SACME 2025 Annual Meeting Proceedings Report: Poster Abstracts

1. Accessibility in Continuing Education: Practical Tools for Utilizing the Principle of Universal Design to Achieve the “A” in IDEA.

Author(s)

• Tracey Rubin, WHNP, APN-C, Senior Lead Clinical Education Specialist, Affiliates Risk Management Services, Inc.
• Katie Smith, Associate Director of Education & Learning Technologies, Affiliates Risk Management Services, Inc
• Charlotte Beam, Associate Director of Learning Design and Development, Affiliates Risk Management Services, Inc.

Purpose/problem statement Ensuring accessibility is the first box to check in SACME’s IDEA Checklist for Speakers. “Accessibility” as a concept, however, is broad, and farther reaching than accommodation of learners with visual and hearing impairment. More than 1 in 4—over 70 million—adults in the United States report having a disability (CDC, 2024). This number is large, but when we consider learners experiencing differences in ability the question becomes: who won’t benefit from accessibility considerations at some point? However, making an activity “accessible” does not mean designing for every possible use. Conversations around accessibility have shifted from accommodating specific disabilities to embracing universal design: minimizing barriers for all learners through systematic inclusion during all phases of education development (Ford’s Framework for Deep Accessibility, 2013) This presentation will define accessibility, discuss how accessibility impacts comprehension and knowledge retention for all learners, and provide practical tips and tools for employing a universal design framework.

Approach(es) ARMS’s goal is for learners to enter, engage within, and receive full benefit from the education we offer without needing to disclose any difference of ability, rather than adapting after someone asks for accommodation. To achieve this goal ARMS: • Developed standards to maximize accessibility for learners using evidence-based frameworks from the fields of education, CPD, and instructional design (Ford’s Framework, Web Content Accessibility Guidelines (WCAG), CAMH HEI Framework, Tobin, and Honeycutt). • Chose interventions to meet the needs of our learner population based on accessibility related post-activity survey comments. Most commonly, learners requested improved readability, multiple formats, volume control, and shorter activities. • Identified accessibility tools available to achieve the standards set.

Findings From these sources ARMS developed “Content Accessibility Checklists” used throughout the planning and development process for e-learning and live activities. We will discuss these checklists and give specific examples of intersecting accessibility considerations, and tools we’ve found most useful for achieving them, for learners with: ● Sensory differences ● Cognitive processing differences ● Mobility differences ● Literacy level considerations

Discussion (including Barriers/Facilitators if relevant) Implementing accessibility features can be time consuming for designers and presenters and may limit design choices. However, universal design saves time and effort later, as material that is accessible from the beginning requires fewer adaptations later. Changing technology can present both challenges (frequent process updates) and opportunities (new tools are often more functional once implemented).

Impact/relevance to the advancement of the field of CME/CPD Consider just the cases for using closed captioning beyond those related to hearing loss. Morris (2016), highlighted that although only 13% of student study participants indicated a disability, 99% reported that closed captioning was helpful for learning. Captions improve attention, language processing, knowledge reinforcement, and motivation (Winke, 2010), and are key for learners with ADHD, low literacy, or memory issues. Providing multiple formats through captions offers alternative learning methods for those who need to review material- key to knowledge recall and retention (Zhan, 2018; Bellafard, 2024), and offering choice engages all learners, improving outcomes. (Banna, 2015). Celebrating diversity, promoting equity, and achieving true inclusiveness means adapting the educational space to accommodate all learners without them having to ask.

2. Streamlining Success: A structured approach to required JA-PARS reporting

Author(s)

• Christy Keegan, Education Consultant, Cincinnati Children’s Hospital Medical Center
• Laura Werts, MEd, MS, Senior Director, Cincinnati Children’s Hospital Medical Center

Purpose/problem statement As a growing continuing education program, activity and learner volume created challenges in completing annual reporting requirements. An annual approach to reporting data resulted in delayed problem detection and resolution. Knowledge of the annual reporting process was confined to two team members creating a gap in knowledge for the team and potentially compromising the program’s ability to respond efficiently to reporting demands.

Approach(es) A 2-pronged strategy was implemented: 1. Monthly Data Review and Input: A structured review plan was established, examining data from a period of two months prior to the current month. 2. Team-wide involvement: Participation in the reporting process was expanded with clear roles and responsibilities assigned to all team members. Each team member was tasked with resolving problems related to their specific data points.

Findings Implementation of the new process yielded significant improvements in efficiency, accuracy, team knowledge, and data utilization. Time studies of the overall monthly reporting process showed a 50% decrease in the amount of time spent compared to the previous year. At the end of the year, examination of data was markedly smoother, indicating an improvement in data quality. Team members demonstrated increased knowledge, which lead to fewer errors in the initial set up of data. Time saved allowed for enhanced data analysis.

Discussion (including Barriers/Facilitators if relevant) Implementation of the new reporting process, while ultimately successful, presented several challenges. The initial time investment to set up the process and train the team resulted in a temporary strain on resources. Data extraction and integration of the monthly process required modifications to the credit database to align with our new approach. Additionally, adjustments were needed to incorporate staff comments throughout the process to prevent repetitive reviews. Despite these obstacles, the team’s perseverance led to notable improvements. The enhanced reporting process not only resolved our initial challenges but yielded unexpected benefits. More efficient data handling enabled deeper data analysis and more informed decision-making in our program. This allowed for two significant projects. 1. Creation of a one-page infographic that summarized key program data, readily available for leadership and stakeholder inquiries. 2. Demographic analysis, including unique internal and external learners and frequency of participation. These insights will inform program development, strategic planning, resource allocation, and content relevance.

Impact/relevance to the advancement of the field of CME/CPD The project has 5 key implications in CME/CPD. 1. Adaptability in Process Improvement: Flexibility is needed when developing and implementing strong processes, to accommodate increasing program volume and evolving requirements. 2. Promoting Collaborative Culture: The success of this approach highlights the value of team-wide involvement. Promoting a collaborative culture where all team members are engaged in the reporting process enhances communication, accountability, and shared responsibility. 3. Structured rigorous process: A well-defined, consistently followed reporting process significantly enhances data accuracy, improves overall outcomes and maintains data integrity. 4. Data-Driven Decision Making: Allocating more effort to data analysis, leads to more informed strategic decisions and program improvements. 5. Scalability: This approach can be scaled and adapted to other CME/CPD programs, regardless of size.

3. Building a Curriculum for a Clinical Faculty Development Workshop Series

Author(s)

• 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
• Caitlin Hurley, MD, MD, Associate Member, Faculty, St. Jude Children’s Research Hospital

Purpose/problem statement Historically, clinical faculty and professional development at St. Jude Children’s Research Hospital has been siloed, occasionally covered through Grand Rounds, with other, external opportunities sought out by individual faculty. The lack of structured programming led, in part, to the Pediatric Hematology-Oncology Fellowship Program being put on probation by the ACGME. The Chief Medical Officer (CMO) charged the Clinical Education and Training Office (CETO), housing both the GME and CME programs, to develop and implement a formalized curriculum in this area.

Approach(es) It was paramount to anchor the series around workshop-style sessions to encourage engagement and capitalize on adult learning principles such as reflective thinking and collaborative learning. To develop a comprehensive curriculum, the planning team, comprised of the CETO director, CME Medical Director, and CME Manager, first identified broad themes of faculty professional development needs, then narrowed those down to specific sub-topics. External experts were selected and invited to lead and facilitate sessions. We identified areas of focus based on ACGME requirements, clinical educator competencies, and recent SACME presentations. Input was solicited from the GME and CME Committee and clinical leadership.

