CPD Accreditation Program Guidelines: Setting the Foundation for Continuous Professional Development Accreditation

1. Accreditation 101: Setting the Foundation of your CPD Accreditation Program Robin Kinch November 2018

2. Conflict of Interest Disclosure • Robin Kinch • I am a full-time employee of the Royal College of Physicians and Surgeons of Canada • I have no relationships with commercial interests to disclose

3. Learning objectives At the end of this session, participants will be able to: • Explain the criteria used to identify a physician organization; • Discuss the minimum activity accreditation standards that must be met for accreditation; and, • Identify at least one area for improvement in their current review process.

4. Introductions: Meetthe RC CPD Accreditation Team! • Julie Lavigne • Manager • CPD Accreditation • Vacant • Program Coordinator • Robin Kinch • Program Coordinator • Kate Runacres • Program Coordinator • Chanelle Goulet • Administrative Coordinator Provider Accreditation Provider Support National Standard International Accreditation NORs Self-Approval

6. The CPD Accreditation System We are All in This Together

7. Royal College Accredited CPD Providers Community of providers (your colleagues): 29 National Specialty Societies 3 Limited Accredited Providers 16 Canadian University Offices of Continuing Medical Education 16 Accredited Canadian Simulation Programs 3 Accredited International Simulation Programs

8. Maintenance of Certification Requirements • MOC Program cycles are 5years in length • A minimum of 40 credits are required for each year • A minimum of 400credits are required to complete the 5-yearcycle • A minimum of 25 credits are required per section per cycle

9. CPD Activities: Section 1 – Group Learning Accredited Section 1 Activities

10. Comparison of Educational Standards Under the Educational Standards there is a difference between the standards for group learning activities and assessment activities.

11. Web-Based Activities

12. Section 1 Web-Based Group Learning Activities Web-based programs must: • Provide an opportunity for interaction between participants and faculty; • Allow participants to log on to the interactive component to claim credit under Section 1; • provide evaluation feedback; and • Track participant attendance and provide certificate after the participants have logged onto interactive component;

13. Assessment Activities

14. CPD Activities: Section 3 - Assessment Accredited Section 3 Activities

15. Assessment Activities: What are They? Assessment activities must describe the methods that enable participants to demonstrate or apply knowledge, skills, clinical judgment or attitudes. Assessment activities can be developed as self-assessment programs or simulation programs Applies to Section 3

16. All Assessment-Based Activities Must • be developed or co-developed by a physician; • be planned to address the identified needs of the target audience with a specific subject area, topic or problem; • include learning objectives that address the identified needs of the target audience; • provide detailed feedback to participants on their performance and knowledge; and, • provide participants with an opportunity to evaluate the accredited program.

17. Assessment: SAPs vs SIMs • SAPs are knowledge assessments that determine how participants apply their knowledge and identify any educational gaps. • SIMs are scenarios that mimic the doctor’s practice environment, where they are observed directly and are debriefed by observers.

18. Self-Assessment Programs Must • provide participants with a strategy to assess their knowledge, skills, clinical judgment and attitudes in comparison to an established scientific evidence base; and • identify which questions were answered correctly/incorrectly • provide learners with references for correct answers

19. Simulation Activities Must • provide a strategy to assess their knowledge, skills, and attitudes in comparison to established evidence (scientific or tacit); • provide a description of the scenario, an assessment tool and a copy of the feedback form (if written). • assess the appropriateness or relevance of the scenario (whether there was sufficient instruction time; practice time, etc.); • allow participants to assess whether the feedback received was related to their performance in relation to the desired competencies, skills and/or attitudes;

20. What if you Could Not Participate in the Simulation? Observers of accredited simulation activities in a group learning setting can record their time in Section 1: accredited group learning.

21. How Long and How Many Credits? Section 1 Accreditation = up to 1 year accreditation period (1 credit per hour) Section 3 Accreditation = up to 3 years accreditation period (3 credits per hour)

22. How to Accredit A CPD Program

23. CPD Activity Accreditation In order for an activity to be accredited for the MOC program it must: be developed (or co-developed) by a physician organization; be reviewed by an accredited CPD Provider. meet the activity accreditation standards; and • Applies to both Section 1 and Section 3

24. Criteria for Physician Organizations All accredited CPD activities must be developed or co-developed by a physician organization as defined by the Royal College. A physician organization is defined as a not-for-profitgroup of health professionals with a formal governance structure, accountable to and serving, among others, its specialist physician members through: * Continuing professional development; * Provision of health care; and/or * Research Applies to both Section 1 and Section 3

25. Physician and Non-Physician Organizations Examples of physician organizations: Examples of non-physician organizations: Disease-oriented patient advocacy organizations(Heart and Stroke Foundation) Government departments or agencies (Health Canada) Industry (pharmaceutical, medical device companies) Medical education or communications 'For-profit' on-line educators, publishing companies or simulation companies Small number of physicians working together to develop educational programming • Departments within faculties of medicine • Hospital departments or divisions • Medical societies/associations/academies • Physician research organizations • Health authorities not linked to government agencies • Canadian provincial medical regulatory authorities (MRAs)

26. The Physician Organization is Responsible for… • receiving any financial and in-kind support. • approving all decisions to ensure that the accreditation standards the CPD activity are met. • paying expenses at an accredited activity. • providing attendees with certificates of participation. • maintaining attendance records for a five-year period. • submitting an application to an accredited CPD provider. • developing the CPD activity against established accreditation standards.

