Building Staff Competence Confidence:

1. Building Staff Competence & Confidence: From Planning Meetings to Planning Learning

2. Presented By Do we want our pictures again? I have a “head shot” I can use if we do. We may need to have a disclosure slide – I’ll checkDo we want our pictures again? I have a “head shot” I can use if we do. We may need to have a disclosure slide – I’ll check

3. Disclosure No relevant disclosures

5. What CME looked like: Dan, The following are some comments I made when I did the webinar. We may or may not want to use them or this slide. This is what our department used to look like – and most of you can probably relate to this. We had a long list of annual conferences and other repeat activities. We also would get many phone calls from people in and outside of our organizations and they would go something like this. “A couple of us put together a conference and want to hold it in a couple of weeks. What do we have to do to get CME credits?” Well, sometimes, we had to say no to these kind of requests and other times we’d scramble to make it happen. Often, it was logistical planning only and our measure of success is if we filled enough seats to break even on the budget – It wasn’t about effective instructional design.Dan, The following are some comments I made when I did the webinar. We may or may not want to use them or this slide. This is what our department used to look like – and most of you can probably relate to this. We had a long list of annual conferences and other repeat activities. We also would get many phone calls from people in and outside of our organizations and they would go something like this. “A couple of us put together a conference and want to hold it in a couple of weeks. What do we have to do to get CME credits?” Well, sometimes, we had to say no to these kind of requests and other times we’d scramble to make it happen. Often, it was logistical planning only and our measure of success is if we filled enough seats to break even on the budget – It wasn’t about effective instructional design.

6. To Illustrate Deb and Dan role play a typical conversation between a course director and an IME Ed Specialist. Points to include: I heard a great speaker Its been a while since we did this We have a new physician in the group and would like to have him speak on something. Other5? Deb and Dan role play a typical conversation between a course director and an IME Ed Specialist. Points to include: I heard a great speaker Its been a while since we did this We have a new physician in the group and would like to have him speak on something. Other5?

7. Our Conceptual Model

8. You need a conceptual model of your process – this is ours. We put our model up on the walls of our office and used the words in our day to day language. We use this language with our customers: We can “design, build manage and measure clinical education that results in improved care” Help them think about you as an educator. Our work included building or adding tools to out “toolkit” that would enable us to complete this cycle.You need a conceptual model of your process – this is ours. We put our model up on the walls of our office and used the words in our day to day language. We use this language with our customers: We can “design, build manage and measure clinical education that results in improved care” Help them think about you as an educator. Our work included building or adding tools to out “toolkit” that would enable us to complete this cycle.

9. Standardized Processes and Tools Toolbox – Build your capacity to deliver The ESR The Seven Questions Standardized Evaluation Soon…a standardized approach to instructional design

10. The Education Support Request (ESR):An Application for CME Services Standardized one page electronic application form Tells us who wants to partner with us on an educational initiative for the coming year Systemized Intake Process Sent to all physician, nursing and administrative leaders and previous partners Sent in summer with an expected return by early fall Late requestors must complete Reviewed and Scored by IME Leadership The ESR helps us see the learning gaps It’s an “application” for our services and has helped approach our work from a proactive vs. reactive viewpoint. ( Should we direct them to our website to see these?) The ESR helps us see the learning gaps It’s an “application” for our services and has helped approach our work from a proactive vs. reactive viewpoint. ( Should we direct them to our website to see these?)

11. The ESR and Screening Tool Title/Subject of proposed project Applicant information Establishing the learning need Who is the target audience? Do they have data that demonstrates the need? Alignment How is it aligned with organizational goals? Measuring impact Participation, Competence, Practice Improvement, Health of Patients Resources Is there funding or other resources? Improving on past activities I will briefly explain how we score the ESRI will briefly explain how we score the ESR

12. The Seven Questions What problem or challenge are we hoping to respond to? Who is our targeted population? Ideally what would you like this population to do or do differently (outcome)? How will we measure whether any change occurred? What do they need to learn (know, do, with what attitude) to reach this outcome? What are our budget constraints? What is our general time frame for doing this work?

13. Starting with Measurement Outcomes Process

14. Outcomes Resolve to do it! Start with 6 Raise the bar to 25%

15. Address these questions when you evaluate your activitiesAddress these questions when you evaluate your activities

16. Standardized Evaluation Demographics Outcomes Experience Mandatory elements Needs analysis

17. Help Staff Think Measurement Plan What can be collected before the event during the event at the end of the event after the event

18. Suggestions What is your care provider attempting to measure? Use it. Present this need to measure from the course directors perspective…what is important to him/her? Keep it simple. Be realistic.

19. Learning Event Summary – process and outcome Title Type of activity Course director Staff assigned Date Location Participants Intended outcome Summary of content Measurement Event evaluation Intake, Design, Build, Execute, Measure Recommendations (the Low Hanging Fruit) Things to do: Things to avoid: ( If we don’t use the previous slide about the 25, we don’t need this.)( If we don’t use the previous slide about the 25, we don’t need this.)

20. Bringing Staff Along Model change Teach the big ideas Start small Try not to make sweeping changes Dig down with evaluation Coaching and Mentoring Build together Dan, These were on our original outline. I put them in a slide just to recall the pointsDan, These were on our original outline. I put them in a slide just to recall the points

21. To Illustrate  - what it should look like

22. Identify Your Resources and Barriers Audit your Assets ~ You and your staff! Identify your Partners Network outside of your organization Use existing staff development tools Identify and address barriers Is the “competition” really a competitor? Raise the bar! Same – some points from our notesSame – some points from our notes

23. Questions for Consideration How are you currently developing your staff? Do you have a Guiding Principle? Do you have a Conceptual Model that provides a framework for activity design? Does your Structure support your outcomes? Do you have effective and standardized Core Processes? Do you include your staff in program evaluation? A slide I used for the webinar – Not sure we need it.A slide I used for the webinar – Not sure we need it.

24. Questions?

25. Visit HealthPartners Institute for Medical Education on-line at: ime.healthpartners.com Thank you for sharing your time and experiences with us today!