2009 ACME Presentation, co-presented with Marissa Seligman, that tackles strategies to bring innovation to live continuing medical education activities.
This presentation developed by Michelle Constable and Jim McManus, explores how health psychology can help the work of Environmental Health Officers and was part of an introductory workshop for the Environmental Health Profession organised by the Beds and Herts Branch of the Chartered Institute of Environmental Health
Health Evidence hosted a 60 minute webinar examining the effectiveness of school-based interventions for preventing HIV, sexually transmitted infections and pregnancy in adolescents. Click here for access to the audio recording for this webinar: https://youtu.be/yCeIEQ4OTCc
Amanda Mason-Jones, Senior Lecturer in Global Public Health, Faculty of Science, University of York led the session and presented findings from her recent Cochrane review:
Mason-Jones A, Sinclair D, Mathews C, Kagee A, Hillman A, & Lombard C. (2016). School-based interventions for preventing HIV, sexually transmitted infections, and pregnancy in adolescents.Cochrane Database of Systematic Reviews, 2016(11), CD006417
http://healthevidence.org/view-article.aspx?a=school-based-interventions-preventing-hiv-sexually-transmitted-infections-29881
Sexually active adolescents are at risk of contracting HIV and STIs. Unintended pregnancy can have detrimental impact on young people’s lives. This review examines the impact of school sexual education programs on number of young people that contract STIs and number of adolescent pregnancies. Eight cluster randomized control trials, including 55,157 participants are included in this review. Findings suggest there is little evidence that school programs alone are effective in improving sexual and reproductive health outcomes for adolescents. This webinar examined the effectiveness and components of interventions that prevent HIV, STIs and adolescent pregnancy.
Community engagement in public health interventions for disadvantaged groups:...Health Evidence™
Health Evidence hosted a 60 minute webinar examining the effectiveness of community engagement in public health interventions for disadvantaged groups. Click here for access to the audio recording for this webinar: https://youtu.be/tUZ-u7QbMCY.
Alison O'Mara-Eves, Senior Researcher, University College London, EPPI-Centre and Ginny Brunton, Senior Health Researcher, University College London, EPPI-Centre presented findings from their review:
O'Mara-Eves A., Brunton G., Oliver S., Kavanagh J., Jamal F., & Thomas J. (2015). The effectiveness of community engagement in public health interventions for disadvantaged groups: A meta-analysis . BMC Public Health, 15, 129.
Community engagement is becoming an increasingly popular component included in the development and implementation of public health interventions. Involved community members take on roles that range from merely being informed, to being consulted, to collaborating or leading on the design, delivery and evaluation of public health strategies. This review examines the use of public health interventions with a community engagement component, particularly for its use in reducing health inequities among disadvantaged populations. Findings of the review suggest community engagement in public health interventions has an effect on several health outcomes, including health behaviours and self-efficacy. This webinar will examine the effectiveness and components of public health interventions that include community engagement and the impact on health outcomes.
This presentation developed by Michelle Constable and Jim McManus, explores how health psychology can help the work of Environmental Health Officers and was part of an introductory workshop for the Environmental Health Profession organised by the Beds and Herts Branch of the Chartered Institute of Environmental Health
Health Evidence hosted a 60 minute webinar examining the effectiveness of school-based interventions for preventing HIV, sexually transmitted infections and pregnancy in adolescents. Click here for access to the audio recording for this webinar: https://youtu.be/yCeIEQ4OTCc
Amanda Mason-Jones, Senior Lecturer in Global Public Health, Faculty of Science, University of York led the session and presented findings from her recent Cochrane review:
Mason-Jones A, Sinclair D, Mathews C, Kagee A, Hillman A, & Lombard C. (2016). School-based interventions for preventing HIV, sexually transmitted infections, and pregnancy in adolescents.Cochrane Database of Systematic Reviews, 2016(11), CD006417
http://healthevidence.org/view-article.aspx?a=school-based-interventions-preventing-hiv-sexually-transmitted-infections-29881
Sexually active adolescents are at risk of contracting HIV and STIs. Unintended pregnancy can have detrimental impact on young people’s lives. This review examines the impact of school sexual education programs on number of young people that contract STIs and number of adolescent pregnancies. Eight cluster randomized control trials, including 55,157 participants are included in this review. Findings suggest there is little evidence that school programs alone are effective in improving sexual and reproductive health outcomes for adolescents. This webinar examined the effectiveness and components of interventions that prevent HIV, STIs and adolescent pregnancy.
Community engagement in public health interventions for disadvantaged groups:...Health Evidence™
Health Evidence hosted a 60 minute webinar examining the effectiveness of community engagement in public health interventions for disadvantaged groups. Click here for access to the audio recording for this webinar: https://youtu.be/tUZ-u7QbMCY.
Alison O'Mara-Eves, Senior Researcher, University College London, EPPI-Centre and Ginny Brunton, Senior Health Researcher, University College London, EPPI-Centre presented findings from their review:
O'Mara-Eves A., Brunton G., Oliver S., Kavanagh J., Jamal F., & Thomas J. (2015). The effectiveness of community engagement in public health interventions for disadvantaged groups: A meta-analysis . BMC Public Health, 15, 129.
Community engagement is becoming an increasingly popular component included in the development and implementation of public health interventions. Involved community members take on roles that range from merely being informed, to being consulted, to collaborating or leading on the design, delivery and evaluation of public health strategies. This review examines the use of public health interventions with a community engagement component, particularly for its use in reducing health inequities among disadvantaged populations. Findings of the review suggest community engagement in public health interventions has an effect on several health outcomes, including health behaviours and self-efficacy. This webinar will examine the effectiveness and components of public health interventions that include community engagement and the impact on health outcomes.