Findings We selected four main areas of focus: professionalism (including diversity, equity, and inclusion), education and feedback, well-being, and career growth. Post-session evaluations are administered at the end of each workshop. We review the curriculum periodically to ensure balance and diversity amongst the areas, as well as to cover needs identified by faculty in the post-assessments. The initial sessions drew 70-80 participants, which hindered effective workshop discussions due to the large size. We currently offer each session twice to enable more discussion and engagement. Additionally, this offers faculty more opportunity for attendance due to a myriad of competing schedule demands.

Discussion (including Barriers/Facilitators if relevant) Attendance is mandated by the CMO, which is both a facilitator and a barrier. Some faculty attend because of the requirement and ultimately implement positive changes; for others, this mandate harbors resentment. Engagement is a continual challenge. We plan to experiment with new modalities, such as less structured, small group discussions with the invited experts; “deeper dive” sessions that provide focused attention to the topic and St. Jude–specific strategies (a common request via evaluation data); and the establishment of communities of practice for education, professionalism, and well-being.

Impact/relevance to the advancement of the field of CME/CPD The education was implemented as a series of workshops and was launched in July 2022. In June 2023, the PHO fellowship program returned to continued accreditation, and in March, the program was cleared of all citations. The series has increased collaboration between the GME and CME teams, as well as amongst other institutional departments and initiatives to improve faculty wellness. Furthermore, this series enables CETO staff and the CME Medical Director to learn from expert educators to further their own professional development.

4. Lactation Accommodations at Continuing Medical Education Events: A survey-based study of attitudes, experiences, and preferences

Author(s)

• Debra Blomberg, MBA, Program Manager – CME, Mayo Clinic
• Tricia Carey, MD, Resident, Mayo Clinic
• Arya Mohabbat, MD, Consultant – General Internal Medicine, Mayo Clinic
• Hannah Nordhues, MD, Consultant – General Internal Medicine, Mayo Clinic

Purpose/problem statement Although support for lactating trainees and healthcare professionals (HCPs) is well-documented in the literature, there is considerable lack of evidence demonstrating that the needs of these individuals are being met or that appropriate and equitable lactation accommodations are being provided at continuing medical education (CME) events.

Approach(es) Anonymous electronic surveys were sent to both male and female attendees of 8 CME courses held between August 2022 – July 2023. Descriptive and summative statistics were reported.

Findings Of the 337 survey respondents, 169 had personal experience with lactation and 47 had experience with lactation at a CME course within the past 10 years. Most participants, regardless of gender, agreed or strongly agreed that lactation accommodations should be a priority (n=264, 83%) and are a medical need (n=285, 89%). Of those with recent experience with lactation at a CME course, only 19% (n=9) indicated that adequate lactation accommodation was provided at the CME event. Inadequate accommodations have resulted in 77% (n=36) reporting decreased participation in the CME experience, 70% (n=32) claiming fewer hours of CME credit, and 74% (n=34) experienced decreased satisfaction in the CME course. For respondents with prior lactation experience, 53% (82/154) would be more likely to register if lactation support was known at the time of registration, while 21% (33/157) reported that lack of lactation accommodations led to not registering for a CME event.

Discussion (including Barriers/Facilitators if relevant) HCPs acquire and increase medical knowledge and skills by participating in CME courses. However, lack of appropriate lactation accommodations at CME events is a significant barrier to the equitable accessibility of continuing education. Providing appropriate lactation support and accommodations has lasting implications for both the professional and personal development of lactating HCPs. According to respondents, preferences for lactation accommodations include proximity to the meeting, audio-visual streaming of content, privacy, security, and signage supporting lactation. Furthermore, data analysis demonstrated no statistical difference for attitudes in support of breastfeeding or lactation accommodations at CME events, based on gender or age of the respondents.

Impact/relevance to the advancement of the field of CME/CPD During the planning phase of a CME event, organizers need to work directly with the event space staff to intentionally add and promote appropriate lactation accommodations; this will ensure that lactating individuals are able to fully engage in the event, increasing their enrollment in the CME, claimed number of CME credits, and enhancing their overall personal and professional development. This study also supports the attitudes of other participants, regardless of gender or age, in support of lactation and lactation accommodations at CME events. The study also suggests that inquiring about lactation support needs on course registration websites may help with course planning as well encourage the lactating learner to register for the event.

5. Building rural capacity with experiential curricular innovations in a psychiatric postgraduate training program

Author(s)

• Jacquelyn Paquet, MD, PhD student, Psychiatry Resident, University of Alberta
• Katharine Hibbard, MD, FRCPC, Psychiatrist, University of Alberta
• Pamela Brett MacLean, MA, PhD, Professor, University of Alberta

Background/context/purpose In Canada, nearly 20% of the population resides in rural and remote communities, where significant healthcare inequities, particularly in mental health, are prevalent. Delays in diagnosis and treatment lead to much worse outcomes, with suicide rates being up to six times higher in rural communities. Indigenous communities face even greater challenges due to systemic racism, intergenerational trauma, the legacy of colonialism, cultural genocide, and the impact of residential schools. These issues, combined with limited psychiatric resources, exacerbate mental health disparities in rural regions. Addressing these inequities aligns with the Canada Health Act and the Truth and Reconciliation Commission’s Calls to Action. This project aims to address these issues by developing a curriculum that integrates both clinical and academic teaching within diverse training settings.

Theoretical/Conceptual framework(s) The curriculum has been designed using a social constructionist framework, focusing on how clinical experiences shape learning. It also aligns with the Royal College of Physicians and Surgeons of Canada evaluative strategies, incorporating key objectives from a behaviorist perspective. A six-step program evaluation framework ensures that the interventions meet both the learners’ goals and the program’s objectives.

Methods In March 2021, all psychiatry residents at the University of Alberta were invited to complete a 19-question survey with both closed- and open-ended questions. The data from this survey informed the development of the rural curriculum, which features experiential core rural/remote rotations and formal teaching sessions. The curriculum was implemented in July 2022, following development and approval from relevant stakeholders. All first-year psychiatry residents completed a two-week integrated rural rotation at a regional health center in northern or central Alberta, serving predominantly rural, remote, and Indigenous communities. During this rotation, residents worked under the supervision of a rural psychiatrist, engaged in direct clinical observation, received verbal and written feedback, and participated in individualized teaching sessions. Throughout the year, residents also attended various didactic and discussion-based workshops and seminars as part of the academic half-day curriculum. These sessions covered topics such as rural and Indigenous health, mental health inequities, cultural competence, and the impact of colonialism in psychiatry.

Results/findings The initial survey conducted in March 2021 had a 75% response rate and revealed significant associations between previous rural training experience and interest in rural psychiatry. Female and junior residents showed a statistically higher interest in rural training. Following the curriculum’s implementation, a follow-up survey was distributed to the 2022/2023 and 2023/2024 cohorts. The results of this survey are pending.

Discussion The initial data guided the development of the rural psychiatry curriculum, which has successfully attracted residents interested in serving marginalized communities, which is likely to continue as the rural curriculum expands. Ongoing feedback and data will inform further curriculum adjustments, ensuring it meets the diverse needs of both learners and communities.

Impact/relevance to the advancement of the field of CME/CPD Addressing barriers in rural mental healthcare requires multifaceted training approaches. By providing early exposure to rural settings, along with teaching and mentorship, the curriculum aims to develop the skills and competencies needed to effectively practice in these underserved areas.

6. Medical Aid In Dying: A Multi-Pronged Approach to Education

Author(s)

• Sarah Burns, DO, MS, FACP, FHM, Hospitalist, Associate Professor; Director of CME, University of New Mexico
• Gary A. Smith, PhD, Associate Dean (retired), University of New Mexico School of Medicine

Purpose/problem statement New Mexico (NM) legalized Medical Aid in Dying (MAID) in 2021, allowing terminally ill patients to request physician assistance to prescribe medications for self-administration to end life. Inquiries by NM physicians to our health system and coverage in local media demonstrated a need for more clinician education for patient communication, referrals, patient evaluations, prescribing, and physician presence during MAID ingestions. We therefore programmed a multi-pronged approach to fulfill the statewide need for MAID education.

