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Virtual Journal Club Archive

Integrating Equity, Diversity, and Inclusion (EDI)
into CPD Development and Delivery

Wednesday, November 20, 2024

12:00 PM - 1:00 PM Eastern Time

 

Session Overview

Join us for the opportunity to hold conversations with scholars in our field who are examining and challenging some of the prevailing assumptions and proposing new empirical and theoretical insights. This month we continue our series with authors who contributed publications to the recent Journal of Continuing Education in the Health Professions (JCEHP) supplement themed “Conceptual Advances in Continuing Professional Development in the Health Professions.”

CPD learners are diverse, with varied educational and professional backgrounds, learning needs and preferences. They also have different and intersecting social identities.

This session will introduce a framework for embedding equity, diversity, and inclusion into the design, development and delivery of education and training initiatives. We will discuss how to create learning environments and experiences that reflect diverse learners, foster inclusion and accessibility, and are free from stereotypes and bias based on gender, race, ethnicity, ability or other identities.

Presenters

Branka Agic, MD, PhD, MHSs

Scientist, Education Research and Director of Knowledge Exchange
Centre for Addiction and Mental Health (CAMH)
Assistant Professor, Addiction and Mental Health Program
Dalla Lana School of Public Health, University of Toronto
Toronto, Ontario

Asha Maharaj, MBA

Director, Community and Continuing Education
Centre for Addiction and Mental Health (CAMH)
Toronto, Ontario

Host & Facilitator

Mila Kostic, CHCP, FACEHP

 

Recommended Readings

Agic, B., Fruitman, H., Maharaj, A., Taylor, J., Ashraf, A., Henderson, J., Ronda, N., McKenzie, K., Soklaridis, S., & Sockalingam, S. (2023). Advancing Curriculum Development and Design in Health Professions Education: A Health Equity and Inclusion Framework for Education Programs. The Journal of continuing education in the health professions, 43(4S), S4–S8. https://doi.org/10.1097/CEH.0000000000000453

Centre for Addiction and Mental Health (2023). Health Equity and Inclusion Framework for Education and Training. Toronto: CAMH. https://www.camh.ca/en/education/academic-and-education-research-excellence/health-equity-and-inclusion-framework-for-education-and-training 

    CPD Must Evolve. How Can We Do It?

    Monday, September 30, 2024

    11:00am - 12:00pm Central Time

     

    Session Overview

    This month we continue our series with authors who contributed publications to the recent Journal of Continuing Education in the Health Professions (JCEHP) supplement themed “Conceptual Advances in Continuing Professional Development in the Health Professions.” Join us for the opportunity to hold conversations with scholars in our field who are examining and challenging some of the prevailing assumptions and proposing new empirical and theoretical insights.

    Single (“one and done”) accredited activities allow CPD providers to provide educational breadth across different topics, specialties, and professionals. Implementation science suggests that this strategy is insufficient to meaningfully address complex, multifaceted healthcare problems. Indeed, meta-analyses of CME have also shown that longitudinal multimodal interventions are more likely to lead to practice change. Frameworks for longitudinal CPD interventions connecting learning and doing in the workplace have been proposed.  Evaluation methods and frameworks from quality improvement, implementation science, and social science can help monitor the outcomes of these interventions over time.

    After a brief overview of concepts of longitudinal CPD initiatives, participants will be asked to discuss and share initial efforts, facilitators, and challenges in applying these concepts in their CPD context.

    As always, we welcome your thoughts and perspectives and hope to see you engaged in our VJC.