The Consolidated Framework for Implementation Research (CFIR) is used to guide the adaptation and plan for the implementation of public health interventions. The tool is appropriate for individuals and groups involved in planning and implementing existing interventions. To see the summary statement of this tool developed by NCCMT, click here: http://www.nccmt.ca/registry/view/eng/210.html
NCCMT is one of six NCCs for Public Health in Canada. More on the NCCs at www.nccph.ca. Production of this webinar has been made possible through a financial contribution from the Public Health Agency of Canada. The views expressed herein do not necessarily represent the views of the Public Health Agency of Canada.
Vicki LeBlanc PhD (University of Toronto) introduces us to her data on feedback and enhanced hybrid simulation learning on communication skills. Her expertise is in Human Factors and Decision-making particularly in stressed and non-ideal situations.
Reducing sitting time at work: What's the evidence?Health Evidence™
Health Evidence hosted a 60 minute webinar examining the effectiveness of workplace interventions for reducing sitting at work. Click here for access to the audio recording for this webinar: https://youtu.be/psmac6jkbMM
Dr. Nipun Shrestha, MBBS, MPH, Postgraduate Student at Victoria University led the session and presented findings from his recent Cochrane review:
Shrestha N, Kukkonen-harjula KT, Verbeek JH, Ijaz S, Hermans V, & Bhaumik S. (2016). Workplace interventions for reducing sitting at work. Cochrane Database of Systematic Reviews, 2016(3), Art. No.: CD010912.
http://healthevidence.org/view-article.aspx?a=workplace-interventions-reducing-sitting-work-28404
Office work has become sedentary in nature. Increased sitting has been linked to increase in cardiovascular disease, obesity and overall mortality. This review examines the impact of workplace interventions to reduce sitting at work. Two cross-over randomized control trials, 11 cluster randomized trials and 4 controlled before-and-after studies, including 2180 participants are included in this review. Findings suggest that sit-stand desks may decrease workplace sitting. This webinar examined the effectiveness and components of interventions that reduce sitting at work.
Interventions for preventing elder abuse: What's the evidence?Health Evidence™
Health Evidence hosted a 90 minute webinar examining the effectiveness of interventions for preventing elder abuse.
Philip Baker, Australia Regional Director APACPH, School of Public Health and Social Work Queensland University of Technology led the session and presented findings from their review:
Baker PRA, Francis DP, Hairi NN, Othman S, Choo WY. (2016). Interventions for preventing abuse in the elderly. Cochrane Database of Systematic Reviews, 2016, CD010321
http://www.healthevidence.org/view-article.aspx?a=interventions-preventing-abuse-elderly-29428
Many older adults experience some form of abuse (psychological, physical, and sexual) that often goes unreported. Elder abuse is associated with morbidity and premature mortality. This review examines the effectiveness of interventions for preventing elder abuse in the home, institutions and community settings. Findings of the review suggest there is uncertainty in the effectiveness of educational interventions to improve knowledge of caregivers about elder abuse and uncertainty on its effect of reducing abuse. This webinar will examine the effectiveness and components of interventions that prevent elder abuse.
Concept Maps As Network Data: Applying Social Network Analysis to a Network ...Daniel McLinden
Concept Mapping is a method that creates a visual representation that illustrates the thoughts, ideas, or planned actions that arise from a group of stakeholders on a particular issue. Social Network Analysis is a method that likewise creates a visual representation of data; a network map typically represents people and the connections, or lack thereof, between these people. While the goals of these two methods differ, the underlying data structures are similar; a network of relationships between data elements. Social network analysis is explored here as a supplement to concept mapping. A secondary analysis of a concept map was conducted using social network analysis. The methods and the implications for supplementing the analysis of concept maps and debriefing results with stakeholders are discussed.
Advancing the Methods of Evaluation of Quality and Safety Practice and Educa...Daniel McLinden
Improving healthcare in an organization requires individuals with the capability to design, test and implement improved processes in an organization with the capacity to support the scale and spread of improvement. If improvement capability is not widespread in the workforce then an intervention is needed to create the capability. In response to this challenge, Cincinnati Children’s designed and implemented a comprehensive Improvement Science curriculum to build capability. The program has achieved measurable improvements in both process and outcome measures of patient care and business processes. Incorporating unique design principles, this intervention served as a catalyst for quality transformation.
In this workshop we will share our perspective and provide examples with data that illustrates:
• Building support and buy-in through the design of participant selection.
• Creating an intervention to build capability that includes training but involves more than training.
• A comprehensive model based on competencies
• Expanding the four-level Kirkpatrick model evaluation with additional levels that encompass economic impact and network impact.
• Using self-assessment to evaluate learning outcomes.
Calls for both practical and scholarly activities to be grounded more in actual evidence have become louder, especially in the last decade. Four domains in particular have embraced evidence-based thinking, resulting in the respective developments of evidence-based medicine, evidence-based management, evidence-based education and evidence-based policy. Despite the presumed benefits of drawing on different sources of evidence for decision-making in practice, whether in medicine, management, education or policy, this does not seem to prevail. Whilst one likely reason for this slow uptake could simply be down to practitioners not always having much time to consult the evidence-base in their day-to-day work, another reason might be that they are not aware of specific insights applicable to their domain of work or to practice in general.
