SACME 2025 Annual Meeting Proceedings Report: Oral Abstracts

1. Using Videos to Incorporate the Patient Voice at The Permanente Medical Group Neurodevelopmental Conditions Conferences

Author

• Mary Choi, MPH, Consultant IV, The Permanente Medical Group

Purpose/problem statement Persons with lived experience (PWLE) are an invaluable yet underutilized resource in continuing medical education (CME) activities. There are many barriers to incorporating PWLE including resources, patient reluctance, and resistance from planner or stakeholders.

Approach(es) The 2024 TPMG Neurodevelopmental Conditions (NDC) Conference utilized videos to incorporate the patient perspective and enhance the learning experience. To help achieve the conference objectives related to sexual behavior and reproductive health in adolescents with autism, we looked for parents of adolescents with autism. Kaiser Permanente Northern California has a Pediatric Autism Family/Patient Advisory Council that meets monthly and members of our planning committee were familiar with the council. We identified three mothers of teens who consented to be interviewed about this topic, including one mother with two high functioning teenage girls who also agreed to be interviewed. The planning committee drafted open ended questions about puberty, sexual health, reproductive health, and engaging with the healthcare system around these topics. The PWLE were interviewed at their homes by a planner. The Kaiser Permanente Multimedia Department filmed and edited the videos. Funding for production was provided The Permanente Medical Group. The final product were three videos, approximately five minutes in length. We obtained buy-in from the conference faculty by keeping them informed and asking them to incorporate the videos into their presentations. Faculty were sent the final videos in advance for a seamless integration.

Findings There were 212 participants who attended the conference in April of 2024. We assessed intent-to change using an online evaluation survey immediately after the conference. 119 learners (56%) completed the evaluation survey and 68.1% indicated that they intended to make changes in their practice. In September, we sent out a follow up evaluation survey. There were 71 responses (33.5%). Of those who responded, 43 (60.6%) indicated that they made changes to their practice. To assess the effectiveness of the videos, we asked for agreement/disagreement with a series of statements. 91.6% agreed or strongly agreed that the videos enhanced their overall learning experience. 26.8% agreed and 45.1% strongly agreed that the videos helped motivate them to proactively discuss puberty, reproductive health, or sexual health.

Discussion (including Barriers/Facilitators if relevant)The videos were well received by learners and contributed to a change in practice as indicated by the responses in the follow up evaluation. While acceptable, the response rate (33.5%) leaves room for improvement. There was a moderate positive correlation (CE=0.51) between those who felt the videos helped motivate them to proactively discuss the topics and those who reported having made changes in their practice.

Impact/relevance to the advancement of the field of CME/CPD While widely recognized as a valuable part of CME, PWLE are still not widely incorporated into CME activities. For our topic of sexual and reproductive health in adolescents with autism, there were many barriers to having PWLE participate in person. By using pre-recorded interviews, the conference planners were able to increase learner engagement and contribute to changes in practice. While resource intensive to produce, videos should be considered as an effective and inclusive way to incorporate PWLE in CME activities.

2. Developing a Scholarly Framework for the Value of CPD Accreditation

Author(s)

• Morag Paton, PhD, Associate Director, Maintenance of Certification & Education Consultation Services, Continuing Professional Development, Temerty FAculty of Medicine, University of Toronto
• Carrie Bernard, MD MPH FCFP, Assistant Professor & CPD and Partnerships Lead, Division of Mental Health and Addictions, Department of Family & Community Medicine, Temerty Faculty of Medicine, University of Toronto
• Trevor Cuddy, BCom, BA, MEd, Director, Continuing Professional Development Portfolio, Continuing Professional Development, Temerty Faculty of Medicine, University of Toronto
• Ayelet Kuper, MD DPhil FRCPC, Professor, Department of Medicine, Temerty Faculty of Medicine, University of Toronto, Scientist, The Wilson Centre, Temerty Faculty of Medicine and University Health Network
• Graham McMahon, MD, MMSc, President and Chief Executive Officer, Accreditation Council for Continuing Medical Education.
• David Rojas, BEng (Hon.) MSc PhD, Director, Program Evaluation, Medical Education, Temerty Faculty of Medicine, University of Toronto, Scientist, The Wilson Centre, Temerty Faculty of Medicine and University Health Network
• Suzan Schneeweiss, MD, MEd, FRCPC, Associate Dean, Continuing Professional Development, Temerty Faculty of Medicine, University of Toronto
• Martin Tremblay, PhD, Research and Innovation Advisor, Federation of Medical Specialists of Quebec
• Cynthia Whitehead, MD PhD, Director and Scientist, The Wilson Centre, Temerty Faculty of Medicine and University Health Network
• David Wiljer, PhD, Academic Director, Continuing Professional Development, Temerty Faculty of Medicine, Scientist, The Wilson Centre, Temerty Faculty of Medicine and University Health Network

Background/context/inquiry question In Canada, the two physician colleges that regulate the number and types of accredited CPD needed by their members have either reduced the hours required or adjusted the categories of learning required, in part because requirements and processes are described as “onerous” (RCSPC, 2024) or are presenting as an “administrative burden” (CFPC, 2024). And yet there are significant benefits to participating in accredited CPD. As CPD providers, we strive to ensure the programs we build and accredit are of the highest quality, and yet the platform upon which we rest may need underpinning. To better support the ongoing development of CPD, this proposed program of research is intended to build the evidence around one seemingly simple question: what is the value of the continuing professional development (CPD) accreditation process? This presentation is intended to help us map out phase one of this program of research – what are the possible domains of such a program?

Reference to current literature/perspective on the topic This study aligns well with scholarship that supports further inquiry into accreditation. The 2021 Harrison Survey noted a need for more research on accreditation, while Graves and Rudkowski’s 2023 commentary in Academic Medicine calls accreditation scholarship an emerging area which offers scholars a safe place to “ask critical questions about accreditation itself”. Furthermore, literature describing what accreditation is offers multiple perspectives and little alignment. Accreditation is described variously as: an evaluative process, an incentive for quality improvement, a builder of transparency, a driver of educational change, a support in a crisis, and an enabler of serving the needs of patients and the public. This range of perspectives suggest that just as CPD itself is ontologically diverse (Paton 2022) so too is CPD accreditation.

Possible theoretical framework(s) For phase one, we will employ a social-constructivist framework, on the understanding that collective interactions with colleagues will inform the ‘truths’ about what accreditation is, and what domains may be necessary to study. Theoretical frameworks in later phases will depend on the domain of study and will be ontologically/epistemologically consistent.

Possible methods Following this presentation, we intend to use a scoping review method to identify literature related to the history and processes of CPD accreditation within North America and beyond. We will apply inclusion and exclusion criteria to the literature, and code for themes, resulting in a mapping of the various domains of accreditation scholarship. Methods in later phases will depend on the domain of study.

Potential Impact/relevance to the advancement of the field of CME/CPD The initial phase will develop a framework of possible avenues of study for CPD accreditation scholarship and contribute to the program of research asking what is the value of CPD accreditation? This will help CPD units better articulate the value of accreditation, advocate for funding, and help drive further scholarship based on those domains.

Preliminary Findings (if any) To date we have identified 10 potential domains through which we can pursue accreditation scholarship. These include: 1. Intended and unintended effects of CPD accreditation 2. workload and burnout 3. power/knowledge 4. globalization 5. financial stability 6. community/’stakeholder’ relations 7. equity/bias 8. quality improvement 9. compliance with college/national standards 10. program/design innovation

3. The Implementation of Interactive Program Evaluation Dashboards to Advocate for Our Programs and Learners

Author(s)

• Brian D. Tomczyk, B.S. Mathematics, Data Analyst, The Medical College of Wisconsin
• Linda Caples, PhD, Director, CPD, The Medical College of Wisconsin

Purpose/problem statement Continuing education institutions collect useful data regarding their activities via evaluation. However, it is often cumbersome and resource-consuming to prepare ad-hoc reports of evaluation data for activity leadership. This burden can be alleviated when activity leaders are empowered to make data-driven decisions on their own. After the development of a standardized quarterly Regularly Scheduled Series evaluation, the Office of Continuing Professional Development at the Medical College of Wisconsin (MCW) endeavored to create an interactive way to disseminate the resulting data to program coordinators and directors. Through such a system, continuing education activity leaders can harness evaluation data to improve their content and delivery methods, as well as illustrate their activity’s value to department heads. Holistically, the solution will demonstrate the effectiveness of our enterprise to key stakeholders.

Approach(es) A standardized regularly scheduled series evaluation was developed using Kirkpatrick’s model for summative evaluation and ACGME Competency standards. Evaluations along with QR codes and links were created and distributed to our activity coordinators. A collection of dashboards was designed in Tableau to display aggregated responses to these evaluation questions. To allow for a one-to-one comparison across activities and departments, only regularly scheduled series that evaluate quarterly on EthosCE with our standardized questions are included in the dashboards. The dashboards are updated shortly after evaluations are distributed for the quarter. The dashboards are uploaded to Tableau Public for easy access and sharing. To inform activity staff of the data and tools available within the dashboards and how to utilize them, a video tutorial was created.

Findings In 2023, 60 of 91 series were included in the dashboard for at least one quarter. Once infrastructure is established, the amount of time directed towards the dashboards is minimal. It is estimated that 8 person-hours per quarter are required to maintain the Tableau dashboards. Further hours can be spent on adding features to the dashboards. Since the dashboard’s inception, 70.7% of evaluation responses indicated that the series they attended improved their diagnostic approach. 65.2% indicated improved therapeutic approach. Some non-standard evaluating activities have switched their method of evaluation to be included in the dashboards.

Discussion (including Barriers/Facilitators if relevant) While feedback has been positive, there have been instances where activity staff indicated that they were confused about how to operate the dashboards. Additionally, since the dashboard system trusts activity staff to view the data, it is possible that some activities are not utilizing the evaluation feedback to their fullest extent. Our team will continue to educate activity staff on utilizing the dashboard.

Impact/relevance to the advancement of the field of CME/CPD It is important that well-maintained data about the performance of individual activities is available to enhance patient outcomes. As continuing education institutions grow, it is imperative that the ability to perform data analysis is a responsibility that is shared by both the continuing education staff and activity leadership. By empowering activity staff with a hands-on data solution, CPD department resources can be directed towards ensuring that clean data is available for all programs to utilize. The dashboards also create an avenue to advocate for CPD programs to institutional leadership.

4. Building Capacity of CPD Educators in 5 Sub-Saharan African Countries: A Self-Sustaining Community of Practice Model

Author(s)

• Lawrence Sherman, FACEHP, FRSM, CHCP, President, Meducate Global, LLC
• Ayelet Kuper, MD DPhil FRCPC, Professor, Department of Medicine, Temerty Faculty of Medicine, University of Toronto, Scientist, The Wilson Centre, Temerty Faculty of Medicine and University Health Network

Purpose/problem statement An assessment of CPD systems around the world identified a large gap in the adequate preparation of educators currently developing and delivering CPD activities. There was an obvious lack of formal training of the faculty in CPD activities, and this resulted in less frequent use of best practices in teaching. Through ongoing research with local experts, five sub-Saharan countries were identified to have this gap, as well as CPD systems and environments that would support the implementation of a Community of Practice-based training program. The goal was to identify ~60 CPD educators, selected by in-country experts in Botswana, Kenya, Lesotho, Malawi, and Rwanda, and guide them through a recently developed six module CPD educator training course resulting in a sustainable community of CPD educator trainers, who can then train additional educators locally, and have them support others to participate in the course.

Approach(es) The course, launching in September 2024, is being delivered asynchronously, but synchronous sessions facilitated by CPD experts will supplement the learning. The course will run over 12 weeks, with participants progressing at their own pace. Progress will be monitored by the project director, the in-country experts, and the expert facilitators. The in-country experts will also participate in a face-to-face training session that will provide them with the tools and resources to train additional CPD educators using the 6-module course. The course was developed by a group of globally-recognized CPD experts, who were identified through research and queries of thousands of CPD professionals around the world. The course content was also developed based on the results of this research. Once the initial draft of the course was complete, it was validated through testing by CPD experts from all WHO regions globally. Another goal of the face-to-face meeting with the in-country experts will be to determine whether the course would benefit from further localization specific to the sub-Saharan region. These changes, if appropriate, will be made for future iterations of the course that will be delivered in the regions. Following the completion of the course, participants will be assessed with an end-of-course assignment. Once the assignment is approved, a certificate of completion will be provided. The course will be evaluated independently in a two-step process. Researchers will develop and administer a survey measuring the impact of the course on participants at the end of the course. Subsequently, the researchers will conduct focus groups to identify actual in practice that were implemented.

Findings The course will be completed before the end of 2024, and the survey will be administered at that time. Results from the survey, and potentially from the focus groups, should be ready at the time of the SACME meeting.

Discussion (including Barriers/Facilitators if relevant) We have not encountered any barriers as of yet.

Impact/relevance to the advancement of the field of CME/CPD The need for the increased capacity of appropriately trained CPD educators globally was very apparent in the research that was conducted. This was very noticeable in low- and middle-income countries (LMICs). The model should help to address this gap, and allow for a continued development of appropriate trained CPD educators.

5. An Approach for Tagging CME Content to Meet Organizational Goals

Author(s)

• Brian D. Tomczyk, B.S. Mathematics ,Data Analyst, The Medical College of Wisconsin
• Linda Caples, PhD, Director, CPD, The Medical College of Wisconsin

Purpose/problem statement CPD professionals may find it challenging to effectively communicate the value of CPD in a manner that addresses the needs and interests of senior leadership within their organization. To address this issue, the Office of Continuing Professional Development at the Medical College of Wisconsin (MCW) began tagging CPD content based on the strategic and clinical priorities of MCW and our clinical partners. The goal was to provide senior leadership and key stakeholders with data-driven information on how the CPD program supports the overall organization and our clinical partners.

Approach(es) Phase one included gathering data from the MCW strategic plan and identifying the clinical priorities of our two major clinical partners. Next, the team created the list of tags with clear definitions for each tag. This list was limited to 16 tags. Two experienced team members are charged with reviewing all accredited CE activities including each session of regularly scheduled series within the learning management system. Only content that met the definition of a tag was tagged. Content is tagged quarterly. Phase two was managed by the Data Analyst who pulls a report from our learning management system, ensures the data’s integrity, and cleans the data. The data is then uploaded to Tableau where it can be used to create visualizations that convey our program’s alignment with our institution’s strategic priorities.

Findings In 2023 and 2024, we focused on three MCW strategic priorities: Health Starts from Within, Preferred Choice, and Health of Our Community. Additionally, we focused on three clinical priorities of our partners: cardiac care, neuroscience, and mental health. 1,108 of 2,805 touchpoints across 93 activities received at least 1 tag. Upon analysis and visualization, it was discovered that our CE enterprise awarded 1,189.5 Diversity, Equity, and Inclusion related credits, 5,248.5 Mental Health related credits, and 2,906 Opioid Education related credits. 2024 results will also be included once we have access to that data.

Discussion (including Barriers/Facilitators if relevant) Clear definitions of each tag coupled with only two staff responsible for tagging aides in ensuring consistency in content tagging which is critical for data analysis. It is important to spend considerable time planning which tags to implement and limiting the number of tags. These may vary according to your own institution’s strategic priorities or measures of success. Reaching out to leadership may prove helpful in driving tag design.

Impact/relevance to the advancement of the field of CME/CPD There is a real opportunity for CME/CPD offices to ask questions of their data and look at their current information differently. It can be hard to determine what data is most useful when answering data-driven questions and the use of organizational strategic priorities is a helpful step. By implementing a tagging system that flags different activities based on their content, CPD professionals can quickly sort activities into categories relevant to their institution’s goals. This process speeds up the data preparation workflow and allows a CPD program to customize the types of data they have access to.

6. Best Practices and Strategies for Meaningful Engagement of Patient Partners in Continuing Education

Author(s)

• Cynthia Pineda, MD MS-HPED CHCP, Associate Medical Director, Continuing Professional Education, MedStar Health
• Edeline Mitton, MEd, MPH, Director of CME, SUNY Downstate Health Sciences University

Purpose/problem statement Incorporating patient perspectives into continuing education (CE) can be incredibly valuable for healthcare providers. By including the voice of people with lived experiences (PWLE), healthcare providers can gain a deeper understanding of the impact of various conditions and treatments. Engaging patient partners requires careful consideration to avoid potential pitfalls and CE providers lack strategies to meaningfully engage patient partners in their CE programs.

Approach(es) The Patient Partner Roadmap: Fostering Meaningful Partnerships in Continuing Education is a resource that was developed by a Working Group at the ACCME Learn to Thrive 2023. The Working Group consisted of nine CE professionals from different CE organizations and one patient advisor who worked collaboratively on this longitudinal project. The primary aim of this resource is to help CE programs foster meaningful and effective patient, family and caregiver engagement in the planning and delivery of accredited CE for healthcare professionals. The roadmap highlights a Battle Scale, named after our patient advisor, with eight components that provides a flexible framework and guide for CE programs to expand their patient partner involvement and advocacy through specific, stepwise approaches (beginner, intermediate and advanced).

Findings Based on the findings of our workgroup, CE providers had difficulty engaging patient partners because they did not know how and where to start the process. We also found that those who have embarked on their journey did not have strategies to overcome and sustain patient partnerships in CE due to administrative, governance, communication, and ethical challenges that they met along the way. Best practices were shared among the group members and themes were represented by the acrostic “STRATEGY”(first letter of each Battle Scale component): 1) Strategies to Engage Patients; 2) Team Readiness; 3) Reflection of Engagement; 4) Activity Types; 5) Tactics for Recruitment; 6) Effective Communication; 7) Governance/Administrative; 8) Your Patient Partnering Success. Our Working Group continues to provide opportunities for healthcare professionals to discover and explore this resource through case-based interactive educational sessions at CE conferences. Feedback based on surveys have been positive.

Discussion (including Barriers/Facilitators if relevant) When patient partners participate in CE activities, they bring valuable insights which help to identify practice gaps in education. By engaging patient partners in CE, we not only expand perspectives by incorporating diverse voices into the educational landscape but also inspire possibilities for innovative approaches to care delivery. The roadmap highlights best practices, insights and actionable strategies from the field written by CE professionals and teams who have had experience in meaningfully engaging patient partners in their CE programs.

Impact/relevance to the advancement of the field of CME/CPD The Patient Partner Roadmap describes steps that CE providers can take to incorporate patients and/or public representatives as planners and teachers, which meets criteria for accreditation with commendation. The roadmap is a valuable resource that can help CE programs level-up their patient partner engagement, as it provides practical tips and strategies to advocate for the patients that they serve, no matter where they are on their journey. Ongoing surveys and evaluations are being conducted to determine impact on patient outcomes.

7. Transforming Clinical Outcomes through with Virtual Quality Improvement Education: The Impact of ECHO®-QI on Community Neurology Practices

Author(s)

• Natalie R. Sanfratello, MPH, CHCP, Senior Program Manager – Quality Improvement, Educational Programs, and Contracts, Boston University Chobanian & Avedisian School of Medicine
• Linda G. Baer, MSPH, CHCP, Grant and Diabetes Education Manager, Boston University Chobanian & Avedisian School of Medicine
• Julie White, MS, CHCP, FSACME, CE Director, Boston University Chobanian & Avedisian School of Medicine
• Amber Lemons, PharmD, BCPP, Clinical Care Options
• Horacio Rodriguez, General Manager, Clinical Care Options
• Victoria Tran, MPH, Senior Research Associate, Health Resources in Action
• Amanda Macone, MD, Attending, Critical Care and Pain Medicine Arnold-Warfield Pain Management Center and Beth Israel Deaconess Medical Center

Purpose/problem statement While singular educational programs address knowledge gaps and support clinical changes, quality improvement (QI) initiatives offer a way to drive sustained improvements in care. QI enhances clinician and team performance through systemic process improvements, yet many community healthcare practices lack the resources and expertise to implement these initiatives. The ECHO® (Extension for Community Healthcare Outcomes) model addresses this by offering a pathway for building QI capacity through virtual, longitudinal education and coaching. ECHO® employs a telementoring approach that combines expert-led didactics with interactive case-based learning, connecting community clinics (“participating sites”) with expert faculty (“hub”) in an “all teach, all learn” model. This approach has proven successful in driving practice changes and improving healthcare management.

Approach(es) We employed the ECHO® model to coach clinicians on how to integrate QI strategies with clinical best practices in a monthly educational series on the topic of migraine prevention. This model equipped community neurology interprofessional healthcare professionals (HCPs) with both clinical and QI skills, following the Institute for Healthcare Improvement’s Model for Improvement Methodology. Participating sites were expected to form teams and leverage internal QI forums to engage stakeholders. The program offered 12 monthly sessions focusing on QI and clinical topics. The ECHO sessions facilitated peer-to-peer feedback on QI initiatives and clinical challenges, enabling collaboration across sites. A key element was the involvement of a trained QI program manager from an accredited provider, who offered feedback on QI deliverables such as current state assessment tools, data measurement plans, and run charts. The manager also provided ongoing coaching during and between sessions. Coaching is critical for learning QI processes, particularly in complex initiatives, and helps build internal capacity for sustained improvements. Additionally, the structured format of the ECHO® sessions, coupled with deadlines and peer accountability, ensured that participants remained engaged and maintained momentum despite competing priorities—a common reason for QI projects to falter.

Findings Eight sites were able to complete the program and submit run charts of their data. With 7 of 8 sites showing improvement in migraine burden for their patients. Following the initiative, HRiA conducted interviews with 11 of the participants and found that program participants gained a deeper understanding of key QI concepts, expanded their knowledge of migraine prevention, and increased their readiness to implement QI initiatives in their practices. Overall, participants were satisfied with their participation in the program, highlighted tangible benefits, and expressed a willingness to recommend it to others. Additionally, several continued to sustain their QI initiatives in their practice beyond the life of the program.

Discussion (including Barriers/Facilitators if relevant) Tailored QI initiatives are effective in bridging the gap between current practice and best practice. The QI process can be successfully taught remotely through virtual platforms like ECHO®, making them accessible to diverse care settings.

Impact/relevance to the advancement of the field of CME/CPD The ECHO® model demonstrates that continuing medical education (CME) and continuing professional development (CPD) programs can effectively build QI capacity within community clinics, ultimately closing quality gaps and improving patient outcomes. By leveraging virtual education and ongoing coaching, CME/CPD programs can empower community healthcare providers to implement and sustain QI initiatives, even in resource-limited settings..

