SACME 2026 Oral Abstracts

A1-01: Integrating Artificial Intelligence in the Complexity of Healthcare Continuing Professional Development: A Theoretical Framework

Vjekoslav Hlede, DVM, PhD, CHCP, American Society of Anesthesiologists, Schaumburg, Illinois, USA, Sofia Valanci, MD, PhD, Royal College of Physicians and Surgeons of Canada, Ottawa, ON, Canada, Robert D’Antuono, MHA, NYU-Langone Hospital,  NYU-Langone Hospital, Long Island Medical School, Mineola, NY, Heather Dow, CPhT, CAE, CPC(HC), Canadian Association of Physical Medicine & Rehabilitation, Kingston, ON, Canada, Richard Wiggins, MD, University of Utah, Salt Lake City, UT, US, Todd Dorman, MD, MCCM, FSACME, Johns Hopkins University School of Medicine, Baltimore, MD, USA

Background/Context/Inquiry Question: Artificial intelligence (AI) is rapidly reshaping healthcare systems, influencing not only diagnosis, treatment, and research but also continuing professional development (CPD). While AI-enhanced CPD holds promise for personalization, efficiency, and expanded access, current scholarship is often technocentric and lacks strong theoretical foundations. Without theory, AI integration risks being fragmented, ethically questionable, or poorly aligned with the complex socio-technical systems in which CPD occurs. We asked: how can we conceptualize a theoretical framework that guides the integration of AI into healthcare CPD in ways that are both rigorous and practical?

Theoretical Framework(s): To address this gap, we propose the ALEERRT-CA framework, which integrates six foundational AI pillars, AI Literacy, Explainability, Ethics, Readiness, Reliability, and Learning Theories, with two complementary theoretical lenses: Complexity Theory (CT) and Actor-Network Theory (ANT). CT allows for a macro-level analysis of AI as part of an open, adaptive CPD system, while ANT provides micro-level insight into human and non-human actor interactions, including AI tools and organizational artifacts.

Methods: We employed a structured five-step theory construction methodology based on Borsboom et al.’s approach. First, we defined the phenomenon (AI-enhanced CPD) and drafted core principles through an abductive process involving literature review, collaborative brainstorming, and generative AI-supported ideation. The model was refined iteratively by the author group and evaluated using two simulated practical scenarios to assess explanatory adequacy. These scenarios serve as thought experiments illustrating how the framework may guide real-world implementation and analysis while acknowledging the need for future empirical validation.

Results/Findings:
The ALEERRT-CA Framework offers:

• A structured toolset for assessing and improving AI integration in CPD.
• Improved clarity on how AI interacts with learning theories (e.g., Cognitive Load Theory, Connectivism) and socio-technical systems.
• Scenario-based illustrations showing how the framework can support transparency, trust, reliability, and ethical alignment at both organizational and practitioner levels.
• A novel contribution by embedding AI-enhanced-CPD within complexity-ready theoretical foundations, distinguishing it from technocentric or implementation-only approaches.

Discussion: This paper contributes a theoretically robust, practice-oriented framework to a field dominated by technocentric and atheoretical approaches. ALEERRT-CA helps bridge disciplinary silos by providing shared02 language and constructs relevant to educators, informaticians, and organizational leaders. It also emphasizes that AI’s value in CPD is best realized not in isolation, but through system-level integration that accounts for social, ethical, and epistemological complexities.

Limitations: The framework’s validation was limited to simulated examples rather than empirical trials. AI-assisted generation of scenarios may risk confirmation bias or circular logic, though this was mitigated through human review. Further empirical research and real-world piloting are required to validate and refine the framework.

Impact/Relevance to the advancement of the field of CPD/CE: ALEERRT-CA provides a foundational step toward an integrative, complexity-aware approach to AI in CPD. It supports theory-informed innovation and interdisciplinary collaboration across medical education, AI ethics, and learning design. This framework aims to guide the responsible, transparent, and context-sensitive evolution of AI-enhanced CPD practices, equipping educators to navigate an increasingly complex learning healthcare ecosystem.

A1-02: Using a Custom Generative Pre-Trained Transformer (GPT) to Analyze Alignment Between Session Objectives and Series Objectives and Competencies for RSS

Marianna Shershneva, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA, Margaret Walker, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA, Barbara Anderson, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA, Kimberly Sprecker, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA

Background/Context/Inquiry Question: The University of Wisconsin-Madison Interprofessional Continuing Education Partnership accredits 51 Grand Rounds and other regularly scheduled series (RSS) with session-specific objectives. Historically, staff manually reviewed samples of RSS session objectives to assess alignment with global objectives and competencies. This process provided valuable information to planning committees, but time constraints limited scalability. To partially automate this work, the authors are developing ObjectiveAlign GPT, a custom ChatGPT-5 instance that judges whether session objectives align with series objectives and interprofessional competencies. Results are provided in an Excel table with Yes/No judgments and concise rationales. Our project explores how closely model judgments match those of human reviewers.

Reference to Current Literature/Perspective on the Topic: Human-artificial intelligence (AI) collaboration in thematic and qualitative analysis is an emerging area of study. Prior work assessed the ability of generative AI to classify learning objectives based on Bloom’s taxonomy (Gani et al, 2025). These applications highlight promising directions for leveraging AI in continuing education.

Possible Theoretical Framework(s): Dai and colleagues (2023) proposed a human–large language model collaboration framework for thematic analysis, which we find relevant as a foundation for our learning objectives project.

Possible Methods: The project is carried out in two phases. The first was an exploratory phase to design prompts and training materials for ChatGPT-4o. We then compared the generative AI alignment judgments with those of expert reviewers. This demonstrated the potential of an AI assistant and guided development of ObjectiveAlign GPT. The second phase is developing the custom GPT. We hypothesize that the final model will (1) differ from human reviewers at a level comparable to differences between reviewers themselves, (2) perform acceptably against collaborative human judgment, and (3) efficiently process large volumes of RSS sessions, reducing manual effort. At the time of this abstract, trained reviewers are independently assessing a sample of RSS learning objectives while tracking task time. The first version of ObjectiveAlign GPT is complete, and we are finalizing the statistical analysis plan.

Potential Impact/Relevance to the advancement of the field of CPD/CE: We anticipate ObjectiveAlign GPT will provide planners with actionable data to strengthen RSS design, delivery, and outcomes. By revealing underrepresented global objectives, it can guide topic selection, presenter invitations, and development of session objectives. Insights from these analyses may also inform revisions of global objectives for future RSS cycles to better reflect audience needs and result in improved educational outcomes. While currently specialized for accredited RSS in our interprofessional continuing education program, ObjectiveAlign GPT can be replicated at other institutions, scaled for broader use, and tailored to other educational activities.

Preliminary Findings (if any): In an initial evaluation of learning objectives in two RSS, ObjectiveAlign GPT differed from human judgments in 25% of 379 decisions. We continue to optimize ObjectiveAlign GPT through an iterative process that includes measuring interrater reliability between the model and trained human reviewers. By the conference, we expect to complete development, apply the model to all RSS sessions with specific learning objectives from January–June 2025, and report its performance. We will also share time savings achieved, describe our interactions with the model, and offer recommendations for how it or similar models can be used by continuing education planners.

A1-03: Between Incremental Change and Transformation: The Emerging Role of Generative AI in Continuing Professional Development within Healthcare Systems

Vjekoslav Hlede, American Society of Anesthesiologists, Schaumburg, USA, Sofia Valanci Aroesty, MD, PHD, CPD(HC), Royal College of Physicians and Surgeons of Canada, Ottawa ON, Canada, Alvaro Margolis, EviMed Corporation, Montevideo, Montevideo Department, Uruguay, Heather MacNeill, University of Toronto, Toronto, ON, Canada, Ken Masters, PHD, FDE, Sultan Qaboos University, Muscat, Muscat Governorate, Oman

Background/Context/Inquiry Question: Generative Artificial Intelligence (GenAI) is rapidly reshaping healthcare education, yet its role in Continuing Professional Development (CPD) remains underexplored. This mixed-methods study investigates how GenAI is currently being used, the conditions that influence its adoption, the barriers and facilitators professionals face, and how GenAI may interact with other intelligent systems. We pose four central research questions: (1) What conditions influence the use of GenAI in CPD? (2) What are the barriers and facilitators to adoption? (3) How does GenAI facilitate CPD? and (4) How might GenAI interact with other AI systems?

Theoretical Framework(s): Our study adopts a layered theoretical approach. Using two frameworks (quantitate: UTAUT, the Generative AI Acceptance Scale (GAIAS), and the AI Attitude Scale (AIAS-4)) that measure predictors of technology adoption, such as perceived usefulness and attitudes, we uncover structural mechanisms (e.g., policies, infrastructure, norms) that influence GenAI use, and qualitative examine how professionals consider use of GenAI within their practice. This integrated framework enables us to explain not just whether GenAI is used, but how, when, and why it may be used.

Methods: We collected survey data from 110 CPD professionals across five continents. Quantitative items (GAIAS, AIAS-4) were analyzed through regression and cluster analysis. Qualitative responses were thematically analyzed using a hybrid inductive-deductive approach, guided by our conceptual framework.

Results/Findings: Quantitative findings show that ease of use (β = 0.60, p < .001) and positive attitudes (β = 0.16, p < .001) are the strongest predictors of both perceived usefulness (R² = 0.58) and future intent to use GenAI. Social influence and institutional support were not significant. Barriers include ethical concerns, training gaps, infrastructure limitations, and a lack of policy clarity. Facilitators include time savings, increased creative capacity, and accessibility for users with disabilities. Participants describe GenAI’s current role in administration, content creation, evaluation, and personalization. Qualitative data reveal two equally strong visions. The first is incremental, where AI improves existing workflows but leaves core systems unchanged. The second is transformative, envisioning AI agents designing and delivering CPD, and enabling personalized, autonomous learning systems.

Discussion: GenAI is currently a tool for efficiency and augmentation of CPD provision. not replacement. We found that adoption is primarily driven by individual intent and attitudes, however, broader transformation depend on policies, infrastructure, and cultural readiness. The coexistence of incremental and transformative visions signals an evolving AI landscape shaped equally by institutional constraint and technological possibility.

Limitations: The cross-sectional design limits causal inference. Self-selection and regional imbalances in sampling may affect generalizability. Results reflect a specific point in time during a rapidly evolving technological landscape.

Impact/Relevance to the advancement of the field of CPD/CE: This study provides the first global, empirical exploration of GenAI adoption in healthcare CPD. By revealing both enabling conditions and latent tensions, it offers critical insights for harnessing GenAI responsibly. As CPD navigates its AI-enhanced future, this research underscores the need for ethical strategy, inclusive training, and context-sensitive implementation.