Approach(es) Identified needs and discussion with MAID experts led to multiple interventions: four-part, virtual grand rounds; live conference; and enduring materials (in development). The RSS over 4 months provided education on MAID basics, hospice and MAID, suicidality and MAID, and essential legal topics. The live conference was developed with MAID experts including experience with community needs. A national MAID leader plenary was followed by sessions on MAID basics, pharmacology, communication pearls, assessing capacity, and evaluating suicidality and depression for MAID. An expert panel with challenging patient cases interacted with the audience and the conference concluded with a panel of survivors describing their and their loved one’s experiences with MAID. Networking opportunities allowed attendees to learn through their own experiences. The developing enduring material modules were identified as priorities from the RSS and conference.

Findings RSS attendance ranged from 10-25 people per session and evaluation data showed 40-55% normalized gain in proficiency. 60 of 100 live-conference attendees returned retrospective pre/post surveys. Prior to the activity, there was limited proficiency in describing NM legislation, demonstrating communication skills, and applying best practices to patients requesting MAID. Improved proficiency was noted in all learning objectives with normalized gain ranging from 45% to 55%. Thematic analysis of attendee feedback indicated enhanced confidence in discussing MAID, improved understanding of legal issues, pharmacology, community support, and the experiences of those affected by MAID, increased ability to educate others and to integrate this knowledge into practice and improved empathy and communication skills.

Discussion (including Barriers/Facilitators if relevant) This first-of-its-kind state-specific multi-pronged approach to MAID education succeeded to reach a wide, multidisciplinary audience through virtual RSS and an in-person live conference. The live conference not only allowed for improvements in MAID knowledge, skills, and attitudes, it also allowed for increased engagement and networking amongst clinicians from diverse settings. Barriers included decreasing attendance at subsequent MAID RSS likely owing to the months in which the RSS were held (September to December).

Impact/relevance to the advancement of the field of CME/CPD MAID is controversial and legal in only 10 states. Not all clinicians are proficient in this topic especially when widely dispersed in a rural state. Our multipronged approach to MAID educational opportunities is a unique blend of learning opportunities from local, regional, and national MAID experts including from people with lived experiences from their loved ones who pursued MAID in a variety of learning formats.

7.Pharmacist perceptions of continuing professional development and goal development in a community health system

Author(s)

• Logan T. Murry, PharmD, PhD, Assistant Director of Continuing Pharmacy Education and Continuing Professional Development, Accreditation Council for Pharmacy Education
• Michelle Estevez, PharmD, DPLA, CPh, BCPS, Pharmacy Manager, Lee Health Coconut Point

Background/context/inquiry question This study evaluated pharmacists’ experiences with a structured CPD program facilitating goal development and self-directed learning to determine if a CPD framework could support both pharmacist development and annual performance reviews.

Theoretical framework(s) This study used principles from adult learning theory and the Accreditation Council for Pharmacy Education (ACPE)’s CPD framework, comprised of six learning cycle components (Reflect, Plan, Learn, Evaluate, Apply, Record & Review), to develop a self-directed learning program for staff pharmacists.

Methods This was an exploratory study using cross-sectional surveys and CPD plans completed by pharmacists at a community health system in the Southeastern USA. Two separate surveys were used, with a staff pharmacist survey collecting information on the perceived impact of the CPD program on job enjoyment, patient care, and career advancement. The survey for pharmacy managers and directors collected information on perceptions of CPD program impact on staff retention, engagement, and performance, and an open-ended item assessing CPD program contributions to the performance review process. Descriptive statistics were calculated for quantitative items and open-ended responses were analyzed using content analysis. CPD plans submitted by staff pharmacists were reviewed by study authors to determine if CPD goals were specific, measurable, attainable, relevant, and time-bound (SMART).

Results/findings Fifty-seven (33.1%) staff pharmacists and twelve (85.7%) pharmacy managers or directors responded to surveys. Most staff pharmacists strongly agreed (13, 22.8%) or agreed (21, 36.8%) that creating CPD goals increased job enjoyment and strongly agreed (13, 22.8%) or agreed (30, 52.6%) that achievement of CPD goals resulted in improved patient care. For pharmacy directors and managers, three (23.1%) strongly agreed and seven (53.8%) agreed that the CPD process contributed to retention. From open-ended survey responses, pharmacy managers and directors described that while the CPD program enhanced the performance review process, it was challenging to motivate staff to develop CPD goals and more structure in CPD goal selection was needed. From CPD plan data, 1,353 CPD goals were documented by 148 pharmacists, with only 204 (15.1%) determined to be SMART goals.

Discussion The CPD program was perceived to have several positive benefits. Only a small number of CPD goals contained all required SMART goal elements, suggesting that the goal-creation process, regardless of format, may provide value to learners. To improve the CPD program, a more structured approach to goal development and emphasis on the SMART format may increase goal attainment and usefulness within performance reviews.

Limitations Data were collected from pharmacists at a single health system in the Southeastern USA and the total sample of pharmacy managers and directors was small, limiting generalizability to other institutions. Additionally, staff pharmacists who completed the survey may have had different perceptions of the CPD process compared to non-responders.

Impact/relevance to the advancement of the field of CME/CPD Incorporating a CPD program into the performance review process provides a potentially sustainable way to implement self-directed learning in a pharmacy practice setting, providing several perceived benefits to both staff pharmacists and pharmacists in managerial positions

8. The Power of Many: A Collaborative Approach to Advocacy in Pediatric Primary Care

Author(s)

• Christina Kratlian, MD, MPH, Attending Pediatrician, Instructor, Boston Children’s Hospital, Harvard Medical School
• Lori R. Newman, MEd, Director of Professional Development in Education, Boston Childrens’ Hospital/Harvard Medical School
• Kailey Sultaire, BSW, Government Relations Specialist, Boston Children’s Hospital
• Sarah Mills, MPH, Vice President of Government Affairs, Associated Industries of Massachusetts
• Corinna Rea, MD, MPH, Assistant Professor, Boston Children’s Hospital, Harvard Medical School

Purpose/problem statement Advocacy is intricately embedded within the profession of pediatrics. Significant literature exists regarding the development and implementation of advocacy curricula into pediatric residency programs, and the positive impact these interventions have on pediatric resident perceptions of advocacy and future advocacy engagement. However, limited literature has been published regarding advocacy training within the interdisciplinary pediatric primary care setting. The primary study aim was to increase all clinical and non-clinical staff understanding, comfort, and familiarity with ways to engage in child health advocacy through an interactive curriculum encompassing basic advocacy skills. Secondary study aims were: (1) for participants to engage in one or more new advocacy activities, (2) to examine differences in perceptions of advocacy between different interprofessional groups, (3) to establish advocacy education as a regular part of primary care, and (4) to engage local legislators in the advocacy education process with the goal of creating more effective pediatric advocates.

Approach(es) A needs assessment survey was first sent to all staff at two academic pediatric primary care centers. The curriculum was developed with the hospital’s government relations department and included three virtual interactive workshops. Topics included storybanking, op-eds, and letters to the editor; using social media to advocate; legislative advocacy and lobbying; and a discussion with a local legislator. Participants who attended at least one workshop were sent a short evaluation survey that included an identified “commitment to change,” followed later by a survey of goal attainment. Participants who completed a survey received a small incentive.