    Presenter

    David W. Price, MD, FAAFP, FACEHP, FSACME, DABFM

    Professor, Family Medicine, University of Colorado Anschutz School of Medicine

    Senior Advisor to the President and CEO, American Board of Family Medicine

    Health Professions Education and Quality Improvement Advisor and Coach

     

    Host & Facilitator

    Mila Kostic, CHCP, FACEHP

     

    Recommended Readings

    Price, David W. MD, FAAFP, FACEHP, FSACME. To Effectively Address Complex Healthcare Problems, Continuing Professional Development Must Evolve. Journal of Continuing Education in the Health Professions 43(4S):p S59-S63, Fall 2023. | DOI: 10.1097/CEH.0000000000000537

    Price D.W., D.A. Davis, and G.L. Filerman. 2021. “Systems-Integrated CME”: The Implementation and Outcomes Imperative for Continuing Medical Education in the Learning Health Care Enterprise. NAM Perspectives. Discussion, National Academy of Medicine, Washington, DC. https://doi.org/10.31478/202110a.

      CPD Must Evolve. How Can We Do It?

      Monday, September 30, 2024

      11:00am - 12:00pm Central Time

      Session Overview

      This month we continue our series with authors who contributed publications to the recent Journal of Continuing Education in the Health Professions (JCEHP) supplement themed “Conceptual Advances in Continuing Professional Development in the Health Professions.” Join us for the opportunity to hold conversations with scholars in our field who are examining and challenging some of the prevailing assumptions and proposing new empirical and theoretical insights.

      Single (“one and done”) accredited activities allow CPD providers to provide educational breadth across different topics, specialties, and professionals. Implementation science suggests that this strategy is insufficient to meaningfully address complex, multifaceted healthcare problems. Indeed, meta-analyses of CME have also shown that longitudinal multimodal interventions are more likely to lead to practice change. Frameworks for longitudinal CPD interventions connecting learning and doing in the workplace have been proposed.  Evaluation methods and frameworks from quality improvement, implementation science, and social science can help monitor the outcomes of these interventions over time.

      After a brief overview of concepts of longitudinal CPD initiatives, participants will be asked to discuss and share initial efforts, facilitators, and challenges in applying these concepts in their CPD context.

      As always, we welcome your thoughts and perspectives and hope to see you engaged in our VJC.

      Presenter

      David W. Price, MD, FAAFP, FACEHP, FSACME, DABFM

      Professor, Family Medicine, University of Colorado Anschutz School of Medicine

      Senior Advisor to the President and CEO, American Board of Family Medicine

      Health Professions Education and Quality Improvement Advisor and Coach

       

      Host & Facilitator

      Mila Kostic, CHCP, FACEHP

       

      Recommended Readings

      Price, David W. MD, FAAFP, FACEHP, FSACME. To Effectively Address Complex Healthcare Problems, Continuing Professional Development Must Evolve. Journal of Continuing Education in the Health Professions 43(4S):p S59-S63, Fall 2023. | DOI: 10.1097/CEH.0000000000000537

      Price D.W., D.A. Davis, and G.L. Filerman. 2021. “Systems-Integrated CME”: The Implementation and Outcomes Imperative for Continuing Medical Education in the Learning Health Care Enterprise. NAM Perspectives. Discussion, National Academy of Medicine, Washington, DC. https://doi.org/10.31478/202110a.

        Rethinking Continuing Professional Development and Clinical Workplaces

        Friday, May 17 2024

        1:00pm - 2:00pm Central Time

        Session Overview

        Join us for this interesting session, the first in a new series we are hosting with a number of authors who contributed publications to the recent Journal of Continuing Education in the Health Professions (JCEHP) supplement themed “Conceptual Advances in Continuing Professional Development in the Health Professions.” We will have an opportunity to hold conversations with scholars in our field who are examining and challenging some of the prevailing assumptions and proposing new empirical and theoretical insights.

        In this session of our virtual journal club, we will explore ways of thinking about workplace learning and workplace learning environments. This will involve disrupting some assumptions about self-directed learners in CPD and instead direct attention to practices of learning at work and through work. By thinking about workplace learning as the intersection of workplace contexts, the organization of work tasks, and processes of learning, we open up new avenues for CPD research and practice. Through these expansive views of workplace, we may also explore opportunities for collaboration with others interested in workplace learning who might not consider themselves educators. In short, we will reflect on workplaces as more than the container in which CPD may, or may not, occur. Together, we will seek out new ways of fostering learning in these rapidly changing, complex contexts.