A1-04: Reflection as a Catalyst: Advancing CPD in the Age of Artificial Intelligence

Bryn Davies, University Health Network, Toronto, Canada, Rebecca Charow, University Health Network, Toronto, Canada, Lydia Sequeira, Kids Help Phone, Toronto, Canada, Kathleen Sheehan, University Health Network, Toronto, Canada, Maureen Abbott, Mental Health Commission of Canada, Toronto, Canada, Jessica Jardine, University Health Network, Toronto, Canada, Tharshini Jeyakumar, University Health Network, Toronto, Canada, Asha Maharaj, The Centre for Addiction and Mental Health, Toronto, Canada, Jane Mattson, The Michener Insitite of Education at University Health Network, Toronto, Canada, Bemnet Teferi, University Health Network, Toronto, Canada, David Wiljer, University Health Network, Toronto, Canada

Purpose/Problem Statement: In 2022, the Continuing Education (CE) Educator’s toolkit was developed to provide best practice guidelines for effective CE. Among the intervention strategies highlighted, reflective learning was identified as a particularly powerful approach. When guided by clear instructions and grounded in practical examples, reflective learning fosters deeper understanding and supports transfer of knowledge to practice. Reflective learning was applied to an education program on artificial intelligence (AI), an area where literacy levels are highly variable and AI adoption is often met with uncertainty. In this case, reflective learning was innovatively applied not only to strengthen AI literacy, but also to encourage culture shifts around adoption and to surface attitudes, values, and concerns influencing integration into clinical practice.

Approaches: The overarching project aimed to build clinician capacity to evaluate and adopt AI in healthcare. As a part of this larger study, a specialty-specific program was designed for clinicians, and administrators in mental healthcare. The four-week program consisted of weekly two-hour sessions combining pre-readings, didactic lectures, guest speakers, group discussion, and reflective assignments. Certificates of completion were awarded to participants who submitted at least three reflection assignments.

The integration of reflective learning was intentional. Assignments were structured to help participants not only build knowledge and skills, but also critically examine their own assumptions, values, and readiness (i.e., mindset) for integrating AI into practice.

Findings: Over the four weeks, 104 reflective assignments were submitted by 31 participants. Participants were very fond of the reflective assignments, commenting that they allowed for internalization and deeper learning of course content. Additionally, they reported engaging in the reflective assignments bolstered their ability to engage meaningfully in conversations with other healthcare providers about AI integration within mental healthcare.

Additionally, the content of the reflections revealed both individual- and system-level insights. Participants identified barriers, such as fears about disruption of the therapeutic relationship, ethical concerns, and risks of exacerbating existing or creating new inequities. At the same time, they acknowledged facilitators, including opportunities to increase efficiency, support decision-making, and strengthen patient care, when AI is implemented responsibly.

Discussion: The positive reception to reflective learning underscores its potential as a best practice for digital health education. Reflective learning allowed participants to pause amid uncertainty, critically evaluate both opportunities and risks, and consider their role in shaping responsible implementation. Assignments were graded for completion, emphasizing reflection over evaluation. The alignment of the reflection themes with broader organizational culture shifts demonstrates the value of reflective learning as a mechanism to capture evolving perspectives during times of rapid technological change. These real-time insights could guide future adoption strategies.

Impact/Relevance to the advancement of the field of CPD/CE: This project illustrates how CPD can play a central role in shaping attitudes and practices related to ongoing AI adoption in healthcare. Embedding reflection into CE equips healthcare professionals to internalize knowledge, engage in critical dialogues, and align personal values with organizational priorities. More broadly, the use of reflective learning represents a transferrable approach for medical education for other areas of rapid innovation, where mindsets, skillsets, and toolsets must evolve together to ensure equitable and responsible integration into practice.

A1-05: Further Exploration of the Environmentally Valid Learning Assessment (supported by the Paul E. Mazmanian grant)

Dillon Welindt, Ph. D., Oregon, USA, Betsy White Williams, Professional Renewal Center, Lawrence, KS, Michael V. Williams, Wales Behavioral Assessment, Lawrence, KS

Background/Context/Inquiry Question: Previously, I described the structural validity of the Environmentally Valid Learning Approach (EVLA). This framework seeks to provide structure to assessing the needs of high-achieving professionals. In this follow-up work, I explore its predictive utility.

Reference to Current Literature/Perspective on the Topic: Physician performance is a multifactorial, ecologically-bound phenomenon (Mazmanian et al., 2021). 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. The continual expansion of medical knowledge necessitates inculcating lifelong learning in medical trainees, supporting professional identity across the career continuum, and optimizing continuing medical education opportunities in light of this reorganization. In understanding the functioning of highly trained subject matter experts, it is important to understand the elements from which their achievement is derived.

Possible Theoretical Framework(s): This uses a bio-psycho-social framework that synthesizes affective and decision theoretic models of behavior.

Possible Methods: The primary methods are to use deep learning methods amenable to small datasets to predict various outcomes. These trained models will then be mined for potential insights, particularly non-linear relationships between variables that would be omitted by traditional covariance-based confirmatory structures.

Potential Impact/Relevance to the advancement of the field of CPD/CE: Although EVLA was demonstrated to have strong statistical validity, the predictive of this structure was not tested. In this work, I am to use this structure to identify relationships within EVLA that could be used to make specific recommendations about user needs.

Preliminary Findings (if any): In progress.

A2-01: Responsive Continuing Medical Education/Continuing Professional Development (CME/CPD): Reframing Curriculum Co-Design

Alice Kam, University of Toronto; University Health Network; KITE-UHN Research Institute, Toronto, Ontario, Canada

Background/Context/Inquiry Question:
Background: Current CME/CPD lacks mechanisms to capture and build upon practical knowledge. CME/CPD emphasizes performance metrics while overlooking reflective learning. Integrating reflective co-design approach into CME/CPD curriculum offers potential to cultivate responsiveness and sustain lifelong professional growth.

Context: Between 2021 and 2024, we implemented two cycles of the SPIRAL Integrated Curriculum Co-Design with over 300 participants. Quantitative data from 18 multiple-choice questions (MCQs) identified discrete knowledge gaps, while qualitative data from 17 interviews—conducted after reflection-on-MCQs and reflection-on-Objective Structured Clinical Examinations—explored learners’ meaning-making and practice change. Quantitative findings were analyzed using repeated-measures ANOVA; qualitative data were interpreted thematically. Our prior work showed that social determinant content was seldom translated into clinical routines. Hidden-curriculum pressures undermined reflection, revealing a disconnect between CME from CPD.

Current Inquiry Question: To address these gaps, we propose curriculum co-design to enhance contextualized learning. Our research objectives are:

1. In what ways does reflective curricular co-design enable lifelong CME/CPD learning?
2. How does this approach enhance system responsiveness across professional development and patient care domains?

This work will inform a new approach for CME/CPD—one that connects reflection, inclusivity, and system learning to advance responsive, life-long professional development.

Reference to Current Literature/Perspective on the Topic: Curricular structures that center discrete competencies often underprepare clinicians to address social accountability (1.Wong, S. H. M., Gishen, F., & Lokugamage, A. U. (2021). ‘Decolonising the Medical Curriculum‘: Humanising medicine through epistemic pluralism, cultural safety and critical consciousness. London Review of Education, 19(1). https://doi.org/10.14324/LRE.19.1.16).

Human-centered co-design, a methodology that engages stakeholders, including patients/caregivers and learners, has the potential for generating innovative ideas and solutions (1. Kang, B. A., Poddar, M., Luitel, A., Rimal, R. N., Melaku, B., & Black, D. P. (2025). Narrative Review of Human-Centered Design in Public Health Interventions in Low- and Middle-Income Countries: Recommendations for Practice, Research, and Reporting. Global health, science and practice, 13(1), e2400164. https://doi.org/10.9745/GHSP-D-24-00164; 2. Wiegand, A. A., Dukhanin, V., Sheikh, T., Zannath, F., Jajodia, A., Schrandt, S., Haskell, H., & McDonald, K. M. (2022). Human centered design workshops as a meta-solution to diagnostic…).

Reflection and critical reflexivity can be vehicles for change implementation (1.Fernandez, N., Aloisio Alves, C., Tremblay, F., Belisle, M., Vachon, B., Kathleen, L., & Caty, M.-È. (2025). The Role of Reflection for Continuing Professional Development of In-Service Health Care Professionals: A Narrative Inquiry in Four Health Professions. The Journal of Continuing Education in the Health Professions, 45(3), 155–162. https://doi.org/10.1097/CEH.0000000000000590)

Possible Theoretical Framework(s): We drew on Nguyen’s (2014) model of reflection to guide this work. Reflection is conceptualized as a process of attentive, critical, and iterative engagement with external stimuli in co-action. Through this process, new knowledge is synthesized and translated into both a view to change (intentional shifts in practice) and a view on change (meta-cognition about the learning process itself). This framework positions reflection not as an isolated act, but as a driver of change.

Possible Methods: We partnered with patients/caregivers (P/Cs) and inter-professional health-care professionals (HCPs) to co-design assessment rubrics. After rubric co-design, we delivered accredited CME/CPD webinars through national organizations to disseminate the rubrics and study results with P/C co-presenters—intentionally integrating CME (clinical research) and CPD (ongoing reflection and application). To develop CME/CPD competence, we engaged HCPs in purposeful scholarly activities: (1) narrative reviews to inform rubric criteria; (2) co-creation of knowledge-translation infographics with P/Cs; and (3) opinion-piece writing sprints to crystallize practice insights and mobilize knowledge. Each activity followed a debrief sequence emphasizing reflection-on-action. This design potentially builds professional competence, produces reusable knowledge products, and routes findings into national dissemination channels.

Potential Impact/Relevance to the advancement of the field of CPD/CE:
System responsiveness: Rubrics and KT products translate lived experience into actionable standards and teaching tools.

Reach beyond the initial circle: National-organization webinars and open KT products extend impact to wider communities of practice.

Competence development: Embedded scholarly tasks (reviews, infographics, advocacy paper) cultivate cultural humility, structural awareness, and communication skills.

Interprofessional education (IPE): Publications and webinars strengthen IPE scholarship.

Sustainability: Reusable rubrics and infographics support ongoing CPD cycles and local adaptation.

Preliminary Findings (if any): Co-design sessions identified power hierarchies and system constraints; teams reported rebalancing P/C–HCP perspectives, flexibly adapting roles and rules to provide relational care, alongside self-reported perspective shifts consistent with increased cultural humility/competence. Curricular co-design is a feasible approach to integrate CME/CPD.

A2-02: SPIRAL Framework: Development of Responsive Rubric for Continuing Professional Development Assessment

Alice Kam, University of Toronto; University Health Network; KITE-UHN Research Institute, Toronto, Ontario, Canada

Purpose/Problem Statement: Traditional CPD evaluation emphasizes program metrics over the purposes of lifelong professional development. Frameworks such as Kirkpatrick’s hierarchy (1967)1 reinforce compliance, prediction and impact, not creativity or adaptability, leaving CPD assessment disconnected from lifelong learning 2.

More recent critiques highlight deeper limitations: structurally biased frameworks perpetuate healthcare system gaps and fail to explain why and how of CPD interventions work 3. Current rubrics, shaped by these frameworks, privileges patient-oriented outcomes and easily observed behaviour, despite these outcomes accounting for only a fraction of CPD assessment impacts 4. By focusing narrowly on technical tasks, existing rubrics obscure contextual dimensions that matter most to patients, caregivers, and frontline clinicians. With limited attention to stakeholder partnership, current CPD approaches fall short of preparing healthcare professionals to navigate complexity, improve care quality, and sustain wellbeing 5,6.