This is where the workshop contributes:
Representatives from the four key domains engaged with evidence-based practice will share with the audience their latest insights and the consequences thereof for practice. Further, all speakers will discuss questions such as:
What do we have in common?
How can we learn from one another?
How can we combine insights from the four domains?
These will be discussed as part of a concluding panel.
Workshop organiser:
Dr Celine Rojon, University of Edinburgh, celine.rojon@ed.ac.uk
2012 Presentation - Existential and Psychological Health as Products of Intri...Nick Stauner
Stauner, N. (2012). Existential and psychological health as products of intrinsic goal attainment. Presented in the Proseminar for Current Research in Personality Psychology, April 19, University of California, Riverside.
The Consolidated Framework for Implementation Research (CFIR) is used to guide the adaptation and plan for the implementation of public health interventions. The tool is appropriate for individuals and groups involved in planning and implementing existing interventions. To see the summary statement of this tool developed by NCCMT, click here: http://www.nccmt.ca/registry/view/eng/210.html
NCCMT is one of six NCCs for Public Health in Canada. More on the NCCs at www.nccph.ca. Production of this webinar has been made possible through a financial contribution from the Public Health Agency of Canada. The views expressed herein do not necessarily represent the views of the Public Health Agency of Canada.
Vicki LeBlanc PhD (University of Toronto) introduces us to her data on feedback and enhanced hybrid simulation learning on communication skills. Her expertise is in Human Factors and Decision-making particularly in stressed and non-ideal situations.
Reducing sitting time at work: What's the evidence?Health Evidence™
Health Evidence hosted a 60 minute webinar examining the effectiveness of workplace interventions for reducing sitting at work. Click here for access to the audio recording for this webinar: https://youtu.be/psmac6jkbMM
Dr. Nipun Shrestha, MBBS, MPH, Postgraduate Student at Victoria University led the session and presented findings from his recent Cochrane review:
Shrestha N, Kukkonen-harjula KT, Verbeek JH, Ijaz S, Hermans V, & Bhaumik S. (2016). Workplace interventions for reducing sitting at work. Cochrane Database of Systematic Reviews, 2016(3), Art. No.: CD010912.
http://healthevidence.org/view-article.aspx?a=workplace-interventions-reducing-sitting-work-28404
Office work has become sedentary in nature. Increased sitting has been linked to increase in cardiovascular disease, obesity and overall mortality. This review examines the impact of workplace interventions to reduce sitting at work. Two cross-over randomized control trials, 11 cluster randomized trials and 4 controlled before-and-after studies, including 2180 participants are included in this review. Findings suggest that sit-stand desks may decrease workplace sitting. This webinar examined the effectiveness and components of interventions that reduce sitting at work.
Interventions for preventing elder abuse: What's the evidence?Health Evidence™
Health Evidence hosted a 90 minute webinar examining the effectiveness of interventions for preventing elder abuse.
Philip Baker, Australia Regional Director APACPH, School of Public Health and Social Work Queensland University of Technology led the session and presented findings from their review:
Baker PRA, Francis DP, Hairi NN, Othman S, Choo WY. (2016). Interventions for preventing abuse in the elderly. Cochrane Database of Systematic Reviews, 2016, CD010321
http://www.healthevidence.org/view-article.aspx?a=interventions-preventing-abuse-elderly-29428
Many older adults experience some form of abuse (psychological, physical, and sexual) that often goes unreported. Elder abuse is associated with morbidity and premature mortality. This review examines the effectiveness of interventions for preventing elder abuse in the home, institutions and community settings. Findings of the review suggest there is uncertainty in the effectiveness of educational interventions to improve knowledge of caregivers about elder abuse and uncertainty on its effect of reducing abuse. This webinar will examine the effectiveness and components of interventions that prevent elder abuse.
Concept Maps As Network Data: Applying Social Network Analysis to a Network ...Daniel McLinden
Concept Mapping is a method that creates a visual representation that illustrates the thoughts, ideas, or planned actions that arise from a group of stakeholders on a particular issue. Social Network Analysis is a method that likewise creates a visual representation of data; a network map typically represents people and the connections, or lack thereof, between these people. While the goals of these two methods differ, the underlying data structures are similar; a network of relationships between data elements. Social network analysis is explored here as a supplement to concept mapping. A secondary analysis of a concept map was conducted using social network analysis. The methods and the implications for supplementing the analysis of concept maps and debriefing results with stakeholders are discussed.
Advancing the Methods of Evaluation of Quality and Safety Practice and Educa...Daniel McLinden
Improving healthcare in an organization requires individuals with the capability to design, test and implement improved processes in an organization with the capacity to support the scale and spread of improvement. If improvement capability is not widespread in the workforce then an intervention is needed to create the capability. In response to this challenge, Cincinnati Children’s designed and implemented a comprehensive Improvement Science curriculum to build capability. The program has achieved measurable improvements in both process and outcome measures of patient care and business processes. Incorporating unique design principles, this intervention served as a catalyst for quality transformation.
In this workshop we will share our perspective and provide examples with data that illustrates:
• Building support and buy-in through the design of participant selection.
• Creating an intervention to build capability that includes training but involves more than training.
• A comprehensive model based on competencies
• Expanding the four-level Kirkpatrick model evaluation with additional levels that encompass economic impact and network impact.
• Using self-assessment to evaluate learning outcomes.