8. Balint Groups and their Impact on Well-being

Author(s)

• Alexandra Skutovich, MA, BA, Evaluation Specialist, Canadian Medical Protective Association
• Isabella MacKay, BSc, Student, Canadian Medical Protective Association
• Keleigh James, MD, MMEd, CCFP, Special Advisor, Canadian Medical Protective Association
• Catherine Pound, MSc, MPH, MD, FRCPC, Director, Canadian Medical Protective Association

Purpose/problem statement The Physician Support and Wellness Department (PSW) at the Canadian Medical Protective Association (CMPA) implemented Balint Groups (BG) with the goal of improving Physician Advisors’ (PAs) well-being. PAs are experienced physicians who help other physicians across Canada with their medico-legal issues. Their work is trauma-exposed, often with potential impact on their own well-being. BG are structured meetings that promote resilience and perspective taking, where participants can discuss work, situations with coworkers, or personal circumstances. All PAs at CMPA not already involved in BG are offered the opportunity to join a group annually. There are currently three BG cohorts; the first group started in late 2021, and the most recent in January 2024. The group composition is unchanged over time to allow groups to develop cohesion and trust. BGs are facilitated for the first 12 weekly sessions, then become self-facilitated. We hypothesized that, through fostering psychological safety and the development of trusting relationships, BG would decrease work-related stress and increase job satisfaction.

Approach(es) The first cohort of BG participants received a survey after 2, 9 and 30 months of participation. The next two cohorts received a baseline survey prior to joining BG, at 5 months, and every year thereafter (i.e., Cohort 2 was surveyed at baseline, 5 months, and 1.5 years, Cohort 3 was surveyed at baseline and 5 months). These surveys explore the impact of BG participation on burnout, job satisfaction, well-being, stress, and connection to colleagues. Response rates range from 36-93%.

Findings Across all cohorts, 58% of participants noted reduced stress compared to before joining the group and 74% experienced stress reduction after a single-session. Compared to baseline, participants also had lower levels of burnout after participation in BG. Participants noted feeling connected to the members of their group, 100% felt BGs provided a safe and supportive environment. Longer term data for Cohorts 1 and 2 show that BGs continue to positively impact participants who have been in BG for 2 to 3 years. Job satisfaction scores increased while burnout decreased. The decrease in stress seen across all cohorts continues to be observed in long-term data, with 54% of respondents reporting a decrease in stress since onset and 77% after an individual session. Additionally, 77% of participants reported that the group was always supportive and helped them manage and evaluate problems, and 85% agreed that BG sometimes or always allowed them to learn new coping skills or resiliency tools. BG participants were also asked about the impact of shifting to self-facilitation. While most participants felt the transition went well, some commented that ongoing facilitation would help preserve the structured conversation of the group.

Discussion (including Barriers/Facilitators if relevant) BG support well-being by reducing stress, improving job satisfaction, lowering burnout, creating psychological safety, and helping participants learn new coping skills or resiliency tools. Positive impacts continue over time, with participants in groups for 2-3 years continuing to experience benefits. BG also function generally well after transitioning to self-facilitation.

Impact/relevance to the advancement of the field of CME/CPD BG are a sustainable and low barrier way to improve physician well-being.

9. Supporting Physicians through Change in Practice

Author(s)

• Alexandra Skutovich, MA, BA, Evaluation Specialist, Canadian Medical Protective Association
• Isabella MacKay, BSc, Student, Canadian Medical Protective Association
• Keleigh James, MD, MMEd, CCFP, Special Advisor, Canadian
• Catherine Pound, MSc, MPH, MD, FRCPC, Director ,Canadian Medical Protective Association

Purpose/problem statement Several Physician Advisors (PAs) joined the Canadian Medical Protective Association (CMPA) in recent years. The transition to working at the CMPA is significant for physicians, as they often transition from working in clinical practice to administrative medicine; their new role can challenge their identity as clinicians. This also puts experienced physicians back into a learner mindset, as there is a significant amount of new specialized knowledge required in their new role. To support PAs and ensure their well-being is prioritized through this transition, the Physician Support and Wellness (PSW) department created Peer Support Sessions (PSS), which are offered to new PAs as part of their onboarding.

Approach(es) New PAs typically join the CMPA in cohorts of 3-6 people. As part of their onboarding program, each cohort is offered PSS. Cohorted PAs participate in these sessions together, which are facilitated by a physician from the PSW department. During the sessions, PAs are invited to discuss any issues they would like to bring up, in a safe and confidential space. PAs are encouraged to discuss their onboarding experience and the challenges they experience with regards to their transition. Topics of discussion range broadly, depending on what PAs feel would benefit them. Sessions are offered weekly for the first 4 weeks, then biweekly and finally monthly, for a total of 14 sessions over the first 6 months of employment. Three cohorts of new PAs have participated in these PSS. To gather data on their impact, PAs are asked, through surveys, whether they find the sessions valuable, and whether they help them acclimate to their new work environment. Focus groups were also held to gather additional data. Across the three cohorts, 13 PAs have participated in the PSS to date.

Findings Across all onboarding surveys, new PAs agreed over 90% of the time that the PSS were valuable and that they helped them adjust to working at CMPA. Other responses were neutral; no respondents disagreed. In focus groups, most PAs said the PSS were helpful and created a safe space as they adjusted to a new work environment. Many PAs felt the sessions created an opportunity for connection with colleagues. They also enjoyed having a variety of facilitators, as they brought different perspectives and experiences to each session. Overall, most PAs found the PSS valuable and enjoyable throughout their onboarding. The cohorts made suggestions to improve the sessions, some of which have been incorporated, including having in-person vs. virtual meetings, having more informal sessions (i.e., a walk or lunch) to decrease the impact on an already busy meeting schedule, and moving them to days where there were fewer other commitments.

Discussion (including Barriers/Facilitators if relevant) New PAs appear to benefit from PSS and find them valuable. The sessions help them adjust to a new work environment.

Impact/relevance to the advancement of the field of CME/CPD Results suggest that PSS can be a valuable tool for learners, providing them with a safe space to share challenges and concerns, create connections with their cohort and other peers, and help them to feel more comfortable in a new work environment.

10. Behavioral skills training for teaching safety skills to mental health clinicians: A pragmatic randomized control trial

Author(s)

• Elizabeth Lin, PhD, Scientist, Centre for Addiction and Mental Health
• Emmanuel Bratsalis, BST, Community Health & Education Specialist, Centre for Addiction & Mental Health
• Fabienne Hargreaves, MA, Manager, CAMH Simulation Centre, Centre for Addiction & Mental Health
• Kendra Thomson, PhD, Associate Professor, Brock University
• Kayle Donner, MA,MEd, Research Methods Specialist & Member of CLC Research Subcommittee, Centre for Addiction and Mental Health
• Mais Malhais, MADS, DSW, Manager, Forensic Assessment Unit, Centre for Addiction & Mental Health
• Louis Busch, MEd, Community Support Specialist, Centre for Addiction & Mental Health

Background/context/inquiry question Workplace violence is a significant concern for healthcare professionals, especially in mental health settings. The Centre for Addiction and Mental Health in Canada has mandated staff safety training, emphasizing self-protection and team-control skills when verbal de-escalation fails. For 20-plus years, training-as-usual (TAU) has followed a face-to-face approach, focusing on description, demonstration, and doing, without formal objective assessment. Pre-COVID feedback indicated that, despite training, staff lacked confidence in applying these skills. During COVID, a virtual, behavioural skills training (BST) approach was developed. When face-to-face training resumed, we conducted a study to compare TAU and BST on skill acquisition and staff confidence.

Theoretical framework(s) BST, rooted in applied behavior analysis, focuses on instruction, modeling, and practicing desired skills until a competency level is reached. It incorporates checklists to guide the training process, ensuring skills are taught systematically and assessed for mastery. BST has been shown to effectively teach safety skills across various fields, including mental health, education, and behavior analysis.

Methods A pragmatic randomized control trial was embedded in a mandatory one-day safety training for new staff. Training sessions were randomly assigned to either BST or TAU and participants randomly assigned to sessions. Skill mastery and confidence were assessed before, immediately after, and one month post-training. Participants were video-recorded and then rated by blind coders. Data were collected between January and September 2021 after ethics approval.

Results/findings Of the 360 staff registering during the study period, 199 consented to participate (55%). Of those, 54% were assigned to BST, 46% to TAU. Among the 99 participants completing assessments at all three time points, BST was significantly more effective in terms of skill acquisition and retention for both self-protection and team-control skills (p < 0.001). However, all participants showed noticeable decreased performance one month post-training (ranging from 63-100%, depending on the method and skill). Both groups reported higher confidence post-training, which remained relatively high at follow-up.

Discussion The findings suggest that competency-based training such as BST can enhance skill acquisition. However, the skill deterioration observed within one month post-training indicates the need for improved retention strategies. The disconnect between observer-rated skills and self-reported confidence raises questions about the validity of using confidence as a proxy for actual skill competence in healthcare education.

Limitations A notable limitation was the high dropout rate, with many participants unable to complete follow-up assessments due to COVID-related workplace demands. Non-completers had lower skill scores than completers, which may have diluted the findings but likely did not negate the outcomes.

Impact/relevance to the advancement of the field of CME/CPD There is a growing call for the use of more sophisticated theories and methodologies to understand how CPD/CE impacts practice changes. This study highlights the importance of competency-based training, particularly in high-risk healthcare environments. The superior results of BST suggest a need for CPD/CE programs to adopt performance-based assessments to enhance long-term retention of critical safety skills. Addressing the gap between confidence and actual skill proficiency is vital for developing more effective continuing education practices that align with real-world demands.

11. Tumor Boards and Committee Learning: An underutilized gem for continuing education

Author(s)

• Christine Thatcher, EdD, Associate Dean, University of Connecticut
• Melinda Sanders, MD, CME Medical Director, University of Connecticut

Purpose/problem statement Tumor boards traditionally provide the opportunity for learning through interdisciplinary discussions of cases that directly affect patient outcomes. Starting in 2021, the University of Connecticut Health Center began providing Continuing Medical Education credit to tumor board attendees using Committee Learning. While the ACCME lists tumor boards as an example of a regularly scheduled series (RSS), we believe Committee Learning is a better fit for this type of activity. The CME office was interested in determining if committee learning was an appropriate format for tumor boards, and if professional practice gaps were being addressed.

Approach(es) The ACCME defines committee learning as “a live activity that involves a learner’s participation in a committee process addressing a subject which, if taught/learned in another format, would be considered within the definition of continuing education”. A committee as defined by the UConn CME office is any group of people that meets regularly in a “live” session for a specific function/purpose/charge, with a defined membership list, a chair and an administrator, and a meeting schedule. Learning objectives address the multidisciplinary approach to cancer management. The CME office collaborated with the institution’s Cancer Center to designate tumor boards as the institution’s inaugural committee learning activity. Evaluation data collected from two academic years (2021-22 and 2022-23) was collated. Participants were deidentified and coded before data analysis.

Findings Evaluations showed strong participation across the tumor boards, with 853 evaluations submitted in 2021-22 and 571 submitted in 2022-23. Evaluation data will be shared at the conference to demonstrate outcomes. For example, the three most common responses included: reviewed the condition, confirmed diagnosis, and reinforced my clinical decision. Importantly, participants noted in many cases that they plan to or have changed the course of management, or they applied new clinical guidelines to management because of attending the tumor board. These results are consistent across the two years of data examined.

Discussion (including Barriers/Facilitators if relevant) The UConn Tumor Board meets the ACCME criteria for committee learning as a unique process, using active learning principles, and addressing the learner’s educational content differently than the more popular RSS learning format. Patient information is discussed at a tumor board as part of developing or modifying the treatment plan, thus demonstrating impact on patient management. Our data analysis shows that committee learning is an effective, efficient educational method. We subsequently implemented committee learning for case committees and governance committees. While this format is highly effective for tumor boards and case committees, it is less so for governance committee meetings due to the need for an agenda with an educational purpose to support faculty self-identification of learning. Tumor boards and case committees have overarched learning objectives and a generalized evaluation, thus simplified and efficient as compared to other committee types.

Impact/relevance to the advancement of the field of CME/CPD Committee work is recognized as value added and educational. Continuing education should meet learners in their environment and facilitate the learning. The learners are willing to take on responsibility for identifying how their professional practice gaps are being addressed. A robust evaluation system can help to drive the learning.

12. Extreme Responses Require Extreme Measures

Author(s)

• Dillon Welindt, MS, Graduate Student, University of Oregon
• Miranda McDaniel, BA, Research Assistant, Professional Renewal Center
• Rodderick Williams, Research Assistant, Professional Renewal Center
• Betsy Williams, PhD, Clinical Director, Professional Renewal Center

Purpose/problem statement The problematic application of measures as decision criteria is well known (i.e. Goodhart’s Law). Applying a psychological scale to determine fitness-for-duty or other dichotomous decision (e.g., promotion, firing, etc.) often reduces the respondent’s perceived response options. Thus, a scale meant to assess a continuum becomes a decision of presence or absence of that variable, reducing the informational content of the scale. This effect engenders multiple responding styles; when the respondent is also the assessee, a ceiling effect (a case of extreme response style) is found. In physicians, a ceiling effect is pervasive, particularly when they are asked to make social comparisons (that is, their performance compared to their peers). Across samples, we find physicians’ modal response to questions of performance as being above average, despite this statistical improbability. This presents an issue to assessment of CME efficacy, as it leaves little variance and precludes measurable improvement. We discuss approaches to minimize this.

Approach(es) Here we discuss alternative approaches to scale development, based on both the established broader literature and our own empirical data. As well, we discuss broader item design considerations and their relationship to best inferential practices.

Findings Our findings demonstrate that the usual 5-item Likert-type scale is often sub-optimal. We show more informative approaches using our own empirical data covering overlapping constructs where possible. These include scales with a larger array of responses, expanded item format, adaptive queries, and distribution transforms.

Discussion (including Barriers/Facilitators if relevant) There are numerous alternatives to the commonplace 5-item Likert-type scale, which, both in our own data and the broader scholarly community, are frequently more informative. We discuss expanded item format and alternative response options to avoid a ceiling effect.

Impact/relevance to the advancement of the field of CME/CPD For quantifying the effect of CME or attempting to measure other psychological constructs, especially where social comparison is involved, these findings are relevant. We also discuss broader impacts of improving item validity.

13. Exploring current trends and gaps in medico-legal curricula: informing CME through a systematic scoping review

Author(s)

• Brenda Nkonge, BHSc, MBDC, Medical Student, Canadian Medical Protective Association, Temerty Faculty of Medicine, University of Toronto
• Reem El Sherif, MBBCh, PhD, Health Services Researcher, Canadian Medical Protective Association
• Evelyn Constantin, MD CM MSc(Epi) FRCPC, Physician Advisor, Canadian Medical Protective Association
• Eileen Bridges, MD, MSc, CCFP, Dip Sport Med, CPC(HC), Senior Physician Advisor, Canadian Medical Protective Association
• Elisabeth Boileau, MD, MSc, LLM, Physician Advisor, Canadian Medical Protective Association
• Tunde Gondocz, MSc, MA(KM), Senior Advisor, Learning, Canadian Medical Protective Association

Background/context/inquiry question In recent years, there has been a notable increase in patient complaints involving medical trainees in North America, predominantly concerning diagnostic inaccuracies, documentation deficiencies, error disclosure, and communication failures. Recognizing the profound impact of medico-legal issues on medical practice and the healthcare system, it is imperative to advocate for the integration of comprehensive medico-legal curricula across the medical education continuum. This review explores the current state of medico-legal education within academic programs, with the objective of identifying prevailing trends and existing knowledge gaps in medico-legal curricula.

Reference to current literature/perspective on the topic Exposure to medico-legal education remains limited and unclear in most undergraduate medical and postgraduate residency programs. Notably, the Accreditation Council for Graduate Medical Education does not mandate guidelines for medico-legal education within residency programs. Several studies indicate that postgraduate residents express a strong desire for formalized medico-legal curricula to be integrated into their training, as this would better equip them for providing safe medical care in their professional practice.

Possible theoretical framework(s) Not applicable for this project.

Possible methods Our interdisciplinary team is conducting a systematic scoping review of the literature following the Arksey and O’Malley’s framework. This includes identifying the research question, searching the literature, selecting studies, extracting data, summarizing and reporting study results, and gathering insights from stakeholders. A medico-legal librarian performed literature searches in the following databases from inception until June or July 2024: Medline, Embase, Cochrane Central Register of Controlled Trials, and ERIC. Duplicate references were identified and removed. To be included, studies must: (1) be empirical, (2) pertain to medical trainees or practicing physicians or physician educators, (3) involve non-procedural training, continuing professional development, or the learning needs of medical trainees, and (4) be published in English or French. The title, abstract, and full-text screening were conducted in DistillerSR by two reviewers, with discrepancies resolved through discussion or with a third reviewer.  Data will be extracted by 2 reviewers and will be analyzed using qualitative thematic synthesis.

Potential Impact/relevance to the advancement of the field of CME/CPD Medico-legal education is a critical element for physicians across their CPD and CME continuum. In particular, it is important during specific milestones, such as transition from undergraduate to postgraduate training, as well as transition to independent practice. These findings will provide valuable insights into the existing medico-legal knowledge gaps and professionalism concerns among trainees and practicing physicians. We anticipate that these insights will help empower CME and CPD educators to develop or enhance targeted medico-legal education programs across the CPD and CME continuum, which may help mitigate medico-legal risk and improve patient outcomes.

Preliminary Findings (if any) Of the 4926 records screened, 160 full-text articles are currently being screened for relevance.  Preliminary analysis reveals that few undergraduate and postgraduate medical programs incorporate formal medico-legal education into their curricula. Programs that do include this content typically deliver it through multi-day workshops and electronic learning activities. Despite these efforts, initial analysis identifies persistent knowledge gaps, particularly in patient documentation, transition to practice, and professionalism. Improving these gaps may better support medical trainees and practicing physicians by equipping them with tools to adequately manage medico-legal issues and provide safe medical care.

14. Enhancing Efficiency: AI Use in Continuing Education

Author(s)

• Christy Keegan, Education Consultant, Cincinnati Children’s Hospital Medical Center
• Sheryl Sheldon, MEd, Consultant Instructional Design, CCHMC
• Andrea Thrasher, MEd, Education Consultant, Cincinnati Children’s
• Sarah Jefferson, CMP, Conference & Meeting Planner, Cincinnati Children’s
• Kristen L. Burgess, n/a, Library Manager, Cincinnati Children’s Hospital Medical Center

Purpose/problem statement Artificial Intelligence (AI) is rapidly transforming the landscape of healthcare education, presenting both opportunities and challenges for continuing education (CE) teams. The vast array of AI tools and their potential applications can be overwhelming, leading to inconsistent implementation. To address this issue, a systematic review of AI platforms was conducted to evaluate how CE teams can effectively integrate these tools into their work processes. To address this issue, a systematic review of AI platforms was conducted to develop standardized guidelines for CME applications, aiming to enhance educational content development, delivery, and assessment.

Approach(es) A systematic evaluation of AI tools for CE applications was conducted through: •Tool Identification: A comprehensive list of AI platforms was compiled using a search engines and team knowledge, focusing on work-appropriate tools and excluding personal-use AI assistants. •Comparative Testing: Team members were assigned specific platforms to evaluate. A standardized prompt, based on an existing infographic project, was used across all platforms to ensure consistent comparison. •Data Collection: Responses from each AI tool were documented, including output quality and adherence to the prompt. •Analysis: A detailed list of pros, cons, and best use cases was compiled for each tool based on the testing results. •Guidelines Development: Based on the analysis, standardized guidelines for AI usage in CE were created.

Findings The systematic evaluation of AI tools revealed several key findings: •Versatility: AI demonstrated significant potential across various CE applications, from content creation to data analysis. •Prompt Specificity: The effectiveness of prescribed prompts varied by task. Structured prompts excelled in rule-based tasks, such as determining company ineligibility for mitigation. Open-ended prompts were more suitable for complex analyses and tasks that involve idea generation. •Tool Specialization: Different AI platforms showed strengths in specific areas. For instance, some excelled in data visualization, while others were more proficient in natural language processing. •Consistency and Accuracy: AI tools generally provided consistent outputs, but accuracy varied depending on the complexity of the task and the quality of input data.

Discussion (including Barriers/Facilitators if relevant) The integration of AI into CE processes presents both opportunities and challenges: •Evolving Technology: As AI rapidly advances, continuous evaluation and adaptation of tools and processes will be necessary to maintain effectiveness. •Ethical Considerations: Strict adherence to institutional guidelines, such as brand standards, may limit the use of certain AI functionalities (e.g., image generation). •Data Privacy: Ensuring the confidentiality of sensitive medical information when using AI tools remains a critical concern. •Quality Control: While AI can enhance efficiency, human oversight is essential to maintain the high standards required in medical education.

Impact/relevance to the advancement of the field of CME/CPD The systematic integration of AI in CE has far-reaching implications: •Data-Driven Decision Making: Advanced analytics capabilities enable more informed program development and evaluation. •Innovative Content Delivery: AI can facilitate the creation of interactive, adaptive learning experiences. •Ethical Considerations: The field must lead in establishing best practices for responsible AI use in medical education. •Future-Proofing: Embracing AI prepares CE providers for evolving technological landscapes in healthcare education.

15. Improving Clinical Faculty Professionalism through a Certified Performance Improvement Project

Author(s)

• Caitlin Hurley, MD, Associate Member, Faculty, St. Jude Children’s Research Hospital
• Jennifer G. Alessi, MA, CHCP, Senior CME Manager, St. Jude Children’s Research Hospital
• Angelina Kuo, JD, Director, Clinical Education and Training, St. Jude Children’s Research Hospital
• Betsy Williams, PhD, Clinical Director, Professional Renewal Center

Background/context/inquiry question The St. Jude Children’s Research Hospital Clinical Faculty Development (CFD) workshop series was created to address gaps in clinical faculty’s skills in working with, teaching, and mentoring clinical trainees. Ongoing needs were identified via an ACGME site survey and faculty self-survey within the areas of professionalism including individual burnout/well-being. With this initiative, we explored the effect of a Performance Improvement Continuing Medical Education (PI-CME) activity. Outcomes data include pre/post physician self-ratings of wellbeing, burnout and others’ judgment of aspects of professional comportment, as well as broader impact on future initiatives focusing on professionalism and wellbeing.