        As always, we welcome your thoughts and perspectives and hope to see you engaged in our VJC.

        Presenters

        Paula Rowland, PhD

        Wilson Centre Scientist, MD Education

        Temerty Faculty of Medicine

        University of Toronto

        Host & Facilitator

        Mila Kostic, CHCP, FACEHP

        Primary References and Pre-Reading

        Rowland, P. (2023). Opening Up the Continuing Professional Development Imagination: Bringing the Clinical Workplace Into View. J Contin Educ Health Prof, 43(4S), S30-S34. https://doi.org/10.1097/CEH.0000000000000531 

        Regehr, G., & Mylopoulos, M. (2008). Maintaining competence in the field: Learning about practice, through practice, in practice. Journal of Continuing Education in the Health Professions,28, 19-23. https://pubmed.ncbi.nlm.nih.gov/19058249/

          Artificial Intelligence: Implications for Scholarship in Health Professions Education

          Wednesday, March 27 from 3:00pm - 4:00pm Central Time

           

          Session Overview

          Join us for this interesting and timely session, the third in a series focused on the developing capabilities and questions related to the use and place of artificial intelligence (AI) in medical education, faculty development and scholarship.

          As noted in previous sessions, the growth of AI has many implications for health professions education. Here we will focus on how AI will change scholarship relevant to research on how physicians maintain expertise in practice.  We know the data landscape will change; the specific research methods will change; and the implementation of research findings will change.  What will not change is the imperative to keep up.  How will we?  Our discussion will lean on some core conceptualizations of what it is to do research and scholarship more generally with an understanding that it is not going to be easy. 

          In this session of our virtual journal club, our presenter, Dr. Pusic who has a research role at the ABMS, will lead us in a discussion of AI’s role in scholarship related to expertise maintenance.

          As always, we welcome your thoughts and perspectives.

          Presenters

          Martin V. Pusic, MD, PhD, FABP, FRCPC

          Director, Research and Education Foundation, American Board of Medical Specialties

          Senior Associate Faculty, Boston Children's Hospital

          Associate Professor of Pediatrics & Emergency Medicine, Harvard Medical School

          Past President, Society for Directors of Research in Medical Education

          Scholar-in-Residence, Brigham Education Institute

           

          Host & Facilitator

           Mila Kostic, CHCP, FACEHP

          Primary References and Pre-Reading

          Pusic, M., Crampton, P.E.S. and Eva, K.W. (2024), Embracing the future: Technological developments and sustainability in health professional education. Med Educ, 58: 2-4. https://doi.org/10.1111/medu.15257

          Pusic MV, Ellaway RH. Researching models of innovation and adoption in health professions education. Med Educ. 2024; 58(1): 164-170. doi:10.1111/medu.15161

            Artificial Intelligence: Implications for Health Professions Education

            Monday, January 22, 2024
            12:00 PM -  1:00 PM CT

            Session Overview

            Join us for this interesting and timely session, the second in a series focused on the developing capabilities and questions related to the use and place of artificial intelligence (AI) in medical education, faculty development and scholarship.

            The growth of AI has many implications for health professions education. As AI tools are increasingly used in healthcare delivery, management, and research, all healthcare professionals will need to be competent in their optimal use and limitations. Those studying informatics and related professions in the clinical settings will need to master how to implement and evaluate AI tools. Educators will also need to understand how AI tools, especially generative AI tools such as ChatGPT, impact how they teach and assess learners.

            In this session of our virtual journal club, our presenter, Dr. Hersh, will lead us in the review of what is known about the use of AI in these areas and provide guidelines for current use and future research.

            As always, we welcome your thoughts and perspectives.