Calls for both practical and scholarly activities to be grounded more in actual evidence have become louder, especially in the last decade. Four domains in particular have embraced evidence-based thinking, resulting in the respective developments of evidence-based medicine, evidence-based management, evidence-based education and evidence-based policy. Despite the presumed benefits of drawing on different sources of evidence for decision-making in practice, whether in medicine, management, education or policy, this does not seem to prevail. Whilst one likely reason for this slow uptake could simply be down to practitioners not always having much time to consult the evidence-base in their day-to-day work, another reason might be that they are not aware of specific insights applicable to their domain of work or to practice in general.
This is where the workshop contributes:
Representatives from the four key domains engaged with evidence-based practice will share with the audience their latest insights and the consequences thereof for practice. Further, all speakers will discuss questions such as:
What do we have in common?
How can we learn from one another?
How can we combine insights from the four domains?
These will be discussed as part of a concluding panel.
Workshop organiser:
Dr Celine Rojon, University of Edinburgh, celine.rojon@ed.ac.uk
2012 Presentation - Existential and Psychological Health as Products of Intri...Nick Stauner
Stauner, N. (2012). Existential and psychological health as products of intrinsic goal attainment. Presented in the Proseminar for Current Research in Personality Psychology, April 19, University of California, Riverside.
Presented at the Royal Geographical Society (RGS) Annual International Conference, 27-29 August 2014.
www.rgs.org/WhatsOn/ConferencesAndSeminars/Annual+International+Conference/Annual+international+conference.htm
Immobility as well-being - creating alternatives to pro-mobility discourses
Similar to Alliance for CME 2009 Presentation, Wake me Up Before it’s Over:Bringing out the “LIVE” in Large Live Meetings, Wendy Turell and Marissa Seligman
This presentation session will outline how an online, self-directed, course titled ‘Diagnostic Reasoning and Care Planning’ was developed for undergraduate second year nursing students. The course was delivered in Semester 1 2014 and completed by 220 students. The course design successfully employed a range of tools in Blackboard to engage students in active, self-directed learning, supported by a series of scaffolded learning activities completed online in Blackboard, with students receiving timely, effective feedback via Grade Centre as activities were completed.
Research exploring clinician learning is of little value if it is not shared and leveraged broadly by those within the CME community to drive innovation and improve educational planning. This session is moderated by Jeremy C. Lundberg, MSSW, CEO of EthosCE Learning Management System and will introduce three new and emerging data sets that have been collected by Brian S. McGowan, PhD, Chief Learning Officer of ArcheMedEx.com. Dr. McGowan will structure each data set to highlight the problem, the methods of exploration, and the data or conclusion that could be drawn. These new ideas will then be put into the context of the educational planning process with the goal of allowing those within the CME community to effectively leverage these data and lessons to immediately impact their planning processes.
The Interprofessional Team Immersion (IPTI) offers students across 13 health professions opportunities to apply their skills in cross-professional communication, teamness, and patient-centered engagement. The experience is characterized by high stakes cases carefully designed to cultivate an atmosphere conducive to rapid teambuilding and compassionate patient care. Within a safe learning environment, faculty and students acquire understanding of roles and responsibilities as well as skills to manage complex cases. This presentation will describe and demonstrate the rationale, design, and implementation of IPTI over a three-year period. Findings suggest significant increase in IPTI students’ perceptions of cooperation, resource sharing and communication skills for team-based practice. Programmatic evaluation substantiates the value students place on practicing interprofessional clinical skills before and while in their clinical-community rotations. Debriefing sessions with standardized patients enhanced students’ knowledge and appreciation for patient engagement and shared decision-making culminating for some in scholarly products. In total, findings provide beneficial insight for other interprofessional educational and collaborative practice initiatives taking place at the University and in the community. Learn more about IPEC at University of New England ipec(at)une(dot)edu or follow us on Twitter @UNEIPE
At the end of this presentation you will be able to:
Define evidence-based practice
Describe process & outline steps of EBP
Understand PICO elements & search strategy
Identify resources to support EBP
The focus of this presentation is nursing practice, although it is still of value to physicians and other health care professionals.
Prof Mick Cooper in his keynote speech to the conference address counselling psychotherapy: putting statistics and quantitative evaluation before the complex reality of a human, person-to-person encounter.
Advantages of EBP
Process of EBP
Hinderances
Overcoming hinderances
Similar to Alliance for CME 2009 Presentation, Wake me Up Before it’s Over:Bringing out the “LIVE” in Large Live Meetings, Wendy Turell and Marissa Seligman (20)
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Alliance for CME 2009 Presentation, Wake me Up Before it’s Over:Bringing out the “LIVE” in Large Live Meetings, Wendy Turell and Marissa Seligman
1. ACCREDITATION • CLINICAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES
Wake me Up Before it’s Over:
Bringing out the “LIVE” in Large Live
Meetings
Wendy Turell, DrPH, CCMEP, Director, Strategic Relations and Educational
Development, Pri-Med
Marissa Seligman, PharmD, CCMEP, Senior Vice President, Pri-Med Institute
Alliance for Continuing Medical Education Annual Conference
San Francisco, California
January 31, 2009
2. ACCREDITATION • CLINICIAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES2
Disclosures
Wendy Turell
• does not have an interest in selling a technology, program,
product and/or service to CME professionals.
Marissa Seligman
• does not have an interest in selling a technology, program,
product and/or service to CME professionals.
3. ACCREDITATION • CLINICIAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES3
Objectives for Session
• Identify challenges Facing Educators and faculty in delivery of
“Living Live” meetings
• Discuss tools available to educators to use in their practice,
increase education activity, productivity, and effectiveness,
while not loosing the “best” of what live has to offer
• Demonstrate the application of at least one of these tools
4. ACCREDITATION • CLINICIAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES
How Adults Learn: Team Assignment
You will be assigned in to one of two “learner teams”. Please
chose the appropriate team for yourself below!
