Virtual Journal Club Archive

Previous Virtual Journal Club discussion topics from 2018-2019 and session details are shared below. SACME members may access the full session recordings here.

Achieving Practice Change through Outcomes Based CPD

December 12, 2019, 11:00 AM - 12:00 PM CT

Panelists
David Davis, MD, FSACME
Mohammed Bin Rashid University of Medicine and Health Sciences
Dubai, United Arab Emirates

David Wiljer, PhD,
University Health Network,
University of Toronto
Ontario, Canada

Helena Filipe, MD, MSc, FSACME
University of Lisbon
Lisbon, Portugal

Mila Kostic, CHCP, FACEHP
Pennsylvania, United States

Betsy White Williams PhD, MPH
University of Kansas School of Medicine, and
Professional Renewal Center ®
Kansas, United States

Sanjeev Sockingalingham, MD, MHPE, FRCPC, FACLP
Centre for Addiction and Mental Health,
University of Toronto
Ontario, Canada

Mary Turco, EdD, FSACME
Dartmouth-Hitchcock and Geisel School of Medicine
New Hampshire, United States

Facilitator: Mila Kostic, CHCP, FACEHP

About: Continuing professional development is critical to sustained life-long-learning and the delivery of effective and high quality care based on the best available evidence. Traditional methods of continuing professional development have not often resulted in lasting practice change. This has resulted in a renewed call for outcomes-focused continuing professional education.

This session is based on the proceedings from the SACME CPD symposium delivered at the 2019 AMEE annual meeting in Vienna, Austria that aimed to highlight key principles and theories that inform scholarly, effective CME/CPD contemporary programs. With an overall focus on outcomes in CPD, we will engage in a facilitated rapid-fire short panel discussion with examples from international experts in the field.

This session will include the role of theory in driving practice change, as well as specific examples in important practical areas, such as:

Partnering with Patients for Better Outcomes
Developing Metacognitive Skills
Communicating for Better Outcomes
Assessing Beyond Knowledge
Collaborating, Coaching and COP
Building Capacity for System Change

Participants will have the opportunity to discuss examples from their practice and to think about how they might start a process of incorporating these principles into their CME/CPD programming.

Suggested reading: William Rayburn, W., Davis, D., and Turco, M. editor(s). Continuing Professional Development in Medicine and Healthcare. Philadelphia (United States): Wolters Kluwer; 2018

An extensive reference list will be made available to all registrants.

Advances in Simulation-Based Continuing Professional Development and Training

November 20, 2019, 3:00 - 4:00 CT

Presenter
Ajit K Sachdeva, M.D., FRCSC, FACS, FSACME
Director, Division of Education
American College of Surgeons Adjunct Professor of Surgery
Feinberg School of Medicine, Northwestern University

Facilitator
Mila Kostic, CHCP, FACEHP

Summary
Simulation-based training has been applied and studied across the continuum of professional development in medicine to address a variety of skills and broad range of competencies including medical knowledge, patient care, interpersonal and communication skills, professionalism, practice-based learning and improvement, system-based practice, psychomotor skills, leadership, team training, critical thinking and decision making.

While most programs use simulation for educational purposes, 71% also use it for assessment and 40% for quality improvement.

During this session, scenario-based simulation as well as procedural categories will be addressed in the context of improvements in patient care and safety. Dr. Sachdeva will lead us in a discussion about the advantages and disadvantages of various simulation delivery options and review main challenges and limitations specific to the use of simulation in CME/CPD. We will focus on the novel and developing applications in both training and assessment.

Suggested Reading:
Stefanidis D, Sachdeva AK. Chapter 3: Advances in Simulation-Based Continuing Professional Development and Training. (2018) In: Rayburn, W., Davis, D., and Turco, M. editor(s). Continuing Professional Development in Medicine and Healthcare: Better Education, Better Outcomes (pp. 33-48). Philadelphia, PA (United States): Wolters Kluwer.
(registrants will receive a link to this reading)

Sachdeva AK. CPD in the Twenty-First Century. J Contin Educ Health Prof. 2016 Summer; 36 Suppl 1; S8-S13.

