This CPD Toolkit was designed to assist Planning Committees and Speakers by providing access to information to ensure your CPD event is in compliance with Royal College Standards for your Section 1 Group Learning Event.
To qualify for Section 1 MOC Credits:
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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 audience.
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.
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)
Display bullet points individually.
Audio--Music and Sound Effects
Learning Objectives are to be written from the perspective of the target audience's point of view. The CNSF typically used the following format:
As a result of participating in this course, participants will be able to:
Verbs that communicate INFORMATION
cite, identify, quote, relate, tabulate, count, indicate, read, repeat, tell, define, list, recite, select, trace, describe, name, recognize, state, update, draw, point, record, summarize, write
Verbs that communicate COMPREHENSION
assess, contrast, distinguish, interpolate, restate, associate, demonstrate, estimate, interpret, review, classify, describe, estimate, interpret, review, translate, compare, differentiate, express, predict, compute, discuss, extrapolate, report
Verbs that communicate APPLICATION
application, apply, employ, match, relate, sketch, calculate, examine, operate, report, solve, choose, illustrate, order, restate, translate, complete, interpolate, practice, review, treat, demonstrate, interpret, predict, schedule, use, develop, locate, prescribe, select, utilize
Verbs that communicate ANALYSIS
analyze, criticize, diagram, infer, question, appraise, debate, differentiate, inspect, separate, contract, deduce, distinguish, inventory, contrast, detect, experiment, measure
arrange, construct, formulate, organize, produce, assemble, create, generalize, plan, propose, collect, design, integrate, prepare, specify, combine, detect, manage, prescribe, validate, compose, document
Verbs that communicate EVALUATION
appraise, critique, evaluate, rank, score, assess, decide, grade, rate, select, choose, determine, judge, recommend, test, compare, estimate, measure, revise
Verbs that impart SKILLS
demonstrate, hold, massage, pass, visualize, diagnose, integrate, measure, write, diagram, internalize, operate, project, empathize, palpate, record, listen
Verbs that convey ATTITUDE
acquire, exemplify, plan, reflect, transfer, consider, modify, realize, revise
Avoided words as pen to many interpretations
appreciate, have faith in, know, learn, understand, believe
Downloaded from http://rcpsc.medical.org/opd/moc-accreditation/accred-toolkit/verbs_e.pdf On February 6, 2009 at 10:39a.Content from Continuing medical education: a primer, Rosof, A. B., & Felch, W.C. Copyright © 1992 by Praeger. Reproduced with permission of Greenwood Publishing Group, Inc., Westport, CT.
It is essential that learning objectives be written from the learner’s perspective, not the educator’s view. These objectives should clearly state what a participant will know or be able to do as a result of attending the course.
Learning objectives typically complete a statement. The statement links the event to the participant. Example: At the end of this course, participants will be able to …. OR Upon completion of the conference, participants should be able to…
Connect the statement created in the previous step to an action verb. This word represents what the participant will be able to do or the action they will be able to undertake. Avoid using vague or abstract words such as believe, value, appreciate, etc. Example:
End the sentence with the details of what the participant will be doing when they are demonstrating the action. The detail should be specific and refer to the outcome of the learning objective.
Some Examples of Completed Learning Objectives
At the end of this course, participants will be able to:
Downloaded from http://rcpsc.medical.org/opd/moc-accreditation/accred-toolkit/creating_e.php on August 25, 2009
Please ensure that speakers incorporate strategies to evaluate whether or not learning objectives were met. Some examples include (not an exhaustive list):
Learning Formats include, but are not limited to:
The CNSF identifies 3 Learning Levels:
Though the CNSF provides the flexibility for the Course Chair to define the above Learning Levels, as a guide:
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 http://www.royalcollege.ca/
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.
As Communicators, physicians effectively facilitate the doctor-patient relationship and the dynamic exchanges that occur before, during, and after the medical encounter.
As Collaborators, physicians effectively work within a healthcare team to achieve optimal patient care.
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.
As Health Advocates, physicians responsibly use their expertise and influence to advance the health and well-being of individual patients, communities, and populations.
As Scholars, physicians demonstrate a lifelong commitment to reflective learning, as well as the creation, dissemination, application and translation of medical knowledge.
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:
Please ensure you review the Specific Course and Auditor Evaluation forms as part of your course preparation.
Course Chair, please ensure the last speaker, of your Course, includes the 5-Minute Reminder Slide as the last slide of the course.
Course write ups will include the following:
Since 2007 we have 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:
CMA-Guidelines for Physicians in Interactions with Industry (2007) »
Rx&D-Guidelines for Transparency in Stakeholder Funding (2012) »
Pharmaceutical Advertsing Advisory Board (PAAB) (2009) »
Prescribing Summary Style Guide V1 »
As part of the development of your Section 1: Group Learning actvitiy, where appropriate:
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
Please contact the Royal College for additional information on PLP development.
The Royal College Standard 1.3 states that an accredited provider organization approaches their work in a scholarly manner by integrating evidence of education effectiveness or innovations into the design, development and implementation of their actvities.
To assist our CPD Committees, Chairs, Moderators and Speakers, we are compiling a list of CPD resources for you to reference as part of your planning/ as part of Section 2 Personal Learning Projects on CPD.
If you are a recognized organization, or CNSF Member, offering Medical CPD courses or resources, please contact the Manager or Professional Development and Special Projects, we would appreciate the opportunity to collaborate with you, by sharing your information with our Members and CPD Planning Committees.
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