as to why an answer is correct to allow physicians an opportunity to identify gaps in their knowledge.
• Be independent from any commercial interest by ensuring the planning process is in the control of the profession to ensure no influence of commercial interests and to ensure that content meets the highest standards of academic integrity and balance.
  Learning objectives are provided from the learners perspective.
• Evaluation of:
  • Was this learning activity of relevance or importance to your practice?
  • Was the content and evaluation questions clearly presented?
  • Were the content areas being assessed thorough?
  • Was content perceived as balanced and free from conflict of interest?
  • Are your knowledge and skills up-to-date or consistent with current evidence?
  • Were you able to identified gaps in knowledge or skills?
  • What additional learning activities, action plans, or commitment to change do you plan to conduct as a result of participating in this learning activity?
• Other information required:
  • Instructions for how to get to MAINPORT.
  • What sections must be completed.
  • The number of hours that have been established for completing all program elements.

Documentation for Knowledge Assessment Activities

• Specialists must select in MAINPORT the accredited self-assessment program they completed, record their conclusions and/or develop a learning plan they intend to pursue and the total hours of learning.
• If required for credit validation, specialists must provide evidence of their completion of a self-assessment program.

 

Effective -- January 1, 2010

Update on RCPSC Interpretation of the CMA Guidelines (Effective January 1, 2010 - NO grandfathering)

Update on RCPSC Interpretation of the CMA Guideline Changes to take effect:

The ethical principles currently included within the comparison chart should be integrated within the planning processes of all accredited CPD providers. However, further updates related to the application of these ethical principles to on-line accredited group learning and self-assessment programs will be forth coming in future CPD Bulletin’s.

Implications of these CMA Guideline changes include:

Satellite Symposia
(CMA 2007 Guidelines 21 & 22)

Satellite Symposia are defined as unaccredited group learning events developed independently by non-physician organizations.

Changes to take effect:

The term “Satellite Symposia” will be restricted to unaccredited group learning events and included within Section 2 of the Maintenance of Certification program.

Any proposal for a workshop by a pharmaceutical company or other third party that is co-developed by an accredited CPD provider is an accredited group learning activity and should included as part of the conference.

Satellite symposia, as unaccredited group learning events, should not occur at times that would conflict with or compete with other accredited group learning activities be listed or included within conference brochures or schedules

CNSF NOTE: Since September 2008, Section 1 Co-Developed Physician Events within the Congress are termed Industry Co-Developed Symposia. Satellite Symposia, as defined above, are not part of the CNSF Annual Congress.

Physician Organization Responsibility
(CMA 2007 Guideline 23)

Accredited group CPD must be developed or co-developed by a physician organization.

The physician organization assumes responsibility for ensuring the educational and ethical standards for individual programs have been met.

Scientific Validity, Objectivity, Completeness of CPD Activities
(CMA 2007 Guideline 24)

The scientific validity, objectivity and completeness of the content presented at an accredited group event is a shared responsibility between the physician organization (e.g. Physician Organization Applicant) and faculty.

Physician organizations are responsible for: Selecting faculty.

Ensuring appropriate learning objectives.

Informing faculty of their obligations to develop presentations which are balanced and evidence informed.

Collecting disclosure forms of ALL faculty and planning committee members to disclose ALL financial relationships over the previous 2 years.

Ensuring there is a process to mange all identified conflicts of interests for both faculty and planning committee members.

Question: How does this apply to Section 3: SAP?

Answer: Answer being researched.

Estimated Timeline: After RCPSC April 2009 Meeting.

Funding - Financial Support
(CMA 2007 Guideline 25)

All funding provided by commercial interests or organizations in support of accredited group learning events must be provided directly to the physician organization (e.g. CNSF Secretariat Office on behalf of CNS or CNSS).

Physician Organizations are responsible to: Develop a budget (e.g. CNS or CNSS via planning committee).

Pay ALL conference expenses including travel, accommodation, honoraria - where applicable (e.g. CNSF Secretariat Office)

Financial support provided by companies can be acknowledged within the conference materials.

CNSF NOTE: Generic company name on Program Back Cover and at Registration Desk

It is strictly prohibited to: Include product specific materials on preliminary or final programs or other materials distributed to participants.

Funding - Terminology
(CMA 2007 Guideline 26)

The term "unrestricted educational grant" is replaced by "educational grant".

Companies providing financial support to accredited CPD events can not have any role or influence over any aspect of the CPD planning process.