Providing Quality Peer Reviews – and Learning Along the Way

August 30, 2019 | 12:00 - 1:00 pm CT

Presenters
Alisa Nagler JD, MA, EdD
Assistant Director for Accreditation, Validation and Credentialing,
American College of Surgeons
Adjunct Associate Professor of Medical Education,
Duke University School of Medicine

Asha Maharaj, MBA, CELP
Director, Community and Continuing Education
Centre for Addiction and Mental Health (CAMH)

Facilitators
Mila Kostic, CHCP, FACEHP
University of Pennsylvania

Christine Flores, MPH
Administrative Director
Continuing Professional Development
Oregon Health & Science University

Overview
Join us for this exciting and participatory, special session of the SACME Virtual Journal Club. We will be focusing on one of the key areas of scholarship in our field – peer review.

The peer-review process requires the dedication and work of volunteers, who contribute considerable time and effort. While reviewers’ motivation to participate in the peer-review process may be uniquely individual, there are numerous benefits to reviewing abstracts or manuscripts, far outweighing the perceived burden of the work required. In addition, thoughtful and constructive feedback to authors can provide guidance to enhance their current work and future writings. Lastly, meeting planners and journal editors rely on the peer review process to identify quality scholarly contributions.

This session will summarize the peer review process and highlight the benefits to all involved. Participants will work together improving an example of a “bad” review. Practical tips will be provided for reviewers to make the most of their experience in a meaningful, productive and convenient manner.

Special attention will be paid to the review of SACME proposals for the 2020 meeting.

Posters and Oral Presentations: Skills and Best Practices for Submitting Your Scholarly Work as Abstracts

July 29th, 2019 | 12:00-1:00 pm CT

Session Presenter

Sanjeev Sockalingam, MD, MHPE, FRCPC, FACLP
VP Education, Centre for Addiction and Mental Health
Professor, Department of Psychiatry
University of Toronto

Facilitated by

Mila Kostic, CHCP, FACEHP
University of Pennsylvania

Christine Flores, MPH
Administrative Director
Continuing Professional Development
Oregon Health & Science University

Overview

Join us for this exciting and participatory special session of the SACME Virtual Journal Club. We will be focusing on one of the key areas of scholarship in our field - submitting your work as an abstract for peer reviewed presentation. We will start the discussion around the question of what counts as scholarly work and the ways to identify work that you are already doing that might be appropriate for submission, and how to choose the best option for your presentation.

Tips and ideas about how to best approach building various sections of the abstract will be shared.

We invite you to bring your questions and examples from your past experience with conference abstract submissions so that we can together review potential challenges you may have encountered and talk about ways to overcome them.

This session is deigned and timed to help you successfully answer the call for abstracts for the upcoming 2020 SACME meeting.

Surveying the Landscape: What We’re Learning About the Changing World of Professional Development

June 26th, 2019 2:00-3:00 pm CT

Session Presenter

Graham McMahon, MD, MMSc
President and Chief Executive Officer
Accreditation Council for Continuing Medical Education

Facilitated by

Mila Kostic, CHCP, FACEHP
University of Pennsylvania

Continuing medical education is rapidly evolving to meet the dynamically changing needs of health professionals. In this webinar we will use ACCME’s strategic plan as the foundation to explore and explain how that evolution is being facilitated and encouraged. Opportunities and needs that we’ll discuss include harmonization of requirements and standards, better educational methods, attention to the learning environment, investment in faculty educators, a more cohesive approach to learner data management and the support for educational research. By the end of the session, attendees should have a clear picture of how ACCME sees the future of CME, and what we’re doing to help get us there.