            Presenters

            William Hersh, MD, FACP, FACMI, FAMIA, FIAHSI

            Professor

            Department of Medical Informatics & Clinical Epidemiology

            School of Medicine

            Oregon Health & Science University

             

            Host & Facilitator

             Mila Kostic, CHCP, FACEHP

            Primary References and Pre-Reading

            Mollick, E.R., Mollick, L., 2023. Assigning AI: Seven Approaches for Students, with Prompts. https://doi.org/10.2139/ssrn.4475995

            Preiksaitis, C., Rose, C., 2023. Opportunities, Challenges, and Future Directions of Generative Artificial Intelligence in Medical Education: Scoping Review. JMIR Med Educ 9, e48785. https://doi.org/10.2196/48785

              Our Practice and the Potential of Generative AI in CPD

              Monday, November 27, 2023
              2:00 PM -  3:00 PM CT

              Session Overview

              Join us for this interesting and important sessions, the first in a series of sessions and discussions focused on the developing capabilities and questions related to the use and place of generative artificial intelligence (AI) in medical education and faculty development, specific to the practice of CPD, as well as the science of teaching and learning and scholarship.

              In November 2022, ChatGPT exploded on the scene, garnering more users in five days than the world wide web did in its first six months. The growth and development of generative AI is staggering, with thousands of new tools – and cautions emerging each week. While every new technology has its risks, there is a tremendous amount of potential in using this technology in the CPD enterprise.

              In this session of our virtual journal club we will explore the practical application of AI in a CPD program, including strategies to facilitate data analysis, program development, content creation and other areas of interest for providers. Our presenter will demonstrate some of the leading free and paid tools and platforms and offer ideas about how to get started with each. Participants will leave with use cases, and an enhanced ability to use the tools and platforms demonstrated.

              As always, we welcome your thoughts and perspectives. 

              Presenters

              Andrew Crim, M.Ed., CHCP, FACEhp

              Director of Education & Professional Development
              American College of Osteopathic
              Obstetricians and Gynecologists (ACOOG)

              Host & Facilitator

               Mila Kostic, CHCP, FACEHP

              Primary References and Pre-Reading

              Dell'Acqua, Fabrizio, Edward McFowland III, Ethan Mollick, Hila Lifshitz-Assaf, Katherine C. Kellogg, Saran Rajendran, Lisa Krayer, François Candelon, and Karim R. Lakhani. "Navigating the Jagged Technological Frontier: Field Experimental Evidence of the Effects of AI on Knowledge Worker Productivity and Quality." Harvard Business School Working Paper, No. 24-013, September 2023. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4573321

              Zhiyong Han, Fortunato Battaglia, Abinav Udaiyar, Allen Fooks, Stanley R. Terlecky. An Explorative Assessment of ChatGPT as an Aid in Medical Education: Use it with Caution. medRxiv 2023.02.13.23285879; doi: https://doi.org/10.1101/2023.02.13.23285879 

              Social and structural factors influencing the meaningful and inclusive involvement of people with lived experience (PWLE) in CPD

              Thursday, September 28, 2023
              11:00 AM - 12:00 PM Central Time

              Session Overview

              In this journal club we will explore how equitably partnerships among different groups, such as patients, healthcare providers and researchers can enhance and create innovative CPD opportunities. There will be opportunities to discuss how to work with integrity and empathy all while meeting the expectations within our current health professional environment.

              Led by our presenter and author(s) of the article we have suggested for pre-reading, we will explore strategies and concepts, like reflexivity and positionality as mechanisms for including people with lived experience in CPD initiatives.

              Join us for an interesting and important session that is designed for anyone who is interested or curious about working equitably with patients and/or families to co-create CPD initiatives. We are welcoming your thoughts and perspectives.