Reference to current literature/perspective on the topic Post-pandemic, many clinicians report burnout and moral distress; both can impact their ability to behave in a professional manner. A lack of professionalism has been associated with negative sequelae including patient safety concerns, decreased morale of healthcare team members, and poor role modeling for trainees (Acad Med 2012;87[7]:845–852).

Possible theoretical framework(s) Principles of informed self-assessment, self-directed learning, and the PRECEDE model of behavior change were employed. We also approached the project through a quality improvement lens. The initial self-assessment gauged the participants’ perception of self-efficacy (social learning theory) as well as to the degree they are ready to change (transtheoretical stages of change model).

Possible methods The educational intervention is structured as a PI-CME activity. Stage A: Initial data were derived from an ACGME site study that resulted in a citation in professionalism. Year-end evaluation results from the CFD series indicated the need for further education and concrete strategies on burnout and creating healthy professional relationships. Participants completed a validated self-assessment asking them to reflect on their health/wellbeing and their views on their professionalism, interpersonal, and communication skills. Stage B: This longitudinal intervention utilized a variety of educational formats including didactic workshops, small group discussion and experiential elements with feedback to reinforce knowledge, personalized learning plans, and an online resource library. Stage C: Participants will re-assess with the same validated instrument, compare their results to the initial assessment, and set long-term professional development goals.

Potential Impact/relevance to the advancement of the field of CME/CPD Although much CME/CPD research has been done in professionalism and professional development, the PI-CME model offers an unique approach. Moving forward, we will explore ways in which to assess and measure our professional development program and its effect on clinical practice.

Preliminary Findings (if any) Sixty-six participants completed the Stage A pre-assessment. Respondents noted cohesion amongst colleagues but a lack of larger institutional cohesion. Most participants did not agree to having confidence nor strategies to aid a colleague in addressing and remediating unprofessional behavior. (Table 1). After attending the Stage B workshop on Disruptive Behavior, 27% of participants completed learning plans, in which a primary theme emerged: improving the ability to recognize and calmly address unprofessional behaviors in a timely manner. To achieve these goals, participants will utilize mnemonics shared during the workshop and practice in low-stress situations to build skills and self-efficacy. Stage C is currently rolling out with anticipated data collection completed by January 2025. Lastly, we will discuss broader outcomes including the role of CME and professional development when partnering with larger institutional initiatives on clinician wellness.

16. Advancing Healthcare Innovation: The Strategic Role of CPD

Author(s)

• Martin Tremblay, PhD, Research and Innovation Advisor, Federation of Medical Specialists of Quebec
• Réjean Junior Fortin, n/a, Innovation Advisor, Federation of Medical Specialists of Quebec
• Sam Daniel, n/a, Director, Federation of Medical Specialists of Quebec

Purpose/problem statement A medical innovation is a new or significantly improved idea, device, procedure, or practice that enhances the quintuple aim of healthcare. Often, these innovations are implemented locally and may remain underrecognized beyond their initial setting. Leveraging Continuing Professional Development (CPD) activities to advance medical innovation has been identified as a strategic priority by our organization’s leadership.

Approach(es) Our organization established an Innovation Office with the goal of identifying and advancing medical innovations to enhance the quality of care for the Quebec population. Positioned within our CPD directorate, this office is supported by a robust governance structure and dedicated financial and human resources. Guided by our advisory committee, we have prioritized key areas to address the critical needs of our healthcare system. To identify innovations within our healthcare network, we conduct biannual calls for projects utilizing the RE-AIM framework to systematically gather and assess information. This approach enables us to prioritize initiatives effectively and apply the most suitable strategies for their dissemination and education.

Findings Since its launch in October 2022, our Innovation Office has conducted three calls for projects and identified over 60 medical innovations from 25 medical specialties. We have organized a series of CPD activities to educate and inspire members about their colleagues’ medical innovations. Guided by our CPD directorate, a variety of pedagogical methods were selected to address the identified needs. We have hosted two symposia exclusively focused on medical innovation, a series of webinars showcasing medical innovations, and a session at our annual conference. In total, over 700 physicians have participated in these CPD activities. We have also added a dedicated innovation section to our learning management platform to make these CPD activities and other resources available to our members. Feedback received from the participants indicated that these activities were highly appreciated, pertinent to their practice, and would recommend to their colleagues to attend CPD activities related to innovation.

Discussion (including Barriers/Facilitators if relevant) Our healthcare system is in crisis, characterized by high burnout rates, a growing intention among professionals to leave the field, and ongoing funding challenges. In response to these pressing issues, embracing innovation has become essential. The creation of the Innovation Office has been facilitated by strong leadership support, our expertise in CPD to educate our members, and a well-established network of connections. However, we face challenges, notably a limited understanding among our members about what constitutes a medical innovation, and our capacity to raise awareness on all submitted projects. Despite these barriers, the launch of the Innovation Office has been a success. Recently, we have secured a partnership with the Ministry of Health to fund novel medical projects highlighting the success of this initiative, underscoring the initiative’s impact and promise.

Impact/relevance to the advancement of the field of CME/CPD Positioning our Innovation Office within the CPD directorate helped bridging the gap between innovations and professional development and ensured that CPD activities are not just an afterthought but a key element for advancing medical innovations and enhancing practices, ultimately benefiting patients.

17. Educators Essentials: A faculty development program designed around educator milestones to help faculty develop educator skills

Author(s)

• Sandrijn van Schaik, MD PhD, Director of Faculty Development, Center for Faculty Educators, University of San Francisco California School of Medicine
• Joey Bernal, MEd, Program Manager, Office of CME and Center for Faculty Educators, University of California San Francisco
• Martha Elster, MD, Assistant Professor of Pediatrics, University of California San Francisco
• Sara Buckelew, MD, Professor of Pediatrics, University of California San Francisco
• Rosny Daniel, MD, Assistant Professor of Emergency Medicine, University of California San Francisco
• Angel Kuo, EdD, MSN, PNP, Clinical Professor of Nursing, University of California San Francisco
• Liana Milanes, MD, Associate Professor of Family and Community Medicine, University of California San Francisco
• Stacy Sawtelle, MD, Assistant Dean, University of California San Francisco
• Larissa Thomas, MD MPH, Professor of Medicine, University of California San Francisco
• Rupa Tuan, PhD, Associate Professor of Cellular and Molecular Pharmacology, University of California San Francisco

Purpose/problem statement
The skills educators in the health professions need to effectively support learners are evolving and expanding, requiring ongoing faculty development. A recent joint initiative of several US accreditation organizations led to the creation of Clinician Educator Milestone, which outline fundamental skills for medical educators, and can inform faculty development. Our institution offers a broad range of educational skills workshops, organized into certificate programs to help educators choose workshops according to their interest. As we reviewed the Educator Milestones, we recognized the need for a foundational certificate to ensure all academic educators have the same basic knowledge and skills.

Approach(es)
We used the published milestones to create a new “Educators Essentials” certificate, with integrated learning objectives related to anti-oppressive and anti-racist education. We engaged faculty developers from across health professional schools to ensure applicability to all faculty, including clinical and non-clinical faculty who teach foundational science courses. The resulting curriculum consists of eight 90-minute sessions delivered in-person over 2 days, followed by an experiential learning opportunity to allow participants to put essential skills into practice. Topics covered over the course of the 2 days include: Learning Environments, Foundations of Curriculum Development, Education Strategies, Educator Identity Formation and Professional Development, Supporting Learners, Assessment Basics, Principles of Growth Mindset and Feedback, Educator Well-Being and Starting an Educator Portfolio. As experiential learning opportunities participants choose to schedule a peer teaching observation or a consultation with experienced educators to review their CV, their educator portfolio, or a curriculum plan. We chose an in-person format to promote engagement and community among participants. We created surveys to understand participants’ experience of the individual sessions as well as the certificate as a whole.

Findings In the first year of the program, 152 participants from 6 different professions attended day 1 (across 4 dates) and 52 day 2 (across 2 dates). In evaluations, completed by 97% of participants, ratings of individual sessions were high (mean 4.5-4.7 on a 5-point scale). In survey comments participants expressed appreciation for the in-person format, the opportunity to engage with others and the time allotted to reflect. Of 52 participants who completed both parts, 26 also participated in an experiential learning activity, with the CV consultation being the most popular.

Discussion (including Barriers/Facilitators if relevant)
Inclusion of faculty developers across health professional schools in developing and implementing the curriculum helped to ensure applicability to all faculty. Our participants appreciated the in-person day long experience, although this format may limit accessibility for some of our faculty. Grounding this curriculum in the Educator Milestones ensured that we could provide a broad foundation, and integrating competencies for anti-racist and anti-oppressive education allowed for alignment with current efforts across our campus to bring this lens to all we do.

Impact/relevance to the advancement of the field of CME/CPD
While this effort is embedded in our institution’s existing infrastructure for educational faculty development, we believe the curriculum can be adapted to other institutions with modifications based on needs and resources.

18. Diversity, Equity, and Inclusion Objectives in Regularly Scheduled Series Activities: An Opportunity for Patient Impact

Author(s)

• Amanda Pearson, CME Coordinator, Wake Forest University School of Medicine
• Michael Hulme, PhD, CMEC Coordinator, Wake Forest University School of Medicine

Background/context/purpose Including Diversity, Equity and Inclusion (DEI) initiatives in the continuum of medical education contributes to the enhancement of population and individual health. At Wake Forest University School of Medicine (WFUSOM) we include DEI objectives in our Continuing Medical Education (CME) activities. Evaluation of DEI outcomes contribute to continuous improvement in these activities, and thus to the effective delivery of health care. The WFUSOM CME program includes ~60 Regularly Scheduled Series (RSS) activities each year. Participants include physicians, trainees, and other health care providers. RSS Activity Directors incorporate into their activities objectives relating to one or more DEI initiatives: Cultural Humility, Health Disparities, Outcomes by Race and Ethnicity, Impact of Racism on Health, Social Determinants of Health, and Other. Our evaluation of these activities was designed to determine the extent to which DEI initiatives resulted in improved clinical processes, participants’ behavioral changes that led to improvements in patient outcomes, and to inform improvements in the planning and delivery of future activities.

Theoretical/Conceptual framework(s) Our evaluation reflects elements of Level 4 of the Kirkpatrick Model, which aims to determine the degree to which targeted organizational outcomes occur as a result of a training initiative. Transformative learning theory supports the idea that learners challenge and adjust their way of thinking based on new information and unfamiliar perspectives presented to them, thereby potentially transforming their perceptions and behavior. Participants in RSS activities are presented with opportunities to consider patients’ backgrounds and perspectives that may be opaque to them, or differ markedly from their own, specifically with respect to factors that impact availability and accessibility of health-related services.

Methods In January 2024, we surveyed 3,167 participants in 55 RSS activities occurring between July 1 and December 31, 2023. The survey requested a narrative evaluation of each of the 106 DEI objectives specified by the Activity Directors. Subsequently, Activity Directors were surveyed about their perceptions of the effectiveness of the DEI objectives, informed in part by a summary of their participants’ evaluations.

Results/findings One thousand six hundred and eighty-three questions were posed to the 864 (27.3%) participants who responded to the survey, yielding 645 (38.3%) responses. Fifty-one (92.7%) Activity Directors provided a narrative evaluation for each of their own activity’s objectives. We conducted a thematic analysis of these participant and Activity Director evaluations. The thematic analysis revealed that incorporating DEI objectives into RSS activities improved clinical processes and patient outcomes.

Discussion The progression from awareness to action demonstrates the effectiveness of these DEI objectives in fostering a deeper understanding of patients’ individual circumstances and prompting patient-centric improvements in patient care.

Impact/relevance to the advancement of the field of CME/CPD The recurring nature of RSS activities provides a forum for development of DEI themes over the course of an academic year, making an important contribution to improvement in clinical processes and patient outcomes.

19. Innovative QI Strategies: A Sustainable Way to Improve Healthcare Processes

Author(s)

• Mahira Z. Bonomo, MBA, CHCP, Executive Director, The University of Chicago
• Vanessa Senatore, BS, VP, Stakeholder, Academy for Continued Healthcare Learning (ACHL)
• Tonya Field, MEd, CME Specialist- Partnerships and Affiliations, University of Chicago
• Katlyn Cooper, Sr. Director, Accreditation & Outcomes, Academy for Continued Healthcare Learning (ACHL)
• Lisa Keckich, MS, Executive Director, Academy for Continued Healthcare Learning (ACHL)

Purpose/problem statement Chronic idiopathic constipation (CIC) is a functional gastrointestinal disorder that affects up to 20% of adults in the US. But diagnosis of CIC can be complex and is often delayed, and by consequence so too is initiation of optimal care. Moreover, access to gastroenterology care can be challenging given a dearth of physician specialists, a situation that is especially fraught for patients in rural areas. And once diagnosed, shared decision making between patient and provider is critical to ensure management and treatment decisions are considerate of patient preferences and priorities. Overcoming these barriers to care requires better diagnostics in primary and specialty care, improved referral and coordination of care, better employment of multidisciplinary teams, and more favorable patient engagement strategies.

Approach(es) An open-source digital QI toolbox developed in collaboration with Academy for Continued Healthcare Learning (ACHL), with easy, step-by-step directions on how to run a QI program in a cost effective and high impact way. Using an IHI chronic disease assessment framework to inform methodology, 10 process-focused performance measures were developed from which sites scored their operational effectiveness. With these results, sites select which performance areas to prioritize and then the platform dynamically leads them through action planning, intervention selection and testing, and final assessment. Sites can claim credit for each team member’s involvement and supplement their action plan with additional goals and opportunities for change if they choose (i.e., iterative PDSA cycles).

Findings After eight months of availability, data collected and analyzed include baseline performance data for 256 gastroenterology, primary care, and multi-specialty sites, the generation of action plans for 82 sites still underway and reassessment results for 12 sites. Baseline levels across 10 process measures ranged from 24 to 44 points on a 100-point scale. Post interventions, scores ranged from 51 to 68, realizing incremental gains toward achieving optimal performance.

Discussion (including Barriers/Facilitators if relevant) While CPD focused on the dissemination and maintenance of medical knowledge and the development of skills plays a critical role in improving patient care, more is needed to help clinicians synthesize and hasten the application of evidence, considerate of the diversity of learners and complexity of healthcare systems. Quality improvement (QI) provides proven frameworks for improving patient outcomes and healthcare delivery, yet the barriers to implementation are sizeable and most often limited in practice to well-resourced academic medical centers. For this reason, innovative CPD must support QI in a sustainable and easily replicable manner by focusing on avenues to improve processes and structures.

Impact/relevance to the advancement of the field of CME/CPD Broader access to this type of QI takes the theoretical and makes it actionable and relevant today. Over half of participating sites were ambulatory or long-term care centers, and amongst participating hospitals, the majority were community hospitals. Outcomes realized from the 12 multispecialty sites who completed the program to date and implemented improved diagnostic frameworks, patient monitoring and engagement practices, and clinical care pathways have the potential to positively impact at least 414 patients per month. Outside of patient benefits, clinicians practicing at these sites were afforded avenues for MOC credits and meeting MIPS Improvement Activity requirements.

20. Educating for Compassion: A new approach to fostering understanding in the Health Sciences

Author(s)

• Eleftherios K. Soleas, OCT, PhD, Director of Lifelong Learning and Innovation, Queen’s University, Faculty of Health Sciences
• Andrea Winthrop, MD, Professor, Queen’s University
• Ashley Waddington, MD, MPH, Assistant Dean, Continuing Professional Development, Queen’s University
• Giselle Valarezo, PhD, Director, Queen’s Health Sciences
• Colleen Davison, PhD, Associate Dean, Queen’s University

Purpose/problem statement Conflicts abroad cause turmoil at home, and global events impact the health professions education environment. Queen’s Faculty Development (FacDev) at the urging of community members and faculty has embarked on a program of building cultural, racial-ethnic and faith education based on the belief that with greater understanding comes greater compassion, safe spaces for trainees and faculty, and increases harmonious collaboration.

Approach(es) As an example of our approach, this report highlights the development of a module on Jewish Identity and how this intersects with teaching, learning and clinical practice in health sciences. Queen’s FacDev has also built similar modules on Islam, Islamophobia and anti-Arab discrimination, hidden curriculum, antisemitism, navigating privilege, and anti-Black racism among others.

Findings Using a consensus-based approach informed by needs assessments, recent Queen’s Health Sciences events/experiences, and the realities of an increasingly diverse academic, trainee and patient population, self-assessment and resource-forward modules were built and reviewed iteratively in Articulate RISE by the subject-matter experts who were actively supported by Queen’s Health Sciences’ FacDev and the EDIIA office under the direction of the Deans. The final product is accredited for physicians, and is for the professional development use of all health professions.

Discussion (including Barriers/Facilitators if relevant) Discussing the principal components and foundation of a racial, ethnic, faith-based or cultural group creates greater understanding and empathy for patients, trainees, staff and faculty members and works to address ignorance and preconceptions, thus promoting improved respect, collaboration and allyship.

Impact/relevance to the advancement of the field of CME/CPD We position modules of this kind as proactive tools that build community safety and can be replicated for other equity-deserving groups. This represents an advocacy-oriented edge to CPD/FD work that enables us to be key proactive contributors to cultural and psychological safety.

21. What Counts in CPD Scholarship? Expanding Legitimate Scholarly Pursuits for the Field

Author(s)

• Eleftherios K. Soleas, OCT, PhD, Director of Lifelong Learning and Innovation, Queen’s University, Faculty of Health Sciences
• Stephen Miller, MD, MEd, Senior Associate Dean, Dalhousie University
• Teresa Chan, MD, PhD, Dean, Toronto Metropolitan University
• Clare Cook, PhD, Educational Consultant, Northern Ontario School of Medicine

Background/context/inquiry question
Accreditation standards for Canadian Continuing Professional Development (CPD) require scholarly output from each Office in Canada. However, it is unclear what defines CPD scholarship. There is no agreed upon consensus statement to outline what might be considered CPD scholarship. A consensus statement could be used within national accreditation processes, strategic planning exercises, and overall in expanding the types and acceptance of activities as recognized scholarly work.

Theoretical framework(s)
True Delphi Process

Methods
We conducted a 4-phase modified Delphi process (1. registration, 2. ideation, 3. consensus, and 4. validation). After phase 2 and 3, the responses for each phase were reported back to them. For each phase, recruited individuals were contacted thrice by email to optimize their report.

Results/findings
We recruited 31 participants and 29 of these completed every phase for a completion rate of 93.5%. 18/31 proposed types of scholarship from the ideation phase received 75% endorsement or more as CPD scholarship after the validation phase. Novel forms of scholarship endorsed included: Community Engagement, Testing/Pilot Approaches, and Advocacy Scholarship.

Discussion
The results of this study support a core set of types of scholarship in CPD. An emergent group of types of scholarship nearing the 75% endorsement mark indicate that the demographics of types of CPD scholarship will continue to change and thus requires continued study.

Limitations
Canadian sample

Impact/relevance to the advancement of the field of CME/CPD
This study points to new types of scholarship for organizations to consider as a part of their mandate to be scholarly in their approaches to CPD. This work may have implications for promotion and tenure of researchers, where applicable.

22. Strengthening the position of continuing education as a foundational element of quality improvement

Author(s)

• Joanne Goldman, PhD, Scientist, Centre for Quality Improvement and Patient Safety
• Upasana Panda, MSc, Research Assistant, Centre for Quality Improvement and Patient Safety
• Stella Ng, PhD, Scientist and Director, Centre for Advancing Collaborative Healthcare & Education
• Ryan Brydges, PhD, Scientist and Director, Unity Health Toronto
• Lisha Lo, MPH, Research and Education Coordinator, Centre for Quality Improvement and Patient Safety
• Tara Burra, MD, Physician and Education Director, Centre for Quality Improvement and Patient Safety and The Centre for Addiction and Mental Health
• Julie La, MD, PhD (c), PhD student and Surgical Resident, Queens University
• Sanjeev Sockalingam, MD, MHPE, FRCPC, Senior Vice President, Education and Chief Medical Officer, Centre for Addiction and Mental Health, University of Toronto/CAMH
• Brian Wong, MD, Director CQuIPS, Division Director GIM, Staff Physician, University of Toronto; Centre for Quality Improvement and Patient Safety; Sunnybrook Health Sciences Centre

Background/context/inquiry question This study addresses the goal of bridging quality improvement (QI) with continuing education (CE). The study aims to: 1. Examine the purposes that CE fulfills as part of QI initiatives; Explore how QI teams draw on CE evidence and theory when developing and delivery CE in QI initiatives; 3. Describe the individual, team and organizational factors that influence QI teams’ use of CE in their QI initiatives.

Reference to current literature/perspective on the topic While education is widely used within QI initiatives, there is minimal examination of both the rigour of this education and its positioning within the QI approach. Furthermore, rarely are education activities within QI explicitly labeled or viewed as ‘CE’. Therefore, education may fail to achieve its intended impact because QI teams have not optimized its development and implementation with what is known from CE research and theory, reinforcing the perception of education as a ‘less effective intervention’.

Possible theoretical framework(s) This study will draw upon two conceptual/theoretical frameworks. First, we will use paradigms of education (e.g., behaviourist, cognitivist, constructivist) as a framework for analyzing studies included in a scoping review. Second, in the qualitative research study, we will use Billett’s theory of workplace learning and specifically his conceptual framework of affordances to describe factors that influence QI teams’ use of CE in their QI initiatives.

Possible methods This study involves two stages. The first stage consists of a scoping review of CE within QI initiatives to map out the varied purposes that CE fulfills as part of QI initiatives and how QI teams draw on CE evidence and theory when developing and delivering the education components of their QI initiatives. We searched 33 quality and safety journals and clinical journals that included quality and safety articles, and screened 2136 abstracts. The second stage consists of a qualitative interview-based study with authors of these studies and ‘experts’ who work at the intersections of QI and CE. We will conduct an interpretive thematic analysis using both inductive and deductive approaches.

Potential Impact/relevance to the advancement of the field of CME/CPD Study findings will inform more deliberate use of CE within QI by highlighting the importance of clarifying the intended purposes for including education in a QI initiative and helping to select recommended CE approaches informed by evidence and theory to optimize the education components. Such incorporation of CE within broader QI initiatives will help to move the CE field beyond the classroom and conferences to the workplace, expand beyond learner outcomes to patient and health-system-level impacts, and be data-driven and integrated within systems of patient care.