4
1. My last name begins with A – M
2. My last name begins with N - Z
5. ACCREDITATION • CLINICIAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES
How Adults Learn: Question 1
According to Adult Learning Theorist Malcolm Knowles, adults are:
5
1. More Intelligent than
children
2. Most responsive to
didactic instruction
3. Autonomous and
Self-Directed
4. All of the above
6. ACCREDITATION • CLINICIAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES
How Adults Learn: Question 2
What is the most important factor that draws learners to specific
CME activities?
6
1. Innovative learning
formats
2. Prominence of thought
leader faculty
3. Relevancy to learner’s
practice/life
4. Focus on a “hot” topic
7. ACCREDITATION • CLINICIAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES
How Adults Learn: Question 3
851 PCP’s were surveyed in 2008 regarding channels used to receive
CME hours. Which answer best reflects their responses?
7
1. 60% Live, 5% Print, 17% Online
2. 51% Live, 19% Print, 12% Online
3. 30% Live, 10% Print, 42% Online
(18% = other channels; mixed answers)
Source: National PCP Insights & Behaviors Study, May,
2008 (N=851 Primary Care Physicians)
8. ACCREDITATION • CLINICIAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES
Key Principles of Adult Learning- Malcolm Knowles
• Adult learners are autonomous and self-directed
– Impact for educators: Faculty must move from “expertise by eminence” to
facilitators who actively involve adult participants in the learning process
• Adult learners are relevancy-oriented
– Impact for educators: Appeal to the learners need for “what’s in it for me”
• Adult learners are practical
– Impact for educators: Make the education EXPLICITLY relevant to clinical
practice and not just “knowledge for knowledge sake”.
• Adults learners seek respect
– Impact for educators: Acknowledge and use the experiences that participants bring
to the so that they will feel empowered to engage and be instructive to other
participants as well as the faculty
Refs: http://en.wikipedia.org/wiki/Malcolm_Knowles;
www.infed.org/thinkers/et-knowl.htm.
9. ACCREDITATION • CLINICIAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES9
Four Critical Elements of Learning-Application to Live
• Motivation: Best motivators are “interest” and “selfish benefit”
– Setting educational tone, appropriate level of concern (the clinical care gap), appropriate
level of difficulty
• Feedback: Critical to provide specific feedback so that
participants leave the education with specific knowledge of their
learning results. This is their “reward”
• Reinforcement:
– Ensuring learners “get” the education
• Retention
– Directly affected by learner baseline learning. If participant don’t learn the material well
initially, “they will not retain it well either”
• Transference:
– Ability of learner to use information/skills outside the classroom setting
“Show that the course benefits the learner pragmatically, the learner WILL
perform better and the benefits will be longer lasting.”
10. ACCREDITATION • CLINICIAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES
Something to think about….
• It is paradoxical that many educators and [faculty] still differentiate
between a time for learning and a time for play without seeing the
vital connections between them.
– Leo Buscaglia
• One must learn by doing the thing; for though you think you know it,
you have no certainty, until you try.
– Sophocles
• A physician buries his mistakes, a dentist pulls them out but a teacher
has to live with them.
– Anonymous
11. ACCREDITATION • CLINICIAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES11
Question: We are interested in learning how you have received Continuing Medical Education (CME) over the
past 12 months. For each CME source listed below, please indicate the approximate number of CME hours
earned through this source.
Live Events Remain the Preferred Channel For CME Hours
51%
19%
12%
9%
8%
1% Live
Print
Online
Board Review
Interactive
(CDRom/AV/Mobile)
Other
PERCENT OF CME HOURS
EARNED BY CHANNEL
Internal Medicine: 48%
FMs/FPs/GPs: 55%
Ped/OBGyn: 57%Base: 851 physicians
12. ACCREDITATION • CLINICIAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES12
Case Based-Lectures are Preferred Learning Format, Followed by
Didactic Lectures and Diagnostic Challenges
Case-based
lectures
w/ Q&A
Didactic
lectures
w/ Q&A
Diagnostic
challenges
w/ ARS
Interactive
workshops
Point-
counterpoint
debate
OtherPatient
simulation
Which, if any, of the following learning formats would you be most interested in participating in?
76%
63%
48%
28%
1%
56%
53%
Question: Which, if any, of the following learning formats would you be most interested in participating? Please check all that apply.
Ped/
Ob/Gyn: 61%* Ped/
Ob/Gyn: 57%*
IMs: 60%
FP/FM/GPs: 33%
Base: 851 physicians
14. ACCREDITATION • CLINICIAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES14
As CME Providers We Know Learning Erodes Over Time Without Further
Intervention
56%
37%
49%
39%
Baseline 6 WEEKS
POST
3 MONTHS
POST
6 MONTHS
POST
+51% -30%
Source: Pri-Med Clinical Outcomes Study, 2006. Baseline N = 65, 6 wks post N = 74, 3 mths post N = 87, 6 mths post N = 91
Patient Case Vignette Presented: How Confident Would You Feel Treating This Patient?