Physician organizations (e.g. CNS/ CNSS at Congress or Physician Organization Applicant) that receive "educational grants" should provide a statement of account to each sponsoring company for how funding was allocated or spent.

Question: When the CNS/ CNSS is accrediting a Section 1 program for a Physician Organization Applicant, is the accreditor responsible for notifying the Physician Organization to provide a budget to “educational grant” providers? If yes, how will this be captured in the accreditors checklist?

Answer: Answer being researched.

Estimated Timeline: After RCPSC April 2009 Meeting.

Funding - Planning Committee Representatives
(CMA 2007 Guideline 27)

CNSF NOTE: This is a new CMA guideline. This guideline reads: Industry representatives should not be members of CME [CPD] content planning committees. They may be involved in providing logistical support.

It is strictly prohibited to: Include industry representatives as a member of the scientific planning committee.

Industry representatives could assist in the logistical planning (e.g. venue, audio-visual, catering) of accredited group learning.

CNSF NOTE:

Who can sit on planning committee?
Chair, Target Audience Rep

Who can NOT sit on planning committee e.g. attend conference calls)?
Pharma Rep, Communications Rep

How are lines of communication kept open?
Chair or designate to provide meeting minutes.

Promotion of Products and Services
(CMA Guidelines 28, 29, 30)

Generic vs. Trade Names

Faculty presentations are to be consistent in their use of either generic names, trade names or both generic and trade names during their presentation.

Monitoring of faculty compliance to the consistent use of drug names should be monitored by the physician organization responsible for the CPD event.

CNSF NOTES: This is allowing for flexibility for faculty depending on the medical
device, pharmaceutical available.

Peer Selling

Peer selling whether intentional or unintentional of products, tools, or devices; within presentations that are not balanced and evidenced informed can not be included within accredited group learning activities included under Section 1 of the MOC program.

Specific Products (e.g. Medical Devices) and Services

Physician Organizations are required to instruct faculty to ensure presentations (and recommendations) are balanced and reflect the current scientific literature.

Unapproved use of products and services must be declared by faculty presenters.

The only caveat to this guideline is where there is only one treatment of management strategy.

Where appropriate, physician organizations should conduct content reviews of presentations where the likelihood of commercial bias is assessed to be high.

Promotional Displays (e.g. Tagging)
(CMA Guideline 23)

Promotional displays should include only materials approved by the physician organization.

Promotional displays must not be placed in rooms, outside the rooms or in areas where educational activities are being conducted.

UPDATE -- RCPSC FAQ of Accreditation (Decmeber 2009) The elimination of sponsors tagging is not restricted to members of the pharmaceutical industry, but to any sponsor including not-for-profit organizations. Any organization that provides funding is considered a sponsor and would be under the same restrictions as forprofit industry organizations. If funding has not been provided by an organization, then they are by definition not a sponsor of the event. In the setting where organizations are providing “in-kind” resources other than funding, these organizations are more appropriately referred to as contributors or collaborators. However, the provision of an in-kind contribution does not allow the names of organization to be tagged to specific components, but acknowledged in general as a contributor or collaborator of the entire event.

CNSF NOTES:

EDUCATION
CMA/ RCPSC are delinking industry from education. Therefore no tagging of any kind for education events.

ADMINISTRATION
Currently, it is at the discretion of the CPD Organizers to provide sponsor signage at the registration desk. Signage can only be for Platinum, Gold, Silve, Bronze, etc. and not tagged to specific education event.

SOCIAL EVENTS
Currently, it is at the discretion of the CPD Organizers to provide sponsor signage at the registration desk. Signage can only be for Platinum, Gold, Silve, Bronze, etc. and not tagged to specific education event. Social event may be tagged as long as no educational component.

Question:
EDUCATION
How will this look online for Section 1 and Section 3? What are the implications?

ADMINISTRATION
How will this look online for Section 1 and Section 3? What are the implications?

What about online surveys? Is this administration (e.g. satisfaction survey) or education (e.g. needs assessment)?

SOCIAL EVENTS
How will this look online for Section 1 and Section 3? What are the implications?

Answer: Answer being researched.

Estimated Timeline: To be addressed with the Task Force.

Travel and Accommodations
(CMA Guidelines 32 and 33)

All accredited group CPD events can not provide funding for physicians or their families to travel to attend events or to pay for their lodging or other related costs.