27. Benefits for Physician Organizations • Allowed to submit a completed program to an accredited CPD provider • The content does not need to be reviewed by an accredited CPD provider as the physician organization is responsible for ensuring that the content is free of commercial bias and meets the accreditation standards.

28. What about Non-Physician Organizations? Non-physician organizations must enter into a co-development relationship with a physician organization

29. What is co-development? Co-development is the process by which two or more organizations — at least one of which must be a physician organization — prospectively collaborate to develop and implement an accredited educational activity, learning resource or tool. Applies to both Section 1 and Section 3

30. In a Co-Development Relationship the Physician Organization Must…. • assume control over all aspects of the planning process as if they were planning the event independently. • be involved in planning all aspects of the CPD activity with the non-physician organization from the beginning of the planning process. • be represented on the scientific planning committee. • Recognize the co-development of the CPD activity with a co-development statement along with the accreditation statement on all program materials Applies to both Section 1 and Section 3

31. Required Accreditation Documentation • Needs assessment summary • Conflict of interest disclosure template • Activity budget • Activity evaluation form • Program/agenda/promotional brochures • Written agreement between physician organization and sponsors. • Minutes or notes from the planning committee • Access to online modules (Section 1 and 3) • Assessment sheet (Section 3 SAP) • Feedback template (Section 3 SIM)

32. When Receiving an Application, Ask Yourself… Was the program developed by a physician organization? Was the application signed by the Chair of the scientific planning committee? Is this a co-developed program? Is all of the required documentation included?

34. Accreditation Standards

35. CPD Planning Process Circle

36. Scientific Planning Committee Requirements All accredited CPD activities must have a scientific planning committee that is representative of the target audience. The physician organization is represented on the SPC Industry is not involved in any decisions related to program content Applies to both Section 1 and Section 3

37. Needs Assessment

38. Needs Assessment Applies to both Section 1 and Section 3 Needs assessments are a means of identifying perceived and unperceived needs of the target audience by collecting data and other information from a number of sources.

39. Needs Assessments Must… • be planned to address the identified needs of the target audience. • identify either perceived or unperceived needs that address areas of knowledge, skills, and/or performance. • describe the approach used to identify the educational needs of their target audience. Applies to both Section 1 and Section 3

40. Perceived or Unperceived Needs unperceived needs assessments: • Assessment of physician performance from hospitals • provincial or national databases • self-assessment programs • chart reviews • 360 degree assessments • case scenarios • practice audits and/or quality improvement activities • CMPA data • Implementation of clinical practice guidelines-data • Performance and competency data perceivedneeds assessments: • personal requests • Observations • questionnaires/surveys • focus groups • evaluation data • objective data (e.g. practice information, literature surveys, clinical practice guidelines and experience). • Applies to both Section 1 and Section 3

41. When Reviewing an Application, Ask Yourself… • Does the planning committee represent the target audience? • Was the needs assessment conducted for the identified target audience? • What gaps in knowledge or in performance were identified in the needs assessment? • Do the results of the needs assessment inform the development of the learning objectives? • What does the needs assessment tell you about the best learning format?

42. Learning Objectives

43. Learning Objectives Applies to both Section 1 and Section 3 Allow participants in a learning activity to understand what information or skills they will acquire during the session or event.

44. Learning Objectives Must… • clearly describe the intent of the educational activity; • be written from the perspective of the learner; and, • express the expected outcomes determined by SPC and faculty. start with the sentence: • At the end of this session, participants will be able to: • Applies to both Section 1 and Section 3

45. Learning Objectives Must Also Be… • created for the overall CPD activity and each individual session; • printed on the program, brochure and/or handout materials; • made available to participants prior to the activity; and, • incorporated into the evaluation strategy. • Applies to both Section 1 and Section 3

46. When Reviewing an Application, Ask Yourself… Is there a defined link between the needs assessment and the learning objectives? Have learning objectives been developed for both the overall activity AND the individual sessions? Are the learning objectives written from the perspective of the learner by including action verbs describing what the participant will be able to do or the action they will be able to undertake? Have the objectives been communicated to participants in advance?

47. Learning Formats

48. Learning Formats To facilitate adult learning, a variety of educational methods that address the learning needs and objectives that you have identified should be used. Applies to both Section 1 and Section 3

49. Learning Formats Must… • link to identified perceived and /or unperceived educational needs to established learning objectives; and, • address CanMEDS Framework beyond the medical expert role. Applies to both Section 1 and Section 3

50. Examples of Learning Formats • plenary sessions • small-group sessions • round tables • workshops • break-out sessions • debates • online programs (with interaction between participants and faculty) Applies to Section 1