Preliminary Findings (if any) We identified 17 articles that met our inclusion criteria for the scoping review. We are currently analyzing the articles to synthesize and interpret what education methods, theories and paradigms are being used, how education objectives, implementation and evaluation are positioned within the broader QI initiative; and how education is being used in relation to other system-based interventions. We are at the outset of recruiting individuals for the semi-structured interviews, and plan to interview approximately 25 people.

23. Anesthesia Toolbox LXP Implementation: Advancing Collaborative Learning in Anesthesiology Residency Programs

Author(s)

• Vjeko Hlede, PhD, DVM, CHCP, Senior LMS Specialist, American Society of Anesthesiologists
• Jessica Stroner, Learning Technology Specialist, ASA

Purpose/problem statement The Anesthesia Toolbox was launched in 2013 by a consortium of 5 residency programs to provide high-quality, peer-reviewed educational content for anesthesiology residency programs. As the platform expanded to over 3,000 quiz questions, 1,200 peer-reviewed resources, 3,000 community-generated items, and an increasingly complex technological framework, it became increasingly difficult to manage. To address these challenges, the American Society of Anesthesiologists (ASA) adopted the Toolbox and migrated it into its Totara Learning Management System (LMS) and Learning Experience Platform (LXP) in 2023. Our goal was to replicate all initial functionality and enhance it with features available in the ASA learning platform.

Approach(es) To meet the unique needs of anesthesiology residency programs, we extended Totara’s LXP functionality during the migration in these areas: • A framework supporting three taxonomies, enabling us to combine the American Board of Anesthesiology Taxonomy with the in-training examination taxonomy used by Toolbox and ASA’s taxonomy • Algorithms that recommend learning activities based on quiz outcomes, helping learners recognize their weak spots and recommending activities to improve skills in those areas • New quiz engine functionality with features like “Question of the Day,” “Create Your Quiz,” and enhanced resident program analytics • The platform includes an AI-powered engine that delivers personalized content suggestions to learners. • A peer-review system, authorship, and content maintenance framework empower the Editorial Board and authors to keep content up to date and of high quality.

Findings Strength and challenges: • The Anesthesia Toolbox now operates as an integral part of ASA’s learning framework, providing easy access to all available resources while offering advanced features like AI-enhanced recommendations and custom quiz creation. • The number of residency programs that are subscribed has steadily grown: from 5 in 2013 to 65 in 2020 and finally 140 across the USA, Europe, and Asia in 2024. • Integrating the Toolbox’s custom functionality into ASA’s learning framework has been challenging and resource-consuming. We’ve had to address contradictions between “how things should work in Toolbox” and ASA’s security and user administration protocols.

Discussion (including Barriers/Facilitators if relevant) Integrating a bespoke system into ASA’s established learning platform with strict enterprise-wide security protocols was challenging. However, the benefits—including fast access to ASA’s extensive educational resources, advanced LMS functionality, and improved content management—are a good base for long-term success. Now, when the technological framework is in place, we are refocusing on engaging the Editorial Board and content creators and helping them foster continuous collaboration, community and content development.

Impact/relevance to the advancement of the field of CME/CPD Integration of the Anesthesia Toolbox into ASA’s learning platform enhances ASA’s ability to support residents and resident programs. Intensive use of LXP functionality aligns with broader trends in healthcare education and makes ASA more future-ready. As LXPs like UpToDate, Osmosis.org, and StatPearls take a more prominent position in the CME/CPD space, integrating LXP functionalities into both residency training and the CPD of attending physicians is critical for ensuring high-quality, personalized learning experiences and delivering the increasingly popular internet searching and learning ACCME learning format.

24. Advocacy in Action: Bridging Passion with Purpose for Meaningful Education

Author(s)

• Adrienne C. Ross, M.Ed, CHCP, Accreditation Director, USCSOM-PHM CME Org.
• Benjamin W. Lamb, Jr. MBA, Program Coordinator, USCSOM-PHM CMG Org.

Purpose/problem statement Sickle Cell Disease (SCD) affects approximately 100,000 individuals in the United States and over 8 million globally. Despite its prevalence, patients with SCD often face significant barriers to receiving optimal care due to gaps in research, inadequate resources, and insufficient clinician education. The disconnect between patient needs and healthcare delivery highlights an urgent need for improved collaboration and education among clinicians, patients, and advocacy groups to enhance treatment outcomes and the overall patient experience.

Approach(es) Inspired by personal experience with SCD, one of our CME team members has long been passionate about uniting patients, caregivers, and clinicians to foster mutual understanding and improve care. To bring this vision to life, our CME team partnered with a local SCD advocacy group – who shared the same desire as our CME team member – to design an innovative educational event. The program aimed to create a holistic learning environment where clinicians could explore the latest advances in SCD treatment, while also hearing firsthand experiences from patients and caregivers. The event featured expert guidance on emerging treatment options, patient and caregiver testimonials, and interactive discussions to bridge the gap between clinical practice and patient experience.

Findings While the primary goal of this activity was not to collect measurable data, its success was evident in breaking down barriers between clinicians and the SCD community. The event fostered meaningful dialogue, promoting empathy, understanding, and a shared commitment to improving patient care. By focusing on the human aspect of healthcare, the program sought to cultivate a deeper connection between healthcare providers and the patients they serve.

Discussion (including Barriers/Facilitators if relevant) The integration of CME/CPD with patient and advocacy perspectives presented both challenges and opportunities. Patients and caregivers were eager to share their stories, bringing a much-needed human dimension to the education process. Clinicians, on the other hand, focused on delivering evidence-based data and best practices to enhance patient care. Our task was to harmonize these two perspectives, creating a balanced learning environment that addressed both emotional and clinical needs. The event successfully blended these worlds, offering a platform where education and empathy intersected, ultimately benefiting both the healthcare providers and the patients. **The Patient Partner Roadmap: Fostering Meaningful Partnerships in Continuing Education developed by the ACCME was used to help guide the planning and delivery of this education.

Impact/relevance to the advancement of the field of CME/CPD This initiative represents an innovative approach in the field of CME/CPD, leveraging the insights and experiences of advocacy groups to enrich clinician education. The opportunity for healthcare providers to learn from patients outside the clinical setting was transformative. Typically, when patients interact with clinicians, they are often at their most vulnerable and may struggle to communicate their experiences fully. This event allowed clinicians to gain a broader perspective on the patient journey, enabling them to incorporate these insights into more compassionate and comprehensive care. For patients and caregivers, witnessing the dedication of clinicians to continuous learning and improvement fostered a sense of partnership, enhancing trust and collaboration in future care encounters.

25. A Lived Experience Partnership in Simulation-based Continuing Professional Development: A case study for ethical co-production

Author(s)

• Fabienne Hargreaves, MA, Manager, CAMH Simulation Centre, Centre for Addiction & Mental Health
• Faith Rockburne, Lived Experience Advisor, Centre for Addiction and Mental Health
• Petal Abdool, MD FRCPC, Medical Director, Simulation Centre, Centre for Addiction and Mental Health
• Howard Fruitman, MEd, Instructional Designer, Centre for Addiction and Mental Health
• Rachel Antinucci, MHE, Research & Evaluation Coordinator, Centre for Addiction and Mental Health
• Stephanie Sliekers, Director, Simulation & Digital Innovation, Centre for Addiction and Mental Health

Purpose/problem statement People with Lived Experience (PWLE) are those who have been impacted by mental illness and/or addiction, and share their journey to create and enhance health care educational programs. Ethical co-production in medical education for healthcare professionals and trainees is a way to bridge the gaps in perspective and imbalances of power between patients and medical professionals in the healthcare system (Kneebone et al., 2016). Co-production in all stages of simulation development not only ensures accurate patient portrayals, but can also integrate a variety of medical and psychiatric perspectives (Jha et al., 2009 & Kneebone et al., 2016), and augments the focus of trauma-informed, patient-centered practices in simulation and psychiatric medicine more broadly. While ethical collaboration with PWLE is imperative in simulation, there is fear and uncertainty of engaging with PWLE, and balancing inherent power differences (Happell et al., 2015).

Approach(es) The Centre for Addiction and Mental Health Simulation Centre, in collaboration with PWLE, have co-developed a successful working model emphasizing co-production throughout all stages of simulation development, implementation and evaluation. This presentation will share findings from an evaluation approach, guided by Moore’s Outcome Evaluation Framework (Moore, Green, & Gallis, 2009), of the ethical collaboration process in simulation, and share co-production frameworks, best practices and guidelines.

Findings We surveyed simulation faculty about their experience collaborating with PWLE in the development and delivery of simulation-based education for continuing professional development. All faculty (100%) surveyed were satisfied/very satisfied with their experience working with PWLE and would recommend PWLE be involved in future projects (n=19). Faculty reported the co-production process enhanced empathy and compassion when communicating with patients and staff, provided them with new insights into the patient perspective, and enhanced the realism of both the simulated patient portrayals and scenarios. Over 90% of learners agreed/strongly agreed that participating in simulations that included PWLE provided them with new skills, enhanced the need for compassion when communicating with patients, and provided them with new insights into the patient perspective (n=52).

Discussion (including Barriers/Facilitators if relevant) Our evaluation found that collaborating with lived experience advisors in the development and delivery of simulation-based continuing professional development provided valuable learning for both faculty and learners. Ethical co-production, however, requires a significant investment of time, resources, funding, staff, and relationship-building that can take many years to formally establish. We have found that starting with a clear framework for co-production, developing infrastructure to support that framework, hiring and onboarding lived experience advisors, determining ethical co-production practices, and performance and professional development have been key enablers to overcome barriers to ethical co-production.

Impact/relevance to the advancement of the field of CME/CPD The findings from this evaluation of an ethical co-production in a simulation-based continuing professional development program indicate that collaboration with lived experience enhances learning experiences of faculty and learners and contributes to increased awareness of patient perspectives. This model in a simulation-based continuing professional development program has enabled ethical co-production and provides a model for collaboration with people with lived experience that other healthcare professional education programs can learn from and replicate in their own environments.

26. Embedding Accessibility in CPD: An Imperative for Equity and Inclusion

Author(s)

• Branka Agic, MD, PhD, Scientist, Centre for Addiction and Mental Health
• Asha Maharaj, MBA, Director Community and Continuing Education, Centre for Addiction and Mental Health
• Holly L. Harris, BA (Hons), MA, Research Coordinator, Centre for Addiction and Mental Health
• Howard Fruitman, MA, MEd, Instructional Designer, Centre for Addiction and Mental Health
• Laura Gagnon, Director, Wellness Innovation, Shkaabe Makwa, Centre for Addiction and Mental Health
• Jess Taylor, Communications Coordinator, Centre for Addiction and Mental Health
• Aamna Ashraf, MEd, Senior Manager, Health Equity,Centre for Addiction and Mental Health
• Jo Henderson, Scientific Director. McCain Centre for Child, Youth and Family Mental Health,Centre for Addiction and Mental Health
• Kwame McKenzie, Director, Health Equity,Centre for Addiction and Mental Health
• Sanjeev Sockalingam, N/A, MD, MHPE, FRCPC, Senior Vice President, Education and Chief Medical Officer, Centre for Addiction and Mental Health, University of Toronto

Purpose/problem statement Accessibility is imperative for equity, diversity, and inclusion (EDI) in CPD/CE and is not only a legal requirement but also an important aspect of our social accountability. In CPD/CE, accessibility and accommodation are often used interchangeably, but they are not the same. Accommodation refers to an adaptation or adjustment made to support a person in participating fully in the educational environment in a way that is responsive to their own unique circumstances and needs. On the other hand, accessibility describes the degree to which a program, service, product, or environment is designed to be inclusive and usable by all. In CPD, most efforts are accommodation focused which involves reactively alleviating barriers, thus putting the onus on people with unmet needs to ask for accommodation and perpetuating ‘othering’. In the spirit of EDI, CPD/CE must shift to a strength-based, proactive approach—from accommodation to accessibility. Embedding accessibility into CPD/CE design, development and delivery ensures equitable access and participation for all learners regardless of their ability. While there is increasing focus on EDI in CPD/CE, guidance related to improving accessibility with respect to curriculum design and implementation is lacking.

Approach(es) The Health Equity and Inclusion (HEI) Framework for Education and Training is an evidence-based practical tool recognized as a Leading Practice by Health Standards Organization and adopted by academic institutions and accrediting bodies across North America. Based on stakeholder feedback, a literature review, and engagement with people with lived experience (PWLE), the latest version has an increased focus on accessibility and provides practical guidance on how to proactively embed accessibility considerations into CPD/CE.

Findings The updated framework defines and discusses accessibility in the context of CPD/CE and provides practical tips, examples and best practices, to help users integrate accessibility considerations into the CPD/CE design, development and implementation. It applies an intersectional accessibility lens to consider how different social identities intersect and interact, resulting in unique opportunities, barriers, and learning experiences. This has stimulated discussions on maximizing accessibility related to attitudinal, systemic, physical, informational, and technological factors.

Discussion (including Barriers/Facilitators if relevant) Evidence shows that accessibility considerations are not routinely integrated in the CPD/CE program planning, design and delivery due to multiple factors including lack of knowledge and resources as well as ableism at the individual, institutional and system levels. To truly practice EDI, CPD/CE has to redirect focus from addressing barriers to learning caused by inaccessible design to removing barriers before they can affect anyone. This approach requires meaningful engagement of learners with lived experience and taking into account learner characteristics, including abilities, race, ethnicity, age, gender, preferred learning style, and other factors that influence access to education and learning experiences.

Impact/relevance to the advancement of the field of CME/CPD Accessibility is the foundation of equitable and inclusive CPD/CE. Building the capacity of CPD/CE professionals to proactively remove barriers by designing CPD/CE curricula and learning environments that welcome all learners regardless of their abilities is necessity for providing equitable and inclusive education.

27. CME Reporting for ABS Continuous Certification (ABS CC): A Best Practice Approach to Align with American Board of Surgery Policy for Continuous Certification

Author(s)

• Leila Ekbia, MS, Associate Director of Accreditation Compliance, Indiana University School of Medicine
• Kim M. Denny, MSEd, CHCP, Director, Indiana University School of Medicine                   
• Jennifer E. Schwartz, MD, FRCPC, FASCO, Associate Dean, Office of Continuing Education in Healthcare Professions Indiana University School of Medicine

Purpose/problem statement As of July 1, 2023, the American Board of Surgery (ABS) has transitioned to a mandatory reporting system by Accredited providers for Category 1 Continuing Medical Education (CME) credits, eliminating the option for manual self-reporting by physicians. This shift necessitated the development of a robust process to ensure we as an accredited provider can accurately report CME credits as part of surgeons’ Continuous Certification.

Approach(es) Our objective was to establish a systematic approach for tagging and reporting CME activities aligned with the ABS Continuous Certification requirements, thereby enhancing the efficiency and reliability of the credit reporting process, and supporting our surgeons in maintaining their certification. Our organization, which accredits 500-600 educational activities annually, implemented a multi-step process to adapt to the new ABS policy. This included: 1. Tagging all of our activities with ABS Continuous Certification (CC) identifiers, including retroactively tagging all completed FY24 activities. 2. Adding current and past activities in the Joint Accreditation PARS to obtain Joint Accreditation IDs. 3. Communicating with participants who opted for ABS CC in the CLOUD CME system to update their profiles with essential identification information. 4. Ensuring that all relevant ABS CC credits were added to learners’ profiles in CLOUD CME and accurately reported to the ABS Board using JA Web services. 4a. When submitting credits, if no error message is received, it indicates successful submission. However, should an error occur, the issue must be addressed, and submission attempted again. Common errors may stem from incorrect birth dates (day or month) or mismatched ABS Board IDs. Ensuring that ABS board-certified individuals have accurate information in their CLOUD CME profile—including their birth month, birth day, and ABS Board ID—facilitates the successful transmission of credits to the ABS Board.

Findings This process was successful, with confirmation from learners that their ABS CC credits are accurately reflected in their ABS Board profiles. This process not only supports our surgeons in maintaining their certification but also ensures a more reliable credit reporting system.

Discussion (including Barriers/Facilitators if relevant)The implementation of a systematic approach to align with the ABS Continuous Certification (CC) requirements has proven to be effective, yet it was not without its challenges. Some barriers included data accuracy, communication with surgeons, and system integration. Continuous feedback and refinement will further enhance its implementation and effectiveness across the medical education community.

Impact/relevance to the advancement of the field of CME/CPD
Our proactive approach to aligning CME reporting practices with ABS requirements serves as a model for other accredited providers facing similar challenges. We invite feedback and discussion on this innovative process to further refine and enhance its implementation across the medical education community.

28. CE versus C-What? Introducing CPD to a Pharmacy Department via a CPD Pilot Program Mentorship Models

Author(s)

• Iman Suliman, PharmD, BCACP, Clinical Pharmacy Education Specialist, Dana-Farber Cancer Institute
• Maria Vecchiarelli Kimball, PharmD, BCOP, Clinical Pharmacy Specialist, Dana-Farber Cancer Institute
• Logan T. Murry, PharmD, PhD,Assistant Director of Continuing Pharmacy Education and Continuing Professional Development, Accreditation Council for Pharmacy Education
• Ben West, MS, Pharmacy Education Program Administrator, Dana-Farber Cancer Institute
• Eno Inyang, PharmD, BCPS, BCOP, Clinical Pharmacy Manager, Dana-Farber Cancer Institute
• Bridget Scullion, PharmD, BCOP, Director of Clinical Pharmacy Services, Dana-Farber Cancer Institute

Background/context/inquiry question Continuing Professional Development (CPD) in pharmacy is essential for maintaining competency, fostering professional growth, and improving patient outcomes, as well as enhancing job satisfaction and retention. The Dana-Farber Cancer Institute (DFCI) Pharmacy CPD Program aims to promote commitment to lifelong learning and boost application of self-directed learning into practice to ensure pharmacists remain proficient and are equipped with vital skills for career advancement. The objectives of this presentation are to describe experiences implementing a peer-mentorship driven CPD model and discuss future opportunities and recommendations to scale and evaluate the program.

Reference to current literature/perspective on the topic The Accreditation Council for Pharmacy Education (ACPE) CPD framework consists of six learning cycle components: Reflect, Plan, Learn, Evaluate, Apply, and Record/Review. Existing literature using this framework to facilitate pharmacist learning has shown increased impact and participation in continuing education (CE) activities, as well as improved pharmacist perceptions of job enjoyment and patient care. Recent research has shown that workplace learning is pivotal to CPD, and that peer-support is vital in adopting a CPD paradigm. Many countries have successfully implemented CPD programs or requirements for their pharmacists, and as of 2024, the Board of Pharmacy Specialties requires pharmacists complete CPD for recertification.

Possible theoretical framework(s) The theoretical frameworks used in designing the CPD program include Social Learning Theory and adult learning principles, with practice-based reflection, learning goal development, and participation in self-directed learning supported by peer-mentorship. Additionally, the ACPE CPD framework informed the development of activities designed to facilitate the six components of the learning cycle.

Possible methods A Pilot Program guided participants through the CPD cycle, providing foundational knowledge and personalized mentorship. It employed a mentor-mentee model, using pre- and post-program surveys to gather data from ten participants (five mentors and five mentees) on CPD knowledge, goal development, and program experiences. The six-month program included mentor-mentee sessions, group discussions, and an online platform for resources and interaction. Internally developed resources included program requirements, engagement plans, and CPD cycle forms.

Potential Impact/relevance to the advancement of the field of CME/CPD Institutions may encounter several barriers to implementing CPD, such as defining roles and responsibilities, allocating resources for coaching learners, ensuring time and accountability for learners to complete activities, and demonstrating CPD results to stakeholders. The DFCI CPD Program addresses these challenges and serves as a model for institutions interested in developing a mentorship-based CPD program.

Preliminary Findings (if any) The pre- and post-pilot program surveys demonstrated an increased understanding of CPD and goal development among participants, along with improved confidence in applying CPD principles to their professional growth. Participants indicated that the program positively impacted their practice, helped them complete each step of the CPD cycle, and supported their self-directed learning journey. Additionally, participants reported positive attitudes towards the peer-mentorship model and its impact on their CPD growth. Thus far, the DFCI Pharmacy CPD Pilot Program has created a positive environment for CPD engagement among a subset of pharmacists, with plans to impact more pharmacists as the program expands.

29. Apologizing with H.E.A.R.T®: An innovative simulation to increase confidence in Disclosing a Patient Safety Incident

Author(s)

• Alexandra Andric, RN, Nurse Educator, Centre for Addiction and Mental Health
• Fabienne Hargreaves, MA, Manager, CAMH Simulation Centre, Centre for Addiction & Mental Health
• Julia Duzdevic, RN, Patient Safety Specialist, Centre for Addiction and Mental Health
• Faith Rockburne, Lived Experience Advisor, Centre for Addiction and Mental Health
• Rachel Antinucci, MHE, Research & Evaluation Coordinator, Centre for Addiction and Mental Health
• Tucker Gordon, Simulation Specialist, Centre for Addiction and Mental Health
• Jennifer Grinfeld, Manager, Patient and Family Experience, Centre for Addiction and Mental Health
• Stephen Lincoln, Patient and Family Engagement Facilitator, Centre for Addiction and Mental Health
• Stephanie Sliekers, Director, Simulation & Digital Innovation, Centre for Addiction and Mental Health

Background/context/purpose Effective disclosure discussions of patient safety events are a hallmark of patient-centered care and safety (Canadian Disclosure Guidelines, 2011). Hospital staff must accept accountability when safety incidents transpire and take necessary steps to mitigate their occurrence (Canadian Disclosure Guidelines, 2011). The Canadian Disclosure Guidelines (2011) recommend staff attain ongoing education, mentoring and coaching to help facilitate effective disclosure discussions. A training was developed to allow staff the opportunity to practice making an apology utilizing the H.E.A.R.T® communication model and discussing safety incidents with patients/clients and family members in a safe, supportive environment. This work is tied to our hospital’s Quality Improvement Plan, demonstrating organization commitment to support our disclosure of safety events.

Theoretical/Conceptual framework(s) The learning objectives of the training are to: describe the CAMH Quality and Adverse Event Process requiring a disclosure, develop a plan for a disclosure conversation, and communicate a disclosure to a substitute decision maker using the H.E.A.R.T.® model. Using the evidence based H.E.A.R.T.® communication model (Cleveland Clinic, 2024), staff compose a script for disclosure and practice it with a simulated participant (SP) who plays the role of a family member. Engaging with the SP helps staff learn how to foster a collaborative environment where all parties involved feel heard and their contributions are valued. This simulation training combines didactic teaching, simulation with a simulated family member, observation, and a facilitator and lived experience advisor debrief. The simulation uses a Rapid Cycle Deliberate Practice Approach (Peng, 2023).