Faculty who present at accredited CPD events can receive financial support for travel, lodging and honoraria (where appropriate).

Physician organizations are accountable and responsible to ensure that all hospitality and other arrangements are modest and do not compete in any way with planned educational activities.

Hospitality and other social arrangements must not be subsidized by sponsors for personal guests of attendees or faculty, including spouses or family members.

The payment of honoraria, travel, lodging and meal expenses for faculty presenting at an accredited group CPD event is the responsibility of the physician organization (e.g. CNSF Secretariat Office).

Electronic Continuing Professional Development (e-CPD)
(CMA GUIDELINES 34 - 40.)

CNSF NOTE: These are new additions to the CMA guidelines.

Section 1

All e-CPD events that are included under Section 1 must meet all of the organizational, educational, and ethical standards required for face to face CME/CPD events.

Because of the unique nature of group CME delivered on-line the Royal College in collaboration with the University Offices of CME and the National Specialty Societies will develop a set of guidelines that will clarify issues related to how interactive learning will be promoted through an on-line media, when credits should be awarded etc.

The Royal College does not accredit enduring materials.

Question: Currently 25% interaction needs to be provided. Do CPD Providers need to track (and prove) interaction? If we have to prove interaction this has significant impact on the costs associated with e-CPD as a content management system will most likely be required.

Answer: Answer being researched.

Estimated Timeline: To be addressed through the developing task force
on E-CPD.

e-CPD Authors = Faculty Presenters

Authors of e-CPD modules are equivalent to faculty presenters at face to face CPD events.

Authors of e-CPD modules are accountable for the scientific validity and content of their modules.

Physician organizations are responsible and accountable to ensure the ethical standards for group learning are adhered to within an e-CPD context.

Authors of e-CPD modules should be selected for their expertise in the subject area (clinical or non-clinical) being discussed.

All authors and members of the planning committee must declare all conflicts of interest (see CMA Guideline 24 above) at the beginning of the on-line event.

Industry Promotional Material

All accredited group e-CPD events must be free of any promotional displays or infomercials.

If a link to any sponsor’s web site is provided then physician participants must be informed that if they click on such a link they will leave the e-CPD host site completely and must log back in.

Accredited group e-CPD included within Section 1 should include a link to MAINPORT to facilitate documentation of participation or for the development of personal learning projects stimulated by participation or completion of these modules.

Protection of Personal Information Participants must be informed and consent obtained (through the use of a consent form) for accredited group e-CPD events to use any participant information for any purpose other than collecting and storing participation in and completion of the e-CPD event.

Use of personal information must comply with current privacy legislation.

Access to Reading Material Accredited group e-CPD events should provide participants with links to review studies that are presented or referred to during the presentation. In making this recommendation we recognize that it is not the responsibility of the CPD provider to pay for access to references that require a fee or subscription.

Protection of Personal Information

Participants must be informed and consent obtained (through the use of a consent form)

Question: Is this a separate consent form or can it be an “agree, proceed”

Answer: Answer being researched.

Estimated Timeline: To be addressed through the developing task force on E-CPD.

for accredited group e-CPD events to use any participant information for any purpose other than collecting and storing participation in and completion of the e-CPD event.

Question: How do accreditors evaluate collecting and storing of personal information? Will examples be provided? Will this be added to Section 1 and Section 3 e-CPD applications?

Answer: Answer being researched.

Estimated Timeline: To be addressed through the developing task force on E-CPD.

Use of personal information must comply with current privacy legislation.

Access to Reading Material

Accredited group e-CPD events should provide participants with links to review studies that are presented or referred to during the presentation.

In making this recommendation we recognize that it is not the responsibility of the CPD provider to pay for access to references that require a fee or subscription.

MOC Accreditation

The accreditation of group e-CPD modules based on the Medical Expert role can only be approved for one year.

The sponsoring organization and authors must review and update the information and submit for review and approval by a recognized accredited CPD provider in Canada.

Accredited group e-CPD modules based on other CanMEDS Roles can be approved for durations of up to 3 years assuming that the content of the module has not changed.

CNSF NOTES: CanMEDs roles are non-medical, and therefore evolution/ change is slow, where a medical science or device may evolve/ change at a faster rate.

Changes to the module would require the sponsoring organization and authors to complete a review and update the module for review and/or approval by an accredited CPD provider recognized by the Royal College.

2007 CMA Guideline Changes