In this forum, we propose an innovative evaluative framework that re-centres CPD assessment on lifelong learning and growth. Specifically, we ask: How does SPIRAL, a stakeholder-informed, longitudinal, developmental evaluative framework, enhance the relevance and effectiveness of CPD assessment? By embedding reflection, inclusivity, and adaptability, SPIRAL seeks to cultivate safe, equitable, patient/caregiver- and frontline provider-centred assessment that recognizes both measurable developmental competencies and relational practical (tacit) knowledge.

Approaches: Across three iterative cycles (2021–2025), engagement expanded from learners to inter-professional clinicians, and ultimately to patients, caregivers, and system leaders. Mixed-methods data—including multiple-choice surveys, interviews, and triangulated qualitative and quantitative findings—guided ongoing framework development.

Findings: The resulting CanMEDS rubrics emphasize relational reasoning alongside history, physical examination, diagnosis, and management. This relational reasoning capture essences of interpersonal relationship and underscored the need to address power, hierarchy, and bias in assessment. By reframing evaluation as co-produced learning rather than top-down assessment, SPIRAL offers practical framework for socially responsive CPD assessment. Early signals include increased reflective insight, learner agency, and shared understanding in complex clinical conversations.

The outcomes of SPIRAL Evaluative Co-Design Framework were assessed through the CDC Evaluative Approach, including SMART objectives, BARE analysis, Capacity indicators, performance measures and successful stories (Table 4). All three iterations achieved greater than 80% participation rate. We were unable to conduct a randomized control trial due to the ethical nature of medical education. Longitudinal 6-month cohort studies were completed in all three iterations. Organizational partnerships were evidenced locally, nationally, and internationally. Performance measure (>80% completion rate) and >20 successful stories indicated that SPIRAL is reproducible and replicable. By shifting evaluation focus from program evaluation outcomes to perspective-rich reflective learning outcomes, SPIRAL evaluative framework supports safer and more inclusive healthcare. It promotes system-responsive CPD that prioritizes relational equitable and inclusive change and potentially fosters the wellbeing of both providers and receivers.

Discussion: Strengths of SPIRAL include the longitudinal, iterative design; stakeholder engagement across learners, clinicians, and patients/caregivers; and mixed-method triangulation. Limitations include the small, single-institution samples, reliance on self-report for some outcomes. While this study demonstrates early evidence of feasibility and inter-rater reliability, the validation of the SPIRAL rubric remains ongoing and contextually grounded. We adopted a low-intensity, formative validation approach due to resource constraints and in alignment with our co-design principles. Response process validation and comparisons to external performance metrics (e.g., applied examination scores or longitudinal progression) were not formally evaluated at this stage. Future work will explore the usability of the rubric across diverse settings and rater groups, and assess its impact on reflective learning outcomes through iterative cycles of situated implementation and refinement. Future work will focus on external validation of the rubrics and examination of system-level improvement outcomes.

Impact/Relevance to the advancement of the field of CPD/CE: This evaluation framework aims to promote the health and wellbeing of healthcare providers and receivers by building adaptable, longitudinal CPD evaluative outcomes that are socially responsive, by:1.Building consensus on common CPD evaluation criteria and indicators for socially responsive CPD; 2.Defining recommendations to implement and adapt the SPIRAL framework to CPD assessment. This study illustrates how rubrics can evolve from static checklists into dynamic, co-designed evaluative tools that support adaptive expertise and socially responsive CPD. By reframing rubrics as vehicles for reflection and co-creation, SPIRAL framework challenges the dominant compliance-oriented culture of CPD evaluation. The relational rubrics developed here foreground interpersonal relationship, trust, and social determinants—domains traditionally marginalized in assessment. SPIRAL offers not just new tools but a new orientation: evaluation as a process of reflection learning that links professional growth to equity-oriented care. At the practice level, these rubrics can guide formative feedback and inter-professional dialogue. At the policy level, they offer a framework for CPD assessment to embed patient and caregiver voices, ensuring that evaluation contributes to equity and health system responsiveness.

A2-03: Looking Back from Transition to Practice by Early Career Psychiatrists: Implications to Continuing Professional Development

Certina Ho, University of Toronto, Toronto, ON, Canada, Rabia Zaheer, Centre for Addiction and Mental Health, Toronto, ON, Canada, Herbert Yao, Centre for Addiction and Mental Health, Toronto, ON, Canada, Sanjeev Sockalingam, University of Toronto, Toronto, ON, Canada, Michael Mak, University of Toronto, Toronto, ON, Canada

Background/Context/Inquiry Question: Transition from residency to independent practice is a critical period, presenting unique opportunities and challenges for early career psychiatrists (ECP). It was unclear how Transition-to-Practice (TTP) competencies were aligned with perceived priorities of ECPs as they navigate their new roles. This project is aimed to determine why and how certain skills/proficiencies are perceived as the most/least valuable to psychiatry residents during their transition to practice and their implications to continuing professional development (CPD).

Reference to Current Literature/Perspective on the Topic: A Canadian study of 16 psychiatry training programs identified gaps in resident self-perceived skills in physician-manager training areas such as program planning, career development, and innovation – indicating a demand for TTP competencies to align with the needs of psychiatry residents. Similarly, when designing CPD for ECPs, the learning objectives should also match with the needs of ECPs.

Possible Theoretical Framework(s): We adopt Kern’s six-step approach to curriculum development to identify skills or proficiencies that were perceived to be the most valuable to psychiatry residents during their transition to practice.

Possible Methods: Residents who graduated in the last three years (i.e., ECPs) were invited to participate in our semi-structured interviews. Participants were presented with the list of Royal College TTP competencies and asked to broadly reflect on their most/least valuable competencies, and to share their perceived gaps in current TTP competencies (if any). Interviews were audio recorded, transcribed, and analyzed with a combination of deductive and inductive thematic approaches.

Potential Impact/Relevance to the advancement of the field of CPD/CE: Insights gained from this project provide an opportunity to not only refine the PGY5 TTP curriculum in psychiatry residency training, but also contribute to CPD. Educators and CPD curriculum designers may focus on prioritized TTP competencies perceived by residents. Furthermore, areas determined by residents as valuable but not captured by the Royal College TTP competencies reflect unmet needs in psychiatry residency training where development of CPD resources may be needed going forward.

Preliminary Findings (if any): Thirteen interviews were conducted. Participants identified practice management, management of the business aspects of an independent practice, and navigating regulatory college complaints’ policies as top priorities. Social media training, professionalism, evaluating costs of treatments, and participation in quality improvement projects were cited as less important. Identified gaps in TTP competencies include jurisdictional considerations, physician wellness, and supervision of trainees. Participants also preferred informal, flexible, and practice-based continuing professional development opportunities.

A2-04: Consideration of Age and Sex in CPD Sessions

Kimberly Templeton, MD, University of Kansas Medical Center, Kansas City, Kansas, USA, Teri Kennedy, PhD, University of Kansas School of Nursing, Kansas City, Kansas, USA, Molly Smith, University of Kansas CE and PD, Kansas City, Kansas, USA, Kelly Sabol, University of Kansas AHEC, Kansas City, Kansas, USA

Background/Context/Inquiry Question: Age and sex are 2 physiologic determinants of health, while age and gender are among the social determinants of health. While all 3 of these factors have been found to impact risk factors, presentation, and response to treatment of almost all health conditions that have been studied, this information is not consistently included in healthcare professional education. While the impacts of age on health are included in some undergraduate curricula, how this content is delivered is inconsistent, and gaps have been identified. For graduate medical education, teaching the complexities of the impacts of age on health is even more sporadic, outside of formal geriatric training programs. Teaching of the impacts of sex and gender on health in undergraduate and graduate medical education is even more inconsistent, with few schools routinely including this information in their curricula, outside of teaching of reproductive health.

While studies of inclusion of consideration of age, sex, and gender in undergraduate and graduate medical education have and are being done, there is limited to no information about how often these topics are included in continuing education programs. This is problematic as the US population continues to age. In addition, there is continuing research into the impacts of age, sex, and gender on health that likely was not available while clinicians currently in practice were still in training.

Reference to Current Literature/Perspective on the Topic:
1. Kling JM, Rose SH, Kransdorf LN, Viggiano TR, Miller VM. Evaluation of sex- and gender-based medicine training in post-graduate medical education: a cross-sectional survey study. Biol Sex Differ. 2016 Oct 
14;7(Suppl 1):38.
2. McGregor, A.J., Templeton, K., Kleinman, M.R. et al. Advancing sex and gender competency in medicine: sex & gender women’s health collaborative. Biol Sex Differ 4, 11 (2013). 
3. Pearson GME, Ben-Shlomo Y, Henderson EJ. A narrative overview of undergraduate geriatric medicine education worldwide. Eur Geriatr Med. 2024 Oct;15(5):1533-1540.
4. En Ye Ong, Kelly J. Bower, Louisa Ng; Geriatric Educational Interventions for Physicians Training in Non-Geriatric Specialties: A Scoping Review. J Grad Med Educ 1 October 2021; 13 (5): 654–665.

Possible Theoretical Framework(s): The information regarding inclusion of age, sex, and gender will be obtained through survey of program planning committees, program committee chairs, speakers, and program attendees across CPD activities at a single, urban academic institution.

Possible Methods: The baseline and follow up surveys are sent to course directors, planning committee members, speakers, and attendees. Questions will vary based on role. The survey will include a recent one year period (FY25: July 1, 2024-June 30, 2025). The survey will be sent through RedCap. The project has been identified as qualifying as a QI project through the local IRB.

Potential Impact/Relevance to the advancement of the field of CPD/CE: While this topic has been addressed in UME and to some degree in GME, it has not been addressed previously in CME or in the continuing education of other healthcare professionals. This study will assess the degree of consideration of age, sex, and gender in planning of CPD events, as well as how often this is included by speakers. The goal would be to expand this study to other institutions within SACME to obtain a national perspective and then to determine any needed programming or improved access to relevant resources to address any gaps.

Preliminary Findings (if any): A similar prior study at this institution found that speakers were more likely to consider these variables than were planning committees or planning committee leadership. In the interim, an annual women’s health symposium has been initiated, and a recorded discussion of the impacts of sex and gender on health has been made available to program planning committees. The goal of this project is to assess the impact of these activities, if any, and then to determine if there is interest in translating this into a national survey, with national input on next steps.

