The CPD Toolkit

To qualify for Section 1 MOC Credits:

• The Activity needs 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.
• The Activity integrate didactic and interactive learning strategies.
• The Activity utilizes 25% interactive learning
• Planning process is to be in the control of the profession to ensure no undue 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?

Disclosure Forms

• Word (complete, save and email) >>

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 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.

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 didactic 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.

• NSF 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.

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

   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.

How to Write Learning Objectives

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:

1. Discuss ...
2. Differentiate ...
3. Identify ...
4. Demonstrate ...

Verbs Used in Learning Objectives

Constructing Learning Objectives

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.

Step 1

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…

Step 2

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:

• • Assess, Analyze, Compare
  • Demonstrate, Diagnose, Differentiate
  • Explain, Establish, Identify
  • Integrate, Manage, Organize
  • Plan, Recommend, Select

Step 3

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:

• • Describe the knowledge transfer/translation process when dealing with information
  • Apply methods that will allow for the creation, gathering, distribution and use of knowledge and information
  • Understand the difference between subjective and objective needs assessment and the importance of both
  • Utilize methods to identify the gap between current and desired skill/ competency level
  • Access resources to assist in filling in areas where a gap in knowledge or skill has been identified.

    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):

• 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.

Learning Formats

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

Learning Levels

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 http://www.royalcollege.ca/

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.

• Auditor Evaluation (2013 Sample) >>
• Specific Course Evaluation (2013 Sample) >>

LAST Course Slide - 5 Minute Reminder to Complete Evaluation

Course Chair, please ensure the last speaker, of your Course, includes the 5-Minute Reminder Slide as the last slide of the course.

Tips for Avoiding Death by PowerPoint

• 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

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

Course write ups will include the following:

• Course Title
  no more than 80 Characters
• Session Title(s)
  no more that 60 Characters
• Chair, Speaker Recognition
  Format:
  Name, CNSF Society Designation (CNS, CACN, CNSS, CSCN)
  Title, Organization
• Specific Course Learning Objectives
• Brief Write Up/ Outline
  No more than 400 Characters
• Agenda
  Format to follow layout provided by CNSF, please adhere to break placement
• Learning Level
  Introductory, Intermediate, Advanced
• Learning Styles Utilized
  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, Other (defined)
• CanMED Roles
  Medical Expert, Communicator, Collaborators, Manager, Health Advocate, Scholar, Professional

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:

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

• Royal College of Physicians and Surgeons of Canada
  
• Canadian Medical Association
  

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

  • CMA-2007 »

• 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 »

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

• Remind Congress delegates that they can use their learning within the Course to create PLPs under Section 2.
• Provide Congress delegates with a post-reading/ resource list. This material may be include with your course notes.

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.

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.