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Best practices in CPD accreditation

Jennifer Gordon, Paul Hendry, Robin Kinch, Jane Tipping

4th National Accreditation ConferenceSeptember 20, 2012

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Conflict of interest

None of the speakers have any conflicts of interest to disclose.

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What we hope to accomplish

• Identify challenges we all face in demonstrating adherence to accreditation standards

• Create strategies for addressing challenges• Identify tools and resources needed• Share successes and;• Identify ways in which more collaboration can

occur in achieving high standards

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Agenda for the session

• Welcome and background to the session• Getting acquainted• Brief presentation of NSS survey results re

challenges and potential areas in which to collaborate

• Input from those not involved in the survey• Collective wisdoms re common challenges• Next steps towards further collaboration

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The role of a Royal College Accredited CPD Provider is like…

A club sandwich

because…

Ice Breaker…to get us going! (20 mins)

At your tables, please review the “special card” provided...Please brainstorm, discuss, and share back!

Example:

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NSS survey 2012

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What do you consider to be your society’s strengths/successes in terms of its accreditation standing

with the Royal College?

1. Ability to track perceived learning needs 91%2. The policies we have in place 73%3. Ability to link learning needs to objectives 73%4. Ability to provide learning opportunities covering the

spectrum of CanMEDS 46%5. Ability to provide opportunities for active learning within

programs 36%6. Ability to evaluate effectiveness of educational endeavours 27%7. Ability to track unperceived learning needs 18%

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Which criteria are the most difficult to meet or implement?

1. Gathering data on unperceived learning needs of members 100%

2. Finding resources required to implement criteria 58%3. Getting evaluation data beyond “satisfaction” level 50%4. Educating membership (planners and faculty) as to meaning and

importance of criteria 42%5. Linking needs to learning objectives 17%6. Encouraging increase in active learning 17%7. Willingness of key players to make changes 8%8. Ensuring objectives are connected to content of PD activities 8%9. Meeting requirement of 25% interactive learning 0%

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Barriers to implementing accreditation criteria

1. Lack of financial resources 64%2. Lack of person power 64%3. Lack of time 64%4. Lack of expertise 46%5. Culture of the Society 18%

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Resources provided to members (faculty)

1. Guides for writing learning objectives 92%2. Guides on conflict of interest 75%3. Sample evaluation forms 67%4. Tips on how to present 50%5. Samples of needs assessment 33%6. Tips on increasing interactive learning 25%

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Are you willing to share CE Best Practices resources?

• 100% - YES

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Are you willing to share these resources with others?

Yes – 100%

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Your task

1. At your tables, introduce yourselves, your roles, and the organizations you represent.2. Assign a “reporter” and a “recorder”.3. Discuss the survey results presented and determine “what else?”

I.e. If you did not participate in the survey – what do you agree with? What does not fit for you? What else needs to be added re

strengths/successes, challenges and barriers?4. Report.

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Reports from the groups

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Your next task• Several areas have been identified as challenges. Each table has been assigned a theme to discuss:– Obtaining and integrating data on unperceived learning

needs– Linking learning needs to objectives– Increasing interactivity (active learning) in traditional

programs/changing the culture of traditional CEPD– Lack of resources for some– Communication between and amongst organizations and RC– Others?

• Discuss, brainstorm “how to”, and report back.

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Next steps

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One action you will take

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Thank you…

…For your participation - we have a lot of knowledge and skill between us - let’s use it

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• Jennifer Gordon jgordon@royalcollege.ca • Paul Hendry phendry@ottawaheart.ca • Robin Kinch kinch@ccs.ca • Jane Tipping jane.tipping@utoronto.ca