              Presenters

              Sophie Soklaridis, PhD

              Senior Scientist, Centre for Addiction and Mental Health (CAMH)

              Associate Professor, Department of Psychiatry and

              Department of Family & Community Medicine,

              Temerty Faculty of Medicine, University of Toronto

              Scientist, Wilson Centre for Research in Education

              Vice-Chair, Mental Health Equity and EDIIA, Department of Psychiatry, Temerty Faculty of Medicine

              Host & Facilitator

               Mila Kostic, CHCP, FACEHP

              Primary References and Pre-Reading

              Harris, H., Clarkin, C., Rovet, J., Crawford, A., Johnson, A., Kirvan, A., Gruszecki, S., Wang, S., & Soklaridis, S. (June 2023). Meaningful Engagement through Critical Reflexivity: Engaging People with Lived Experience in Continuing Mental Health Professional Development. Health Expectations. 1-6. doi:10.1111/hex.13798


                Use of Clinical Data for Professional Development and Practice Change: Understanding Cultural and System Influences

                Thursday, June 1, 2023

                11:00 AM -  12:00 PM CT

                 

                Session Overview

                The use of clinical data in driving needs as well as outcomes of continuing professional development and practice improvement in healthcare has been a long-term and difficult to achieve goal. Recent qualitative research by the group of Canadian authors highlights cultural and systemic factors influencing the use of clinical data to inform lifelong learning (LLL) and self-initiated CPD activities. Trust, team-based approaches, and the need for assistance in translating clinical data into performance improvement strategies are some of the socio-cultural conditions that clinicians view as critical in addressing their engagement.

                What additional factors or influences should we be considering in leveraging clinical data for CPD?
                What conceptual shifts might be necessary to support the use of data for CPD?
                How do educators respond to the tensions present when wanting to leverage clinical data for CPD?

                  Join us for an interesting and important session that will include recommendations for our practice about how to best support CPD in our institutions based on this research and your experience. 

                  Presenters

                  David Wiljer, PhD

                  Executive Director, Education Technology Innovation, University Health Network

                  Professor, Department of Psychiatry, Institute of Health Policy, Management and Evaluation, 

                  University of Toronto

                  President, Society for Academic Continuing Medical Education

                  Sanjeev Sockalingam, MD, MHPE, FRCPC

                  Professor of Psychiatry, University of Toronto

                  Interim Physician-in-Chief and Vice-President Education, Centre for Addiction and Mental Health

                  Walter Tavares, PhD


                  Assistant Professor and Scientist, Department of Health and Society

                  Wilson Centre for Health Professions Education Research

                  Department of Medicine, Temerty Faculty of Medicine

                  University of Toronto

                  Host & Facilitator

                   Mila Kostic, CHCP, FACEHP

                  Primary References and Pre-Reading

                  Wiljer, David PhD; Tavares, Walter PhD; Charow, Rebecca MSc; Williams, Spencer MSc; Campbell, Craig MD; Davis, Dave MD, CCFP; Jeyakumar, Tharshini MHI; Mylopoulos, Maria PhD; Okrainec, Allan MHPE, MD; Silver, Ivan MEd, MD; Sockalingam, Sanjeev MHPE, MD. A Qualitative Study to Understand the Cultural Factors That Influence Clinical Data Use for Continuing Professional Development. Journal of Continuing Education in the Health Professions 43(1):p 34-41, Winter 2023. | DOI: 10.1097/CEH.0000000000000423

                  Wiljer, David PhD; Williams, Spencer MSc; Charow, Rebecca MSc; Campbell, Craig MD; Davis, Dave MD, CCFP; Younus, Sarah MPH; Mylopoulos, Maria PhD; Okrainec, Allan MD; Silver, Ivan MEd, MD; Tavares, Walter PhD; Sockalingam, Sanjeev MHPE, MD. Exploring Systemic Influences on Data-Informed Learning: Document Review of Policies, Procedures, and Legislation from Canada and the United States. Journal of Continuing Education in the Health Professions 42(3):p 219-223, Summer 2022. | DOI: 10.1097/CEH.0000000000000424