Past Sessions
Designing and implementing a worldwide assessment and evaluation system
Thursday 12 April 2018 14:00 BST (British Summer Time - UK)
Miriam Uhlmann, PhD, Manager Faculty Development and Member of the Board of Directors of GAME. AO Foundation, AO Education Institute, Switzerland.
Michael Cunningham, PhD, Manager Curriculum Development and Past Member of the Board of Directors of GAME. AO Foundation, AO Education Institute, Switzerland.
Background: The AO Foundation delivers education in several surgical subspecialties in all geographical regions with an annual average of 40,000 participants in 74 countries. Information for planning and evaluation is a key factor for our high-quality education.
Summary of work: Over a 3-year period, a set of agreed questions and processes for gathering and analysing pre and post event information was defined by our volunteer faculty leaders and an online system was implemented in more than 300 events globally.
Results: Many chairpersons have been trained to analyse and apply instruments such as motivation to learn, gap scores, educational impact, and commitment to change. Data are also analysed by our international planning committees to identify trends and areas for further development. As a case study, examples and summary data from 38 facial trauma courses worldwide in 2017 will be presented along with recommended actions defined by the curriculum committee.
Conclusion: Structured, consistent data collection and reporting increases the value of information and help busy faculty to adjust individual events to meet the needs of the specific participants and to plan future improvements.
Click here to access recording: https://ameelive.adobeconnect.com/ptaaj1q10md2/
Identifying the needs for competency-based education in Europe: a needs assessment of cardiologists across 52 countries
Suzanne Murray - AXDEV Group International
Celine Carrera - European Society of Cardiology
Tuesday 13 March 2018 13:00 GMT (UK)
Background:
Multiple specialty societies are now reviewing their educational strategy to better respond to the needs of their members and potential members. Independent needs assessments can be used as a rigorous way to identify perceived and unperceived needs and their underlying causalities within an organisation.
The European Society of Cardiology (ESC), representing over 80, 000 cardiology professionals from 56 national cardiac societies across Europe, has engaged in an improvement process of their educational strategy in order to become recognised in the area of continuing professional development and performance improvement. The ESC has recently been conducting an organisational needs assessment using a mixed-methods approach (combining qualitative and quantitative data from multiple stakeholders) with the objective to understand how the ESC offerings should evolve to better respond to the identified needs of their members.
Aim:
• Understand how needs assessments can be used by professional societies to evolve their educational offerings
• Describe how organisational needs assessments can be powerful strategic tools for professional organisations and national societies
Audience: Representative of medical specialty societies and associations, educational researchers and other professionals involved in the development of medical education.
Click here to access recording
‘Planning is Priceless. Plans are Useless.’
Why are backwards planning and instructional design priceless in medical education?
by Jo Varney
Ogilvy Healthworld
Thursday 7th December at 14:00 GMT (UK)
Summary of Webinar:
The primacy of evidence-based medicine cannot be disputed; yet as a field, medicine has perhaps not always drawn upon the evidence bases from other spheres, such as health psychology, social sciences and indeed adult learning.
This webinar will consider how Moore et al’s outcomes-based framework,[1] may be combined with the latest model and evidence from health psychology. The COM-B model hypothesises that behaviour change is facilitated by the interaction of three components: capability, opportunity and motivation.[2] COM-B maybe helpful in describing gaps between what is currently happening and what should be happening; it can then help define interventions to address gaps. This webinar will consider one of the most established and intuitive instructional models, predisposing-enabling-reinforcing, which can be used when designing interventions to address gaps identified during the analysis phase of educational design. Finally, the webinar will argue that, above all else, central to how we all learn, is reflection on our own performance and feedback. De-briefing, self-reflection and peer feedback on performance are key.
The presenter has provided slides to accompany the webinar - you can access them here:
To access the recording, click here
Optimizing the impact of CME/CPD/CE by integrating principles of behavioural change
by Lisa Sullivan BBus; MPhil
In Vivo Academy Limited, Australia
Wednesday 11 October 2017 @ 13:00 BST (British Summer Time)
Aim of Webinar:
The ever changing requirements for securing improved patient outcomes in CME/CPD/CE programmes are creating disconnects between the learner and the funding source. Understanding how the basic principles of behaviour change can be incorporated into lifelong learning development may help to broaden the education approach, heighten learner engagement and achieve greater impact.
The aim of this webinar is to discuss some well known principles of behaviour change in the context of CME/CPD/CE; what does the designing team need to consider and what are some examples of where these principles have produced a change in learner performance leading to improved patient outcomes.
This webinar is aimed at all CME/CPD/CE and medical education professionals interested in achieving learner change beyond knowledge transference alone.
To view the Presentation slides, please click here: GAME-Webinar-Optimising-the-Effectiveness-and-Impact-of-CPD-by-Integrating-Principles-of-Behavioural-Change-11-10-17.pdf
Here are the list of support documents discussed in the webinar:
JCSM-article-OSA-(1).pdf
Johnson,-S-S,-Cummins,-C-O-et-al-(2012)-Measuring-Effectiveness-of-Continuing-Medical-Education-Using-the-Transtheoretical-Model-of-Behavior-Change.pdf
Johnson-SS,-Paiva-AL-et-al-(2014),-Coaction-in-Multiple-Behavior-Change-Interventions-Consistency-Across-Multiple-Studies-on-Weight-Management-and-Obesity-Prevention.pdf
MOORE_Achieving-desired-results-and-improved-outcomes_2009.pdf
Prochaska-JO,-DiClemente-CC,-Norcross-JC-(1992),-In-Search-of-How-People-Change.pdf
To access the Recording of the webinar, please click HERE
Experiences in international interactive online CME from Latin America
by Alvaro Margolis, MD MS
Wednesday 24 May 2017 @ 15:00 BST (British Summer Time)
Aim of Webinar:
Latin America is a derse region with one million physicians, living in over 20 middle-income countries, who speak Spanish and Portuguese.
Some global trends in CME, such as the increasing use of the Internet, the need for accountability through recertification, the greater importance of team-based inter-professional learning, and the change in sources of funding with a decrease of commercial sponsors, allow for disruptive innovations through international interactive online CME.
Examples of such programs will be shown, considering transfer issues to other regions, including Europe and globally.Target audience: CME and medical education professionals interested in international and/or online CME.
Access Archive - Click here to view the recording.
Alignment India : Towards a structured CME ecosystem
by Vaibhav Srivastava