A2-05: “There’s Something Magic About It”: Exploring the Value of an Arts-Based Method in CME/CPD

Sophie Soklaridis, Centre for Addiction and Mental Health and University of Toronto, Toronto, Canada, Holly Harris, Centre for Addiction and Mental Health, Toronto, Canada, Shelby McKee, Centre for Addiction and Mental Health, Toronto, Canada, Sean Patenaude, Centre for Addiction and Mental Health, Toronto, Canada, Amy Hsieh, Centre for Addiction and Mental Health, Toronto, Canada, James Svoboda, Centre for Addiction and Mental Health, Toronto, Canada, Maral Sahaguian, Centre for Addiction and Mental Health, Toronto, Canada, Gail Bellissimo, Centre for Addiction and Mental Health, Toronto, Canada, Kelly Lawless, Centre for Addiction and Mental Health, Toronto, Canada, George James, Centre for Addiction and Mental Health, Toronto, Canada, Leanne Lacap, Centre for Addiction and Mental Health, Toronto, Canada; Jordana Rovet, Centre for Addiction and Mental Health, Toronto, Canada; Lisa D. Hawke, Centre for Addiction and Mental Health and University of Toronto, Toronto, Canada

Background/Context/Inquiry Question: CME/CPD research and scholarship can draw on more than surveys, interviews, and focus groups. Arts-based methods can enrich research and knowledge translation through engaging, accessible approaches that integrate diverse ways of knowing into research processes. For example, photovoice engages people in using photography to explore, represent, and improve their communities. It is a flexible approach that can be adapted to diverse partnerships, contexts, and goals, making it a valuable tool for strengthening the engagement of patient partners and other relevant communities in CME/CPD research and scholarship. However, no studies have yet examined the impact of participating in photovoice projects within the health education context.

This study evaluates the experience of participating in a co-produced photovoice project in a health education setting called Recovery Colleges. Recovery Colleges are co-produced education programs supporting people with lived experience of mental health challenges and/or substance use in pursuing their goals.

Theoretical Framework(s): Photovoice is consistent with the theoretical traditions of empowerment education, feminist theory, constructivism, documentary photography, and participatory action research.

Methods: Eighteen participants took part in three cycles of seven photography workshops, followed by final focus group discussions. Focus group transcripts were analyzed using codebook thematic analysis. The study was co-produced by individuals bringing lived experience of mental health challenges and/or substance use, professional experience, and intersections of these perspectives.

Results/Findings: Four themes were generated from the data: 1) Participants valued how photovoice allowed them to socialize with and learn from their peers; 2) The process helped participants develop photography skills and their awareness of the visual richness of their environment which in turn supported their wellness; 3) Participants were encouraged to think differently about the study topic, deepening reflection and understanding; and 4) Participants appreciated that the project was co-produced, praising the thoughtful workshop design, facilitation, support provided, and compensation.

Discussion: Results demonstrate that a co-produced photovoice methodology allows participants to engage deeply with the research topic and generate rich findings, potentially more so than other qualitative approaches, because participants interact with the subject over an extended period, fostering deeper reflection. The findings also highlight the positive impact of participation, particularly in terms of social benefits, peer-based learning, and skill development.

Those who co-produced the project also reported professional and personal impacts. Some members noted it fostered a sense of empowerment while enhancing their knowledge of photovoice, research processes, and the experience of co-production.

Limitations: Despite efforts to ensure diversity, some equity-deserving perspectives were absent. Additionally, while virtual participation enabled national recruitment and reduced travel barriers, it prevented opportunities for in-person interaction.

Impact/Relevance to the advancement of the field of CPD/CE: In this presentation, we will provide a replicable model for future photovoice initiatives that maximizes participant impact while generating rich insights into research questions. We will encourage CME/CPD scholars to explore the value of arts-based approaches, such as photovoice, to meaningfully engage patients and communities in their scholarly work. Such projects can enhance research quality while fostering benefits for both participants and researchers, thus advancing person-centered and humanistic practices grounded in the principles of inclusion, equity, and empowerment.

A3-01: Physician Happiness: An Alternative Lens to Evaluate Physician Well-Being

Miranda McDaniel, PRC/WBA, Lawrence, KS, USA, Dillon Welindt, Ph. D., Oregon, USA, Nathaniel Williams, B.G.S., PRC/WBA, Lawrence, KS, USA, Nolan Chilson, B.A., PRC/WBA, Lawrence, KS, USA, Michael Williams, Ph.D., PRC/WBA, Lawrence, KS, USA, Betsy Williams, Ph.D., M.P.H., PRC/WBA, Lawrence, KS, USA

Background/Context/Inquiry Question: Historically academic literature has focused on physician well-being from a perspective of burnout. Physician burnout is associated with negative consequences such as decrease in physician empathy, lower patient satisfaction, and reduced health outcomes1. Burnout has been evaluated at the individual level and then in the context of occupational distress2. While there is literature regarding how to improve physician burnout and well-being, physician well-being does not seem to be improving significantly3. Happiness may be an important factor for accessing physician well-being that is not currently addressed3. Psychology in general has shifted to include positive psychology4 as a formal field of study, generally considered to have started in the late 1990s. Positive psychology often looks at factors such as positive affect, effective coping, self-efficacy, and relationships4. There are advocates of positive psychology who suggest a need to evaluate physician well-being1. Utilizing positive psychology and looking at happiness as it relates to well-being includes targeting feelings, thoughts, and behaviors through strategies such as gratefulness or mindfulness. We were interested in looking at the relationships among happiness and other variables known to be associated with physician learning and performance.

Reference to Current Literature/Perspective on the Topic:
1. Shahrzad Bazargan-Hejazi, Anaheed Shirazi, Andrew Wang, Nathan A. Shlobin, Krystal Karunungan, Joshua Shulman, Robert Marzio, Gul Ebrahim, William Shay, and Stuart Slavin. “Contribution of a Positive Psychology-Based Conceptual Framework in Reducing Physician Burnout and Improving Well-Being: A Systematic Review | BMC Medical Education | Full Text.” Accessed October 7, 2025. https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-021-03021-y.
2. Shanafelt, Tait D. “Physician Well-Being 2.0: Where Are We and Where Are We Going?” Mayo Clinic Proceedings 96, no. 10 (2021): 2682–93. https://doi.org/10.1016/j.mayocp.2021.06.005.
3. Schwitz, Fabienne, Jacqueline Torti, and Lorelei Lingard. “What about Happiness? A Critical Narrative Review with Implications for Medical Education.” Perspectives on Medical Education 12, no. 1 (2023): 208–17. https://doi.org/10.5334/pme.856.
4. Allen, Mark S., McCarthy, Paul J. “Be Happy in Your Work: The Role of Positive Psychology in Working with Change and Performance: Journal of Change Management: Vol 16, No 1.” Accessed October 7, 2025. https://www.tandfonline.com/doi/abs/10.1080/14697017.2015.1128471.

Possible Theoretical Framework(s): In keeping with the shift towards incorporating positive psychology, we investigate happiness and compare divergent and convergent validity in predicting relevant cognitive psychological variables.

Possible Methods: This study examines trends of happiness among physicians participating in a remedial CME activity. This study utilizes a sample of physicians referred for a remedial CME course. We investigate happiness and correlations to measures of physician learning and performance including self-efficacy and resilience.

Potential Impact/Relevance to the advancement of the field of CPD/CE: There is a correlation between physician well-being and effective learning, thus understanding an alternative lens to assess and potentially address physician well-being has relevance for CME and CPD providers. Consideration of factors associated with well-being, such as happiness rather than solely addressing burnout, can assist CME/CPD providers in more effectively supporting our learners. In addition to implications for effective learning, this study has potential implications for physician’s quality of care as prior research has demonstrated links between physician well-being, professional behavior, and quality of care2.

Preliminary Findings (if any): We found correlations between happiness and several aspects of learning including self-efficacy, resilience, and physician engagement. These findings have implications for the design and implementation of programming including broadening ways of thinking about and enhancing physician well-being.

A3-02: Coffee and Connection: Strengthening Faculty Professionalism and Wellbeing through Community Building

Caitlin Hurley, St. Jude Children’s Research Hospital, Memphis, TN, Jennifer Alessi, St. Jude Children’s Research Hospital, Memphis, TN

Background/Context/Inquiry Question: Research has demonstrated providing opportunities for faculty and clinicians to engage meaningfully with colleagues in small groups improves well-being, an important facet of professionalism (West CP, JAMA Intern Med 2014). The St. Jude Clinical Faculty Development workshop series was created to address gaps in our clinical faculty skills in working with, teaching and mentoring clinical trainees, as well as improve overall professional development. At the close of a yearlong PI-CME project focusing on burnout and wellbeing, our CFD team was invited to partner with a new clinical wellness initiative – ProMPT (Promoting Mental and Physical health Taskforce). Working in collaboration, we launched a series of host led coffee chats designed to foster connection and conversation amongst faculty. Pre-assessment data will be shared, and outcome data is forthcoming. 

Reference to Current Literature/Perspective on the Topic: West CP, Dyrbye LN, Rabatin JT, Call TG, Davidson JH, Multari A, Romanski SA, Hellyer JM, Sloan JA, Shanafelt TD. Intervention to promote physician well-being, job satisfaction, and professionalism: a randomized clinical trial. JAMA Intern Med. 2014 Apr;174(4):527-33. doi: 10.1001/jamainternmed.2013.14387. PMID: 24515493.

Possible Theoretical Framework(s): Small group, interactive adult learning.

Possible Methods: Led by senior faculty hosts, monthly gatherings of 6-8 members provide an opportunity for meaningful discussions and community building. The goal is to foster a culture of support and professionalism by offering practical opportunities for faculty to connect, reflect and learn from each other in a welcoming environment. Enrollment was voluntary. Participants were matched by program leaders based on logistics as well as current professional values, goals and priorities. Discussion topics were shared with hosts and included: finding and maintaining meaning in work, teamwork and relationships, work-life balance, professional identity, problem solving and communication. However, to encourage the group dynamic to grow organically, and build authentic connections amongst members, these topics were offered as a gentle framework and not a scripted curriculum. We created a program website hub with links to pertinent articles, podcasts and videos discussing the various suggested topics.

Potential Impact/Relevance to the advancement of the field of CPD/CE: Innovative initiatives to promote wellbeing, which in turn promotes professionalism. A culture of professionalism enhances patient-care, patient safety and education through positive role modeling.

Preliminary Findings (if any): A pre-assessment survey including questions from the Professional Fulfillment Index (PFI), Maslach Burnout Inventory (MBI) as well as from internal coaching survey, was sent to all 48 participants with 100% completion rate. Overall, participants noted a strong sense of fulfillment, purpose and low burnout but reported relatively low levels of self-compassion (data and graphs available on request) We will conduct a post-assessment as well as gather feedback along with suggestions for growth and improvement at the conclusion of this pilot program and anticipate having this follow up data by early 2026.

A3-03: Navigating Barriers to Implementation: The Role of Happiness in Remedial CME

Nathaniel Williams, Professional Renewal Center® Wales Behavioral Assessment, Lawrence, KS, 66049, Lawrence, KS, USA, Miranda McDaniel, Professional Renewal Center® Wales Behavioral Assessment, Lawrence, KS, 66049, Nolan Chilson, Professional Renewal Center® Wales Behavioral Assessment, Lawrence, KS, 66049, Dillon Welindt, Professional Renewal Center® Wales Behavioral Assessment, Lawrence, KS, 66049, Betsy Williams MPH PhD FSACME, Professional Renewal Center® Wales Behavioral Assessment, Lawrence, KS, 66049

Background/Context/Inquiry Question: CME has been shown to have positive impacts on knowledge, performance, and patient outcomes when the CME is delivered in a manner that is interactive and personally relevant. Further, there is literature on the relationship between self-efficacy and barriers to the implementation of CME knowledge into actual practice. Previous literature on wellness-focused CME has shown to benefit burnout and burnout-related outcomes. Furthermore, gains within these types of CME activities were stable over 6 months after the activity was completed. We were interested in expanding previous findings from our own research and adding to the greater literature, including measures of burnout, personal happiness, and system factors such as climate and engagement.

