Continuing Education Workshop For Program Planners

1. Continuing Education Workshop For Program Planners Wednesday May 27, 2009 San Francisco, CA American College Health Association www.acha.org

2. Goals for this Workshop Discuss Adult Learning Theory and compare with responses to the 2008 CE Survey Identify resources for assistance in the CE application process Increase understanding of the criteria established by professional credentialing bodies for continuing education Establish greater comfort with the CE application process and the need for definitive guidelines American College Health Association www.acha.org

3. Introductions - CE Reviewers • CH: Kathy MacLachlan • American Nurses Credentialing Center (ANCC) • CHES: Kathy Saichuk • National Commission for Health Education Credentialing • CME: Nell Davidson • Accreditation Council for Continuing Medical Education(ACCME) • PsyCE: Mike Malmon-Berg • American Psychological Association (APA) American College Health Association www.acha.org

4. CE Advisors • NBCC: Joy Himmel • National Board for Certified Counselors • AAFP: Yvonne Mark • American Academy of Family Physicians • NASW: Drayton Vincent • National Association of Social Workers American College Health Association www.acha.org

5. Adult Learning Theory Studies have shown that adults learn by: Solving genuine problems (reviewing their own issues and daily encounters) Reflecting via analogy and comparison (comparing their experiences to those of others) Practicing and applying new knowledge and strategies (time to practice, interact and discuss new application/strategy/knowledge Developing a framework for application (creating plans for implementing change) American College Health Association www.acha.org

6. Adult Learning Theory: Responses to the 2008 ACHA CE Survey American College Health Association www.acha.org

7. Adult Learning Theory - ACHA CE Survey American College Health Association www.acha.org

8. Adult Learning Theory – ACHA CE Survey Interaction with knowledgeable colleagues on clinical topics is important: Time for Q&A is vital to educational sessions American College Health Association www.acha.org

9. Resources for Program Planners • Program Planner Handbook – available on ACHA website : www.acha.org • Any (and all) CE Reviewer(s) or Advisor(s) – contact information available on the ACHA website under Membership • ACHA Office: Cynthia Perez • Phone: 410-859-1500 extension 258 • Fax: 410-859-1510 • Email: cperez@acha.org American College Health Association www.acha.org

10. Individual Credentialing Requirements: PsyCE – Clinical Psychology Learning directed at postdoctoral level Speaker must demonstrate expertise in the subject area of presentation One or more objectives must explicitly address psychological or behavioral issues Attendance must be documented American College Health Association www.acha.org

11. Individual Credentialing Requirements: NBCC – Professional Counselors Speakers must have advanced degrees and adequate training in a mental health field for topics related to treatment or counseling. Speakers presenting on one of the eight CE topic areas, but not concerning counseling are not required to hold advanced degrees in mental health, but must have appropriate training in the topic. American College Health Association www.acha.org

12. Individual Credentialing Requirements: NBCC – Professional Counselors Programs must include information on how the content can be used in the counseling setting Topics must relate directly to one of the approved CE topic areas such as: Counseling theory, Human Growth and Development, Social and Cultural Educational Level: Master’s or Doctorate level, verification of attendance is required American College Health Association www.acha.org

13. Individual Credentialing Requirements: CHES – Health Promotion • Objectives must address at least one of the 7 areas of responsibility for health educators* • *Access www.nchec.org to review • Areas of responsibility • Competencies • Subcompetencies • Speaker must be qualified to present topic • Evaluation must address learning objectives American College Health Association www.acha.org

14. Individual Credentialing Requirements – NASW – Social Workers • Needs Assessment compiled by Social Workers • Content appropriate for CE approval: • Interventions: counseling, individual & group psychotherapy, community organization • Administration: management & supervision • Planning & Policy development • Social Problems: advocacy, social change & social action • Cultural diversity & ethics American College Health Association www.acha.org

15. Individual Credentialing Requirements – NASW – Social Workers • Adult Learning Theory influencing program format and instructional methodology • Qualified Presenters competent in subject matter with record of effective teaching • Assessment of: • Program format and content • Knowledge acquired by participants American College Health Association www.acha.org

16. Individual Credentialing Requirements: ACCME – Clinical Medicine Needs assessment required as a basis for program selection Adult Learning Theory must guide the planning process Presenters for Category One CME credit must be experts in the subject matter Non-MD presenters can receive CME approval based on educational background and definitive training or experience in the subject matter American College Health Association www.acha.org

17. Individual Credentialing Requirements: ANCC - Nursing & Advanced Practice • Different focus within the committee: • Provider Unit:Program Planning for ACHA Annual Meetings (Sections) • Approver Unit:Reviewers of Affiliate and Institutional CE applications American College Health Association www.acha.org