Findings Feedback from the needs assessment overwhelmingly indicated that clinic staff were interested in an advocacy curriculum. Just under half (45.7%) of respondents reported very little or no prior formal advocacy training. Notably, over half (54.3%) of respondents reported they were familiar with ways to advocate for children’s health. However, only 30% were familiar with how to learn about current child health-related legislative issues, and only 37.2% were comfortable identifying and contacting a legislator. Prior to the curriculum, about half of respondents (55.7%) had participated in an advocacy-related activity outside of work within the prior 6 months; these respondents were more likely to be attending physicians (n=7), social workers (n=7), or administrators (n=5). The vast majority (94.4%) of those who attended a curriculum workshop, particularly those who worked clinically, stated that the workshop would definitely or maybe change their work. Six out of 10 respondents made progress towards a previously-identified advocacy goal.

Discussion (including Barriers/Facilitators if relevant) This curriculum allows for expansion of advocacy training into the interdisciplinary space in pediatric primary care. Enhanced training and collaboration among staff members can foster improvement in holistic pediatric care as well as better identification of areas of need for this population.

Impact/relevance to the advancement of the field of CME/CPD Advocacy is crucial to the profession of pediatrics, but historically has been mostly limited to medical providers. This curriculum demonstrates the desire and need for advocacy training to be delivered more broadly to all staff and the positive impacts it may lead to within primary care.

9. The Portfolio Program in the Continuing Medical Education and Continuing Professional Development Toolbox

Author

• Spencer Walter, Program Manager, American Board of Medical Specialties

Purpose/problem statement Historically a gap has existed between CME/CPD and QI. This gap means that often times the goals and initiatives coming from CME departments do not align with the improvement work that is happening in practice. It also means that QI efforts initiated and executed by physicians go unrecognized in the domain of professional development. The gap between CME and QI exists for many reasons but perhaps most importantly in this context, it exists because of different measurements for success. The gap leaves room for improvement and a more synergistic relationship between CME/CPD departments and QI. With a more synergistic relationship education can be a more effective way to practically improve patient care and CME departments can add new ways to engage physicians.

Approach(es) In 2023 the Portfolio Program conducted a systematic review of the history of the Portfolio Program and its current state. The Program gained valuable insights into the value, challenges and evolution of the Portfolio Program. In this presentation we will use information collected in the review to show how the Portfolio Program can be a valuable tool in the toolbox of any CME/CPD department.

Findings The ABMS Portfolio Program is one tool often utilized by CME departments to help bridge the gap between CME and QI. By utilizing the Portfolio Program a CME/CPD department can incentivize physicians for QI work for MOC credit and better align efforts to the relevant needs of the patients they serve. CME/CPD departments can increase their value while also helping to increase engagement in education and QI. The work needed to submit an activity to multiple specialty boards is decreased when submitting through the Portfolio Program, meaning valuable time is saved. Over one third of the 100+ Sponsor organizations administer their Portfolio Programs through their CME/CPD departments. Thus far the Portfolio Program has issued credit over 64,000 times for quality improvement projects happening within Sponsor institutions with increasing rates of participation over the last 10 years.

Discussion (including Barriers/Facilitators if relevant) The qualitative impact of the Portfolio Program was attained through communication with Sponsor organizations and allowed for direct feedback to be used in the systematic review. There are many advantages to the Portfolio Program that are not specific to CME/CPD departments and these may be discussed in more detail in- post-presentation discussion. The true quantitative impact of the ABMS Portfolio Program is difficult to measure with current resources but may become feasible in coming years. Additionally, not all programs sit within their CME/CPD departments. Some are situated in QI or other departments but this still allows for synergistic relationships with other departments.

Impact/relevance to the advancement of the field of CME/CPD When CME/CPD and QI domains can interact synergistically it offers a way for CME/CPD departments to reward efforts for work that is already happening and ensures relevance of education for the physician. As a result CME departments can expand their reach and engagement in terms of number of participants and quality of participation. Qualitatively, some Portfolio Programs within CME departments have indicated that physicians expressed added value when participating in improvement activities available through their programs.

10.Support Strategies to Sustain Change: A Story of One Interprofessional Continuing Education Program

Author(s)

• Marianna Shershneva, MD, PhD, CPD Evaluation and Assessment Specialist, University of Wisconsin-Madison
• Barbara Anderson, MS, Director, Office of Continuing Professional Development, University of Wisconsin-Madison

Background/context/purpose The Joint Accreditation Criterion 9 calls continuing education (CE) providers’ attention to using support strategies to sustain change in conjunction with educational interventions. The Jointly Accredited Interprofessional CE program in our academic institution encourages planning committees to plan for such strategies and tools. This is achieved through a dedicated, required to fill-in section of a planning document template and occasional discussions with an accreditation specialist. However, the scope of what is actually being implemented and the effectiveness of various strategies were not assessed at the program level.

Theoretical/Conceptual framework(s) Moore’s levels of evaluation and the predisposing-enabling-reinforcing instructional framework informed our inquiry.

Methods We analyzed responses to the following question added to the 2024 annual evaluation survey of all learners in our program in the past year: “Evaluate the tools/strategies intended to support your learning and practice change (listed below), in relation to the educational activity you participated in.” Respondents could select “Was NOT provided”, “Used and it was helpful”, “Used but it was not helpful”, or “I did not use it” for each of the listed strategies. Statistical analysis was limited to descriptive statistics.

Results/findings A total of 392 responded to the strategies question. “Was not provided” frequencies for all activities varied from 7% for presentation slides to 42% for patient feedback. “Used and it was helpful”, varied from 32% patient feedback to 79% for presentation slides. There seem to be differences by activity type. For example, “Used and it was helpful” frequencies showed: handout/content summary was highest for live activities; clinical tools—for regularly scheduled series; team performance data and patient materials—for performance improvement activities.

Discussion This survey question was not required to answer and those who chose to answer were not required to rate every strategy. Strategies and tools were not defined, and respondents used their interpretations. These factors possibly introduced a bias to collected data. The results will be used as a springboard for intentional discussions with planning committees and as a baseline for monitoring the utilization of strategies supporting change going forward.

Impact/relevance to the advancement of the field of CME/CPD Assessing strategies and tools that support practice change resulting from an educational intervention and, particularly, implementing this assessment at the program level, enable CE providers to prioritize and focus planning efforts on areas that are more likely to influence sustainable changes.

11. Artificial Intelligence in Healthcare: A Self-Assessment Driven Approach to the Fundamentals

Author(s)

• Eleftherios K. Soleas, OCT, PhD, Director of Lifelong Learning and Innovation, Queen’s University, Faculty of Health Sciences
• Ashley Waddington, MD, MPH, Assistant Dean, Continuing Professional Development, Queen’s University
• Richard van wylick, MD, Vice Dean, Health Sciences Education, Queen’s University

Purpose/problem statement Artificial Intelligence promises to be simply game changing for healthcare, however its fundamentals continue to evade many healthcare professionals and enthusiasts because of their mathematical and technological complexity. To fulfill this need, we created a consortium of healthcare professionals, accreditors, educationalists, and academics to build a foundations course that would guide learners from first-steps to advanced case studies in applying artificial intelligence and machine learning to healthcare.

Approach(es) We created this consortium based on the principles of developmental evaluation and interdisciplinary collaboration drawing upon our expertise in healthcare, educational design, machine learning, ethics, and artificial intelligence itself to create a course prefaced on self-assessment and application to practice. Evaluation was conducted using a pre-post design, pre-post-knowledge tests, and learning analytics

Findings Pre-post evaluation as well as pre-post-knowledge tests, learning analytics, and testimonials of course attendees were blended together in a mixed-method evaluation to reveal significant differences by one-way ANOVAs to show comfort and knowledge improvements, data analytics to investigate adaptive mastery, and deep promise in this effort to democratize AI in healthcare knowledge.

