How Do the Annual Meeting Programs Come to Be?

1. American Society for Reproductive Medicine How Do the Annual Meeting Programs Come to Be? Andrew R. La Barbera, Ph.D., H.C.L.D. Lee Boughton, M.A. Penelope Fenton, M.A.

2. Webinar Overview • Overview of ASRM Educational Activities • 2015 Postgraduate Course Development • 2015 Scientific Program Development • Q & A

3. Who Are Our Learners? • Affiliated Societies • SREI, SRBT, SMRU, SRS, SART • Professional Groups • NPG, MHPG, LPG, ARM • Special Interest (theme) Groups

4. ASRM Educational Activities

5. Types of Educational Activities • Live • Postgraduate courses (didactic, hands-on) • Scientific program (lectures, symposia, interactive sessions, roundtables, abstracts) • Workshops, e.g., NICHD • Webinars • Online and mobile • Postgraduate courses • Free-standing modules (physicians, nurses, laboratory scientists, allied health professionals) • Practice and Ethics Committee documents • Certificate courses (nursing, andrology, embryology)

6. Types of Credits Offered • Physicians (ACCME) • Obstetrician-Gynecologists (ACOG) • Nurses (NPWH) • Embryologists/Andrologists (ABB PEER) • Psychologists (APA) • Social Workers (NASW) • Genetic Counselors (NSGC)

7. Requirements for a CME Activity • Based on quantitative gap analysis data • Addresses an educational need • Documented to improve competence, performance and/or patient outcomes • Linked to a defined planning process • Free of commercial influence • No industry employees involved in needs assessment, planning, presentation or evaluation • Planners and speakers prohibited from participating in industry events at the Annual Meeting • Speakers may not receive any remuneration of any type from industry for travel to or participation in the meeting

8. Gap Analysis & Activity Assessment • All CME activities must address documented practice gaps for the learners • Diverse groups of learners with different gaps • Pre-test assesses pre-activity competence • All CME activities must demonstrate an improvement in competence, performance or patient outcomes • Post-test incorporating clinical case-based questions assesses competence (ability to apply knowledge) • Comparison of pre- and post-test results indicates change in competence

9. Disclosure • All planners and presenters must disclose all commercial and financial relationships with manufacturers or distributors of goods or services used to treat patients • Does NOT include hospitals, clinical provider organizations, insurance companies, diagnostic laboratories or government agencies • Disclosures reviewed by Subcommittee for Standards of Commercial Support of the CME Committee  conflict resolution • Disclosure made in printed materials and on slide

10. Postgraduate Program 2015

11. Planning Process • Multifactorial, inclusive process • CME Committee • Postgraduate Program Committee • Affiliated Societies, Professional Groups, Special Interest Groups • Criteria for a postgraduate course • Addresses an educational need documented by quantitative data • Addresses the competence and skill of the healthcare team – interprofessional education • Specific course objectives that fulfill the need – teaches learners how to do something • Faculty recognized as experts

12. Postgraduate Program Timeline • Feb 2014: CME Committee reviews 2013 test performance data to identify gaps in practice and competence • Mar 2014: Solicitation of all groups for proposals for collaborative, interprofessional courses • Jun 2014: Proposals submitted to ASRM • Jul 2014: Postgraduate Program Committee reviews and selects courses • Sep 2014: Course chairs’ teleconference • Nov 2014: Faculty/budget worksheets sent to course chairs • Dec 2014: Faculty/budget worksheets due to ASRM

13. Postgraduate Program Timeline • Jan 2015: Agreements sent to faculty • Feb 2015: Signed agreements due to ASRM • Feb 2015: Disclosure site launches • Jun 2015: Faculty upload syllabus materials for course chair review • Jul 2015: Syllabus materials downloaded by ASRM • Sep 2015: Edited syllabi uploaded to AV; online pre-test • Oct 2015: Postgraduate courses • Nov 2015: Online post-test for CME/CE credit

14. Postgraduate Course Format • PowerPoint with list of references in F&S format • Slide template • Consistency of format for online courses

15. Scientific Program 2015

16. Types of Activities • Plenary lectures • Selected by President with advice of the members • Symposia • Suggestions solicited from Affiliated Societies, Professional Groups, Special Interest Groups • Selected by Scientific Program Committee based on educational needs identified by CME Committee • 19 Symposia, including 3 endowed (Jones, Cha, ABOG), 6 international, 3 NPG, 3 MHPG, 3 ARM • Interactive sessions • Suggestions solicited from Affiliated Societies, Professional Groups, Special Interest Groups • Selected by Scientific Program Committee based on educational needs identified by CME Committee • 21 Interactive sessions, including 3 Meet-the-Professors • Debates, case presentations, panel discussions, Q&A

17. Types of Activities • Roundtables • 105 apportioned among the 30 Affiliated Societies, Professional Groups, Special Interest Groups • Presented by ASRM members • Abstracts • Abstracts reviewed by panels of 4-8 experts • 2 Scientific Program Prize Paper sessions • 379 selected by score for oral presentation; programmed by topic (not by group) • 600 selected by score for poster presentation; programmed by topic

18. Planning Process • Multifactorial, inclusive process • CME Committee • Scientific Program Committee • 3 successive program chairs • 3 ad hoc consultants • Representatives of 5 affiliated societies and 4 professional groups • Criteria for a symposium/interactive session • Addresses an educational need documented by quantitative data • Interprofessional education encouraged • Specific objectives that fulfill a need • Faculty recognized as experts • Interactive sessions truly interactive between “hosts” and audience

19. Scientific Program Timeline • Feb 2014: CME Committee reviews 2013 test performance data to identify gaps in practice and competence • Jun 2014: CME Committee teleconference to identify educational needs • Jul 2014: Scientific Program Committee teleconference • Aug 2014: Solicitation of all groups for proposals for symposia and interactive sessions • Oct 2014: Scientific Program Committee meeting

20. Scientific Program Timeline • Nov 2014: Invitations sent to speakers • Dec 2014: Solicit nominations from all groups for roundtable presenters • Jan 2015: Call for Abstracts/Videos posted • Jan 2015: Roundtable nominations due • Jan 2015: Solicit nominations for abstract reviewers • Feb 2015: Abstract/Video submitter launches • Feb 2015: CME Committee meeting

21. Scientific Program Timeline • Apr 2015: Needs assessments, learning objectives, test questions due to ASRM • May 2015: Abstract/video submitter closes • May 2015: Abstract review/scoring opens • May 2015: Abstract review closes • Jun 2015: Abstract notification • Sep 2015: PowerPoints uploaded to AV • Oct 2015: Annual Meeting

22. ASRM Education Department Chief Scientific OfficerAndrew La Barbera, Ph.D., H.C.L.D.alabarbera@asrm.org Postgraduate Program & CME CoordinatorPenelope Fenton, M.A.pfenton@asrm.org Scientific Program CoordinatorLee Boughton, M.A.lboughton@asrm.org

23. This PowerPoint presentation is available at: www.asrm.org/presenters

24. Questions?