Methods Data was collected through self-reported pre-and post-training surveys. These surveys are guided by Moore’s (2009) Outcome Evaluation Framework, gathering data at multiple outcome levels including level 1 (participation), level 2 (satisfaction), level 3 (declarative/procedural knowledge), and level 4 (competence). Changes in confidence from pre-to-post were assessed, as well as intention to change practice, and learners’ overall experience with the training. Descriptive statistics were used to analyze the data.

Results/findings Nineteen healthcare providers have participated in the training to date. Data was collected from 14 clinicians between March-September 2024. Changes in confidence were measured across a 5-point Likert scale. The percentage of change was calculated using the mean pre-score (M=2.4, SD=0.99) and mean post-score (M=3.9, SD=0.77) across the 5 learning objectives, which was 60% for this group of learners. All participants (100%) reported intention to change practice after the training. Finally, all participants (100%) thought the inclusion of lived experience advisors provided new insight into the patient perspective and enhanced the need for compassion when communicating with patients and families.

Discussion Evaluation results highlight the value of this simulation on learner’s confidence in disclosing a safety event. The inclusion of lived experience advisors in the debrief provided a unique opportunity for staff to hear and learn from different perspectives.

Impact/relevance to the advancement of the field of CME/CPD This novel training, based on an evidence-based model, contributes to the understanding of how CPD training, involving simulation, can increase skills in quality processes and awareness of patient perspectives, eg., disclosure discussions, which can contribute to professional and organizational resilience.

30. Immersive Virtual Reality Simulation for Suicide Risk Assessment Training: Innovations in Mental Health Nursing Education

Author(s)

• Fabienne Hargreaves, MA, Manager, CAMH Simulation Centre, Centre for Addiction & Mental Health
• Petal Abdool, MD FRCPC, Medical Director, Simulation Centre, Centre for Addiction and Mental Health
• Rola Moghabghab, NP, Nurse, Centre for Addiction and Mental Health
• Michael Mak, MD FRCPC FCPA, Physician, Centre for Addiction and Mental Health
• Alexander Bahadur, MD, Resident Psychiatrist, Centre for Addiction and Mental Health
• Stephanie Sliekers, Director, Simulation & Digital Innovation, Centre for Addiction and Mental Health
• Rachel Antinucci, MHE, Research & Evaluation Coordinator, Centre for Addiction and Mental Health
• Sanjeev Sockalingam, N/A, MD, MHPE, FRCPC, Senior Vice President, Education and Chief Medical Officer, Centre for Addiction and Mental Health, University of Toronto/CAMH

Purpose/problem statement The use of simulation-based education in the health professions is well established, but there is an emergence of new technology-based learning modalities, including non-immersive computer desktop programs (dVRS) and immersive virtual reality simulation programs (iVRS) (Shorey & Ng, 2021). There is a notable dearth of literature on how effective these modalities are in health professions education. Suicide risk assessment (SRA) is an important component of mental health nursing (Mospan et al., 2017), exacerbated by the COVID-19 pandemic (Moutier, 2021). This study aims to address this gap in the literature, by examining the educational effectiveness of a novel iVRS-based for SRA that was delivered as a part of the mental health nursing curriculum, and aims to compare it to a dVRS.

Approach(es) Two SRA scenarios were developed depicting virtual patients with acutely and chronically elevated suicide risk. These simulations were created in two formats: an iVRS (n=52) that used a VR headset and handheld controllers, and a computer desktop virtual reality simulation (dVRS, n=187). The evaluation strategy was guided by Moore’s Outcome Evaluation Framework (Moore, Green, & Gallis, 2009 ). It focused on levels one (participation/engagement), two (satisfaction), and three (learning/knowledge) (Moore et al., 2009 ). Pre-and-post confidence levels in completing different aspects of a SRA, including building a therapeutic alliance, identifying risk and protective factors, and identifying which factors are modifiable were compared. Results from the User Engagement Scale Short Form (UES-SF) were also compared between modality types.

Findings There were statistically significant increases regarding educational outcomes for both iVRS and dVRS. An independent sample Mann-Whitney U Test indicates the difference scores between iVRS and dVRS groups is not statistically significant. All 4 factors of the UES-SF were slightly higher for the iVRS group however an independent sample Mann- Whitney U Test indicates the differences between iVRS and dVRS is not statistically significant. Overall, iVRS and dVRS had comparable improvements regarding educational outcomes, user engagement and overall user experience for SRA training.

Discussion (including Barriers/Facilitators if relevant) iVRS is an innovative tool in mental health nursing education. This study demonstrates that iVRS and dVRS are equally effective in enhancing educational outcomes, user engagement, and overall experience in SRA training. The results suggest that iVRS may be more beneficial for procedural content (e.g., overdose management) than for dialogue-based content like SRA. Potential limitations of this study include the lack of long- term assessment of educational outcomes and the lack of a control group. The surveys were conducted immediately post-simulation, without follow-up in the weeks or months after. Therefore, the finding of comparable educational effectiveness for both iVRS and dVRS might differ with longitudinal study, as the authors hypothesize that iVRS’s increased immersion may improve retention.

Impact/relevance to the advancement of the field of CME/CPD With the evolving landscape in technology-based simulation modalities, evidence is needed to understand the educational effectiveness of new approaches in health professional education. The results of this study contribute to this field by demonstrating comparable effectiveness between two technology-based simulation modalities. These results indicate this evolving technology has promise for enhancing learning experiences in the health professions.

31. Partnering with Experts: Understanding, Valuing and Mobilizing Lived Experience Knowledge for People Living with Obesity and other Chronic Conditions

Author(s)

• David Wiljer, PhD, Executive Director, Education, Technology and Innovation, University Health Network
• Bryn Davies, Research Analyst, University Health Network
• Dunja Matic, MSc, Research Analyst, University Health Network
• Tharshini Jeyakumar, MHI, PhD Student and Research Associate, University of Toronto and University Health Network
• Rebecca Charow, MSc, PhD Student and Research Associate, University Health Network
• Candace Vilhan, B.A Psych., E.C.E, C.B.E, Patient Partner and Certified Bariatric Educator & Behavior Therapist, Obesity Canada and Ottawa Hospital Bariatric Centre of Excellence
• Michelle McMillan, BASc, P.Eng, Patient Partner, Obesity Canada
• Ian Patton, PhD, Director of Advocacy and Public Engagement, Obesity Canada
• Nicole Pearce, PMC, CPC(HC), Director of Education, Obesity Canada
• Jerry Maniate, MD, M.Ed, FRCPC, FACP, CCPE, CPC(HC), EMBA(C), Affiliate Investigator, Associate Professor, Clinician-Educator, Bruyére Research Institute, University of Ottawa, and The Ottawa Hospital
• Sanjeev Sockalingam, N/A, MD, MHPE, FRCPC, Senior Vice President, Education and Chief Medical Officer, Centre for Addiction and Mental Health, University of Toronto/CAMH
• Lyn Sonnenberg, MSc, MD, MEd, FRCPC, EMBA, Director of Strategy and Operations and Professor Emerita
• Equity in Health Systems Lab and University of Alberta

Background/context/inquiry question In healthcare, patient lived experience knowledge offers critical insights that complement clinician expertise. Despite its importance, patient knowledge is often undervalued and underutilized, particularly in the context of stigmatized conditions like obesity, where stigma and weight bias from healthcare professionals further marginalize patient contributions. To foster patient-centered care and challenge these biases, it is imperative to elevate and advocate for patient knowledge. This study examines how the lived experience knowledge of people living with obesity is valued and mobilized in health and healthcare. We aim to enhance health outcomes for chronic conditions and inform continuing professional development/continuing education (CPD/CE) strategies that promote equitable and patient-centred care.

Reference to current literature/perspective on the topic The perceived value of lived experience knowledge raises important epistemological questions about how knowledge is acquired and legitimized. The prioritization of clinician knowledge over patient knowledge in healthcare is well-documented. Recent literature calls for the integration of patient lived experience knowledge to improve patient-centred care and health outcomes. However, patient knowledge remains marginalized due to biases and stigma, especially in the context of obesity, where stigma deters individuals from sharing valuable insights. This inequity limits the potential for collaborative care. By advocating for the inclusion of patient knowledge, CPD/CE can drive systemic changes that foster equitable healthcare environments and improve the healthcare experience for individuals living with chronic conditions.

Possible theoretical framework(s) This study is grounded in three theoretical frameworks: the Patient Knowledge framework, which categorizes six types of patient knowledge; epistemic injustice, which addresses the devaluation of knowledge, related to stigma, power imbalances, and bias; and the Knowledge-to-Action (KTA) framework, which focuses on synthesizing and mobilizing knowledge into practice. These frameworks will guide the study’s methodology and knowledge dissemination.

Possible methods This work will be a convergent mixed methods study, consisting of two concurrently occurring phases. First, a lived experience survey will collect data from people living with obesity on the perceived value and utilization of their knowledge. Second, critical dialogues will be conducted with people living with obesity and healthcare professionals to explore research priorities to advance the mobilization of patient knowledge. Critical dialogues expand on standard dialogues, where critical reflexivity and power dynamics are accounted for, encouraging an equitable process. The study design will allow for data triangulation, with findings contributing to a roadmap with recommendations for elevating patient lived experience knowledge to advocate for the integration of lived experience knowledge into clinical practice.

Potential Impact/relevance to the advancement of the field of CME/CPD This study will inform CPD/CE by providing actionable strategies to integrate patient lived experience knowledge into learning and healthcare practices, particularly in the context of chronic disease. CPD/CE professionals can use these insights to develop interventions that challenge biases, promote person centred care, and advocate for systemic change, ensuring healthcare practices become more equitable, inclusive, and empathetic.

Preliminary Findings (if any):  N/A

32. Withdrawn

33. Leveraging Professional Competencies for Patient Resources: A co-designed guide to support and empower patients and families for digitally compassionate care

Author(s)

• David Wiljer, PhD, Executive Director, Education, Technology and Innovation, University Health Network
• Rebecca Charow, MSc, PhD Student and Research Associate, University Health Network
• Bryn Davies, Research Analyst, University Health Network
• Mary Harasym, MSc, Research Analyst, University Health Network
• Maram Omar, MSc, Research Analyst, University Health Network
• Kate Hodgson, Patient Partner, University Health Network
• Anne O’Riordan, Patient and Family Partner, Queens University
• Brenda Taylor, Patient Partner, University Health Network
• Michelle Wan, Family Partner, Centre for Addiction and Mental Health
• Valeria Raivich, MLS, Manager of Patient Learning and Experience Centres, University Health Network
• Lisa Cunningham, Patient Learning and Experience Centres, University Health Network
• Janet Yuen, MA, Patient Learning and Experience Centres, University Health Network
• Allison Crawford, MD, PhD, Chief Medical Officer of 9-8-8, Psychiatrist, Clinician Scient, Co-Chair of ECHO Ontario, Centre for Addiction and Mental Health
• Peter Rossos, MD, FRCPC, MBA, Chief Medical Information Officer, Gastroenterologist, Clinician Scientist, University Health Network
• Nelson Shen, PhD, MHA, Staff Scientist, Centre for Addiction and Mental Health
• Laura Williams, MSW, RSW, CHE, Senior Director of Patient Experience & Patient Relations, University Health Network
• Gillian Strudwick, PhD, Chief Clinical Informatics Officer, Senior Scientist, Scientific Director of Digital Innovation Hub, Centre for Addiction and Mental Health
• Sanjeev Sockalingam, N/A, MD, MHPE, FRCPC, Senior Vice President, Education and Chief Medical Officer, Centre for Addiction and Mental Health, University of Toronto/CAMH

Purpose/problem statement As healthcare delivery continues to shift from face-to-face to digital modalities, digital compassion becomes increasingly essential. Digital compassion is the use of technology to deliver compassionate care. In 2023, professional competencies and technology attributes for providing digitally compassionate care were developed through an eDelphi study, a rigorous consensus-building process. Study findings demonstrate that true competence in digital compassion is manifested by using the right digital tools at the right time to demonstrate to patients that they are heard, validated and part of the decision-making process. Expert panelists agreed on the need to empower and engage patients, caregivers, and patient experience advisors, or “patient partners” in building meaningful patient-provider relationships when using technology. Patient partners play a significant part in the healthcare ecosystem and must be involved in education development to realize the goal of digitally compassionate healthcare environments. To complement healthcare provider training, the purpose of this innovation was to co-design a patient guide to foster digital compassion at the patient-level by empowering their engagement with and confidence towards digital health tools in virtual care.

Approach(es) A co-design approach was used whereby end-users were meaningfully engaged in the design and development of the patient guide. Engagement was in the form of monthly online working sessions between project staff, patient partners, and hospital patient experience hospital. Patient partners included a patient and family advisory board, who were recruited specifically for this project from both collaborating organizations. The guide’s design and development process followed Success Approximations Model for agile and iterative eLearning development. This model consists of three phases: (1) Exploratory phase, where an environmental scan of existing patient education resources was conducted and discussed to determine resource gaps, prioritize learning needs, and select the resource format. (2) Iterative design phase, where content was drafted, discussed and reviewed from a health equity lens, using the Health Equity and Inclusion Framework for Education and Training. (3) Iterative development phase, where content and format were refined based on accessibility best practices by engaging plain language specialists.

Findings Engagement with patient partners provided diverse perspectives on digital healthcare challenges, including disparities, accessibility, communication, and emotional support. Collaborating with patient partners was crucial in shaping the guide, which includes reflective questions and practical scenarios for technology use across 4 topics: 1) Building a Relationship with your healthcare providers; 2) Communicating what is most important to you; 3) Collaborating with your healthcare providers; 4) Connecting With Your Personal Care Team. with your personal care team.

Discussion (including Barriers/Facilitators) if relevant Co-designing education products with patient partners should go beyond patient education. There is an important connection between CPD/CE and patient experience that warrants further exploration and study. This innovation is an example of how professional competencies for health professionals were leveraged for developing patient education.

Impact/relevance to the advancement of the field of CME/CPD Future CPD/CE would benefit from partnerships with patient partners to concurrently develop provider-and patient-facing education with a health equity perspective.

34. Utilizing an EHR-based analysis tool to Evaluate a Transdisciplinary Educational Intervention

Author(s)

• Sharisse Marie Arnold Rehring, MD, FAAP
• Director Medical Education, CPMG and Director Longitudinal Integrated Clerkship, UC SOM
• Colorado Permanente Medical Group/University of Colorado School of Medicine
• John Steiner, MD, MPH
• Senior researcher, KPCO Institute of Health Research
• Colorado Permanente Medical Group
• Andrew Maclennan, MD
• Medical Director Clinical Guidelines
• Colorado Permanente Medical Group

Purpose/problem statement The lack of research expertise within CE departments and the lack of data on educational outcomes are barriers to scholarship in CPD. This example will illustrate the application of a scholarly approach to a CE activity though the use of an EHR-based reporting tool to assess educational outcomes. This intervention also exemplifies how interprofessional education in different venues of care facilitates spread of educational messages. Evidence suggests the routine use of antibiotics to treat straightforward conjunctivitis does not lead to faster resolution of symptoms, and potentially creates more harm than benefit through chemical irritation and disruption of the microbiome of the eye.

Approach(es) A multimodal CE activity to reduce the use of topical antibiotics for conjunctivitis was implemented in Kaiser Colorado. The activity included a 1.5 hour CE intervention, development of an EHR dot phrase for patients on “chat with a doc”, nursing education and protocol revision, system changes to an order set and dissemination of longitudinal take home points. To assess the outcomes of our intervention, we used an EHR reporting tool to assess time trends in antibiotic prescribing for children under age 18 from 12 months prior to the educational activity to 12 months after the activity. Using this reporting tool, we were able to assess changes in different care settings (in person primary care, in person urgent care, and virtual “chat” visits), and prescription of antibiotics by physicians vs. nurses operating under prescribing protocols.

Findings For the 12 months prior to the educational activity, between 783 and 1699 children per calendar quarter were diagnosed with conjunctivitis, and between 75% and 82% received an antibiotic. In the 12 months after the intervention, between 141 and 482 children per quarter were diagnosed with conjunctivitis, and between 27% and 43% received antibiotics. Nursing protocols no longer allowed for diagnostic prescribing of antibiotics for conjunctivitis. Urgent care clinicians who did not participate in the educational activity continued to prescribe antibiotics at a similar rate before and after the activity.

Discussion (including Barriers/Facilitators if relevant) Our findings suggest that, by using a reporting tool embedded in the EHR of our health care system, we could demonstrate a large and sustained change in prescribing occurred after thiseducational intervention which incorporated adult learning theory, proven interventions that make CE effective and system changes at point of care. The conclusions of this evaluation must be viewed cautiously, since we did not account for other factors that may have affected prescribing and did not apply statistical tests or models. However, the magnitude and durability of this effect supports the effectiveness of our educational program, and shows that the ability to assess educational outcomes using built-in reporting tools in EHRs is a novel approach that is available to all organizations that have similar EHR functionality.

Impact/relevance to the advancement of the field of CME/CPD This study involved a transdisciplinary intervention and “venue sensitive” approach. Nursing education and protocol revision as well as a dot phrase for “chat with a doc” facilitated spread. Reporting tools within the EHR allowed educators to link the timing of the intervention to a sustained change in prescribing.

35. Telehealth for All: Remote Simulations with Standardized Patients Driving Equity and Cultural Humility in Healthcare

Author(s)

• Renee Wadsworth, SP Education Strategist, SP-ed / Healthcourse
• Steven Haimowitz, MD, CEO, Healthcourse, Inc
• Tina Gustin, BSN, MSN, DNP, Professor, Old Dominion University

Purpose/problem statement Nearly five years post-pandemic, telehealth has become a critical component of healthcare delivery. However, many clinicians continue to face challenges in practicing cultural humility and delivering equitable care in virtual environments. CME training often fails to provide opportunities for real-time, patient-centered practice. This project addresses these gaps by utilizing remote Standardized Patient (SP) simulations, offering clinicians a platform to practice cultural humility, fostering equitable and compassionate care in telehealth interactions.

Approach(es) In collaboration with Old Dominion University and the Center for Telehealth Innovation, Education, and Research (CTIER), 494 remote SP telehealth sessions were conducted. Prior to participating in one-on-one SP encounters, learners completed a self-paced, asynchronous module-based training. SP scenarios were customized for each profession (e.g., Nurse Practitioners, Physical Therapists, Social Workers, Pharmacists) and focused on areas such as assessment, medication reviews, patient education, and telehealth etiquette. SPs, trained according to the ASPE Standards of Best Practice, portrayed patients from underrepresented communities, with an emphasis on social determinants of health, gender identities, and cultural diversity. These sessions provided learners with the opportunity to apply telehealth skills while practicing cultural humility in a safe, real-time environment. Feedback was delivered immediately after the session, utilizing a validated “Teaching Interpersonal Skills for Telehealth Checklist” (TIPS-TC) on 12 items. SP feedback also encouraged self-guided reflection for deeper insight into telehealth practice. The research will report results from the TIPS-TC evaluation instrument at the session.

Findings Of the 494 sessions, 361 learners provided feedback: 95% found the platform easy to use. 91% rated the digital SP session as helpful or more helpful than in-person encounters. 97% stated the portrayal of the patient by the SP was believable. 95% reported that the SP experience enhanced their communication skills and telehealth etiquette. 96% found the SP session a valuable educational experience. 92% noted an improvement in their confidence when conducting telehealth visits. Qualitative feedback consistently emphasized behavior change due to the authenticity of the interactions. One learner commented, “The feedback provided by the SP will assist me in my learning now and in the years ahead.” Another observed, “The role-play felt genuine and allowed me to comfortably practice building rapport over telehealth.”

Discussion (including Barriers/Facilitators if relevant) This project demonstrated the power of remote SP simulations in creating a flexible, scalable training model that integrates seamlessly into clinicians’ busy schedules. The inclusion of SPs with lived experiences provided a rich, authentic platform for learners to engage in culturally complex scenarios, enhancing their telehealth readiness. An exciting area for further development is the integration of small group interprofessional education (IPE) encounters, which would leverage the remote setting to foster collaborative learning and ease of participation across disciplines.

Impact/relevance to the advancement of the field of CME/CPD SP methodology plays a significant role in advancing cultural humility and equity in telehealth education. By offering immersive, real-world practice, these simulations ensure that clinicians are prepared to deliver culturally sensitive care in virtual environments. The model integrates compassionate feedback and ASPE Standards, providing a scalable and impactful tool for CPD/CE. These simulations foster both clinical and cultural competence, advancing patient-centered care in a rapidly evolving healthcare landscape.

36. Diversity, Inclusion, and Bias in Continuing Medical Education Activities: Lessons Learned from Participant Evaluations

Author(s)

• Melissa D. Bregger, MD, Assistant Professor, Northwestern University Feinberg School of Medicine
• Celia Laird O’Brien, PhD, Assistant Dean for Program Evaluation and Accreditation, Northwestern University Feinberg School of Medicine
• Oluwateniola E. Brown, MD, Assistant Professor, Obstetrics and Gynecology and Medical Education, Northwestern University Feinberg School of Medicine
• Linda Suleiman, MD, Associate Dean for Diversity and Inclusion, Associate Professor, Orthopaedic Surgery and Medical Education, Northwestern University Feinberg School of Medicine
• Sheryl A. Corey, MBA, DIrector of Continuing Medical Education, Northwestern University Feinberg School of Medicine
• Clara J Schroedl, MD, MS, Associate Professor of Medicine and Medical Education, Medical Director of Continuing MEdical Education, Assistant Designated Instutional Official, McGaw Medical Center, Northwestern University Feinberg School of Medicine

Background/context/inquiry question Recommendations exist for optimizing diversity, equity, inclusion, and anti-racism in Continuing Medical Education (CME), but learner perception of the effectiveness of these interventions is unknown. Assessing learner perception of biased or non-inclusive content and satisfaction with activity diversity could inform efforts to ensure all forms of bias are mitigated, and diversity and inclusion are prioritized in CME. This study had two aims: first, to determine the types of bias and lack of inclusion experienced by learners at CME activities; and second, to describe the frequency and reasons for any dissatisfaction with the diversity of speakers or content at CME activities.

Theoretical framework(s) AAMC Framework for Addressing and Eliminating Racism. University of Wisconsin-Madison “Diversity, Equity, and Inclusion Toolkit for Accredited Continuing Education”.