Discussion (including Barriers/Facilitators if relevant) AI is not going to get any rarer in healthcare. Positioning healthcare professionals for success in using these new types of intelligence requires investment in educational efforts. This would ensure a health professions workforce that is able to ask insightful questions, draw key inferences, and ultimately successfully augment their clinical practice with artificial intelligence. We will also share insights, practices, and strategies for accomplishing this noble goal.

Impact/relevance to the advancement of the field of CME/CPD The promise of AI will be unfulfilled unless we specifically design programs that show healthcare professionals how to use AI effectively and thoughtfully. The narrative is clear: CPD must align with AI’s trajectory. Bridging the knowledge gap among health care providers is not a mere luxury; it is the cornerstone on which AI’s promise rests. The recurring trend of technology outpacing education necessitates a proactive approach to bridging the gap.

12. Advancing Clinical Education: Integrating AI and Innovative Design Strategies

Author(s)

• Alice Kam, MD,MScCH (HPTE), FRCPC, Physician, University of Toronto
• Tobi Lam, Researcher, University of Toronto

Purpose/problem statement Current priorities within health professions artificial intelligence-related education, such as adaptive expertise and compassionate care (Morrow et al., 2021; Clarke et al., 2024), emphasize individualized patient care practice and practice that is cognizant of systemic health disparities. An organized systems-thinking approach can help leaders assess readiness for AI adoption and identify the barriers and enablers of success. Leaders must be able to navigate the silos of our health professions education systems. By emphasizing theories and frameworks as foundational building, we begin to cultivate an integrated approach to cycles of education research and implementation that resonates with all parts of the community. As medical education and health system priorities evolve continuously, we should critically examine the use of theories and evaluation frameworks to inform the implementation of AI-based clinical education research.

Approach(es) Interactive workshop for translational research on building an effective AI education intervention– This Best Practice will introduce the audience to several frameworks and approaches for how to create their clinical education artificial intelligence research informed by theories and frameworks Learning objectives: 1. Identify the elements of theories, frameworks, and design approaches in AI-based clinical education research 2. Demonstrate 3-4 common frameworks that can be utilized for AI-implementation research 3. Utilize design-based approaches to integrate all key aspects of clinical education research eHealth theories as clinical education research methods

Findings Knowledge mobilization on AI-based based clinical education research

Discussion (including Barriers/Facilitators if relevant) The Best Practice will start with a 15-minute didactic introduction to clinical education design approaches, and education implementation research frameworks. In small groups, attendees will then work through an example of AI use case scenario followed by large group discussion and co-created analyses of the results. Each group will select 1 out of 3-4 frameworks in the interactions of implementation science, sociology, social science, and business management. We aim to have 3-4 small groups. The results will be shared in a system map that attendees can use as a starting point for future exploration of their individual goals for innovative AI use.

Impact/relevance to the advancement of the field of CME/CPD Clinical education research with a design thinking mindset enhances research rigor and maximizes the potential for research impact.

13. Can we use AI to advance compassion in healthcare? A balancing Act we need to get right

Author(s)

• Eleftherios K. Soleas, OCT, PhD, Director of Lifelong Learning and Innovation, Queen’s University, Faculty of Health Sciences
• David Wiljer, PhD, Academic Director, Continuing Professional Development, Temerty Faculty of Medicine
• Ashley Waddington, MD, MPH, Assistant Dean, Continuing Professional Development, Queen’s University

Purpose/problem statement The promise of Artificial Intelligence to replace tedious tasks done by humans, thus freeing up human time to be human is alluring, but speculative. As a profession, we must be vigilant to ensure that AI advances human achievement instead of replacing or sundering it.

Approach(es) In this contribution, we operationalize the adapted definition of Digital Compassion from Rouleau et al., 2024 and in the work of Strauss et al., 2016 to offer guidelines for the integration of AI into teaching, learning, and clinical practice as a means of augmenting humanity in healthcare thus extending the reach of compassion. We do so through literature review, acquired wisdom, and a few piloted (AI simulated patients, trainees, and colleagues) for developing and refining compassion through AI interactive tools.

Findings We present a slate of 8 tips for ensuring that AI enhances the reach of compassion in healthcare rather than diminishing it and demonstrate a few replicable tools for practicing compassion.

Discussion (including Barriers/Facilitators if relevant) AI is here to stay, as promising tools and as an ongoing disruptor in healthcare. As professionals who are ultimately responsible for the technologies we deploy, it is up to us to ensure that the tools we use are deployed in a way that ultimately creates time and space for providing compassionate patient centred care and learner centric teaching.

Impact/relevance to the advancement of the field of CME/CPD We have a chance to use AI to build compassion as leaders in continuing professional development and to prevent the dangers of AI replacing or sundering humanity in healthcare.

14. Artificial Intelligence Capacity and Uptake in Canadian Continuing Professional Development Offices: Are We Ready?

Author(s)

• Eleftherios K. Soleas, OCT, PhD, Director of Lifelong Learning and Innovation, Queen’s University, Faculty of Health Sciences
• David Wiljer, PhD, Academic Director, Continuing Professional Development, Temerty Faculty of Medicine
• Mathieu Litalien, MBA, CHE, Pro Dir., Director, Continuing Education and Professional Development, Northern Ontario School of Medicine
• Ruth Chen, RN, PhD, Associate Dean, McMaster University
• William McCauley, MD, Associate Dean, University of Western Ontario

Background/context/inquiry question Before Continuing Professional Development (CPD) can be called upon to prepare generations of healthcare professionals to augment their clinical and teaching practice with Artificial Intelligence (AI) it must augment itself. The implementation of AI technologies within Canadian CPD offices is ongoing. It is not uniform across the country, however. Some offices have made investments in time and others in personnel to investigate AI’s potential to transform and accelerate the development of professional development activities and tasks.

Theoretical framework(s) Environmental scan leading to a developmental evaluation.

Methods This survey is an environmental scan of CPD offices and organizations in Canada on Artificial Intelligence. We distributed the survey by email to senior leaders to all 17 CPD offices in Canada and four health regulators and agencies.

Results/findings We received responses from 12 CPD offices and three regulators (71% response rate). University offices and regulators indicated vastly diverse levels of perceived preparedness, capacities, expertise, and policy development. Most universities and all regulators have begun to develop local expertise in AI and considered it important to accomplish their mission. Four offices had developed AI tools and in at least three distinct cases the tools developed were similar, indicating efforts that bordered on duplicated work.

Discussion The co-creation of best practices and sharing rather than replicating tool development efforts would yield better outcomes for CPD in Canada leading to consortiums and partnerships across institutions. The authors of this abstract are in the process of establishing an AI CPD Community of Practice that shares tools as well as a best practices guideline for Canadian CPD offices.

Limitations Not 100% participation across the country, missing one regulatory authority and 5 CPD offices

Impact/relevance to the advancement of the field of CME/CPD The guidelines and community of practice established in this program will be extremely useful and impactful to the field of CPD as a whole. Come learn with us!

15. Beyond the Basics: Optimizing Self-Paced E-Learning for Health Professionals

Author(s)

• Anita Samuel, PhD, Vice Chair of Distance Learning, Uniformed Services University
• Ronald Cervero, PhD, Deputy Chair of Department of Health Professions Education, Uniformed Services University
• Beth King, Program Evaluator, Uniformed Services University
• Steven Durning, MD PhD, Chair of Department of Health Professions Education, Uniformed Services University

Background/context/inquiry question Over the past two decades, web-based learning, or e-learning, has become increasingly popular for continuing professional development (CPD). Research has shown the efficacy of e-learning in CPD and explored the factors that facilitate e-learning. However, there is limited research into the effectiveness of different instructional strategies in self-paced e-learning for health professionals. Learner satisfaction with course design influences learning outcomes, making it essential to identify specific strategies preferred by health professionals. A study was conducted to determine the instructional strategies that health professionals prefer when participating in self-paced e-learning CPD.