Recommended Readings:

Graham T. McMahon. Chapter 18: Advancing CME and CPD: Evolution, Innovation, Accreditation, and Alignment. In: William Rayburn, W., Davis, D., and Turco, M. editor(s). Continuing Professional Development in Medicine and Healthcare. Philadelphia (United States): Wolters Kluwer; 2018.

Subha Ramani, Graham T. McMahon & Elizabeth G. Armstrong (2019): Continuing professional development to foster behaviour change: From principles to practice in health professions education, Medical Teacher, DOI: 10.1080/0142159X.2019.1615608

Graham T. McMahon. The Leadership Case for Investing in Continuing Professional Development. Academic Medicine, Vol. 92, No. 8 / August 2017

David A. (Dave) Davis & Graham T. McMahon (2018): Translating evidence into practice: Lessons for CPD, Medical Teacher, DOI: 10.1080/0142159X.2018.1481285.

Additional Readings:

ACCME Strategic Plan 2018-2021

ACCME 2018-2019 Highlights: Advancing CME to Optimize Care

Collaborating Interprofessionally for Team-Based Care

May 30, 2019 | 2:00 pm - 3:00 pm CT

Presenters: Simon Kitto, PhD

Professor, Department of Innovation in Medical Education
Director of Research, Office of Continuing Professional Development
University of Ottawa
Editor-in-Chief, Journal of Continuing Education in the Health Professions
Assistant Professor, Department of Surgery, University of Toronto

Facilitator: Mila Kostic, CHCP, FACEHP
University of Pennsylvania

Overview: CME/CPD programs are increasingly offering activities to enhance skills, knowledge and behaviours designed to promote effective interprofessional communication, teamwork and collaboration. This presentation explores pertinent issues related to how health professionals can learn together to improve their ability to collaborate, communicate and coordinate their services to support the delivery of effective team-based care. Particular emphasis will be placed on the importance of determining the barriers and facilitators to interprofessional teamwork as an essential precursor to the development and implementation of interprofessional CPD teamwork interventions.

Recommended Readings
Reeves S, Kitto S. Chapter 8: Collaborating Interprofessionally for Team-Based Care. In: William Rayburn, W., Davis, D., and Turco, M. editor(s). Continuing Professional Development in Medicine and Healthcare. Philadelphia (United States): Wolters Kluwer; 2018.

Kitto S, Marshall SD, McMillan SE, et al. Rapid response systems and collective (in)competence: an exploratory analysis of intraprofessional and interprofessional activation factors. J Interprof Care.2015;29(4):340346

Brandt BF, Kitto S, Cervero RM. Untying the interprofessional Gordian knot: The National Collaborative on Improving the Clinical Learning Environment. Acad Med. 2018;93:1437–1440.

S Reeves, S Boet, B Zierler, S Kitto,Interprofessional education and Practice guide no. 3: evaluating interprofessional education. Journal of Interprofessional Care, 2015

A Long View of Lifelong Learning and CPD/CME

April 22, 2019 from 2:00-3:00 pm CT.

Dave and Paul will touch on several key trends shaping future directions in continuing professional development - content issues, delivery methods, and an expanding audience for CME/CPD, among other logistical topics. In particular, the webinar will focus on the lifelong learner and longitudinal study to support his/her multi-decade journey from admission to a health professional program to retirement. Bring your own ideas about the future.

April Session Presenters:

David A. Davis, MD, FSACME
Founding Director, the Center for Outcomes and Research in Education
Professor, Medical Education
Mohammed Bin Rashid University of Medicine & Health Services
Dubai, UAE

Paul E. Mazmanian, PhD, FSACME
Associate Dean of Assessment, Evaluation, and Scholarship
Professor, Family Medicine and Population Health
Virginia Commonwealth University, School of Medicine

Facilitated by:

Mila Kostic, CHCP, FACEHP
University of Pennsylvania

Online Information Resources for Point of Care (POC) Learning

March 28, 2019 2:00-3:00 pm CT

Presenters

Sarah Knox Morley, MLS, PhD
Principal Lecturer III
Interim Co-Director of the Library and Division Head for Research, Education, Consultation and Reference Services
University of New Mexico Health Sciences Library and Informatics Center
Albuquerque, NM