Reference to Current Literature/Perspective on the Topic:
Arhart, K. et Al (2024). The Likelihood That Remedial Continuing Medical Education (CME) Reduces Disciplinary Recidivism Among Physicians.
DOI:10.1097/ACM.0000000000005774

Cervero, R. and Gaines, J. The Impact of CME on Physician Performance and Patient Health Outcomes: An Updated Synthesis of Systematic Reviews. Journal of Continuing Education in the Health Professions 35(2):p 131-138, Spring 2015. | DOI: 10.1002/chp.21290

Gardiner, P., Pérez-Aranda, A., Bell, N., Clark, D. R., Schuman-Olivier, Z., & Lin, E. H. (2025). Self-Compassion for Healthcare Communities: Exploring the Effects of a Synchronous Online Continuing Medical Education Program on Physician Burnout. Journal of Continuing Education in the Health Professions, 45(2), 119–127. https://doi.org/10.1097/CEH.0000000000000574

Hensrud, D. D., Thompson, W. G., Rieck, T. M., West, C. P., Jenkins, S. M., Ferguson, J. A., & Clark, M. M. (2024). Impact of a Participatory Wellness Continuing Medical Edu
Lucero, K., Williams, B., and Moore, D. (2024). The Emerging Role of Reinforcement in the Clinician’s Path from Continuing Education to Practice. Journal of Continuing Education in the Health Professions

Williams, B. W., & Williams, M. V. (2020). Understanding and remediating lapses in professionalism: lessons from the island of last resort. The Annals of Thoracic Surgery, 109(2), 317-324.

Williams, B.W., Kessler, H., and Williams, M. (2015). Relationship among knowledge acquisition, motivation to change, and self-efficacy in CME participants. Journal of Continuing Education in the Health Professionals, 35(S1):S13-S21.

Possible Theoretical Framework(s): We approach this work through the lens of social cognitive theory and positive psychology. Self-efficacy refers to an individual’s agency or belief in their ability to accomplish something. Self-efficacy can be enhanced through vicarious learning and the opportunity for mastery experiences, things that can be easily incorporated into CME programming. Positive psychology focuses on building strengths and virtues to enhance well-being and optimal functioning.

Possible Methods: This is a retrospective study utilizing data typically gathered as part of a remedial CME activity designed to improve performance in the ABMS core competency areas of interpersonal and communication skills and professionalism. We examined data drawn from 150 learners who have participated in the activity over the past five years. The measures included knowledge questions, burnout, self-efficacy, system climate, and sense of personal happiness.

Potential Impact/Relevance to the advancement of the field of CPD/CE: Understanding the process involved in change informs the design and delivery of CME programming. Recently, the focus has been on CME, which appears to mitigate burnout. These data suggest that promoting happiness may be as effective, if not more effective.

Preliminary Findings (if any): N/A

A3-04: Re-finding Joy in Work in the Pediatric ICU

Jessica L. Walter, OHSU, Portland, OR, USA, Laura Miller-Smith, OHSU, Portland, OR, USA

Background/Context/Inquiry Question: This project applied the IHI’s Joy in Work (JiW) framework (Perlo et al., 2017) and evaluated the effectiveness within an intact team of pediatric providers in the OHSU Pediatric ICU (PICU) (MDs and APPs). The project explored if and how the IHI’s Joy in Work framework achieves its goals within this context. The JiW model was originally designed to be implemented across an entire organization; however, that has proved to be unwieldy. Therefore, we applied the model to the PICU team with the goal of increasing their perceived “joy in work.” While this approach has been successful in nursing and resident teams, at the time of this project, there was no evidence that it had been applied to ICU providers. The specific research questions explored (1) “what matters” (sense of purpose and meaning in one’s work) to individual providers in the PICU; and (2) how perceptions of their workplace changed after implementing a co-created improvement project in terms of self-efficacy, engagement, and emotional agency.

Theoretical Framework(s): The JiW model is based on the IHI model for quality improvement. The framework posits that by developing an understanding of what matters to individuals and the barriers to well-being, co-creating a development plan, and employing improvement science evaluation techniques, participants will gain a sense of shared empowerment.

Methods: This was a three-phased, qualitative project. The first phase described the current state: what individuals find meaningful in their work, distractions, and of perceptions of their workplace. In the second phase, participants co-create an improvement project that they think will increase their joy in work. Perceptions were reassessed in the third phase.

Data was gathered via interviews and surveys. Phases 1 and 3 employed interviews to assess meaning and self-efficacy. Follow-up surveys measured emotional agency, engagement, and burnout. Phase 2 consisted of a multi-step co-creation process including brainstorming, prioritization and project selection, and project initiation. Survey data were compiled; interview transcripts were thematically analyzed using an inductive approach.

Results/Findings: Full findings will be available by the time of the conference. Preliminary findings suggest three key themes. First, providers are most fulfilled when working directly with their patients and supporting families. Second, systemic challenges and a lack of resources create barriers to their work. Third, there is a strong desire to become a stronger, more connected team. This third theme became the focus of their improvement projects. Initial analysis of the survey suggests stability in self-efficacy, emotional agency, engagement, and burnout scores.

Discussion: This model can be successfully implemented at the unit level. While the survey findings were flat, that does not tell the entire story. The efforts may have protected the team from external volatility, and the lower-risk improvement projects helped to develop trust in the team to tackle more meaningful work that required higher levels of psychological safety.

Limitations: During the study period, federal orders and organizational finance further increased challenges. Further, this was a single-site study of a small team.

Impact/Relevance to the advancement of the field of CPD/CE: This project offers evidence of a team-level intervention that promote wellness, engagement, and resilience among providers.

A3-05: Fostering Peer Support via Online CPD: A Convergent Mixed-Methods Study on Physicians’ Intention to Approach Colleagues in Difficulty

Martin Tremblay, Fédération des médecins spécialistes du Québec, QC, Canada, Florence Lizotte, Université Laval, QC, Canada, Éloi Lanchance, Université Laval, QC, Canada, Souleymane Gadio, Université Laval, QC, Canada, Roberta de Carvalho Corôa, Université Laval, QC, Canada, Claude-Bernard Uwizeye, Université Laval, QC, Canada, Sam J. Daniel, Fédération des médecins spécialistes du Québec, QC, CA, France Légaré, Université Laval, QC, CA

Background/Inquiry:  Burnout and psychological distress are widespread among physicians, with serious implications for patient safety and workforce sustainability. Studies have shown that peer support can reduce psychological distress in the clinical setting, but the role of continuing professional development (CPD) in fostering such behaviors is not well understood. This study examined whether an online CPD course could increase physicians’ intention to approach a colleague in difficulty.

Theoretical Framework(s): This study was informed by Godin’s integrated conceptual framework of socio-cognitive factors influencing behavioral intention of healthcare professionals. Qualitative data were interpreted using established conceptual frameworks related to clinician behavior adoption, allowing for triangulation of qualitative and quantitative findings.

Methods: A mixed-method convergent design was used. Physicians who completed a one-hour asynchronous online CPD course between March 2022 and May 2024 were invited to participate. Pre- and post-course questionnaires collected demographic data and measured behavioral intention and its determinants using the CPD-REACTION instrument. Paired t-tests assessed pre-post differences, and multivariate analysis identified factors associated with post-course intention. Four months later, follow-up data were collected to assess reported behavior change. Open-ended responses were thematically analyzed and integrated with quantitative results.

Results/Findings: Of 792 physicians, 466 (58.8%) completed both pre- and post-course questionnaires. Mean intention to approach a colleague increased from 3.88 (SD = 1.73) to 4.92 (SD = 1.40), with a significant mean difference of 1.04 (95% CI: 0.91–1.17; P < .001). Post-course intention was significantly associated with beliefs about capabilities, social influences, and moral norm (R² = 0.22; P < .05). At four-month follow-up, 41.0% (95% CI: 28.6%–54.3%) of respondents reported having approached a colleague in difficulty. Key themes influencing behavior included belief about capabilities, belief about consequences, and knowledge of behavior. Convergence was found between quantitative and qualitative findings on beliefs about capabilities, though divergence occurred regarding beliefs about consequences. The course employed seven behavior change techniques: goal setting, skill-building, planning, persuasive communication, modeling, behavior-related information, and behavioral experiment.

Discussion: The online CPD course significantly improved physicians’ intention to engage in peer support by approaching colleagues in difficulty. Beliefs about capability emerged as an important determinant. These findings suggest that targeted educational interventions can effectively promote supportive behaviors within the medical community.

Limitations: The external validity of the findings is limited to physicians who voluntarily participated in the peer support course, as participation was not mandatory. Additional limitations include the reliance on self-reported intentions and behaviors, which may be subject to social desirability bias, as well as a modest follow-up response rate. This study does not evaluate the long-term sustainability of the behavior change or its downstream effects on physician well-being or patient care.

Impact/Relevance to the advancement of the field of CPD/CE: This study demonstrates the potential of brief, potentially scalable online CPD intervention to foster essential peer support behaviors in clinical practice. The results also suggest that behavior change techniques can effectively influence key determinants of intention, supporting more targeted and innovative approach to CPD course design.

B1-01: Critical Dialogue as a Tool for Refining Digital Compassion Competencies in Healthcare Practice

Menna Komeiha, University Health Network, Toronto, Ontario, Canada, Jerry Maniate, Bruyère Health Research Institute, Ottawa, Ontario, Canada, Lyn Sonneberg, Bruyère Health Research Institute, Ottawa, Ontario, Canada, Rebecca Charow, University Health Network, Toronto, Ontario, Canada, Gillian Strudwick, Centre for Addiction and Mental Health, Toronto, Ontario, Canada, Madison Taylor, University Health Network, Toronto, Ontario, Canada, Allison Crawford, Centre for Addiction and Mental Health, Toronto, Ontario, Canada, David Wiljer, University Health Network, Toronto, Ontario, Canada

Background/Context/Inquiry Question: As healthcare increasingly integrates digital solutions, such as virtual visits, clinicians must be prepared with both technical experience and the ability to deliver compassionate, person-centered care in digital environments. This project asks: How can digital compassion professional competencies be refined and expanded to ensure inclusivity, diversity, equity, and accessibility (IDEA) in clinical practice?

Through continuing professional development (CPD), social and equitable change is advanced by shifting mindsets for meaningful transformation. Critical Dialogues for Action (CDFA) serves opportunities to put new ideas into action, ensuring that digital compassion competencies are both relevant and equity oriented.

Reference to Current Literature/Perspective on the Topic: Compassion is essential for effective and ethical healthcare yet translating it into digital interactions is challenging. Digital competency frameworks are emerging, but few explicitly integrate compassion or IDEA principles, leaving a guidance gap for healthcare professionals in digital spaces.