Theoretical framework(s) The Department of Health Professions Education at University P developed six self-paced modules on education and leadership topics. Mayer’s Cognitive Theory of Multimedia Learning emphasizes using visual and auditory channels effectively and breaking content into manageable segments. The CPD modules applied these principles using multimedia elements like micro-lectures, text-based content, and quizzes to enhance understanding while avoiding cognitive overload. This approach aimed to improve learning efficiency and retention for health professionals in their continuing education.

Methods Data were obtained from module evaluation surveys at the end of each module, including six Likert scale and two open-ended questions. The anonymized responses from these evaluations gathered from the course’s inception in 2019 through June 2022 provided the data set.

Results/findings 475 learners completed the CPD modules and found the module content helpful, met their learning objectives, and felt confident in their knowledge afterward. While many learners praised the videos and quizzes, they also requested more interactive content and improvements to quiz clarity and functionality. Some learners suggested additional opportunities for applying knowledge, such as case-based examples and free-text assessments, to foster deeper engagement.

Discussion The CPD modules achieved a high completion rate due to their concise format, flexibility, and individual learning focus. The frequent use of self-assessment quizzes was well-received, though learners requested more reflective and application-oriented questions to foster deeper engagement. Participants valued content relevance, expert-created scenarios, and concrete examples, which enhanced satisfaction and motivation to complete the modules. Contrary to existing literature on adult learning, learners in this study did not emphasize a need for social interaction, prioritizing flexibility instead. The findings also stressed the importance of reliable technology for a positive learning experience.

Limitations The study primarily relied on self-reported data for assessing knowledge gains and satisfaction, which can be biased and may not be the most reliable evaluation method. This study is also limited to self-paced eLearning modules offered by one institution.

Impact/relevance to the advancement of the field of CME/CPD The study highlighted several effective instructional strategies for designing CPD modules including offering short, self-paced courses that learners could access at their convenience, incorporating various multimedia elements, and using contextual case scenarios created by subject matter experts. Knowledge check quizzes with application-based questions were preferred to encourage practical learning, and the module content was directly relevant to the learners’ professional context, making it highly applicable to their work.

16. Evaluating the Impact of a Three-part Continuing Medical Education Series on Identifying Human Trafficking in the Medical Setting

Author(s)

• Liisa Fore-Arcand, Ed.D., Assistant Dean for CME & Professor of Psychiatry, Virginia Health Services – Eastern Virginia Medical School at Old Dominion University
• Lisa Kersey, MHA, Executive Director, Freekind
• Kelly McCoy, MMHPE, Assistant Director – CME, Virginia Health Services – Eastern Virginia Medical School at Old Dominion University

Background/context/purpose Human trafficking presents significant health and safety concerns, with victims frequently seeking medical care without being identified. Healthcare professionals are often the first point of contact, yet gaps in knowledge and awareness hinder timely intervention.1,2 To address this, a three-part Continuing Medical Education (CME) series was developed to equip medical professionals with the skills to identify, assess, and appropriately intervene in potential human trafficking cases within healthcare settings. This presentation will detail the evaluation results from the learners that attended the series. Pre- and post-training assessments measured changes in participants’ knowledge, confidence, and ability to recognize the signs of trafficking. Additional qualitative feedback was gathered to assess the perceived relevance and applicability of the training.

Theoretical/Conceptual framework(s) Many, in the healthcare community, have had no training on human trafficking which is alarming, considering 88% of survivors said they interacted directly with a healthcare provider while being trapped in a trafficking situation.3 In fact, studies have shown that only 8% of clinicians feel confident in their ability to recognize a potential trafficking victim and take the appropriate steps to provide that patient with resources to help them exit. In a large national study, 93% of healthcare professional report that they would benefit from training on human trafficking.4 There is an enormous opportunity being missed by medical professionals due to a lack of education on the realities of human trafficking in the United States.1,4

Methods Since so few medical professionals have been introduced to the basic signs and symptoms of trafficking, they are simply not prepared to identify trafficking victims that present in their workplace. Providing them with basic identification training is a vital first step to empowering healthcare professionals to truly provide their patients with the care they need. This step builds the foundation for medical personnel to grow their competence in treating trafficking victims as they encounter them.

Results/findings Results demonstrated a significant increase in both knowledge and confidence in identifying human trafficking indicators. Participants reported enhanced readiness to implement screening protocols and referral pathways. Barriers to effective identification, including time constraints and the complexity of cases, were also examined.

Discussion The three trainings were recorded and are available on our CME website as enduring materials for physicians and healthcare professionals who were unable to attend to watch and receive credit. Based on the learner interest and participation in this education activity we are investigating developing a conference to continue education and discussion on human trafficking identification, intervention, and treatment.

Impact/relevance to the advancement of the field of CME/CPD Our findings underscore the value of targeted CME interventions in raising awareness and improving the capacity of healthcare professionals to combat human trafficking. Future recommendations for optimizing and scaling this training will be discussed, including interdisciplinary collaboration and integrating these educational modules into routine medical curricula. This evaluation provides a framework for other institutions seeking to improve their approach to human trafficking in the clinical setting.

17. Clinical Coaching to Facilitate UME to GME Transition, a Faculty Development Program

Author(s)

• Joseph Szot, MD, Asscoiate Dean for CME, University of Iowa Carver College of Medicine
• Mark Wilson, MD, Associate Dean, University of Iowa Carver College of Medicine
• Megan McDonald, MD, Program Director, University of Iowa Carver College of Medicine
• Amy Stier, MD, Program Director, University of Iowa Carver College of Medicine
• Manish Suneja, MD, Program Director, University of Iowa Carver College of Medicine
• Julia Shelton, MD, Program Director, University of Iowa Carver College of Medicine

Purpose/problem statement In 2022, our medical center embarked on a broad initiative to better address and smooth the transition of medical students into effective resident physician learners and clinicians. Through a cross-specialty collaboration, the initiative is built upon the framework of entrustable professional activities and clinical coaching. We provide incoming resident physicians with feedback on performance during objective structured clinical examinations, subsequent creation of individualized learning plans, and ongoing intentional clinical coaching in authentic clinical care settings. In addtion to the work with the new residents, we launched a yearlong faculty development course to grow a core group of faculty with skills critical to serving in this new novel role of advanced clinical coach and to develop a community of practice for advanced clinical coaches.

Approach(es) The primary approach was in person evening meetings that identified core skills needed for clinical coaches and practical tactics to implement these newly identified coaching techniques. Topics included defining a clinical coach, clinical coaching skills, psychological safety, growth mindset, practical strategies for clinical coaching and the dynamic tension between feedback and evaluation. These sessions consisted of large and small group discussions, case studies, role playing and challenge exercises. Coaches left each session with new skills to implement during their interactions with learners . A messaging app was used to communicate with the cohort of coaches to reenforce coaching tips, supply informational references and do “check ins” between sessions.

Findings At the conclusion of the course 100% of participants either agreed or strongly agreed they understood the difference between a clinical educator and a clinical coach. At the start of the course 58% either strongly disagreed or disagreed with the statement that they had an advanced skillset of practical coaching tactics, at the conclusion of the course 89% either agreed or strongly agreed with this statement. After completing the course 89% either agreed or strongly agreed with the statement that they were able to effectively implement these coaching skills while working with residents.

Discussion (including Barriers/Facilitators if relevant) The success that this program experienced was facilitated by the enthusiasm that the residency program directors from five core residency programs (internal medicine, pediatrics, family medicine, surgery and OB/GYN) demonstrated. They were instrumental in recruiting faculty and facilitated the learning sessions. Challenges experienced included the time commitment needed by faculty to participate and scheduling conflicts. These challenges necessitated the adaptation of the curriculum from being a solely in person experience, where it facilitated cross specialty discussion and learning, to needing to provide a virtual option that was delivered at an alternative time and in a more condensed fashion.