Methods All post-activity learner evaluations completed for all accredited CME activities were examined from 09/01/2022 through 12/31/2023 at a single, extra-large, urban, academic medical center in Chicago, Illinois. Beginning 09/01/2022, the following two questions were added to our existing CME participant post-activity evaluation: 1) “Describe any biased content and/or lack of inclusion that you experienced or witnessed as a participant in this activity” and 2) “Are you satisfied with the diversity of speakers and content of this educational activity? If no, please explain.” Descriptive statistics were used to quantify participant satisfaction with speaker and content diversity. All free-response comments were qualitatively analyzed and major themes identified.

Results/findings Evaluation comments from 210 CME activities and 5,284 evaluations demonstrated learner satisfaction with speaker and content diversity in 98.91% of activities. Qualitative analysis of 967 comments demonstrated four main categories of perceived bias or lack of diversity: 1) Interpersonal Bias; 2) Lack of Diversity in Speakers, Content and Delivery; 3) Resistance to Bias and Inclusion Evaluation; and 4) Commercial/Industry Bias. The most frequent form of bias against individuals or groups observed in CME activities were racial, ethnic, and gender bias.

Discussion While most learners were satisfied with diversity of speakers and content, some experienced bias related to protected classes such as race, gender, or age. Learners who were not satisfied were most likely to report a lack of professional diversity (e.g., in institutions or disciplines represented), or sociodemographic diversity. Learners had suggestions for how planners could improve diversity for future activities. Some learners demonstrated apathy or resistance to being asked about bias, diversity, and inclusion. When asked about bias, some defaulted to commercial bias, which may be phenomenon unique to accredited CME. While infrequent, lack of inclusion due to inaccessible technology is an important reminder to planners to ensure all content is accessible to all.

Limitations Data is only representative of a single institution. Further, our “Policy on Inclusive Learning Environment in CME” and mandatory CME application questions focused on how planners will ensure diverse/biased-free content and speakers may indirectly mitigate perceived bias and lack of inclusion, and therefore underestimate the prevalence compared to other institutions.

Impact/relevance to the advancement of the field of CME/CPD These findings can inform future CME planning frameworks to ensure all forms of bias are mitigated, diversity and inclusion are prioritized, and course directors provided feedback to correct or prevent future incidents.

37. Impact of Formative, Continuous Knowledge Self-Assessment Engagement on Summative Assessment Performance Among Family Physicians

Authors

• David Price, MD, FAAFP, FACEHP, FSACME, Professor Family Medicine/Sr. Advisor to the President/CPD Coach and Consultant, American Board of Family Medicine/University of CO Anschutz School of Medicine
• Peter M. Wingrove, MD, Resident Physician, UPMC
• Ting Wang, PhD, Director of Psychometrics and Innovation, American Board of Family Medicine
• Keith Stelter, MD, Medical Director, American Board of Family Medicine
• Andrew Bazemore, MD MPH, Senior VP, Research and Policy, American Board of Family Medicine

Background/context/inquiry question purpose: To evaluate the relationship between engagement in the American Board of Family Medicine (ABFM) formative Continuous Knowledge Self-Assessment (CKSA) and performance on high-stakes summative assessments.

Theoretical framework(s) Formative and summative assessments (consequences/stakes matter), behavioral and cognitive engagement

Methods This retrospective cohort study included 24,926 ABFM Diplomates who completed CKSA modules and summative assessments between 2017 and 2023. CKSA engagement metrics—such as the number of quarters completed, time of completion, and self-reported confidence—were analyzed against performance on summative assessments, measured by z-scores. Multivariable regression models controlled for demographic factors and prior assessment performance.

Results/findings Greater CKSA engagement was strongly associated with higher summative assessment performance. Diplomates who completed all 4 CKSA quarters had significantly higher summative assessment z-scores than those completing fewer quarters (p< 0.001). Early CKSA completion and spending more time on low-confidence questions were also positively correlated with both CKSA and summative assessment scores (p< 0.001). These effects were observed across different levels of prior exam performance.

Discussion Engagement in formative assessments like CKSA, particularly early and consistent participation and reviewing incorrect or low confidence questions, is linked to better outcomes on high-stakes assessments. Future research should explore the mechanisms underlying these associations and consider developing an “index of engagement” to identify physicians at risk of poor performance. Incorporating structured, longitudinal self-assessments like CKSA into certification requirements could enhance continuous learning and improve exam readiness.

Limitations 1) retrospective analysis, which may introduce selection bias 2) potential missing factors that would influence our results. 3) we did not include measures of affective engagement 4) unmeasured confounders could still influence the results. 5) some use of self-reported metrics could introduce subjective bias. 6) may not be generalizable to other specialties or certification processes.

Impact/relevance to the advancement of the field of CME/CPD Selected strategies for engagement in formative assessment/educational activities are important considerations for performance on summative assessments.

38. The Effect of Spaced Repetition on Confidence Ratings in Continuous Knowledge Self-Assessment

Author(s)

• David Price, MD, FAAFP, FACEHP, FSACME, Professor Family Medicine/Sr. Advisor to the President/CPD Coach and Consultant, American Board of Family Medicine/University of CO Anschutz School of Medicine
• Ting Wang, PhD, Director of Psychometrics and Innovation, American Board of Family Medicine

Background/context/inquiry question Confidence ratings, increasingly used in medical education, provide insights into metacognitive skills by assessing how certain learners are in their responses and the concordance of their confidence with answer accuracy. Although spaced repetition is known to enhance learning and knowledge transfer in longitudinal assessments, its influence on changes in learners’ metacognition remains underexplored.

Theoretical framework(s) Metacognition, spaced repetition.

Methods We examined the impact of different spaced repetitions on confidence ratings for repeated and clone questions in the American Board of Family Medicine (ABFM) Continuous Knowledge Self-Assessment (CKSA). The analysis cohort consisted of 16,751 participants who were randomized into a control group (no repetitions) or one of five experimental groups with either one or two repetitions at different intervals across six quarters. Confidence was measured on a six-point scale. Paired samples t-tests were conducted to assess changes in confidence from Q0 to Q6 for repeated questions and from Q0 to Q10 for clone questions. The analysis focused on questions that were initially answered incorrectly but later answered correctly. Regression analysis was conducted to control for the effects of demographic variables on confidence ratings.

Results/findings For repeated questions, the control group’s confidence remained stable, while all experimental groups showed significant confidence improvements. The effect sizes were moderate in the one-repetition groups (0.256 to 0.267) and large in the two-repetition groups (0.628 to 0.692). Similar trends were observed for clone questions, with the two-repetition groups demonstrating higher effect sizes (0.500 to 0.532) compared to the one-repetition groups (0.427 to 0.487). The control group’s confidence also improved significantly for clone questions, possibly due to differences in difficulty between original and clone questions. After controlling for demographic variables and selected practice characteristics, the group effects on confidence ratings remained significant.

Discussion Repeated questions led to significant confidence gains in correctly answered questions in all experimental groups, with larger improvements seen in groups with two repetitions. A similar pattern was observed for clone questions. These effects remain significant after controlling for demographic variables.

Limitations Participants limited to volunteer participants in a single specialty using a specific, longitudinal (formative) assessment program. Subjective self-report of confidence, with potential individual differences in time spent in reflecting on confidence in questions).

Impact/relevance to the advancement of the field of CME/CPD Longitudinal assessments incorporating confidence testing can result in not only improved answer accuracy over time, but can positively impact metacognition (as measured by confidence/accuracy alignment)

39. How a Team of Educators Co-designs Learning-by-concordance Clinical Reasoning Modules: a Qualitative Observational Study

Author(s)

• Haifa Akremi, Postdoctoral fellow, Faculty of medecine, University of Montreal
• Vincent Jobin, MD, Director University of Montreal
• Véronique Castonguay, MD, Associate Professor, University of Montreal
• Marie-France Deschênes, Adjunct Professor, University of Montreal
• Bernard Charlin, Doctor, full clinical professor, University of Montreal
• Nicolas Fernandez, Associate Professor, University of Montreal

Background/context/inquiry question Learning-by-concordance (LbC) is an innovative online learning strategy to teach clinical reasoning skills for complex and ambiguous situations. Writing LbC learning tasks, comprising an initial hypothesis and supplementary data, differs from traditional instructional design. We sought to capture how experienced educators wrote LbC learning tasks with a view to gain deeper understanding and provide support broader adoption of LbC in health sciences education.

Theoretical framework(s) The Corriveau et al. team dynamics model (2010) was used to observe interactions between team members as they co-develop LbC modules. Teamwork is conceived of as emerging from the mutual interactions between three team functions: role attribution, regulation and decision-making.

Methods Using a qualitative interpretative approach, we observed and recorded dialogue within an interdisciplinary group composed of 3 emergency physicians, 2 LbC experts and a researcher tasked to co-design an LbC module to improve pulmonary embolism investigation by family physicians. We collected data at three distinct moments of the co-design process: 1) team dialogue during work sessions, 2) “hot” focus group discussion immediately after each work session; and 3) “cold” focus groups with the design team at monthly intervals where members share thoughts about broader co-design issues. We analyzed data thematically collected during 9 work-sessions and focus groups.

Results/findings We identified three themes: 1) Role redistribution during the co-design process, according to emerging needs for goal achievement, significantly enhanced team effectiveness, 2) Shared leadership and expert-based decision-making were observed as the most effective way to achieve team goals, 3) Teamwork was punctuated by shifts in focus which accelerated work on LbC module production while ensuring quality standards. Participants emphasized that despite scheduling constraints, a secure sharing space within the group as well as overall friendliness helped the team persevere towards the completion of the task.

Discussion The nature of the concordance learning task requires educators to focus on pedagogical intention primarily rather than only on learning objectives. The pedagogical intention reflects what educators deem important for learners to reflect on, consequently it should be the guiding variable in LbC development. To achieve this, educators should work in groups and achieve a clear understanding of their pedagogical intention.

Limitations As the researcher is one of the participants and an expert on LbC, the risk of data contamination is likely. Data triangulation was carried out during cold focus group to prevent this effect.

Impact/relevance to the advancement of the field of CME/CPD Embracing the collaborative co-design process led by an interdisciplinary team empowers physicians to develop impactful online learning tools thereby facilitating their active involvement in CPD innovation. This in-depth study on LbC codesign, indicating the importance of pedagogical intention, calls for new thinking about instructional design.

40. Lessons in co-production: How to collaboratively develop and actualize a research agenda

Author(s)

• Holly L. Harris, BA (Hons), MA, Research Coordinator, Centre for Addiction and Mental Health
• Melissa Hiebert, MA, Patient Engagement in Research Coordinator & Member of CLC Research Subcommittee, Centre for Addiction and Mental Health
• Shelby McKee, BA, Research Analyst & Member of CLC Research Subcommittee, Centre for Addiction and Mental Health
• Maral Sahaguian, MEd, Member of CLC Research Subcommittee, Centre for Addiction and Mental Health
• Lisa Hawke, PhD, Independent Scientist & Member of CLC Research Subcommittee, Centre for Addiction and Mental Health
• Kelly Lawless, Dip, Member of CLC Research Subcommittee, Centre for Addiction and Mental Health
• Kayle Donner, MA,MEd, Research Methods Specialist & Member of CLC Research Subcommittee, Centre for Addiction and Mental Health
• James Svoboda, Member of the Research Subcommittee, Centre for Addiction and Mental Health
• Gail Bellissimo, Member of the Research Subcommittee & Program Engagement Co-Facilitator, Centre for Addiction and Mental Health
• Jordana Rovet, MSW, RSW, Collaborative Learning College Coordinator, Centre for Addiction and Mental Health
• Amy Hsieh, BA, Member of CLC Research Subcommittee, Centre for Addiction and Mental Health
• Anna Di Giandomenico, BA, Member of CLC Research Subcommittee, Centre for Addiction and Mental Health
• Sophie Soklaridis, PhD, Senior Scientist & Scientific Director, Centre for Addiction and Mental Health

Purpose/problem statement Recovery Colleges are mental health-oriented education programs that support people with mental health challenges in pursuing, maintaining, or recovering wellness on their terms. The Recovery College model is driven by co-production, which involves people with lived expertise of accessing mental health services, those with professional/academic expertise, and people with both perspectives collaborating to design and actualize initiatives. Given co-production is central to Recovery Colleges, we contend that this tenet should be extended to Recovery College research. In CPD/CE research, co-production does not often extend beyond individual initiatives and projects which limits its transformative potential. Lessons learned from co-producing strategic directions for Recovery College research can inform CPD/CE practices by demonstrating the value of co-production and providing practical strategies for involving diverse perspectives, including those of people with lived experience, as in the earliest stages of CPD/CE research, i.e., setting a research agenda.

Approach(es) To support the development and implementation of a Recovery College research portfolio, CAMH established the Collaborative Learning College Research Subcommittee in 2023. This subcommittee consists of people with lived experience, those accessing Recovery Colleges, researchers, evaluators, Recovery College staff, and those with multiple roles. The subcommittee is responsible for co-producing a research agenda for Recovery College research at CAMH.

Findings We established processes and practices for co-producing our research agenda, which included developing terms of reference, setting group expectations, creating a detailed work plan, formulating research questions, launching studies, and preparing grant applications. Through a collaborative reflexive exercise, we identified lessons, successes, opportunities, and tensions that arise when striving for equity within traditional hierarchical education and research systems. We explored the relevance of these insights to CPD/CE research.

Discussion (including Barriers/Facilitators if relevant) Co-production thrives when time is dedicated upfront to build relationships, foster trust, and engage in multi-directional learning. Our team’s collaborative foundation was sustained by celebrating successes and supporting one another through challenges. In doing so, we nurtured a team that works in harmony with one another, cultivates space for the voices of people with lived experience to be heard, and honors the perspectives of the collective. While the initial time investment may seem cumbersome, we found that prioritizing people over products does not hinder productivity, but rather augments it. Ultimately, our personal connections rooted in co-creation served as a foundation to nurture possibilities and creativity for our work.

Impact/relevance to the advancement of the field of CME/CPD CPD/CE are increasingly recognizing that engaging people with lived experience throughout the design and actualization of initiatives can have transformative systemic impacts. The involvement of people with lived experience infuses CPD/CE research with other ways of knowing about health and health systems navigation beyond professional expertise. This aligns with compassionate and humanistic approaches, supporting a more equitable future for health professions education and the health system at large. Despite the promise of co-production, there is a lack of practical examples of engagement in the literature. By sharing our experiences and lessons learned, we invite CPD/CE professionals to consider the complexities of co-production throughout the research cycle, including at the agenda-setting stage, and explore how our experiences can inform their own collaborative practices.

41. What’s working? Asking Residents and Attending’s about GME Wellness, Resiliency, and Professionalism to Inform Development of New CME

Author(s)

• Nathaniel Williams, Student, Manager, Student, Research Assistant, Professional Renewal Center
• Dillon Welindt, MS, Graduate Student, University of Oregon
• Phil D. Byrne, EdD, Associate Dean GME and DIO, UMKC School of Medicine
• Betsy Williams, PhD, Clinical Director, Professional Renewal Center

Background/context/inquiry question The rates of depression, anxiety, and suicide in trainees and practicing physicians are concerning (1). Several interventions have been researched to determine their efficacy in promoting improved health and wellbeing amongst these at-risk groups. These interventions can be at both the individual and system level. Best outcomes occur when interventions address both individual and system factors (2)   For this Work in Progress, QI project, we assessed the needs of residents in aid of creating individual and system level interventions to promote professionalism through improved health and wellbeing.

Reference to current literature/perspective on the topic
1. Mata et al. 2015, Ryan et al. 2023, Zimmermann et al. 2024 2. West, C. et al 2016 DOI: 10.1016/S0140-6736(16)31279-X; Shanafelt T, 2021 https://doi.org/10.1016/j.mayocp.2021.06.005

Theoretical framework(s) The program is constructed using a quality/performance improvement framework. Our first step in the project was to collect data through a literature review and quantitative (survey results) and qualitative data (focus groups).   Data are being analyzed in a manner consistent with best practices.

Methods We used a mixed method approach to assess trainees and attendings, using survey methods and focus groups to collect rich qualitative and quantitative data. In line with a QI/PI approach, data will be collected in flow to determine the efficacy of the implemented programs and to adjust the program based on data received.

Potential Impact/relevance to the advancement of the field of CME/CPD The findings of these analyses will engender insights into the specific needs of the residents at this training institution. Data will be used to implement changes at the individual resident level (development/implementation of CME programming, faculty development opportunities, etc) and organizational changes that support this group of trainees.  Data collection will include learners’ perception of wellbeing pre/post CME and faculty development interventions, self-efficacy, and factors that underly successful wellbeing CME interventions. These findings should be relevant to those focused on wellbeing interventions at the individual and system level.

Preliminary Findings (if any) The first stage of data collection has been done with completed Stage A needs assessment through pre-surveys and small group focus groups of current residents. Data collected include these residents’ views of wellness, wellness interventions, and the residency’s organizational interventions and wellness resources. Analysis of the data including theme analysis of the transcription of the focus group will guide new approaches for the program. Post-intervention surveys and focus groups will be done following the implementation of the new wellness offerings consistent with the PDSA cycle in order to analyze the results and look forward in implementing new process.

42. Addressing the Evolving Medical Cannabis Landscape: Education and Patient Advocacy in Action

Author(s)

• Vickie M Skinner, DHA, CHCP, Executive Director, Continuing Health Professional Education, UMMC
• Anahit Abrahamyan, MPC, Accreditation & Program Manager, University of Mississippi Medical Center
• Jennifer Ipsen, MS, Director of Operations, University of Mississippi Medical Center

Purpose/problem statement The medical cannabis landscape poses significant challenges for healthcare providers, including limited access to evidence-based research. Regardless of their personal views, providers must be educated about cannabis, as some patients use it. The inaugural medical cannabis conference, organized by the University of Mississippi Medical Center’s (UMMC) Neuro Institute in 2023, highlighted the need for ongoing education. Despite its quick sell-out, subsequent educational efforts waned after the retirement of the lead faculty. Recognizing this gap, the UMMC Division of Continuing Health Professional Education (CHPE) took action to lead the next conference.

Approach(es) An interdisciplinary group of stakeholders convened to develop an educational event aimed at sharing medical cannabis research and patient experiences with Mississippi providers. Collaborations included the National Center for Cannabis Research and Education and the Mississippi State Department of Health, alongside community partners like the Mississippi Public Health Institute and the Mississippi Cannabis Patients Alliance. Key imperatives included incorporating patient and family voices and allowing time for reflection and discussion. Including government agencies and legal experts was also critical to fostering dialogue on the evolving landscape of medical cannabis in Mississippi. Importantly, it was vital to exclude both promotion and support from industry as potential sources to fund the conference opting instead to utilize a government grant and nominal registration fees.

Findings The planners comprised a diverse range of professionals who organized “Cannabis in Mississippi: A Conference for Providers,” scheduled for February 2025. The agenda features a keynote speaker from McLean Hospital’s Marijuana Investigations for Neuroscientific Discovery (MIND) program and includes panel discussions that cover patient experiences and regulatory/legal aspects, ensuring comprehensive coverage of relevant topics. Preliminary findings from evaluations will be available after the conference.

Discussion (including Barriers/Facilitators if relevant) The evolving medical cannabis landscape in Mississippi necessitates continuous educational interventions, and while education is crucial for optimal patient outcomes, barriers persist. As a state institution reliant on federal funding, planners adopted a diplomatic approach amidst a politically sensitive environment. Providers will be empowered to recognize the implications of cannabis use by addressing issues like potential drug interactions and health impacts of cannabinoid products available in local markets. The intent is that better-informed providers will apply their increased competence to improve patient outcomes for Mississippi’s population, some of who use cannabis. Facilitators included keeping executive leadership informed, involving leaders from the National Center for Cannabis Research and Education and the Mississippi State Department of Health. Partnerships with respected scientists, legal experts, and patients also enriched the agenda.

Impact/relevance to the advancement of the field of CME/CPD CPD/CE professionals routinely find themselves with knowledge of educational gaps related to politically charged topics or emerging areas where conventional thought moves slower than the speed of social change. Without sufficient support or, worse—with potential opposition, many don’t feel empowered to develop tailored educational approaches to address these gaps. The CHPE team is taking action through strategic partnerships and empowered themselves to address such a gap. The CPD/CE community can garner numerous lessons learned and best practices in tackling such a “hot potato” topic from a team that has been there and done that.

43. Meaningful engagement through critical reflexivity: A case example of engaging people with lived experience in continuing mental health professional development

Author(s)

• Holly L. Harris, BA (Hons), MA, Research Coordinator, Centre for Addiction and Mental Health
• Chantalle Clarkin, RN, PhD, Staff Scientist, Centre for Addiction and Mental Health
• Jordana Rovet, MSW, RSW, Collaborative Learning College Coordinator, Centre for Addiction and Mental Health
• Allison Crawford, MD, PhD, FRCPC, Psychiatrist, Centre for Addiction and Mental Health
• Andrew Johnson, BA (Hons), Manager, Client and Family Education, Centre for Addiction and Mental Health
• Anne Kirvan, MSW, RSW, PhD(c), Advances Practice Clinic Leader, Centre for Addiction and Mental Health
• Sam Gruszecki, CPS, Collaborative Learning College Coordinator, Centre for Addiction and Mental Health
• Stephanie Wang, BKin(c), Managing Director, Health Out Loud
• Sophie Soklaridis, PhD, Senior Scientist & Scientific Director, Centre for Addiction and Mental Health

Purpose/problem statement Engaging people with lived experience of mental health system encounters in designing and delivering CPD/CE for mental health professionals has gained traction in recent years. There is an increasing recognition that this involvement can catalyze health system transformation toward more equitable and inclusive futures. However, despite evidence of its benefits, little attention has been given to best practices for meaningful involvement. Tensions remain about the role of lived experience in CPD/CE and how to thoughtfully establish these individuals as partners, educators, and leaders.

Approach(es) A team representing diverse lived and learned experiences — many of whom have personal encounters with the mental health system, and whose professional roles involve equitably partnering with people with lived experience in health education— conducted a literature review exploring 1) the current state of engagement with people with lived experience in continuing professional development; and 2) barriers to meaningful engagement. Drawing on their collaborative experiences and the literature, the team co-produced best practice recommendations and a set of critically reflexive prompts to support the involvement and leadership of people with lived experience in CPD/CE.