Possible Theoretical Framework(s): Our approach to this project is underpinned by Community-Based Participatory Research and co-design principles so that patient and community engagement is prioritized. Competency refinement is informed by the Digital Health Equity Framework, which addresses structural, systemic, and individual barriers to equitable digital health.

Possible Methods: Using the Health Equity and Inclusion Framework, this project considers IDEA implications across all stages of the ADDIE model for instructional design. This presentation focuses on the Analyze phase, where CDFA methodology is used to examine the existing digital compassion competencies.

CDFA provides a reflective process for embedding equity and cultural diversity into competency refinement. CDFA fosters respectful sharing of ideas and active listening by establishing conditions and space for open dialogue. In these facilitated sessions, health system leaders and people with lived experience come together to review competencies, surface assumptions, and identify gaps. Learning goals include: (1) strengthening competencies through reflexive dialogue, and (2) broadening perspectives by interrogating representation, power dynamics, and potential harms of implementation. Purposive sampling will be used to maximize diversity, with a target of 30 participants evenly split between individuals with lived experience and health system professionals. Each CDFA will convene 6-8 participants. For the initial round of CDFA, participants will be recruited from the Equity in Health Systems (EqHS) membership network. Sessions will be audio recorded, and facilitators will capture supplementary notes on group dynamics and emerging insights. Transcripts and facilitator notes will be analyzed inductively using NVivo. Results will directly inform revisions to the digital compassion competency professionals toolkit.

Potential Impact/Relevance to the advancement of the field of CPD/CE: This work advances CPD by equipping providers with competencies and tools to deliver digital compassionate care grounded in equity. Beyond a refined competency set and companion guide, the CDFA method itself offers a transferable model for embedding IDEA principles into CPD curriculum and program development, contributing to more equitable digital health experiences.

Preliminary Findings (if any): Over the past six months, we formalized our consulting group, a recruitment strategy to increase diversity of perspectives, and CDFA facilitation guide. The consulting group of five individuals (three health system leaders and two people with lived experience) provided guidance on recruitment, data collection, and analysis. CDFA sessions are scheduled for October and November 2025.

B1-03: Inter-professional Education: Co-Designing a Compassionate Care Rubric with Patients and Caregivers

Alice Kam, University of Toronto; University Health Network; KITE-UHN Research Institute, Toronto, Ontario, Canada

Background/Context/Inquiry Question: Inter-professional education (IPE) often overlooks the active partnership of patients and caregivers (P/Cs) in assessment.   Their role is typically limited to providing feedback on communication skills during standardized assessments.  As the true end users of healthcare, P/Cs are rarely involved in shaping competency standards.  Without their active partnership, existing rubrics misses tacit, relational, compassionate dimensions of care.

P/Cs develop tacit knowledge of compassion through lived experiences of illness, disability, and navigating healthcare systems.  This knowledge influences how they interpret, deliver, and receive care, yet it is rarely captured in formal competency frameworks.  Extracting tacit knowledge is methodologically challenging, but without it, assessment risks privileging professional perspectives and reinforcing power imbalances.  This leaves compassionate action— the relational, equity-oriented dimension of healthcare— largely invisible in IPE rubrics.  

Our study purpose is to extend rubric-based assessment beyond technical competencies to include relational and contextual dimension of care.  This pilot study objectives are: (1) How do those who provide and receive care define their tacit knowledge of compassionate care? (2) How can co-design with these individuals expand equity-oriented research approaches to compassionate care? and (3) What are the features of an ideal compassionate care rubric co-design?

Theoretical Framework(s): This study was grounded in social constructivist learning theory. Vygotsky’s (1978) concept of the Zone of Proximal Development (ZPD) highlights learning as a dynamic, relational process, where reflective dialogue and shared meaning-making extend individual capacity. These ideas are particularly relevant for compassionate care, a domain shaped by emotional and ethical complexity. To analyze systemic and relational dimensions, we applied Cultural-Historical Activity Theory (CHAT) (Engeström, 2018; Larsen et al., 2019). CHAT’s six components enable identification of contradictions between HCP and P/C activity systems, providing insight into hierarchies and opportunities for improvement in inter-professional education.

Methods: We conducted a six-month qualitative study to explore tacit knowledge of compassionate care among healthcare providers (HCPs) and patients/caregivers (P/Cs) (n=7). Participants engaged in three co-design cycles: two group interviews and seven individual interviews. Video-stimulated recall (Vermersch, 1999) and reflection-on-action (Schön, 1992) were used to externalize internal reflections and support meaning-making around compassionate care actions.

Data were analyzed inductively using Braun and Clarke’s (2021) reflexive thematic analysis, followed by deductive mapping with Cultural-Historical Activity Theory (CHAT). CHAT enabled comparison of P/C and HCP activity systems, identification of systemic contradictions, and equity-informed interpretation.

The cohort included four P/Cs and three HCPs representing diverse roles and visible minority identities, each with >3 years of concussion-related experience. Concussion was chosen as the focal condition due to its diagnostic complexity and impact on disability. The co-design process enhanced content and consequential validity, while supporting construct and ecological validity by ensuring the rubric reflected lived experience and real-world practice.

Trustworthiness was supported through prolonged engagement, team reflexivity, and independent coding by researchers with varied disciplinary perspectives.

Results/Findings: Our co-design process yielded three interrelated themes— knowledge co-creation, system responsiveness, and transformative agency— that informed the development of compassionate care rubric indicators for IPE.  Each theme represents not only a conceptual dimension of compassionate practice but also a practical foundation for rubric construction.  By anchoring these themes in both P/C and HCP perspectives, the resulting rubric highlights tacit knowledge that is typically absent from IPE assessment tools.

Discussion: This is the first pilot study to co-design assessment standards with P/Cs. CHAT analysis further strengthens the rubric’s credibility by embedding systemic tensions and adaptations into its structure.

This co-design rubric advances inter-professional education (IPE) by producing a rubric that captures compassionate care as a relational, contextual and systemic dimensions of practice. First, the rubric reflects the lived realities of patients/caregivers alongside the practical challenges faced by healthcare professionals, creating a shared framework for collaboration. Second, it embeds equity-informed perspectives into assessment, ensuring that diverse voices shape how compassionate care is defined and evaluated in IPE. Third, by translating tacit relational knowledge into observable and trainable indicators, the rubric enables educators to integrate compassion into simulation, feedback, and OSCE-based learning. Involving patients and caregivers in rubric development strengthens both rubric validity and authentic partnership, reaffirming IPE’s commitment to inclusive, patient-centered learning and assessment.

Future study will examine the generalizability of rubrics across different clinical and education settings.

Limitations: This rubric study reinforced traditional giver/receiver roles and task-oriented discussions, limiting exploration of relational dynamics. In addition, applying CHAT to participants without pre-existing relationships constrained identification of collective contradictions, reducing the framework’s full potential.

Impact/Relevance to the advancement of the field of CPD/CE: This project advances CPD/CE by introducing a co-designed compassionate care rubric that integrates patient and caregiver expertise with healthcare professional practice. The rubric moves beyond technical competencies to capture relational and contextual dimensions of care, offering educators a practical tool for teaching, assessing, and reinforcing compassionate practice across professions. By embedding lived experience into assessment, the rubric enhances equity, strengthens patient partnership, and ensures that CPD/CE remains relevant to real-world practice. Importantly, it makes tacit dimensions of compassionate care observable and trainable, enabling their integration into simulation, OSCEs, and inter-professional learning activities. This study reaffirms CPD/CE’s commitment to lifelong, patient-centered, and equity-informed professional development.

B1-04: Secure Recovery Care Education for Forensic Interprofessional Staff – A narrative review

Shaheen Darani, University of Toronto, Toronto, Ontario, Canada, Elena Wolff, University of Toronto, Toronto, Ontario, Canada, Amanda Jass, University of Toronto, Toronto, Ontario, Canada, Sandy Simpson, University of Toronto, Toronto, Ontario, Canada

Background/Context/Inquiry Question: Recovery is the process of personal change leading to a satisfying, hopeful, and contributing life, even within the limits of mental illness. Recovery-orientated care has become a dominant paradigm in mental health service provision and over the past decade has increasingly been applied to the forensic psychiatric setting (i.e., “secure recovery”). Recovery care empowers service users as active, collaborative participants in healthcare. Recovery-oriented practice is an example of compassionate care with the common goal of ensuring people with mental illness retain a sense of hope and optimism so that they can live with and gain control over their debilitating symptoms associated with severe and enduring illness. Implementation however can be challenging in secure settings because patients are unwilling service users of forensic services. Currently there is limited research on the value of secure recovery education programs for forensic staff.  Although some programs exist, as far as we are aware, there have been no prior reviews of this literature.  A review was conducted of secure recovery care education programs for forensic interprofessional staff to identify factors related to effectiveness.

Theoretical Framework(s): The review adhered to PRISMA guidelines for systematic reviews and data were synthesized using Moore’s 7 levels of outcomes for CPD education.

Methods: Medical and criminal justice databases were searched for articles describing recovery care education for forensic staff. Studies that included measurable outcomes were analyzed using an inductive approach. The review adhered to Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines for scoping reviews. Data were synthesized using Moore’s 7 levels of outcomes for CPD education. Findings were described according to curriculum delivery and levels of outcome.

Results/Findings: Of 1283 articles, 5 were included in the final analysis. The programs achieved level 6 on Moore’s taxonomy. Programs led to improvements in knowledge, skills, attitudes amongst staff. Experiential teaching was preferred and staff requested more experiential components. Common themes related to programs’ effectiveness included service user involvement, multimodal teaching methods, and relevance to forensic services.

Discussion: There is limited but positive literature suggesting that secure recovery care education programs are beneficial. No studies have demonstrated change in clinician behaviour. Future programs should involve service user facilitators, incorporate experiential components, address staff resistance, and include rigorous evaluation.

Limitations: There are several limitations of this review. The literature available on secure recovery care educational programs is limited, and the methodology used in evaluation can be improved. Existing studies examine the effect on staff whereas impact on patients has not yet been addressed. This can be viewed as a call-to-action to improve research on educational programs in order to incorporate CPE best practices in secure recovery care education in forensic services, and thus improve patient outcomes.

Impact/Relevance to the advancement of the field of CPD/CE: This review can guide the planning and delivery of future CPD education programs.

B2-01: From Pathways to Practice: Enhancing Patient Safety and Quality Learning through a Continuing Education Podcast

Miya Bernson-Leung, Boston Children’s Hospital, Boston, MA, USA, Jay Cowan, Boston Children’s Hospital, Boston, MA, USA, Courtney Lombard, Boston Children’s Hospital, Boston, MA, USA, Dan Schwartz, Boston Children’s Hospital, Boston, MA, USA, Lesley Niccolini, Boston Children’s Hospital, Boston, MA, USA, Valerie Tokatli, Boston Children’s Hospital, Boston, MA, USA, Traci Wolbrink, Boston Children’s Hospital, Boston, MA, USA, Alan Leichtner, Boston Children’s Hospital, Boston, MA, USA

Background/Context/Inquiry Question: Podcasts are increasingly popular across the continuum of healthcare professions education, with an appealing on-demand audio format and potential for broad reach. We created an interprofessionally accredited continuing education podcast designed to accompany the upcoming public release of the Clinical Pathways, educational reference tools in a text- and flowchart-based format created by the Boston Children’s Hospital Program for Patient Safety and Quality. These tools are based on current available evidence and the local practice at our tertiary referral center, and their external release will make this expertise available to healthcare professionals nationwide. Each episode of the Clinical Pathways Podcast interviews Pathway subject matter experts to surface the knowledge or practice gap addressed by the Pathway and highlight evidence-informed decision points and other key takeaways for clinicians.

