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.
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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 Clinical Case Studies 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:
Under Section 2 Personal Learning Projects are eligible for 2 credits per hour. The Royal College definition for planned learning is learning activities initiated by the identification of a need, problem, issue or goal, either at or separate from the point of care, leading to the creation of a learning plan developed independently or in collaboration with peers or mentors.
When creating a personal learning project the steps are:
YES NO I have learned enough to answer the question(s) raised
YES NO I need to modify my learning plan and continue learning by exploring additional Resources
YES NO Confirm my knowledge or skills or attitudes is current
YES NO Expanded my knowledge or skills or attitudes
YES NO Changed some aspect of my practice
YES NO Enhanced my performance or practice
1. Is my professional learning/ patient care impacted by participating on a CNSF professional development committee (PDC, SPC, Medlearn, CPGs, CJNS)?2. To confirm my professional learning is current.3. To identify possible gaps in my knowledge, skills, beliefs in regard to continuing professional development.4. To understand how participating as a member of a Professional Development Committee impacts my professional learning/ care of patients.
1. To confirm my knowledge of the evaluation process is current.2. To understand the evaluation process in regard to CNSF CPD eg Congress.3. To understand how the evaluation process impacts the development of CPD activities within the CNSF.4. To understand how the CNSF Evaluation process impacts professional learning of the profession.5. To identify possible gaps in my knowledge, skills, beliefs in regard to continuing professional development.6. To understand how participating as a member of the CPD Evaluation Committee impacts my professional learning/ care of patients.
1. To confirm my understandings of the Royal College Standards for Accredited Providers and how they apply to the CNS/ CNSS.2. To identify possible gaps in my knowledge, skills, beliefs in regard to the Royal College Standards for Accredited Providers.
1. To confirm my understandings of the Royal College Standards for accredited Group Learning.2. To identify possible gaps in my knowledge, skills, beliefs in regard to the Royal College Standards for accredited Group Learning.3. To confirm my understandings of the Royal College Standards for accredited Assessment.4. To identify possible gaps in my knowledge, skills, beliefs in regard to the Royal College Standards for accredited Assessment.
1. To confirm my knowledge, skills, beliefs in regard to research is current.2. To identify possible gaps in my knowledge, skills, beliefs in regard to new research outlined within Congress Abstracts.
1. What are the challenges faced when converting a CJNS article into an Accredited Section 3 online learning activity?2. To understand the differences between writing an article for the CJNS and creating a learning activity for the web.3. To identify possible gaps in my knowledge, skills, beliefs in regard to creating an Accredited Section 3 online learning activities.4. To understand how participating as a Medlearn Author/ Editor impacts my professional learning/ care of patients. 5. To confirm my knowledge of neurological topics is current.6. To confirm my knowledge, skills, belief in regard to research on the neurological topic is current.7. To identify possible gaps in my knowledge, skills, beliefs in regard to new research.8. How has evidence based research or resources changed in relation to this topic since it was published in the Canadian Journal of Neurological Sciences?
1. How does participating on the CJNS Editorial Board, as a CJNS Reviewer impact my professional learning/ patient care?2. To confirm my knowledge of neurological topics is current.3. To understand the editorial board process/ CJNS Peer Review process as part of the CJNS editorial process.4. To understand how the CJNS Review process impacts the development of Journal articles within the CJNS.5. To understand how the CJNS Review Process impacts professional learning of the profession.6. To identify possible gaps in my knowledge, skills, beliefs in regard to publishing and/or reviewing a CJNS article.7. To understand how participating as a CJNS Editor, Reviewer impacts my professional learning/ care of patients.
1. What are the challenges faced as an EEG/ EMG Examiner and how may these challenges be overcome?2. What are the challenges faced by EEG/ EMG examinees and how may these challenges be overcome?3. To understand what it means to be an EEG/ EMG Examiner.4. To identify possible gaps in my knowledge, skills, beliefs in regard to being an effective EEG/ EMG Examiner5. To understand how participating as an EEG/ EMG Examiner impacts my professional learning/ care of patients.
For additional information on Section 2, please visit the Royal College website http://www.royalcollege.ca/public.For additional information on CanMEDs Roles please visit the Royal College website http://www.royalcollege.ca/public/resources/aboutcanmeds.Questions related to Section 2, please contact the Royal College via email at email@example.com
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