Findings Through a collaborative reflexive practice exercise, the team applied the recommendations and reflexive prompts to a common real-world scenario involving a faculty request for a person with lived experience to come share their personal story to complement a pre-existing course. The tool enabled the team to reflect on their assumptions about engagement, preferences, experiences, expectations, and boundaries. The results of this reflection were used to inform decision-making that aligned with principles of meaningful engagement, such as equity and inclusion.

Discussion (including Barriers/Facilitators if relevant) Barriers to lived experience engagement in CPD/CE include both social and structural factors. CDP/CE initiatives often privilege professional experience, with no mechanisms for the equitable involvement of people with lived experience in decision-making. People with lived experience are typically involved on an ad hoc basis, such as delivering one-off lectures, which falls short of recognizing them as equal partners. Additionally, people with lived experience often face precarious employment arrangements, such as casual or unpaid roles, while professionals involved in CPD/CE have more stable employment. We propose that these barriers to meaningful and equitable partnerships with people with lived experience can be mitigated by engaging in critical reflexivity and power sharing. Those who are situated as leaders in CPD/CE initiatives can action their commitment to these practices by 1) being process-oriented; 2) engaging in critical self-reflection; 3) understanding intentions and motivation for doing this work; and 4) reflecting on what knowledges are sought and for what purpose.

Impact/relevance to the advancement of the field of CME/CPD Meaningful engagement of people with lived experience in CPD/CE initiatives can bridge gaps between theory and practice, combat stigma, and challenge social distance between those with lived and learned experience. This engagement is not only necessary for impactful and relevant CPD for mental health professionals but also consistent with a larger vision of systemic equity and inclusion.

44. Co-Created Principles for Organizational Digital Compassion in Health Care

Author(s)

• Allison Crawford, MD, PhD, Chief Medical Officer of 9-8-8, Psychiatrist, Clinician Scient, Co-Chair of ECHO Ontario, Centre for Addiction and Mental Health
• Rebecca Charow, MSc, PhD Student and Research Associate, University Health Network
• Madison Taylor, MSc, Research Associate, University Health Network
• Bryn Davies, Research Analyst, University Health Network
• Mary Harasym, MSc, Research Analyst, University Health Network
• Maram Omar, MSc, Research Analyst, University Health Network
• Peter Rossos, MD, FRCPC, MBA, Chief Medical Information Officer, Gastroenterologist, Clinician Scientist, University Health Network
• Nelson Shen, PhD, MHA, Staff Scientist, Centre for Addiction and Mental Health
• Sanjeev Sockalingam, N/A, MD, MHPE, FRCPC, Senior Vice President, Education and Chief Medical Officer, Centre for Addiction and Mental Health, University of Toronto/CAMH
• Gillian Strudwick, PhD, Chief Clinical Informatics Officer, Senior Scientist, Scientific Director of Digital Innovation Hub, Centre for Addiction and Mental Health
• David Wiljer, PhD, Executive Director, Education, Technology and Innovation, University Health Network

Background/context/inquiry question Over the past decade, healthcare delivery has transformed from a primarily face-to-face and paper-based experience to a landscape of care that is increasingly populated with digital tools. In these new configurations of care, practitioners and patients often find themselves in contexts increasingly linked to digital ecosystems, where their health organizations and institutions are at various stages of transformation, shifting models of care delivery. Organizations likewise face the challenges of adapting to different technologies and practices while continuing to support the compassionate foundations of health care, through infrastructure, policies, workforce development, and training. This project seeks to understand the opportunities, challenges, and principles of digitally compassionate care provision at the organizational level. Our objective is to develop guiding principles for organizations to reflect on and assess their readiness and ability to provide and promote digitally compassionate care within their organization, community and health system.

Reference to current literature/perspective on the topic There is momentum behind the idea of digital compassion. We engaged an eDelphi panel of 54 experts from across Canada that recommended that standards for digital compassion also be generated at the organizational level, in collaboration with leadership. This ongoing iteration of digital compassion work, therefore, expanded to include the needs of organizations to advance compassionate digital healthcare by amplifying strengths and opportunities across organizations, while reducing barriers to compassionate care that have been identified in past research.

Theoretical framework(s) We have developed working definitions and a framework for digital compassion and have co-created professional competencies across 7 domains: digital literacy, therapeutic relationship, collaboration & co-design, patient preferences, ethical implication, technology safety, and patient safety.

Methods There are three phases: (1) Environmental scan to inform content development, (2) Engagement workshops to inform the content topics, and (3) Follow-up interviews to assess the feasibility, reliability, and acceptability of the organizational guiding principles. Phase 2 engagement workshops were conducted with 17 organizational leaders from across Canada to understand past, current and ideal future states of compassionate digital care, and barriers and facilitators of compassionate care at the organizational level. Qualitative data from phase 2 was inductively coded using a thematic narrative analysis. 11 organizational-level guiding principles for digitally compassionate care were generated. Phase 3 one-on-one interviews were conducted with 10 organization leaders to get feedback on the guiding principles, focusing on the most impactful and most challenging principles to implement. Inductive thematic analysis is currently underway to further operationalize and refine the principles, with the goal of increasing their usability and utility for implementation.

Potential Impact/relevance to the advancement of the field of CME/CPD By fostering a coherent understanding of being digitally compassionate among health organizations, this project has the opportunity to support digital compassion at the organizational level when developing and implementing technology in health systems. Now that we have articulated a competency framework and training at the practitioner level, it is paramount that organizations create an environment in which digital compassion is promoted, supported, and evaluated.

Preliminary Findings (if any) Initial findings have highlighted guiding principles, which will be shared, along with a critical examination of methods used in this project and next steps required to advance this field of study, practice and education.

45. Advancing Digital Compassion: Fostering Inclusivity and Effectiveness through Professional Competencies, Community Engagement, and Critical Dialogue

Author(s)

• Madison Taylor, MSc, Research Associate, University Health Network
• Rebecca Charow, MSc, PhD Student and Research Associate, University Health Network
• Allison Crawford, MD, PhD, Chief Medical Officer of 9-8-8, Psychiatrist, Clinician Scient, Co-Chair of ECHO Ontario, Centre for Addiction and Mental Health
• Gillian Strudwick, PhD, Chief Clinical Informatics Officer, Senior Scientist, Scientific Director of Digital Innovation Hub, Centre for Addiction and Mental Health
• Jerry Maniate, MD, M.Ed, FRCPC, FACP, CCPE, CPC(HC), EMBA(C), Affiliate Investigator, Associate Professor, Clinician-Educator, Bruyére Research Institute, University of Ottawa, and The Ottawa Hospital

Background/context/inquiry question The emergence of digital healthcare tools has transformed patient care, yet it poses challenges such as burnout and disruption. Organizations need to explore avenues to support healthcare providers and stakeholders in implementing digital tools, particularly in addressing health disparities. That potential can only be realized if we prepare healthcare providers to provide compassionate care with digital tools. Within the context of digital compassion, the work seeks to investigate the competencies and capabilities for healthcare professionals in providing inclusive, diverse, equitable and accessible (IDEA) care and develop a companion guide to support healthcare professionals provide IDEA-enabled digitally compassionate care.

Reference to current literature/perspective on the topic Digital compassion is compassion enacted in a digital environment and describes the delivery of compassionate care through technology in six specific domains. Preceding research determined professional competencies and technology attributes for providing digitally compassionate care through a national eDelphi study of 54 expert panelists. Subsequently, initiatives were designed to empower (1) healthcare providers; (2) patients; and (3) organizations. Upon evaluation, the need for a health equity lens was identified for addressing the unique needs and challenges faced by diverse populations.

Theoretical framework(s) This study will reference three frameworks: (1) The DigitALL Model, which considers multiple dimensions of digital health and virtual care. Key dimensions of this model include the quality of care, safety, and equity. (2) The Knowledge-to-Action (KTA) framework, which focuses on synthesizing and mobilizing knowledge into practice. (3) Cultural humility, which encourages redressing power dynamics, critical reflection of their positionality (e.g. race, gender, sexual orientation, disability), and self-evaluation.

Methods This study will consist of 2 phases: 1) exploratory/ qualitative investigation; 2) resource development. In phase 1, qualitative study design and data collection leverage methods of co-design, and critical dialogues. The co-design approach enriches the advancement of digital competencies and reinforces health equity principles while adopting a critical dialogue methodology to navigate the digital compassion discourse. Compared with traditional focus groups, critical dialogues expand on conventional dialogue, accounting for power dynamics and critical reflexivity to support an egalitarian process through 7 key principles (Gratitude, Humility, Curiosity, Listening & Reflection, Feeling Heard, Unlearning and Relearning, Partnership). Through online roundtable discussions, participants engage in critical dialogue about the existing digital compassion domains and competencies. In phase 2, the Health Equity and Inclusion Framework for Education and Training will be employed to ensure equity in analysis, design, development, implementation, and evaluation of an accompanying guide. The integration of these approaches aligns with the project’s commitment to inclusivity, cultural relevance, and continuous improvement. A developmental evaluation throughout the study will ensure adaptability and responsiveness to evolving insights.

Potential Impact/relevance to the advancement of the field of CME/CPD A gap exists in translating competencies into practical applications that are inclusive, meeting the needs of diverse experiences for equitable and accessible care. Our project aims to ameliorate the provision of compassionate care by creating practical guidance for delivering equitable and compassionate healthcare in the digital era. A guide will provide practical resources that can impact healthcare education, building a larger and more diverse community of digital compassion champions. This research project emphasizes meaningful engagement through a co-design process.

Preliminary Findings (if any)
N/A

46. Leading Wellness: How a virtual community of practice is supporting healthcare professionals who are developing and leading wellness initiatives

Author(s

• Victoria Bond, MSc, Manager, ECHO Ontario at Centre for Addiction and Mental Health
• Chantalle Clarkin, RN, PhD, Staff Scientist, Centre for Addiction and Mental Health
• Kathleen Sheehan, MD, DPhil, FRCPC, MD, UHN
• Lisa Lefebvre, MD MPH, Associate Medical Director, Ontario Medical Association
• Antonio Pignatiello, MD, Professor, U of T
• Tomisin Iwajomo, MPH, Research, Centre for Addiction and Mental Health
• Erica Yance, BHS, Information Specialist, Centre for Addiction and Mental Health
• Heather Flett, MD, Professor, U of T
• Stephanie Lindsay, BA, Dip. Lib Tech, Library Assistant, Centre for Addiction and Mental Health
• Howard Fruitman, MEd, Instructional Designer, Centre for Addiction and Mental Health
• Treena Wilkie, BScH, MD, FRCPC, Cheif Forensic Psychiatry, Centre for Addiction and Mental Health (Shared Senior Authorship)
• Allison Crawford, MD, PhD, Chief Medical Officer of 9-8-8, Psychiatrist, Clinician Scient, Co-Chair of ECHO Ontario, Centre for Addiction and Mental Health (Shared Senior Authorship)

Purpose/problem statement The impetus to prevent and address burnout in healthcare professionals (HCPs) is growing, due to high prevalence and the adverse consequences of burnout at personal, organizational, and social levels. As evidence in this area grows, there is greater emphasis on organizational-level strategies to address burnout and promote well-being and many health care institutions are developing or have implemented programs to facilitate HCP wellness. In November 2023, the Centre for Addiction and Mental Health (CAMH) launched Project ECHO®-Leading Wellness (ECHO-LW), a weekly initiative, featuring curriculum focused on advances in organizational well-being, utilizing a virtual community of practice (CoP) model to foster interprofessional knowledge sharing. ECHO-LW is a free virtual education and capacity building program that aims to train and support wellness leads across Ontario so they can better plan, implement, and evaluate initiatives to support the wellness of HCPs at their organization.

Approach(es) A needs analysis (N=32) consisting of participant professional demographics, learning needs, current knowledge base and other open text responses, was conducted to inform the program content. A 6-session pilot program was initiated to focus on the identified needs, skills, and building capacity. A second cohort began in February 2024. In addition to synchronous ECHO sessions, this program utilized a library portal to ensure HCPs have improved access to mental health and wellbeing resources. Both cohort cycles included pre-and post- program evaluations, measuring changes in self-efficacy in core program competencies. Additionally, the program collected weekly data on participation, motivation for joining an ECHO CoP and satisfaction to evaluate program impact. Satisfaction was measured using a five-point Likert scale. Open-text feedback related to learning needs was also captured.

Findings Major themes identified from the needs assessment: skill and knowledge gaps for wellness initiatives; implementing wellness initiatives (how to start, barriers to recruitment, scaling up programming); knowledge of and identifying systemic issues that contribute to burnout; and facilitating culture shifts at the organizational level. Participants indicated special interest in topics related to joy in practice, evaluating wellness initiatives, responding to crises in the workplace, and EDIA considerations. Participants reported significant expansion of existing skills and knowledge, measured on a 5-point Likert scale, relating to wellness initiative development, planning and implementation (4.6/5), joy in work (4.1/5), responding to crisis situations (4.28/5), and leading for wellness, a CoP approach (4.3/5). Additionally, participants reported an increased sense of belonging to a community and confidence in their abilities to engage others in wellness initiatives at individual and organizational levels as well as their ability to evaluate wellness programming at their organizations. Most importantly, participants felt confident that they could better advocate for the wellness needs of the populations they support.

Discussion (including Barriers/Facilitators if relevant) The ECHO model can be used to support the psychosocial needs of HCPs who are leading wellness initiatives. Participants felt strongly that ECHO-LW promoted the synthesis and application of knowledge in professional contexts, and stimulated the development of adaptive expertise in the area of organizational wellness.

Impact/relevance to the advancement of the field of CME/CPD Providing effective strategies to improve interdisciplinary/interprofessional teamwork, advocacy for the wellness and support of the populations being supported and workplace resilience.

47. Building Primary Care Provider Capacity in Hospital-Based Addictions Care: The ECHO Model

Author(s)

• Tomisin Iwajomo, MPH, Research, Centre for Addiction and Mental Health
• Victoria Bond, MSc, Manager, ECHO Ontario at Centre for Addiction and Mental Health
• Wiplove Lamba, MD, FRCPC, MD, Staff Scientist, Ontario Shores
• John-Paul Michael, Staff, Unity Health
• Sanjeev Sockalingam, MD, FRCPC, MPHE, Senior Director/Chief Medical Officer, Centre for Addiction and Mental Health
• Sophie Soklaridis, PhD, Senior Scientist & Scientific Director, Centre for Addiction and Mental Health
• Nitin Chopra, MD, DABPN, DABPM, Physhiatrist, Centre for Addiction and Mental Health

Background/context/purpose ECHO® Ontario Mental Health (ECHO-ONMH) is a tele-education model focused on mental health and addictions capacity building in acute, primary, and community care settings. This includes the ECHO Addiction Medicine and Psychosocial Interventions (ECHO-AMPI) program, aimed to increase provider knowledge and self-efficacy in areas of addiction care. Through weekly sessions, ECHO-AMPI connects participants across Ontario with an inter-disciplinary team of specialists to discuss complex clients, share knowledge, and learn best practices in the management of addictions. In Ontario, Canada, substance-related emergency department visits are on the rise, contributing to increased pressure on the healthcare system. To address this, it may be beneficial for prescribers to support the transition of clients to community-based care. However, prescribers in these settings have limited access to training and support to manage clients with substance-related concerns. In response, ECHO-AMPI: Hospital-Based Addictions Care (HBC) was piloted in July 2022. Its objective was supporting prescribers treating individuals who use substances and simultaneously building prescriber capabilities and development of adaptive expertise, to transition clients from hospital to community-based care.

Theoretical/Conceptual framework(s) A tele-education model focused on mental health and addictions capacity building in acute, primary, and community care settings. Collaborative learning.

Methods A needs assessment consisting of participant feedback, surveys on learning needs, and expert consensus, was used to develop a 6-session curriculum comprising patient engagement and screening, opioid agonist therapy, pain and withdrawal management, concurrent disorders, and harm reduction. On implementation of the program, participants completed pre- and post-program evaluations, measuring changes in self-efficacy in core program competencies. The program collected weekly data on participation and provider satisfaction to evaluate program impact. Satisfaction was measured using a five-point Likert scale. Open-text feedback related to learning needs was also captured.

Results/findings Twenty-four providers from 24 organizations, comprised of physicians, nurse practitioners, and pharmacists, across Ontario participated in this pilot cycle. Average attendance was 15 participants per session, with a retention rate of 91.6%. We observed high mean participant satisfaction with an overall satisfaction score of 4.3/5. Specifically, mean satisfaction rating around expanding existing skills/knowledge and addressing learning needs were 4.13/5. Participant self-efficacy scores increased throughout the program, with significant gains pre- to post-program (Mpre=66.88 ± 21.50 vs. Mpost=78.40 ± 11.86; t(6)=3.814, p< 0.05). Open-text response analyses indicated that ECHO resulted in greater self-awareness of knowledge/skills gaps, expanded knowledge, and feeling less professional isolation for participants.

Discussion This evaluation provides evidence showing that the ECHO model can be leveraged to build prescriber specific capacity in transitioning clients from hospital to community-based care, thereby addressing continuity of care gaps, which are prominent in this patient population. The ECHO model met diverse needs of prescribers and increased confidence in core competencies related to the care of clients with substance use disorders. It afforded participants the avenue to discuss and identify various strategies to approach prescriber challenges. Providers learned evidence-based practices for improving quality of care and minimizing barriers for patients with addictions in acute care.

Impact/relevance to the advancement of the field of CME/CPD Successfully building adaptive expertise and prescriber capacity in supporting patients during critical transition to community-based care. Effectiveness as a low-barrier education initiative.

48. Application of Microlearning Strategies in an Academic Medical Center

Author(s)

• Tonya Ureda, MS, RN, FNP-BC, NE-BC, Advanced Practice Operations Manager, St. Jude Children’s Research Hospital
• Patti Pease, MSN, FNP-BC, NPD-BC, Advanced Practice Professional Development Educator, St. Jude Children’s Research Hospital
• Suzette Stone, PhD, MSN, MDIV, PPCNP-BC, NEA-BC, Senior Director for Center of Advanced Practice, St. Jude Children’s Research Hospital
• Zachary Abramson, MD DMD, Assistant Member, Clinical Radiology, St. Jude Children’s Research Hospital

Purpose/problem statement The scope of medical information is advancing at an exponential rate. This rapid increase in knowledge is felt in daily practice and clinicians are challenged with delivering care that aligns with current evidence. As a result, institutional policies, procedures, and care delivery guidelines are frequently changing. Subsequently, there is an increasing need to deliver education to clinical providers that aligns with current changes. There is an equal need for continuing to deliver clinical education that impacts practice. At our single institution, Advanced Practice Providers (APPs) struggle to leave the clinical environment to attend formal didactic education. APP leadership sought to develop innovative educational initiatives that would bring current, clinical knowledge in a convenient format.

Approach(es) After performing a review of the literature, it was decided to use microlearning strategies as the basis for our educational format. This is an increasingly popular education format as adult learners prefer shorter, more informal, focused content. Our program has implemented two initiatives using microlearning strategies. APP Competency Days launched in October 2023. This event was an informal, drop-in, education session. The topics were prioritized based on safety reports, APP requests, and policy updates. Multidisciplinary subject matter experts served as presenters. Presenters set up at tables and APPs visited each table at their own pace. Presenters prepared handouts, provided demonstration of pertinent equipment, and facilitated tidbits of education. Another strategy aims to improve APP knowledge pertaining to diagnostic radiography. Formal radiology education is limited in nurse practitioner programs. At our institution, 35.3% of APPs report receiving radiology education in training, yet 88% report ordering imaging as part of their roles. In collaboration with a pediatric radiologist, monthly clinical pearls are sent to APPs via e-mail. Each pearl includes an image along with pertinent education.

Findings APPs completed an evaluation after APP Competency Days. Likert-scale results are as follows: format of the education was effective 4.68/5; materials distributed were useful 4.75/5; education was applicable to daily work 4.46/5; presenters were knowledgeable 4.93/5; and participation and interaction were encouraged 4.89/5. A survey evaluating the radiology education intervention was completed six months following implementation. Likert-scale results are as follows: e-mail format for radiology tidbits is effective 4.6/5; radiology example images are useful 4.65/5; I read the radiology education e-mails when they are sent 4.55/5.

Discussion (including Barriers/Facilitators if relevant) The application of microlearning methods to our institution has proven to be effective with feedback that is overall positive. At APP Competency Days, APPs were engaged, and applicable education was delivered in a relaxed environment. APP Competency Days will be offered two times per year and topics will be determined based on current need. Radiology e-mail tidbits are utilized by APPs and delivered in an effective manner.

Impact/relevance to the advancement of the field of CME/CPD This work demonstrates the successful implementation of educational initiatives that focus on microlearning strategies. Microlearning is a unique way to provide effective education for adult learners who are juggling multiple responsibilities and have limited time for learning. This is a strategy that can be implemented at other institutions to meet the needs of learners.

49. Developing the Environmentally Valid Learning Approach (EVLA) Measurement Model

Author(s)

• Dillon Welindt, MS, Graduate Student, University of Oregon
• Betsy Williams, PhD, Clinical Director, Professional Renewal Center
• Michael Williams, PhD, Principal, Wales Behavioral Assessment

Background/context/inquiry question Understanding the determinants of physician performance and their relationships is both fundamental and of critical import, given the growth in clinically relevant information and the broad reorganizational efforts underway in medicine. One such model for which there is extant support is the Environmentally Valid Learning Approach (EVLA; (Williams & Williams, 2020). This approach expands the conceptualization of professional behavior beyond the physician’s cognitive understanding or emotional regulation. Instead, it emphasizes the etiology of professional behavior as having a multifactorial basis, best understood when conceptualized as goal-focused behavior elicited as an individual response to various systems demands. The research objective was to develop a measurement instrument and structural model based on initial efforts of Williams & Williams (2020). This work has been supported by SACME through their Paul F. Mazmanian grant.

Theoretical framework(s) This work is indebted to Paul Mazmanian and his work propounding that physician performance is a multifactorial, ecologically-bound phenomenon (Mazmanian et al., 2021). This work expands on the theoretical framework of Williams & Williams (2020). With regards to analyses, it uses common tools in psychometrics.

Methods This study identifies a measurement model of EVLA. Graded-response models were used to identify items for the factors of EVLA. Confirmatory factor analysis was used to test the measurement validity of the construct. To test alternative structures, ant colony optimization was conducted on the potential item pool.