Reference to Current Literature/Perspective on the Topic: A recent scoping review of podcast use across medical education found increasing use over time and positive learner attitudes; studies that assessed knowledge retention found podcasts to be comparable to “traditional” teaching methods. Few studies assessed behavior change. A study on a single hospital medicine CME podcast found low rates of credit claiming, high perceived educational value, and a greater sense of connection to the hospitalist community.

Possible Theoretical Framework(s): Constructivist learning theory would imply that passive learning formats such as viewing a text-based Pathway or listening to a podcast focused only on didactic content delivery would not lead to correction of misconceptions or the ability to apply learning to practice given the absence of interactive engagement with the material or with colleagues. Social learning theory would also emphasize the importance of expert role-modeling and social reinforcement and comparison in changing practice. The Clinical Pathways Podcast was therefore structured to emphasize dialogue between a subject matter expert and a non-expert (the moderator); to explicitly address common misconceptions and deviations from ideal practice; and to prompt reflection on clinical decision points.

Possible Methods: As of October we have recorded eight episodes, to be released via a landing page on our Continuing Education website (https://dme.childrenshospital.org/clinicalpathwayspodcast) and on major podcasting platforms at the time of public release of the Pathways Library. We will collect listener numbers, demographics, and referral sources on all podcast listeners via back-end analytics. An evaluation survey will be required for all listeners claiming credit and voluntary for a broader sample invited via all platforms. The survey is based on existing educational podcasting literature and includes questions about the motivation for listening/self-reflection on gaps, impact on use of the Pathway itself, self-reported knowledge change, sense of connection to a wider community, and intended practice change.

Potential Impact/Relevance to the advancement of the field of CPD/CE: Both clinical decision support tools/pathways and podcasting have the potential for broad impact within CME, but as passive delivery methods they face limitations in the construction of enduring, transferable knowledge and impact on practice change and outcomes. Our model of pairing clinical pathways with accompanying podcasts emphasizing dialogue with subject matter experts may provide a more robust learning experience that facilitates deeper engagement with the content, greater social connection and knowledge sharing, and increased ability to translate continuing education into practice.

Preliminary Findings (if any): Results from an internal pilot evaluation are in progress and will be available by spring 2026 along with any initial results from public release.

B2-02: Engagement Patterns in Regularly Scheduled Series: A Mixed-Methods Analysis of Super-Users and Interrupted Learners in a Rural Primary Care Telementor

Maximillian Morris MSPH, Weitzman Institute, Moses/Weitzman Health System, Inc, Middletown, CT USA, Arjee Restar PhD, Weitzman Institute, Moses/Weitzman Health System, Inc., Middletown, CT, USA, Ariel Porto MPH, Weitzman Institute, Moses/Weitzman Health System, Inc., Middletown, CT, USA, Karen Ashley EdD, Weitzman Institute, Moses/Weitzman Health System, Inc., Middletown, CT, USA

Background/Context/Purpose: Since 2021, the Weitzman Institute’s HRSA-funded telementoring program has delivered two Extension for Community Healthcare Outcomes (ECHO) RSS activities: (a) Complex Integrated Pediatrics and (b) Advanced Primary Care, which support rural primary care teams across federally qualified health centers nationwide. During implementation, our team observed that some participants demonstrated sustained re-enrollment across multiple cohorts while others discontinued after just a few sessions. This mixed-methods study explores what drives “super-users” to return and what barriers cause “interrupted attendees” to leave, aiming to optimize program design for rural healthcare workforce development.

Theoretical/Conceptual Framework(s): We integrated Theory of Planned Behavior (TPB) and Social Exchange Theory (SET) to examine participant engagement patterns, including motivations and obstacles. TPB constructs (i.e., attitudes toward behavior, subjective norms, and perceived behavioral control) illuminate how participants value ECHO programs, navigate peer and organizational influences, and manage logistical participation challenges. SET complements this by examining the cost-benefit analysis participants conduct when deciding to continue or discontinue participation, considering time investment against professional development gains and practice improvements.

Methods: Participants were stratified into two cohorts: super-users (enrolled in one or both programs at least twice during Years 2-3) and interrupted attendees (attended ?2 sessions before discontinuing). We purposefully sampled 16 participants (8 per cohort), prioritizing perspectives from rural primary care and behavioral health providers, the activities’ target audience. Semi-structured interviews were developed using theoretical framework-derived constructs. Super-user interviews explored sustained participation drivers, program satisfaction, and practice implementation outcomes. Interrupted attendee interviews examined participation barriers, satisfaction levels, and factors that might encourage re-engagement. Data collection began March 2025, with eight interviews completed to date (5 super-users, 3 interrupted attendees). Thematic analysis is ongoing using a hybrid deductive-inductive approach.

Results/Findings: Within these interviews, three overarching themes emerged: high-value didactic content, nationwide community of practice learning and support benefits, and learning accessibility advantages. Two didactic topics, childhood immunizations and substance use management, resonated universally. Specifically, participants working in pediatric care coordination reported that immunization content enhanced their confidence in addressing vaccine hesitancy and facilitated collaborative conversations with primary care providers. Substance use content validated clinical decision-making for direct care providers while case-based discussions with expert faculty clarified complex medication management scenarios. Moreover, practice transformation outcomes varied by track: pediatrics participants developed organizational resources addressing social media and cyberbullying, while primary care track participants implemented evidence-based medication-assisted treatment protocols. Super-users emphasized the cumulative benefit of repeated participation in deepening expertise, while interrupted attendees cited competing clinical demands and organizational transitions as primary discontinuation factors.

Discussion: Early findings suggest that ECHO programs’ success in rural settings stems from combining immediately applicable clinical content with peer learning networks that transcend geographic isolation. The identification of “super-user” characteristics and interruption patterns can guide recruitment strategies and support at-risk learners through flexible attendance or asynchronous options. Remaining interviews (n=8) will be completed by January 2026, with updated emergent themes. Results will inform recommendations for optimizing activity design, enhancing rural healthcare workforce development, and improving learner engagement patterns in telehealth-enabled continuing education.

Impact/Relevance to the advancement of the field of CPD/CE: This study advances CPD/CE by using behavioral theory to uncover factors underlying sustained participation and early attrition in a rural telementoring RSS. Early findings suggest that success stems from combining applicable clinical content with learning networks that transcend geographic isolation. Findings offer actionable strategies such as flexible scheduling, targeted recruitment, and complementary asynchronous options to improve retention.

B2-03: Exploring the Pedagogical, Technological, and Relational Demands of a Hybrid-Flexible (HyFlex) Model in Continuing Professional Development (CPD)

Sofia Valanci-Aroesty, MD PhD, Royal College of Physicians and Surgeons of Canada, Ottawa, Canada, Olivier Petinaux, American College of Surgeons, Chicago, USA, Vjeko Hedle, American Society of Anesthesiologists, Chicago, USA, Robert D’Antuno, NYU-Langone Long Island Medical School, New York, USA, Martin Tremblay, Federation of Medical Specialists of Quebec, Montreal, Canada, Shirley Lee, University of Toronto, Toronto, Canada, Jessica Walter, University of Oregon, Ohio, USA, Lara Hasselton, Dalhousie University, Halifax, Canada, Heather MacNeill, University of Toronto, Toronto, Canada

Background/Context/Inquiry Question: CPD professionals face the challenge of designing and delivering engaging, high-quality education to learners with diverse needs and schedules. The HyFlex model, which allows learners to choose their mode of participation through in-person, synchronous online or asynchronous engagement, is gaining interest for its potential to enhance access and flexibility. However, there is a lack of consolidated evidence on its implementation in CPD. This study addresses a critical gap by synthesizing findings on HyFlex course design, learner experiences, and outcomes through the lens of the Community of Inquiry (CoI) framework.

Theoretical Framework(s): The CoI framework proposes that successful educational experiences depend on the interaction of three presences: social (the ability of participants to interact and build a community), teaching (the design, facilitation, and direction of the learning process), and cognitive (the extent to which learners can construct and confirm meaning). These three are critical to ensuring the effectiveness of any educational model.

Methods: We conducted a systematic synthesis of published literature on HyFlex course designs in higher education. The search was conducted in MEDLINE, Scopus, and ERIC, covering publications from January 1, 2000 to 2024. We included all studies that applied a HyFlex design where learners could choose their mode of attendance. Data extraction and thematic analysis followed a hybrid approach, combining deductive categories from the CoI framework with inductive themes that emerged from the data.

Results/Findings: We analyzed 45 articles that met our inclusion criteria, with four from health professions education, one in CPD. We identified several key findings, including:
Instructional Adaptation and Workload: Instructors reported a steep learning curve and a substantial increase in workload.
Technology as Both Burden and Support: Technology served as both the backbone and a major source of frustration.
Institutional Support and Peer Development: Many instructors felt a “do it yourself” attitude was adopted, with limited formal training or incentives for adopting HyFlex.

Discussion: While HyFlex offers a powerful solution for improving access and flexibility for CPD learners, its success depends on the support and development of the professionals who implement it. The model requires instructors to develop new competencies in technology, instructional design, and multi-modal facilitation. It places a high demand on their time and cognitive resources. Without proper support, the increased workload and logistical challenges of HyFlex can lead to burnout and impede its effectiveness.

Limitations: The methodological quality of the included literature varied, with some studies lacking detailed reporting on implementation processes or outcomes, which limited the depth of our analysis. Lastly, many studies reflected emergency implementations during the pandemic, so this review may not capture more mature models of instruction.

Impact/Relevance to the advancement of the field of CPD/CE: Our findings provide a roadmap for CPD leaders and colleagues to advocate for the resources needed to effectively implement HyFlex models. By highlighting the substantial instructional workload and technological demands, this research emphasizes that successful HyFlex implementation requires a shift from providing flexible formats to a strategic investment in the professional development and well-being of instructors. Supporting CPD professionals ensures that HyFlex fulfills its promise of delivering equitable, high-quality learning experiences for all.

B2-04: Determining the Severity and Prevalence of Cybersickness in Virtual Reality Simulations in Psychiatry

Petal Abdool, Centre for Addiction and Mental Health, Toronto, ON, Canada, Amanda Ng, University of Toronto, Toronto, ON, Canada, Mai Inagaki, University of Toronto, Toronto, ON, Canada, Rachel Antinucci, Centre for Addiction and Mental Health, Toronto, ON, Canada, Sanjeev Sockalingam, Centre for Addiction and Mental Health, Toronto, ON, Canada

Background/Context/Inquiry Question: The rise of Virtual Reality (VR) in healthcare education has introduced immersive simulations as a valuable tool for training medical professionals. VR allows learners to practice clinical skills in safe, authentic, and challenging environments. Despite its advantages, VR use can induce cybersickness for some users, characterized by symptoms such as nausea and disorientation. This study explores the relationship between cybersickness and the degree of physical movement in VR simulations used for psychiatric education.