Topic Area: Bipolar
15. ACCREDITATION • CLINICIAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES15
Continuum of Education:
Extension of Learning Cycle Pre and Post LIVE event
• Participant surveys
• Internet based
engagement
• Message
Boards/Chat Rooms
• Q&A Submission
• Literature
Downloads
• Laminated
Guidelines
• Screening Tools
• Fill-In-The-Blank
Algorithms
• Patient Diagnostic
Questionnaires
Take-Home ToolsPre-Meeting
On-Site Hand Out
Materials
• Online education
• Print education
• Audio education
(podcast, radio
broadcasts)
• Online Discussion
Forums
• Online Faculty
Q&A Chat /
Boards
Post-Meeting- Enduring
or Other Education
16. ACCREDITATION • CLINICIAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES16
Multi Channel Curriculums Help Reinforce Messaging to Facilitate Enhanced Outcomes
(As Compared to Live Meeting Alone)
77%
86%
93%
74%
Baseline Live Only Online Only Both Live and Online
Post Educational Intervention
(N = 1,816)
(N = 1,340)
Is Adherent in Treating Presented Patient (6 or 7 on the 7 pt. scale [ 7 is “ALWAYS incorporate this behavior”])
To measure performance, clinicians are asked: “How often do you incorporate the following into your practice when seeing patients with
dyslipidemia?” [Scale: 1 (NEVER incorporate this behavior) to 7 (ALWAYS incorporate this behavior)]
Relative
change:
+4%
“Assess and manage dyslipidemia according to ATP III guidelines”
LIPIDS MANAGEMENTBase = clinicians seeing patients with dyslipidemia
Relative
change:
+16 %
Relative
change:
+26 %
18. ACCREDITATION • CLINICIAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES18
On-Site Hand Out Materials
Hand Out Materials Can Include:
Diagnostic
tools/Algorithms
Laminated
guidelines
Practice “Pearls”
in summary form
List of Resources,
Online Links
20. ACCREDITATION • CLINICIAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES20
Post-Meeting Reinforcement Example: Newsletter
Program Details
• Follow-up Q&A based newsletter
provides an opportunity to offer
reinforcement and reference materials
explicitly linked to the live experience to
clinicians
• 4 page reiteration of the Q&A dialogue
(per session) at a live program
• Targeted distributed of pre-registration
and onsite attendees
• Distributed 6 weeks after the live session
• Not certified for credit
21. ACCREDITATION • CLINICIAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES21
Summary
Learning Continuum Includes a focus on:
At the Live Meeting, innovative ideas can also be
integrated with varying focuses:
Structure of event,
technology
Focus on learner
behavior at activity
Focus of faculty
behavior at activity
Pre, on-site, and post meeting strategies
22. ACCREDITATION • CLINICIAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES22
Live Meeting: Strategies to Increase Learner Engagement
• Live or Recorded
Role Plays
• Integration of
Multimedia
• Breakout Groups
• Working sessions
• Self-Reflection
with group
discussion
Take-Home Tools
More Engaging
Presentations
Learner - Learner
Interaction
• “Town Hall”
discussions
• FAQs from Prior
Meetings
• ARS Techniques
• Workshops
Faculty – Learner
Interaction
23. ACCREDITATION • CLINICIAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES23
Learning Framework
Introduction Intermediary Deep-dive
Epidemiology/MOA
Diagnosis & Risks
Assessment
Guidelines
Treatment
management
Patient management
LEARNING
OBJECTIVES:
Raise awareness &
Build knowledge in P.C.
Apply “real-life”
cases in specialty
GOAL:
Self-evaluate gaps in
clinical practice in P.C.
LEVELS:
• Lecture
• Plenary sessions
• Webcast
• Panel of experts
• Point/counter-points
• Clinical debates
• Small workshop
• Very interactive
• Lot of cases
FORMAT:
Epidemiology/MOA
Diagnosis & Risks
Assessment
Guidelines
Treatment
management
Patient management
Epidemiology/MOA
Diagnosis & Risks
Assessment
Guidelines
Treatment
management
Patient management
24. ACCREDITATION • CLINICIAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES24
Faculty and Learner Interaction Examples
Faculty
interaction
Learner
interaction
HIGH
LOW
didactic
Case
studies
ARS
Point-
counter
point
simulations
workshops
Expert panel
Role plays
25. ACCREDITATION • CLINICIAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES25
Live Meeting Innovation Strategies
Principles of Adult Learning: Education should be interactive, problem-based, active and creative.
FORMAT DESCRIPTION
Diagnostic
Challenge
Use ARS to engage attendees in solving clinical problems. This formats works
especially well for topics where diagnostic decision-making employs visual elements
(dermatology, imaging studies) but has worked well for those that do not (kidney
disease).
Best of . . . Focus in one therapeutic area, but allowing faculty to frame real-life practice
applications through discussion of recently published medical data or literature.
Choose Your Own
Path
Using ARS, audience chooses the case they want to hear about
Competition/Game Divide the audience into groups and use ARS to pit sides against each other
Point-Counterpoint Two or more faculty members present different viewpoints on a clinical topic in a
debate format, which can allow for Q&A throughout.