18. Individual Credentialing Requirements: ANCC - Nursing & Advanced Practice • Measurable learning objectives - usethe 10 verbs listed on the Program Information form • Content to support learning objectives - what information is needed to meet the objective? • Example: The participant should be able to: • Identify 4 potential substance abuse issues for college students. • Content: • ETOH • Illegal Drugs • Prescription Drugs • OTC Drugs American College Health Association www.acha.org

19. Individual Credentialing Requirements: ANCC and ACCME: • Commercial Support: • Must be acknowledged in financial statements e.g., Program Budget • Must not present a Conflict of Interest in educational programming (Speaker sponsorship by Pharmaceutical Companies) • All Speaker support must come directly TO the Program Planning committee – the Treasurer of the host organization can then issue a check to the speaker American College Health Association www.acha.org

20. Individual Credentialing Requirements: ANCC and ACCME Conflict of Interest (COI): all actual, or potential conflicts must be acknowledged by presenters formally on the Faculty Disclosure form All actual, or potential, COI’s must be disclosed in writing in the final program material and verbally during the speaker introduction at the session American College Health Association www.acha.org

21. Alert for Affiliate & Institutional Planners The policy will inevitably be incorporated in affiliate planning The basis for the decision arises from concerns regarding potential or actual bias on the part of ACHA’s CE accreditation organizations A policy prohibiting commercial support for ACHA Annual Meeting speakers was adopted by the ACHA Board of Directors at its 2/7/09 meeting American College Health Association www.acha.org

22. Language of the Commercial Support Policy • When a presentation is directly related to the commercial entity, or its products & services, and the presentation is intended for continuing education credits, the Association national office will: • Decline unsolicited offers from commercial entities to: • Provide and fund a speaker for the annual meeting • Fund a speaker who has already been selected on the annual meeting program • Decline inclusion of speakers on the program who indicate that their attendance is contingent upon funding from a commercial entity • Decline inclusion of speakers who indicate that they are being directly funded or reimbursed by a commercial entity American College Health Association www.acha.org

23. Planning Committee Members • Must Include:One person acting as “Program Planner” as well as: • PsyCE: at least 2 Clinical Psychologists • Clinical Medicine: at least one local physician • Health Promotion: at least one local planner • Nursing: two local nurse planners, one of whommust hold a BS in Nursing or higher • All above disciplines require a corresponding member from the CE committee serving as an advisor American College Health Association www.acha.org

24. Getting Started: • Institutional Planners: hold to a consistent committee as much as possible • Affiliate Planners: advice for < stress and > success • Incorporate persons from previous year(s) • Remember…………….Long Distance Planning Is Possible!!!! American College Health Association www.acha.org

25. Getting Started: • Form a multidisciplinary Planning Committee • Develop strategies for meeting as a Committee • Establish Deadlines for completion of needed CE application material: • Speaker Forms** • Sponsor & Exhibitor Forms • **Be persistent with Speakers! Determine who is most effective in reaching the Speaker (often the Office Manager!) American College Health Association www.acha.org

26. Getting Started: • Assign Tasks: • Speaker contact and follow-up (Forms) • Financial planning (Budget) • Publicity management (preliminary & final) • Hotel contact (managing the contract) • A/V planning (saving cost on equipment) • Meeting Minutes (whether real or remote) • Publicity design (final lay-out) • One person to compile the CE application and communicate with ACHA resources American College Health Association www.acha.org

27. CE Application Process • Critical Elements: • Identity the need for the program content • Prior Year’s Evaluations • Formal Survey Instruments • Informal Survey Methods • Current Issues and Trends American College Health Association www.acha.org

28. CE Application Process: Critical Elements • Identify the purpose of the educational activity • Develop goals for the educational activity • Identify the target audience • Document the planning process • Planning Meeting Minutes • Email correspondence • Transcripts of phone conversations American College Health Association www.acha.org

29. CE Application Process: Critical Elements • Presenters: • Presenter Information Form (PIF): Resumes or CV’s not accepted • Signed Faculty Disclosure: inspect carefully for potential COI – be sure correct area has been signed American College Health Association www.acha.org

30. CE Application Process: Critical Elements • Presentations: • Must incorporate at least two measurable learning objectives • Objectives must list one behavior – for example, one cannot recite and explain within one learning objective • Objectives must be achievable within the time frame allowed for the session • The number of learning objectivesmust berealistic for the time frame American College Health Association www.acha.org