Impact/relevance to the advancement of the field of CME/CPD Faculty development is crucial to success of educational initiatives across the continuum of medical education. This program demonstrates the development of a core group of faculty with advanced clinical coaching skills which will help facilitate the transition of medical students to residents. This transition has been identified as area that is in need of more attention. The development of advanced clinical coaches could help ease this transition for learners progressing from UME to GME.

18. Gamification in Pharmacy Education: Pharmacist Prescribing for Minor Ailments

Author(s)

• Certina Ho, RPh, BScPhm, MISt, MEd, PhD, Director of Program Evaluation and Education Scholarship, Department of Psychiatry, University of Toronto
• Tina Zhiting. Zhou, PharmD, Pharmacy Resident, University of Toronto
• Iris Xinyue. Zhao, PharmD, Pharmacist, University of Toronto
• Fatima Hashemi-Sabet, PharmD Student, University of Toronto
• Samir Kanji, PharmD Student, University of Toronto
• Laura Brady, PharmD Student, University of Toronto
• Tom Yong Hwan. Lim, PharmD, Pharmacist, University of Toronto

Background/context/inquiry question In 2023, Ontario pharmacists in Canada were granted authority to prescribe for 19 minor ailments (MAs). Gamification, also known as serious games, in education has been shown to facilitate user engagement and knowledge retention; however, it remains relatively unexplored in pharmacy education. The objective of this project is to identify the most challenging MAs perceived by senior pharmacy students and explore how gamified education may facilitate learning and knowledge reinforcement of pharmacist prescribing for minor ailments (PPMA) concepts.

Theoretical framework(s) We adopted Kern’s six-step approach to curriculum development to identify the needs perceived by senior pharmacy students. There were three MA conditions where pharmacy students perceived to be the most challenging and would appreciate further learning support and reinforcement. Post-intervention/Minor Ailment Games evaluation questionnaires were developed and informed by Kirkpatrick’s Four-Level Training Evaluation Framework.

Methods We conducted a needs assessment among fourth-year PharmD students in December 2023 to identify MAs and associated concepts that were perceived to be challenging. We used Quizizz (gamification platform) and developed six multiple choice questions (MCQs) for each of the top three identified MAs. In May 2024, we hosted two online synchronous Quizizz sessions, followed by an asynchronous, self-directed homework-mode Quizizz. Participants completed a 12-item post-game evaluation questionnaire. Quantitative data collected were analyzed using descriptive statistics, and free-text input was subject to thematic analysis.

Results/findings Pinworms and threadworms, nausea and vomiting in pregnancy, and impetigo were perceived to be the three most challenging MAs. Sixty-nine students (30% Year 4 PharmD class) participated in the Quizizz sessions. Their average MCQ scores (i.e., knowledge accuracy) were 52%, 47%, and 41% for nausea and vomiting in pregnancy, pinworms and threadworms, and impetigo, respectively. Students reported that MA games allowed them to become more familiar with the MAs that they have minimal practice experience, identify knowledge blind spots, and recognize important concepts for patient assessments.

Discussion Gamification in pharmacy education contributes to knowledge reinforcement in PPMA. Gamified education may also be applied to teaching and learning in CPD for pharmacy professionals and other healthcare providers.

Limitations Only 69 (30%) Year 4 PharmD students participated in the Minor Ailment Games. The low participation rate to our intervention might impact the potential implication and contribution of gamification in PPMA.

Impact/relevance to the advancement of the field of CME/CPD This project provided us with an opportunity to identify challenging topics in teaching and learning of PPMA, implement gamification in pharmacy education, and confirm the user engagement and knowledge retention potential of gamification in health profession education. Going forward, it is possible to apply games in CPD delivery.

19. Still Implicit? Evaluation of a Faculty-Wide Unconscious Bias Training One Year Later

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
• Amy Gajaria, MD, FRCPC, Staff Psychiatry and Clinician Scientist, Department of Psychiatry, 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
• Fiona Rawle, PhD, Professor, Department of Biology, University of Toronto
• Shekina Plowman, BSc, Research Assistant, Centre for Addiction and Mental Health, Department of Psychiatry, University of Toronto

Background/context/purpose Faculty development in diversity, equity, and inclusion (DEI) that is sustained, championed by leadership, and with a balance between acceptability to faculty while promoting difficult reflections and practice change has been elusive. DEI or unconscious bias training was often criticized for failing to demonstrate sustained impact on behaviour and practice change – the higher Kirkpatrick’s educational outcome levels. To address this challenge, we developed, implemented, and evaluated the impact of an unconscious bias workshop for faculty in a large Department of Psychiatry. The objective of this project is to assess behaviour and/or practice changes (if any) one year after the workshop.

Theoretical/Conceptual framework(s) Our unconscious bias workshop was informed by the ADDIE (Analyze, Design, Develop, Implement, Evaluate) instructional design framework. Our evaluation plan was informed by the Kirkpatrick’s Four Level Training Evaluation model. We adopted critical realism with Mezirow’s Transformative Learning Theory when interpreting findings from qualitative interviews with our workshop participants on year after the workshop.

Methods We invited faculty members for semi-structured interviews to understand their learning gains (or not) from their participation in the unconscious bias workshop a year ago. Participants’ demographic information was collected via an online survey. Interview recordings were transcribed verbatim, coded (both deductive and inductive), and thematically analyzed through an iterative process

Results/findings We reached our recruitment target of 12 faculty participants. Preliminary analysis of interview transcripts indicates their appreciation of mandatory unconscious-bias training, retained practical examples of how to consider/reflect on potential biases and their implications on practice. Participants were engaged in ongoing self-reflections. Academic/clinical practice changes included a shift in time spent with equity-deserving groups in clinical assessments, considering their blind spots, and seeking refreshers/reminders of what they have learned.

Discussion This study shows how equity leaders and medical educators can design, implement, and evaluate an equity-focused workshop for faculty in a large department that has sustained impact on behavior and practice changes, achieving Kirkpatrick’s Levels 3 and 4 in training evaluation. We anticipate our findings will provide valuable information on facilitators and barriers of organizational/behavioural change related to DEI in academic medicine.

Impact/relevance to the advancement of the field of CME/CPD This initiative could inform the development and delivery of future CPD in DEI in academic institutions.

20. Utilizing Space-Based Learning to Increase Provider Knowledge about Hemoglobinopathies

Author(s)

• Lisa Marie. Shook-Chiles, Associate Professor, Cincinnati Children’s Hospital Medical Center
• Cami Mosley, MS, Research Coordinator, Cincinnati Children’s Hospital Medical Center

Purpose/problem statement There are limited training opportunities in the field of hematology to train multidisciplinary providers about newborn screening follow-up for sickle cell disease, as well as the management across the lifespan. The Cincinnati Comprehensive Sickle Cell Center has hosted one of the only such trainings annually for almost 20 year with a two-day Hemoglobinopathy Counselor Training course. Pre-and post-test data over time showed that one of the most difficult topics for participants to grasp is thalassemias. This gap in learner knowledge led to a pilot to test the effectiveness of a space-based learning strategy, Qstream, to continue to gauge learner knowledge retention after the continuing medical education event (inperson and virtual) ends, and to test if learners would engage with this type of technology.