Patient Simulation Actor “patient” attends session and engages with faculty to demonstrate symptom
presentation, physical examination and/or interview techniques
26. ACCREDITATION • CLINICIAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES26
Innovative Format Example: Live Patient Cases at Pri-Med Meetings Demonstrate Real
Practice Situations and Enhance Attendee Experience
Conducted in Collaboration With
27. ACCREDITATION • CLINICIAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES27
Learner – Learner Interaction
Breakout
Groups
Working
sessions
Self-
Reflection
with group
discussionAllow participants
to exchange
solutions to
common practice
barriers – get stock
photo of docs in
small groups
28. ACCREDITATION • CLINICIAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES28
Faculty-Learner Interaction
“Town Hall”
discussions
Roving Moderator with
Microphone
FAQs from Prior
Meetings
Bring in past program evaluation results and
comments
ARS Techniques
• Audience “teams” to foster
involvement and/or debate discussion
• Extended ARS response time to
encourage table discussions prior to
faculty comment
• ARS “gaming” to enhance audience
participation
Workshops
Getting faculty to change their education styles and interaction with participants in
the LIVE format is MISSION ONE in achieving success. So
•Engage with faculty
•Train faculty not just on COI but on “best practices” in education
29. ACCREDITATION • CLINICIAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES29
Activity: Breakout Groups – Case 1
• A hospital-based CME office arranges for the chief of
the rheumatology department to deliver a 40 minute
rheumatoid arthritis lecture to the (generalist and
specialist) physician attendees of the weekly grand
rounds meeting.
• In order to ‘liven things up’, she shows a 5 minute video
on the disease in the middle of her talk. At the end of the
lecture period, the chief is joined at the podium by two
other rheumatologists who engage the audience in a
very lively and well-received 20 minute question and
answer period.
• What was a strength of this strategy?
• How could this have been better undertaken?
30. ACCREDITATION • CLINICIAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES30
Activity: Breakout Groups – Case 2
• A medical education company organizes a 2.5 hour live
CME satellite symposium activity on the topic of
overactive bladder at a national association meeting for
primary care physicians. In attempts to increase the
interactivity of the event, they arrange for ARS keypads
to be placed at every seat.
• The 120 Learners, who are sitting in “rounds” of 8, are
encouraged to chat as a group prior to keying in their
ARS answers. As a follow-up, learners are sent a link to
an online case-based activity on the same topic 3 weeks
following the live event.
• What was a strength of this strategy?
• How could this have been better undertaken?
31. ACCREDITATION • CLINICIAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES31
Activity: Breakout Groups – Case 3
• The Arkansas chapter of a national primary care
medical association plans to host a CME lunch meeting
during their annual chapter gathering on the topic of
GERD. The 50 learners are served boxed lunches, and
seated at long tables to listen to a 25 minute lecture.
• Following the lecture period, participants separate into
“breakout rooms” in groups of 7-8, where they discuss
their own experiences treating patients with GERD. The
learners become so caught up in their chats that the
moderator is unable to reconvene the group to share key
insights of group members.
• What was a strength of this strategy?
• How could this have been better undertaken?
32. ACCREDITATION • CLINICIAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES32
Examples/thoughts From Breakout Groups
Shared as a Group
33. ACCREDITATION • CLINICIAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES33
How Adults Learn: Question 1
According to Adult Learning Theorist Malcolm Knowles, adults
are:
1. More Intelligent than children
2. Most responsive to didactic instruction
3. Autonomous and Self-Directed
4. All of the above
34. ACCREDITATION • CLINICIAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES34
How Adults Learn: Question 2
What is the most important factor that draws learners to specific
CME activities?
1. Innovative learning formats
2. Prominence of thought leader faculty
3. Relevancy to learner’s practice/life
4. Focus on a “hot” topic
35. ACCREDITATION • CLINICIAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES35
How Adults Learn: Question 3
851 PCP’s were surveyed in 2008 regarding channels
used to receive CME hours. Which answer best reflects
their responses?
1. 60% Live, 5% Print, 17% Online
2. 51% Live, 19% Print, 12% Online
3. 30% Live, 10% Print, 42% Online
(18% = other channels; mixed answers)
Source: National PCP Insights & Behaviors Study, May, 2008 (N=851 Primary Care Physicians)
36. ACCREDITATION • CLINICIAL & MEDICAL AFFAIRS • COMPLIANCE • OUTCOMES36
Presenter Contact
For information on presentation please contact
wturell@pri-med.com
Editor's Notes
Please break room into two “competing” teams
ANSWER = 3
ANSWER – 3
ANSWER = 1
Pedagogy = overarching term for the art/science of teaching
Adult learners are autonomous and self-directed
Impact for educators: Faculty must move from “expertise by eminence” to facilitators who actively involve adult participants in the learning process
Adult learners are relevancy-oriented
Impact for educators: Appeal to the learners need for “what’s in it for me”
Adult learners are practical
Impact for educators: Make the education EXPLICITLY relevant to clinical practice and not just “knowledge for knowledge sake”.
Adults learners seek respect
Impact for educators: Acknowledge and use the experiences that participants bring to the so that they will feel empowered to engage and be instructive to other participants as well as the faculty
Educators must remember that learning occurs within each individual as a continual process throughout life. People learn at different speeds, so it is natural for them to be anxious or nervous when faced with a learning situation. Positive reinforcement by the instructor can enhance learning, as can proper timing of the instruction. Learning results from stimulation of the senses. In some people, one sense is used more than others to learn or recall information. Instructors should present materials that stimulates as many senses as possible in order to increase their chances of teaching success.
There are four critical elements of learning that must be addressed to ensure that participants learn. These elements are
motivation
reinforcement
retention
Transference
Motivation. If the participant does not recognize the need for the information (or has been offended or intimidated), all of the instructor's effort to assist the participant to learn will be in vain. The instructor must establish rapport with participants and prepare them for learning; this provides motivation. Instructors can motivate students via several means:
Set a feeling or tone for the lesson. Instructors should try to establish a friendly, open atmosphere that shows the participants they will help them learn.