Results/findings A short scale of EVLA has been identified. This scale is presented, as well as convergent validity surrounding the factors of EVLA, and distinct constructs not explicitly measured by the model.

Discussion These data indicate a strong convergence of the Capacity domain with related constructs (e.g., burnout). As well, this domain can be assessed with relatively few items. This model is not as well-specified for the Continuity domain, as it relies on one area of continuity (lifelong learning).

Limitations This work is based on self-report data from physicians referred for remediation. It is possible that the underlying relationships among constructs differ among non-referred physicians, limiting generalizability. As well, the self-report items, as noted above, are constrained.

Impact/relevance to the advancement of the field of CME/CPD This work demonstrates the feasibility and convergent validity of a scale of physician behavior. This approach can be used to assess learner needs.

50. Physician Wellness Pre-, Peri-, and Post-COVID

Author(s

• Miranda McDaniel, BA, Research Assistant, Professional Renewal Center
• Dillon Welindt, MS, Graduate Student, University of Oregon
• Betsy Williams, PhD, Clinical Director, Professional Renewal Center
• Rodderick Williams, Research Assistant, Professional Renewal Center

Background/context/inquiry question It is well-established that the COVID-19 pandemic added to the already considerable stressors facing the US physician cadre. Many studies have shown increasing rates of anxiety, depression, and stress in physicians. This effect on physician well-being has continued after COVID-19. While initial concerns about the pandemic were replaced by fatigue and frustration there are many factors influencing physician well-being and burnout. Effective advocacy for physicians requires an understanding of their unique needs and risk factors for poor wellbeing.

Reference to current literature/perspective on the topic Efforts to address physician well-being have often included individual interventions such as mindfulness classes, yoga, and resilience training. However, physician well-being is not solely driven by internal individual factors. External/system factors are a major driver of physician well-being and burnout as well.

Theoretical framework(s) We utilize a framework that considers biopsychosocial as well as system factors to broaden our understanding of contributory factors to impossible resolutions to enhance well-being.

Methods We examine temporal trends of burnout before, during, and following the COVID-19 pandemic in physicians referred for remedial CME/CPD. This study utilizes a sample of physicians undergoing a remedial CME/CPD course. We examine biopsychosocial factors related to burnout, and the moderating effect of the COVID pandemic itself within those relationships. We employ a general linear model to make these inferences.

Potential Impact/relevance to the advancement of the field of CME/CPD As wellbeing is related to effective learning, this study provides nuance to aiding educators in identifying learner needs and structuring their educational approach. In addition to effective learning, research has shown a link between physician well-being and quality of care and professional behavior. During the COVID-19 pandemic CME/CPD activities adapted. Similarly, efforts to understand and address well-being continue to evolve. Understanding and advocating for physician well-being will be an integral part in promoting engagement in CME/CPD activities.

Preliminary Findings (if any) This study establishes burnout rates before, during, and after the COVID pandemic in a group of physicians referred for remedial CME/CPD. We establish rates of related constructs (e.g. burnout and resilience), as well as their relative relationships. These rates and inferential statistics are important to effectively advocate for the wellbeing of physicians.

51. Perceptions and Motivation Surrounding Remedial Continuing Medical Education Pre- and Post-COVID

Author(s)

• Nathaniel Williams, Manager, Student, Research Assistant, Professional Renewal Center
• Miranda McDaniel, BA, Research Assistant, Professional Renewal Center
• Dillon Welindt, MS, Graduate Student, University of Oregon
• Rodderick Williams, Research Assistant, Professional Renewal Center
• Betsy Williams, PhD, Clinical Director, Professional Renewal Center

Background/context/inquiry question Continuing Professional Development (CPD) has been advancing towards digitization for years, but by necessity, greatly accelerated during the COVID-19 pandemic. Research indicates that there was a shift during the pandemic which saw an increase both in participation and proliferation of virtual learning opportunities in CME (McMahon, 2022) Further research indicates that online CME opportunities lead to increased attendance, flexibility, and convenience. However, the online environment presents issues including lack of social connectedness, concern about cyber threats, and learner engagement (Gordon et Al., 2021). This work focuses on learner engagement and, consequently, efficacy, comparing motivation and perceptions of learners participating in the same CME course pre- and post-COVID-19 pandemic.

Reference to current literature/perspective on the topic in text

Theoretical framework(s) This study employs a decision-theoretic basis to self-regulated learning. In this approach, the learner is conceptualized as an autonomous actor, actively involved in their own strategic direction of learning. Studies outside of CME demonstrate that more engaged students have higher course satisfaction and achievement of course learning objectives (Stephenson, 2020). However, this also entails the decision to be disengaged. This literature is well-established, though less thoroughly explored in regards to interpersonal and communications skills-based CME.

Methods This study utilizes a sample of physicians undergoing a remedial CME course that was a blended learning activity with both virtual live and live components. Notably, this course has been online since its inception, pre-COVID, allowing for a quasi-experimental design. We employ a general linear model to make these inferences. We examine the differential impacts of the educational intervention as a function of time and format, as well as factors influencing this impact. Further, we examine whether the perception and motivation for engaging in this intervention shows an effect of time.

Potential Impact/relevance to the advancement of the field of CME/CPD These data are drawn from a remedial CME course; this population may not be representative of the general physician population in terms of their perceptions/motivations. It is also possible that there is a cohort effect due to different rationales or criteria meriting referral amidst the COVID-19 pandemic.

Preliminary Findings (if any) This study considers the motivations and perceptions of engaging in a remedial CME course. As well, this study adds to the literature discussing the efficacy of hybrid interventions, and allows us to opine as to effective hybrid CME design. The format of the course was not impacted by COVID, allowing for robust inferences. We provide experiential considerations to the same end.

52. Motivations of Faculty Mentees in a Large University Department Mentorship Program

Author(s)

• Shaheen A. Darani, MD, FRCPC, Director of Faculty Development, Assistant Professor, Acting Director, Postgraduate Learner Affairs, Department of Psychiatry, Temerty Faculty of Medicine, University of Toronto
• Mary Jane Esplen, PhD, Former Vice Chair, Mentorship, Department of Psyhiatry, University of Toronto
• Certina Ho, RPh, BScPhm, MISt, MEd, PhD, Director of Program Evaluation and Education Scholarship, Department of Psychiatry, University of Toronto
• John Teshima, MD, MEd, FRCPC, Associate Professor, Department of Psychiatry, University of Toronto
• Nicole Kozloff, MD, SM, FRCPC, Associate Professor and Clinician Scientist, Department of Psychiatry, University of Toronto
• Krista Lanctot, PhD, Scientist, Department of Psychiatry, University of Toronto
• Jiahui Wong, PhD, Scientists, Department of Psychiatry, University of Toronto
• Lisa Fiksenbaum, PhD, Scientist, Department of Psychiatry, University of Toronto
• Danica Kwong, BA, Strategic Coordinator, Department of Psychiatry, University of Toronto

Background/context/purpose Mentorship supports faculty to succeed in their careers with confidence, resilience, and satisfaction. To address systemic barriers with informal mentorship, our University Department of Psychiatry launched a formal mentorship program. The program offers 1:1 mentorship, a matching tool, and group mentorship. Faculty are invited to enroll. Training workshops, tools, and presentations are provided. The mentorship program is aimed to facilitate sharing of expertise, promote self-reflection, and career development. The purpose of this project is to conduct a preliminary program evaluation.

Theoretical/Conceptual framework(s) Design of the mentorship program was in alignment with the Quality Implementation Framework (QIF), an implementation process model outlining mechanisms and strategies for successfully implementing an innovation. Our evaluation was informed by a logic model. Training workshops incorporated principles of adult and experiential learning were informed by a health equity and inclusion framework.

Methods Evaluation includes quantitative surveys at registration and over three years to collect information on demographics, motivations, perceptions, satisfaction, and work-life balance. Surveys included closed and open-ended questions and were administered electronically. Descriptive statistics were used to analyze quantitative data, and thematic analysis was applied to qualitative responses.

Results/findings To date, 88 mentors and 138 mentees have registered; 63 (46%) mentees have matched and 75 (54%) are in the matching process. Among mentees, 28.4% are Lecturers, 63.5% Assistant Professors, and 2.7% Associate Professors. For mentorship goals, 87.8% mentees “strongly agree” or “agree” to “gain support and guidance for careers”; 74.2% to “learn about and develop a pathway for academic promotion”; 69.7% to “further develop academic skills”; 66.7% to “further develop professional relationships”, 65% to “expand networks”; and 30% to “clinical skill development”. Topics of interest include tools for planning (48.5%), work-life balance (49%), managing difficult conversations (46%), and negotiating goals (41%). There is interest in increasing visibility, combining academic and clinical work, time management, and gaining specific skills. Mentees’ anticipated challenges include having available time, having different goals than mentors, giving feedback, and navigating difficult conversations.

Discussion Preliminary feedback is encouraging. Mentees have interest in gaining skills/knowledge across domains. They are motivated to learn about and apply the tools offered by the mentorship program for planning and negotiating their academic and career goals.

Impact/relevance to the advancement of the field of CME/CPD Our findings will inform further development and implementation of the mentorship program as well as future CPD in mentorship and program implementation in other academic institutions.

53. Creating Community and Connections through Clinician-Teacher Peer Mentorship Group

Author(s)

• Shaheen A. Darani, MD, FRCPC, Director of Faculty Development, Assistant Professor, Acting Director, Postgraduate Learner Affairs, Department of Psychiatry, Temerty Faculty of Medicine, University of Toronto
• John Teshima, MD, MEd, FRCPC, Associate Professor, Department of Psychiatry, University of Toronto
• Jovana Martinovic, MD, FRCPC, Staff Psychiatrist, Faculty Development Lead, Women’s College Hospital, Department of Psychiatry, University of Toronto
• Tracy Sarmiento, MD, FRCPC, Staff Psychiatrist, Resident Advisor, Psychiatry Residency Program, Department of Psychiatry, University of Toronto
• Mary Jane Esplen, PhD, Former Vice Chair, Mentorship, Department of Psyhiatry, University of Toronto
• Lisa Fiksenbaum, PhD, Scientist, Department of Psychiatry, University of Toronto
• Certina Ho, RPh, BScPhm, MISt, MEd, PhD, Director of Program Evaluation and Education Scholarship, Department of Psychiatry, University of Toronto

Background/context/purpose Clinician teachers occupy crucial roles in teaching and administration, and yet they often face inadequate mentorship in developing their academic careers. A needs assessment in our University’s Department of Psychiatry showed that clinician teachers feel isolated from the rest of the faculty and had less access to mentorship when compared to other faculty members. Peer mentorship/communities of practice (CoP) offer an alternative model of support and faculty development. However, literature on peer mentorship group or CoP focuses on clinician scientists with little attention to clinician teachers. The objective of this project is to address this gap through implementation and evaluation of our clinician-teacher peer mentorship group/CoP.

Theoretical/Conceptual framework(s) Peer mentorship group/CoP incorporated principles of adult and experiential learning and was informed by a health equity and inclusion framework.

Methods A clinician teacher peer mentorship group/CoP was launched in June 2022 to address our faculty’s unique needs in this academic role. The aim is to provide a safe peer environment for psychosocial support, networking, professional identity formation, and skill development. Group content and process evolved in response to group members’ input and was co-facilitated by a senior-junior faculty pair. Group sessions were virtual and offered monthly. Sessions provided peer support around career goals or were structured with guest presenters to support skill development and socialization of faculty in their academic role/clinician teacher identity. Content included faculty development as a clinician teacher, academic promotion, feedback, negotiation/self-advocacy, and supporting trainee wellness. Group process incorporated CPD best practices; sessions were interactive, incorporating adult and case-based learning principles to promote reflection on practice. Evaluation of the peer mentorship group’s effectiveness and participant experience involved quantitative online surveys and qualitative interviews administered one year after. Descriptive statistics were used for analyzing quantitative survey responses. Qualitative interview transcripts were analyzed thematically.

Results/findings The clinician teacher peer mentorship group/CoP has reached 96 faculty through 20 sessions, ranging from three to 23 participants per session. Preliminary data illustrated that the sessions have been well received. Participants “strongly agreed or agreed” that the format was interesting and engaging (95%), group program was excellent (95%), sufficient time was allowed for audience participation (94%), greater sense of belonging and connectedness to their academic community (84%), improved understanding of their career needs (79%), supported their academic life through learning new strategies for teaching/supervision (95%) and gained knowledge about resources/opportunities (84%). Participants valued “comparing my teaching practice with others”, the “opportunity to receive feedback in a safe environment”, having “frank discussion about real life challenges with our trainees”, and a “sense of belonging and connectedness”. Thematic analysis showed that our faculty valued the sharing of experiences, validation, role socialization, and the session format/leadership.

Discussion A CPD program involving peer mentorship group/CoP that incorporates best practices can provide a safe environment to improve faculty’s understanding of their career needs, support their academic role, and promote a sense of belonging/connection to their academic community.

Impact/relevance to the advancement of the field of CME/CPD This presentation has direct relevance and implications for future CPD in mentorship and program implementation for academic faculty in other institutions.

54. Rapid CPD Program Design: The Narrative-Based Medicine Lab

Author(s)

• Trevor Cuddy, BCom, BA, MEd, Director, Continuing Professional Development Portfolio, Continuing Professional Development, Temerty Faculty of Medicine
• Christopher Chipman
• Damian Tarnopolsky
• Karen Gold
• Allan Peterkin
• Chelsea Matson
• Monica Cribari
• Nicole Nobrega

Purpose/problem statement The Narrative-Based Medicine (NBM) Lab was established to address a significant gap in Canadian medical education: the lack of accessible, domestic training in narrative medicine. Narrative medicine emphasizes patient stories to foster empathy and deepen patient-physician connections. Before the NBM Lab, Canadian healthcare professionals had limited opportunities for education in this globally recognized field. The Lab aims to integrate humanities teaching within Continuing Professional Development (CPD) and medical education, promoting a holistic, patient-centered approach. Its innovative instructional model fills a national educational void and serves as an exemplar for similar programs worldwide.

Approach(es) In fall 2020, amid the COVID-19 pandemic, the CPD team at the University of Toronto identified an urgent need for a virtual NBM program. Following extensive consultations with healthcare professionals and experts, a pilot Digital Certificate in NBM was launched. Its immediate success led to the rapid development of a suite of programing in NBM, including a variety of accredited interactive workshops and series all housed within the newly founded Narrative-Based Medicine Lab. The Lab subsequently developed a 100 hour Advanced Certificate Program. A key innovation of the Advanced Certificate is its flexible structure, allowing participants to curate personalized learning paths tailored to their interests and needs. A self-directed capstone mentorship project connects learners with experienced practitioners. The Lab is completely funded model, with surplus funds reinvested into educational initiatives and community activities.

Findings The NBM Lab’s programs have seen significant uptake, with over 1000 registrants by fall 2024, including physicians and other healthcare professionals from Canada and around the globe. Participant evaluations indicate high satisfaction, with many noting the program’s transformative impact on their practice. Learners reported enhanced communication skills, increased empathy, and improved patient interactions as key outcomes.

Discussion (including Barriers/Facilitators if relevant) The NBM Lab’s approach demonstrates that market-responsive CPD offerings can be rapidly developed and implemented that are of high quality and impact. By integrating narrative medicine into CPD, the program promotes inclusivity, cultural sensitivity, and a deeper understanding of patient experiences. Its flexible, adaptive instructional model addresses barriers such as accessibility and varying learner needs. Participant testimonials highlight its impact on counteracting burnout, replenishing empathy, and enhancing professional fulfillment. One participant described the program as “mind-expanding” and “attitude-adjusting,” reconnecting them with the humanity in medicine. Challenges included swiftly developing comprehensive content and ensuring engagement in a virtual environment, which were mitigated through innovative program design and continuous feedback.

Impact/relevance to the advancement of the field of CME/CPD The establishment of the NBM Lab represents a significant advancement in CPD and medical education by addressing the need for comprehensive training in narrative medicine within Canada. Its success underscores the value of integrating humanities into healthcare education, promoting a more holistic, patient-centered approach. The Lab serves as a model for other educational programs, demonstrating how CPD offerings can be quickly and effectively developed to meet emerging needs. By fostering healthcare professionals who are not only clinically proficient but also deeply attuned to patient narratives, the NBM Lab contributes to improved patient care and has the potential to influence the broader landscape of medical education globally.

55. Coaching the Coaches: Faculty Development to Facilitate the Transition to a Competency-Based Curriculum

Author(s)

• Shaheen A. Darani, MD, FRCPC, Director of Faculty Development, Assistant Professor, Acting Director, Postgraduate Learner Affairs, Department of Psychiatry, Temerty Faculty of Medicine, University of Toronto
• Nikhita Singhal, MD, Psychiatry Resident, Department of Psychiatry, University of Toronto
• Certina Ho, RPh, BScPhm, MISt, MEd, PhD, Director of Program Evaluation and Education Scholarship, Department of Psychiatry, University of Toronto
• Ivan Silver, MD, MEd, FRCPC, Professor Emeritus, Department of Psychiatry, University of Toronto
• Denyse Richardson, BSc, MD, MEd FRCPC, Professor and Head, Department of Physical Medicine and Rehabilitation, Queen University
• Deanna Chaukos, MD, FRCPC, Associate Program Director, Psychiatry Residency Program, Department of Psychiatry, University of Toronto
• Inbal Gafni, MD, FRCPC, Assistant Program Director, Curriculum and Assessment, Psychiatry Residency Program, Department of Psychiatry, University of Toronto

Background/context/purpose Competence by Design (CBD), a model of competency-based medical education (CBME) being implemented across Canadian residency training programs, has now been fully integrated into our Department of Psychiatry. Coaching is an integral component of the CBD model and encompasses coaching “in the moment” and coaching over time. This shift has necessitated adjustments by faculty and residents, with many finding it challenging to adapt and stay apprised of best practices. Although there is limited high quality research on faculty development (FD) in CBME—most articles offer suggestions with few adopting an experimental design—recommendations have included employing a longitudinal format and focusing on faculty coaching skills. Goals or Intention: In light of this and review of the literature, we designed/evaluated a CPD program encompassing a series of interactive workshops to support faculty in thriving within CBD-based curriculum.

Theoretical/Conceptual framework(s) Design of the FD program incorporated principles of adult and experiential learning and our evaluation was informed by the Kirkpatrick model.

Methods A preliminary needs assessment was administered to determine experiences with previously offered CBD training and solicit specific topics of interest to address. Our initial series (titled “CBD Faculty Development Update”) was developed based on this and comprised three virtual workshops delivered throughout 2021, with preeminent educators acting as speakers. Part 1 focused on CBD and assessment, Part 2 on coaching and mentoring principles, and Part 3 on a competency-based approach to cultivating professionalism. Feedback from these initial sessions and a subsequent needs assessment in 2022 informed the development of an additional ‘Advanced Coaching Skills” 3-part workshop series, delivered in October 2022, September 2023, and October 2024. These advanced workshops included content on learning plans, coaching the proficient resident and resident in difficulty. Workshop design was highly interactive and informed by FD best practices. Evaluation included a survey immediately post workshop. Surveys included closed and open-ended questions and were administered electronically. Descriptive statistical techniques were used to analyze the survey data and thematic analyses was conducted to analyze open ended questions.

Results/findings Five out of six workshops in the program delivered thus far have been well-attended with approximately 30-60 participants. Majority of participants found the workshop content relevant to their needs, format interesting and engaging, rated the workshops as excellent, and were encouraged to consider changes to their current practices. Further, speaker evaluations were laudatory. Qualitative feedback showed participants valued the following about the program “great overview of the theory behind the newer assessment methods, clarified expectations of supervisors” “opportunity to reflect on supervision, coaching…and teaching as inter-related and different activities that I engage in”.

Discussion The highly positive feedback suggests faculty found the series to be useful, were encouraged to change their current practices, and thus represents an effective method of facilitating the transition to CBME. Feedback will be used to inform the development and design of future sessions.

Impact/relevance to the advancement of the field of CME/CPD This presentation could inform the development of future FD aimed at enhancing faculty’s knowledge and skills in CBME and could be adapted and made more broadly applicable for a variety of other programs and specialties.

56. Quality, Innovation and Safety Hub: Showcasing a Novel Community of Practice in Psychiatry

Author(s)

• Certina Ho, RPh, BScPhm, MISt, MEd, PhD, Director of Program Evaluation and Education Scholarship, Department of Psychiatry, University of Toronto
• Andrea Waddell, MD, MEd, FRCPC, Associate Professor, Department of Psychiatry, Temerty Faculty of Medicine, University of Toronto
• Tara Burra, MD, Physician and Education Director, Centre for Quality Improvement and Patient Safety and The Centre for Addiction and Mental Health

Purpose/problem statement The Quality, Innovation, and Safety (QIS) Hub (or PsyQIS) was established in 2021 as part of our Department of Psychiatry Strategic Plan. PsyQIS provides a virtual community of practice (CoP) for interested faculty and learners to disseminate QIS scholarship, to share information about teaching opportunities, training courses, and academic conferences in QIS. The objective of this project is to describe our systematic approach in planning, developing, and implementing PsyQIS.

Approach(es) While planning for PsyQIS, we conducted a department-wide environmental scan in 2020 to identify quality improvement (QI) initiatives that were led by or involving psychiatry faculty members. The mandate of PsyQIS is to enhance the academic profile of QIS by building community, capacity, and structure to support rigorous QIS scholarly work.

Findings PsyQIS is now a community of 25 faculty members, including two postgraduate medical education trainees. Bi-monthly virtual hub meetings, annual city-wide grand rounds engaging international QIS experts, a dedicated QIS webpage on the Departmental website, and a QIS mentorship group are now in place. We established a QIS-focused session at our Department’s annual Research Day and a QIS Section within the Canadian Psychiatric Association. Hub members take turns to present their QIS work at each meeting for peer feedback and share opportunities in QIS teaching, training, and conference presentations. We also developed our terms of reference and an annual Departmental QIS funding opportunity.

Discussion (including Barriers/Facilitators if relevant) PsyQIS can serve as a model for other academic departments to develop and implement a CoP and advancing QIS scholarship.

Impact/relevance to the advancement of the field of CME/CPD The Quality, Innovation, and Safety (QIS) Hub (or PsyQIS) provides a virtual community of practice (CoP) to facilitate CPD in quality improvement (QI) and patient safety (PS). It supports the dissemination of QIS scholarship and sharing of best practices in QI and PS. Other academic institutions may adopt a similar model to advance CPD in this area.