31. CE Application Process: Critical Elements • Presentations: • Learning objectives must include content i.e., the information needed to accomplish the activity • Best presented in Bulleted Format • Frequently not understood by the presenter • May require verbal interaction in order to gain insight as to what the presenter will include in his/her talk American College Health Association www.acha.org

32. CE Application Process: Critical Elements • Educational Activity Design (EAD): outline format of entire program which includes: • Time allotted each session • Title of session and presenter(s) • Learning objectives (at least two) • Content for each objective • Teaching methodology (lecture, demonstration, discussion, panel, etc.) • Type of CE requested for each individual session • CHES responsibilities (as appropriate) American College Health Association www.acha.org

33. CE Application Process: Critical Elements • Evaluation/Outcome: • Learner evaluation for each session attended • Learner evaluation also serves as proof of attendance • Results of Learner evaluations crucial to Program evaluation • Over-all evaluation contributes information for the Needs Assessment • Summary of evaluations required in the Post-Program process American College Health Association www.acha.org

34. CE Application Process: Critical Elements • Program Outcome Evaluation: • Learning Objectives met? • Knowledgeable Speakers? • Appropriate Teaching Methods? • Physical Setting Conducive to Learning? • Session Content has the potential: • Change thinking on the Topic? • Expand Professional Practice? • Alter Professional Practice? American College Health Association www.acha.org

35. CE Application Process: CriticalElements • Continuing Education (CE) Credits: • Based on a sixty-minute hour for all Professional disciplines • ANCC change for Nursing Contact Hours on January 1, 2007 American College Health Association www.acha.org

36. CE Application Process: Critical Elements • CE Certificates: • Must follow the terminology of each Credentialing organization • Verify attendance at educational sessions and the acquisition of CE credit • NOTE: CE credits awarded must be included in the Post-Program report to ACHA American College Health Association www.acha.org

37. Critical Elements: Financial Resources Itemized Preliminary Budget Letter of Agreement for each Sponsor Exhibitor Agreement Form for each vendor Table Form for all Sponsors & Exhibitors indicating monetary commitment and activity involved (Exhibit, Speaker, or Sponsored Event) Sponsored Event = Exhibit, Speaker, Keynote, Meal, Break, Reception, Final Program, Participant Materials: Tote Bags, Name Badges, etc American College Health Association www.acha.org

38. Critical Elements: Commercial Support All commercial support, whether directed toward speaker honoraria or defraying costs of the educational activity, must be itemized in the Final Publicity. Further, it must also be disclosed to all participants verbally, and/or in writing on handouts (or table placard in the case of a sponsored Break). All support must appear on the Final Budget submitted post-program. American College Health Association www.acha.org

39. Critical Elements: Commercial Support All support directed toward Speaker Honoraria must be paid directly to the host organization. A check can be drafted by the organization to the speaker. Keynote speakers can be sponsored (as of now for Affiliates). The subject matter must be selected and developed by the speaker and host organization. American College Health Association www.acha.org

40. Preliminary Publicity: • Components: • Host Organization as Sponsor • Goals/Purpose for the activity • Target Audience • Faculty affiliation and COI (if applicable) • Session schedule (date with start & stop time) • Fees: (Amount and what is covered) • Commercial Support: (Clear Disclosure) • Clear statements for: • Persons with special needs • Non-Discrimination American College Health Association www.acha.org

41. Final Publicity: • Include: • All components of the Preliminary Publicity • “Stand-Alone”accreditation statements for each Credentialing organization providing CE credits • Appropriate Conflict of Interest disclosures for each speaker. • NOTE:Speakers must be listed either as having or not having an actual or potential COI • All sponsored speakers, events, or items clearly stated American College Health Association www.acha.org

42. Post-Program Materials • Why this final exercise? The Post-Program report provides the ACHA CE Committee with: • Summary of Educational Activity attendance • Verification of CE credits awarded • Final documentation of actual/potential Conflict of Interest • Verification of lack of bias or COI during the Educational Activity • Ability to continue offering multidisciplinary Continuing Education approval to our Institutional members and Affiliates American College Health Association www.acha.org

43. ACHA CE Accreditation • Requires: • Approval of at least four National Professional Organizations • Reaccreditation every 3 - 6 years (depending uponProfessional Discipline) • Professional Volunteers for each Discipline to serve as Chairs of each CE Subcommittee • Willingness to contribute personal time for the Continuing Educational needs of College Health Professionals American College Health Association www.acha.org

44. ACHA Continuing Education Committee ???Questions??? American College Health Association www.acha.org

45. ACHA Continuing Education Committee Thanks for joining us! American College Health Association www.acha.org