Set an appropriate level of concern. The level of tension must be adjusted to meet the level of importance of the objective. If the material has a high level of importance, a higher level of tension/stress should be established in the class. However, people learn best under low to moderate stress; if the stress is too high, it becomes a barrier to learning.
Set an appropriate level of difficulty. The degree of difficulty should be set high enough to challenge participants but not so high that they become frustrated by information overload. The instruction should predict and reward participation, culminating in success.
In addition, participants need specific knowledge of their learning results (feedback ). Feedback must be specific, not general. Participants must also see a reward for learning. The reward does not necessarily have to be monetary; it can be simply a demonstration of benefits to be realized from learning the material. Finally, the participant must be interested in the subject. Interest is directly related to reward. Adults must see the benefit of learning in order to motivate themselves to learn the subject.
Reinforcement. Reinforcement is a very necessary part of the teaching/learning process; through it, instructors encourage correct modes of behavior and performance.
Positive reinforcement is normally used by instructors who are teaching participants new skills. As the name implies, positive reinforcement is "good" and reinforces "good" (or positive) behavior.
Negative reinforcement is normally used by instructors teaching a new skill or new information. It is useful in trying to change modes of behavior. The result of negative reinforcement is extinction -- that is, the instructor uses negative reinforcement until the "bad" behavior disappears, or it becomes extinct. (To read more about negative reinforcement, you can check out Maricopa Center for Learning & Instruction Negative Reinforcement Univeristy.)
When instructors are trying to change behaviors (old practices), they should apply both positive and negative reinforcement.
Reinforcement should be part of the teaching-learning process to ensure correct behavior. Instructors need to use it on a frequent and regular basis early in the process to help the students retain what they have learned. Then, they should use reinforcement only to maintain consistent, positive behavior.
Retention. Students must retain information from classes in order to benefit from the learning. The instructors' jobs are not finished until they have assisted the learner in retaining the information. In order for participants to retain the information taught, they must see a meaning or purpose for that information. The must also understand and be able to interpret and apply the information. This understanding includes their ability to assign the correct degree of importance to the material.
The amount of retention will be directly affected by the degree of original learning. Simply stated, if the participants did not learn the material well initially, they will not retain it well either.
Retention by the participants is directly affected by their amount of practice during the learning. Instructors should emphasize retention and application. After the students demonstrate correct (desired) performance, they should be urged to practice to maintain the desired performance. Distributed practice is similar in effect to intermittent reinforcement.
Transference. Transfer of learning is the result of training -- it is the ability to use the information taught in the course but in a new setting. As with reinforcement, there are two types of transfer: positive and negative.
Positive transference, like positive reinforcement, occurs when the participants uses the behavior taught in the course.
Negative transference, again like negative reinforcement, occurs when the participants do not do what they are told not to do. This results in a positive (desired) outcome.
Transference is most likely to occur in the following situations:
Association -- participants can associate the new information with something that they already know.
Similarity -- the information is similar to material that participants already know; that is, it revisits a logical framework or pattern.
Degree of original learning -- participant's degree of original learning was high.
Critical attribute element -- the information learned contains elements that are extremely beneficial (critical) on the job.
Although adult learning is relatively new as field of study, it is just as substantial as traditional education and carries and potential for greater success. Of course, the heightened success requires a greater responsibility on the part of the teacher. Additionally, the learners come to the course with precisely defined expectations. Unfortunately, there are barriers to their learning. The best motivators for adult learners are interest and selfish benefit. If they can be shown that the course benefits them pragmatically, they will perform better, and the benefits will be longer lasting.
Patient Case Presented: How Confident Would You Feel Treating This Patient
CASE:
Patient32 yo female
Presenting ComplaintIncreasingly depressed mood; current level of depression falls short of meeting criteria for MDD
Past Medical HistoryPast episodes of depression met criteria for MDD; experiences periods of expanded mood lasting up to 5 days every 2-3 weeks - not associated with any drugs or medication; S/P hysterectomy 2 yrs ago for endometriosis
Physical ExamWNL
Labs Obtained at this VisitTSH: WNL
Current MedicationsPrevious PCP treated her with fluoxetine 20 mg/day for the past year (increased lethargy, little improvement); Estrogen replacement therapy
To add to learner and faculty engagement, involve them before and after a live event – Not necc. 1 point of interaction only!
Share any Pri-Med examples (screen shots? Screening tool image) that fit this category
6 week post survey example
Screen shot from Alisa Wilke on how we send out thank you’s with embedded links to associated online activities (continue education on this TA).
Transcribing Q&A and sending out key elements into print document “pri-med dialogue” as f/u to attendees 6 week post mtg
We’ll now take a deep dive into strategies to bring innovation into live meeting itself…..the “on site” portion of the learning continuum
KF suggests a talking point: bring up how to finance it – as this is an issue for many small providers, hospitals, etc.
This Slide message:
Adults are @ different stages of learning, and may be ready for 1) general awareness raising; 2) asessing of own practice gaps, looking within and comparing with clin evidence; or 3) making changes
This slide lists some examples of educational formats most appropriate for each stage of learning. Also suggested is that greater interactivity is most necessary at the later stage, when learner has assessed & acknowledged own gap and is ready to make changes.
There is a continuum of interactivity – learners and faculty can play varying roles in how they approach an educational experience – passivity or along a set path; or highly interactive and behavior varying depending on the evolving situation
The role of technology can be to assist with increasing the interactivity of learner or presenter……although not necessary to use technology, can be an added element