William F. Rayburn, MD, MBA
Distinguished Professor
Associate Dean, Continuing Medical Education and Professional Development
Emeritus Chair, Department of Obstetrics and Gynecology
University of New Mexico School of Medicine
Albuquerque, NM

Trevor Quiner, MD, MS
Clinical Instructor of Maternal-Fetal Medicine
University of New Mexico School of Medicine
Albuquerque, NM

Facilitator

Mila Kostic, CHCP, FACEHP
University of Pennsylvania

Summary

Leaders in continuing professional development (CPD) appreciate that the learning of most physicians and health care professionals is directed by patient encounters in the clinical environment. The reported number of clinical questions prompting additional information seeking has increased over the years.

The medical literature bears witness to Internet (or online) searches as playing a major role to answer questions arising in clinical practice. Information from different online resources can often vary for the same topics, quality of evidence cited, cost, and credit for continuing education. Conscientious decision making for individual patients is not merely from randomized trials and meta-analyses but from tracking the best evidence with which to answer a specific clinical question.

Points of Discussion

What types of POC online information resources exist at your institution?

How do you incorporate these resources into your daily practice?
What challenges exist in using the computer or mobile devices for information seeking?

Suggested Readings

Morley SK, Rayburn WF Online Information Resources for Point of Care (POC) Learning in Rayburn WF, Turco MG, Davis DA (eds.). Continuing Professional Development in Medicine and Health Care. Philadelphia, Wolters Kluwer, 2018, pp 135-48.

Moja L, Kwag KH. Point of care information services: a platform for self-directed continuing medical education for front line decision makers. Postgrad Med J 2015, 91:83-91.

Andrews R, Mehta N, Maypole J, Martin S. Staying afloat in a sea of information: point-of-care resources. Cleveland Clinic Journal of Medicine 2017; 8: 225-35.

Articulating the Value of Continuing Medical Education / Continuing Professional Development

February 20, 2019 | 2:00 pm - 3:00 pm CT

Presenter: Todd Dorman, M.D., FCCM, FSACME

Senior Associate Dean for Education Coordination
Associate Dean Continuing Medical Education
Professor & Vice Chair for Critical Care
Department of Anesthesiology & Critical Care Medicine
Johns Hopkins University School of Medicine

Facilitator: Mila Kostic, CHCP, FACEHP
Director of Continuing Medical Education,
Perelman School of Medicine at the University of Pennsylvania
Co-Director of Interprofessional Continuing Education,
Penn Medicine

Summary: Offices of CME/CPD are sometimes seen similar to extension education offices. That is as a profit center. We will discuss why it is better to exist as a value center and review and consider a variety of values a CME/CPD office can provide. Upon completion of the discussion, providers of CME/CPD will be able to discuss the values and make a case to leadership on why CME/CPD is a valuable strategic lever for change.

Key Points:

Profit centers may have an inherent conflict of interest within them
The values provided by CME/CPD are of a diverse type and not all are fiscal.
Getting the most out of CME/CPD requires educational providers to have a greater appreciation for these fiscal and non-fiscal benefits

Objectives/Goals:

The learner will be able to describe why CME/CPD should be a value center.

The learner will be able to list at least three values CME/CPD brings to their organization

Suggested Readings:

Dorman, T. Chapter 24: Articulating the Value of Continuing Medical Education. (2018) In: Rayburn, W., Davis, D., and Turco, M. editor(s). Continuing Professional Development in Medicine and Healthcare: Better Education, Better Outcomes (pp. 353-362). Philadelphia, PA (United States): Wolters Kluwer.

Continuing Medical Education: Looking back, planning ahead. Dennis Wentz editor. Chapter 31.

https://premiosgroup.com/value-center-not-profit-center-cost-center/. (This article focuses at an IT department but covers the landscape of being a value center can be beneficial.