Approach(es) From 2020 – 2024, registrants from the annual Hemoglobinopathy Counselor Training Courses were automatically enrolled in a Qstream challenge immediately following the conclusion of the course. The number of registrants enrolled in the Qstream challenges ranged from 21 – 50 (Mean = 36), and the percentage of those enrolled that started the Qstream ranged from 48% – 74% (Mean = 55.8%). Registrants were able to opt-out and un-enroll from the course at any time. Qstream challenges were created using presenter pre-/post-test questions from the course. Once a question was answered, participants received immediate feedback on their response, including an explanation of the correct answer. Each Qstream challenge was approximately 8-weeks long, with participants getting “pushed” two questions to answer each day via technology (i.e. cell phone or email). Questions answered incorrectly were repeated after 7 days, and questions answered correctly were repeated after 13 days. A question would no longer be asked after 2 consecutive correct answers.

Findings Participants (N = 98) included registered nurse (n = 35; 36%), doctor (n = 5; 5%), nurse practitioner (n = 2; 2%), physician’s assistant (n = 1; 1%), and other multidisciplinary roles (e.g., social workers, research coordinators, etc., n = 45; 46%). Participants were from 14 states in the United States, and 4 other countries (Nigeria, Canada, Thailand, England). Proficiency data from Qstream consistently showed overall improvement in participant knowledge each year, ranging from 10.8% – 17.3% (Mean = 14.1%). The greatest level of improvement was found for the following recurring topics: 1) thalassemias (54.5%), 2) transition, and 3) genotyping in hemoglobin disorders (35.1%).

Discussion (including Barriers/Facilitators if relevant) Our pilot data suggests that space based learning is a promising approach for continuing to increase knowledge among interdisciplinary learners about topics relevant to hemoglobionpathies. The spaced-based learning platform gamification can enhance learners’ retention and growing knowledge over time after a continuing medical education activity occurs.

Impact/relevance to the advancement of the field of CME/CPD Spaced-based learning, such as Qstream, may be an effective strategy to maximize the learning impact of continuing medical education activities

21. Developing a Feedback Loop between Residents and Faculty to Improve the Clinical Environment and Communication

Author(s)

• Sana Loue, JD, PhD, MPH, MSSA, MA, LISW-S, CST-T, AVT, Professor, Bioethics; Psychiatry; Global Health; Population & Quantitative Health Sciences, Case Western Reserve University School of Medicine
• Amanda J. Royan, MEd, Program Administrator, MetroHealth System
• Esther S. Tseng, MD, Trauma Surgeon; Associate Prof, Case Western Reserve U School of Medicine, MetroHealth System
• Melissa L. Times, MD, Surgeon; Associate Professor, Case Western Reserve University School of Medicine, Metrohealth System

Background/context/purpose The prevalence of burnout among surgical residents is high compared with other subspecialties, but may be ameliorated by higher levels of emotional intelligence, peer support, mindfulness, and institutional support. We developed an initiative for surgical residents in an academic-affiliated urban safety net medical center that consists of monthly two hour-long, closed, confidential sessions at all years of training to facilitate expression of their concerns, build group coherence, enhance communication skills, and explore potential approaches to ease burnout. The sessions are facilitated by a licensed clinical social worker employed in bioethics at a medical school. While maintaining confidentiality, we created a feedback loop such that various topics raised in the sessions were integrated into CME Grand Rounds with faculty, with the goal of improving communication and professionalism between faculty members, between residents, and between faculty and residents. Issues raised during Grand Rounds were incorporated into discussions with the residents.

Theoretical/Conceptual framework(s) The intervention draws from Rogerian theory, which requires an empathic facilitator and the provision of relevant resources and encourages learners to develop and utilize problem-solving strategies. Evaluation was informed by Moore’s expanded framework for assessing CME activities.

Methods An anonymous online survey utilizing both a Likert scale and open-ended questions was sent to all participating residents at the end of the first year and after several sessions during the third year of the initiative. All 11 program participants in the program’s first year and 10 of the 20 of participants in the third year responded to the survey. We obtained informal feedback from faculty attending Grand Rounds.

Results/findings Ninety percent of the respondents reported that the sessions met or exceeded their expectations and fostered a sense of camaraderie with other residents; 85.7% indicated that they provided a safe space to share thoughts and feelings, and 76.2% said they helped them feel supported. One-third of the participants reported that the sessions provided them with new strategies that help them in their personal or professional lives. Topics identified by the residents for in-depth learning and discussion included, but were not limited to, professionalism and giving and receiving feedback. Based on residents’ voiced concerns, we have held Grand Rounds to address psychological safety and strategies to provide effective feedback. Additional Grand Rounds are planned for 2025 that draw from residents’ voiced concerns.

Discussion The initiative is in its third year and has become an integral part of wellness programming for surgical residents. The program’s success has led to the dedication of Grand Rounds based on identified topics.

Impact/relevance to the advancement of the field of CME/CPD The strong positive response from both residents and faculty indicates that resident and faculty concerns can be successfully integrated into a feedback loop between resident sessions and faculty CME Grand Rounds as a mechanism to foster institutional support for faculty and residents alike and as a strategy to improve communication in the clinical environment.

22. Medical Writing for Continuing Education in the Health Professions: A Competency Model

Author(s)

• Haifa Kassis, MD, President, Crisp Writing, LLC
• Donald Harting, MA, MS, ELS, CHCP, President, Harting Communications, LLC

Background/context/inquiry question Medical writers assist many CME/CPD providers in planning and delivering their educational programs. For example, freelance and staff writers frequently develop needs assessments that are included in grant proposals requesting commercial support for CME/CPD activities. After funding has been obtained, writers may also collaborate with faculty to create instructional content and outcomes questions. Despite the importance of their work, a competency model for CME writers does not exist. We aimed to identify key knowledge areas, skills, attitudes, and deliverables (KSADs) to include in a competency model specifically for training the next generation of CME writers.

Theoretical framework(s) First described by McClelland in the 1970s, a competency model is a framework that describes key competencies an individual needs to succeed in a specific role or profession. Competencies integrate a combination of KSAs critical for effective performance in the workplace. We adapted the KSA framework by adding the term ‘deliverables.’ Akin to entrustable professional activities in medical education, deliverables were defined as assignments that competent CME writers should be able to complete without supervision.

Methods We recruited a diverse panel of stakeholders (CME writers, teachers, and executives) to participate in a modified Delphi study to identify key competencies of CME writers. Over 3 rounds of questionnaires, the panelists rated an initial set of KSADs, suggested additional KSADs, and provided rationales for their ratings. Panelists rated each KSAD from 1 (strongly disagree) to 5 (strongly agree) based on whether it should be included in the model. Panelists received anonymized reports of results between rounds and could change their previous ratings.

Results/findings Of 22 panelists who agreed to participate, 20 (90.9%) completed all 3 rounds. Of 83 suggested KSADs, 44 (53%) received a final average rating of at least 4, meeting the predefined criteria for consensus. Most ratings (92.8%) remained stable between rounds based on the Wilcoxon matched-pairs signed rank test.

Discussion We identified 38 KSAs necessary for CME writers to excel. These KSAs cover a wide range of topics from various fields, including accredited continuing education, medicine and healthcare, and medical writing and communications. We also identified 6 in-demand deliverables, including needs assessments, outcomes questions, slide decks, interactive patient case studies, agendas for proposed educational programs, and scripts for video or audio recordings.

Limitations A limitation of the study may be the non-random method of panelist selection. Also, the wording of some KSADs may have overlapped, making them more challenging to rate. Finally, this field is evolving rapidly, and new topics, such as artificial intelligence, will need to be considered in future iterations of the model.

Impact/relevance to the advancement of the field of CME/CPD CME writers face many challenges that may impair the quality of their work, such as scarcity of training programs, unreasonably short lead times, and poor editorial guidance. A variety of poor writing practices has been reported, including citing outdated research, failing to provide sufficient support for practice gaps, and engaging in plagiarism, fabrication, and bias. This new competency model may help address these weaknesses by guiding the development of robust training programs for CME writers thereby promoting the