Theoretical Framework(s): Cybersickness affects 20–95% of users, with symptoms ranging from headache and nausea to disorientation. One leading explanation is the sensory conflict theory, which suggests that cybersickness results from a mismatch between visual input and the body’s vestibular system. When users perceive motion visually without corresponding physical movement, discomfort can arise. Understanding this mechanism is essential for designing tolerable and effective VR learning experiences.

Methods: This study examined two VR simulations at a Canadian mental health hospital: an opioid overdose response (OO) simulation involving high physical movement, and a suicide risk assessment (SRA) simulation with low movement. Participants completed the Simulator Sickness Questionnaire (SSQ) before and after each session. A nonparametric Mann-Whitney U-test was used to compare SSQ scores between the two groups.

Results/Findings: Ninety-one healthcare professionals and students participated. The mean SSQ score for the OO simulation was 4.59/48 (SD = 5.78), compared to 3.10/48 (SD = 3.48) for the SRA simulation. The Mann-Whitney U-test revealed a statistically significant increase in nausea scores for the OO simulation (p = 0.0275). No significant differences were found in oculomotor symptoms.

Discussion: Participants in the high-movement OO simulation reported greater nausea than those in the low-movement SRA simulation, suggesting that physical movement may contribute to cybersickness. These findings highlight the importance of carefully designing VR training to balance educational value with user comfort. Movement should be purposeful and aligned with learning goals to avoid undermining the effectiveness of the simulation.

Limitations: This study compared two distinct VR environments, which may limit internal validity. Participants with moderate or severe pre-existing cybersickness symptoms were excluded, potentially narrowing generalizability. The sample size may have limited detection of subtle effects, and individual differences such as prior VR exposure, age, and tech familiarity could have influenced outcomes. Additionally, participant posture (standing vs. seated) during training was not recorded.

Impact/Relevance to the advancement of the field of CPD/CE: Understanding factors that contribute to cybersickness is critical for designing accessible and effective VR-based CPD programs. This study offers insights into how movement intensity affects user tolerability, helping educators optimize VR environments for comfort and engagement. By minimizing cybersickness risk, VR training can become more inclusive, improve learner satisfaction, and enhance the overall impact of simulation-based education in continuing professional development. This work supports the theme CPD for All by promoting equitable access to immersive learning technologies and reaffirming the commitment to safe, learner-centered CME/CPD design.

B3-01: A Bibliometric Analysis of CPD/CME/CEHP Research

Don Moore, PhD, Vanderbilt University School of Medicine, Nashville TN, USA, Martin Tremblay, PhD, Fédération des médecins spécialistes du Québec, Montreal Quebec, Canada, Jessica L. Walter, EdD, Oregon Health Sciences University, Portland OR, USA

Background/Context/Inquiry Question: The 50th Anniversary of SACME provides members of SACME an opportunity to reflect on where the field of CEHP/CE has been, where it is now, and where it could be to best support the growth and development of the field of CPD in the health professions.

An approach that will help us accomplish this important reflection is bibliometric analysis. Bibliometric analysis is a rigorous, data-driven approach to reviewing and analyzing large amounts of bibliometric data. In CEHP/CE, the result of bibliometric analysis would be the identification of patterns, trends, and impacts of research in CEHP/CE that could be used by SACME to guide the future development of CEHP/CE.

Reference to Current Literature/Perspective on the Topic: Current literature views bibliometrics as an important approach for analyzing the rapidly evolving research landscape across nearly all disciplines, including medical education.

Possible Theoretical Framework(s): Supported by informatics, bibliometric analysis is not based on a single grand theory, but rather on a collection of empirically derived laws and theoretical models that describe how information and scientific influence are produced and distributed.

Possible Methods: A bibliometric study involves two main analytical approaches:

1. Performance analysis which focuses on evaluating the quantity, quality, and impact of research outputs in CEHP research literature(e.g., authors, institutions, countries, journals.
2. Relational analysis which focuses on uncovering the structure, dynamics, and relationships within the CEHP research domain. Key Techniques include:
   • Citation Analysis: Mapping the flow of influence.
   • Co-citation Analysis: Identifying intellectual clusters and influential works based on how often they are cited together.
   • Bibliometric Coupling: Identifying conceptual similarities between documents based on sharing the same references.
   • Co-authorship Analysis: Mapping collaboration networks.
   • Co-word Analysis: Mapping thematic clusters and trends by analyzing how often keywords appear together.

A research team of volunteers from the SACME Scholarship Committee will determine which articles will be included in the analysis and use bibliometric software to conduct the studies of relational analysis outlined above. Bibliometric analysis expertise is being provided by a medical librarian who has expertise in bibliometric analysis.

Potential Impact/Relevance to the advancement of the field of CPD/CE: The results of this project will allow SACME to provide direction for the growth and development of the field of CPD/CME/CEHP.

Preliminary Findings (if any): The initial phase of this project provided information about frequently cited articles, distributed by year that SACME’s Virtual Journal Club used to create a series of online sessions that covered seminal publication in CEHP by decade beginning with the 1970s. While these sessions analyzed specific seminal publications, they did not contain sufficient information that could provide direction to the growth and development of CEHP.

B3-02: The Evolution of CME/CPD Discourse: A Thematic Analysis of the SACME Listserv (2004–2025)

Vjekoslav Hlede, American Society of Anesthesiologist, Schaumburg, Illinois, USA, Olivier Pentinaux, American College of Surgeons, Chicago, Illinois, USA

Background/Context/Inquiry Question: The Society for Academic Continuing Medical Education (SACME) listserv has been a central communication platform for CME leaders and practitioners over the past two decades. Familiar to all SACME members, it represents a living archive of collective reflection, problem-solving, and professional dialogue. This study asks: How have the themes of discussion within the SACME listserv evolved from 2004 to 2025, and what does this reveal about the trajectory of academic CME/CPD?

Reference to Current Literature/Perspective on the Topic: The CME/CPD literature frequently emphasizes compliance with standards, integration with quality improvement, interprofessional collaboration, and adaptation to changing healthcare systems. Yet, little work has systematically examined how professionals themselves construct and evolve their priorities through peer dialogue over time. The SACME listserv offers a rare, longitudinal window into these processes, complementing published scholarship with real-world, practice-based discourse.

Possible Theoretical Framework(s): This project is framed by thematic analysis within a community of practice lens. The SACME listserv is conceptualized as a professional community engaged in shared meaning-making, where evolving discourse reflects shifts in identity, roles, and external pressures. Thematic analysis provides a rigorous yet flexible method to identify recurring and emergent patterns in this evolving dialogue.

Possible Methods: The dataset comprises SACME listserv postings spanning 2004-2025. A preliminary inductive thematic analysis was conducted using NVivo software for coding and clustering, supplemented by Google Gemini corporate license tools for AI-assisted pattern recognition. Coding of post titles was used to identify overarching themes and long-term shifts in discourse. This study has received preliminary approval from SACME leadership; pending further SACME and IRB approval, subsequent phases will involve deeper coding, member-checking, and collaborative interpretation. We invite all SACME members to join this project as co-researchers and co-authors, particularly in the critical task of auditing and improving AI-generated findings.

Potential Impact/Relevance to the advancement of the field of CPD/CE: By mapping the evolution of concerns, priorities, and innovations over 21 years, this work provides a unique historical and forward-looking lens on CME/CPD. The findings can help current and future CME/CPD leaders understand how their community adapts to regulatory, technological, and societal shifts. Thematic insights may inform strategic planning for SACME and similar organizations, offering guidance on sustaining relevance, equity, and innovation in CPD/CE.

Preliminary Findings (if any): Preliminary results indicate that SACME discourse has moved through distinct thematic eras:

• Early years (2004-2010): Focus on compliance, funding, and independence from industry.
• Mid years (2011-2019): Integration with quality improvement, interprofessional education, and institutional alignment.
• Recent years (2020-2025): Pandemic-driven adaptation, equity and well-being initiatives, and growing attention to AI, technology, social media, dashboards, and rapid-feedback systems.

Across all eras, operational issues (e.g., accreditation reporting, HIPAA, confidentiality) persist, underscoring enduring challenges of CME/CPD practice. Thematically, the discourse reflects a profession moving from compliance ? scholarship ? intelligence, positioning SACME to lead in the next era of AI-enabled and equity-focused CME/CPD.

These findings are exploratory and preliminary, derived with NVivo and Google Gemini support. Pending Board and IRB approval, the next phase will expand the analysis and open authorship to interested SACME members.

B3-03: Empowering the Frontline: Developing Targeted Training for Decentralized RSS Activity Coordinators

Anahit Abrahamyan, MPC, University of Mississippi Medical Center, MS, USA, Vickie Skinner, DHA, CHCP, University of Mississippi Medical Center, MS, USA

Background/Context/Inquiry Question: Regularly Scheduled Series (RSS) activity coordinators play a vital role in ensuring the quality and compliance of accredited continuing education. Despite the Division of Continuing Health Professional Education (CHPE) offering annual training and open labs, a revolving door of new coordinators and inconsistent utilization of available resources continue to result in avoidable errors and inefficiencies. Most RSS activity coordinators serve in varied roles such as administrators, faculty, and clinicians across four hospitals, seven schools, and numerous departments within the School of Medicine, and dedicate less than 10% of their workload to RSS oversight. This structure limits our ability to address staff attrition directly. Therefore, this project focuses on the areas within our sphere of influence: training, mentoring, and ongoing support.

Persistent gaps in these areas contribute to recurring challenges with meeting timelines, managing documentation, and maintaining consistency in RSS implementation. The aim of this project is to identify the root causes of these inefficiencies and errors and to design targeted training that enhances performance, strengthens coordination, and upholds the integrity of the RSS process.

Theoretical Framework(s): This project was guided by Kern’s Six-Step Approach to Curriculum Development, which provided a structured framework for identifying needs, setting goals, designing educational strategies, and evaluating outcomes. Two additional frameworks informed key elements of the project:

Knowles – Adult Learning Theory shaped the training approach. This theory emphasizes that adult learners are self-directed, bring valuable prior experience, and are motivated by learning that is practical and relevant. Because RSS activity coordinators balanced real-time responsibilities, the training was problem-centered and immediately applicable to their roles.

Kirkpatrick – Training Evaluation Model guided the assessment of the training’s effectiveness at two levels:

• Reaction – How participants perceived and responded to the training experience
• Learning – Gains in knowledge and confidence, measured through pre- and post-training surveys

While deeper evaluation at the behavior and results levels was outside the scope of this project, the use of Levels 1 and 2 provided important insights into the training’s immediate impact and informed potential future improvements.

Methods: Using Kern’s Six-Step Approach and a developmental evaluation design, 70 RSS coordinators were invited to participate in a needs assessment, with 36 respondents. Findings informed a 1.5-hour in-person training using adult learning principles (Knowles) and interactive skill-building activities. Effectiveness was evaluated with Kirkpatrick’s Model at two levels: Reaction and Learning. Pre- and post-training surveys were analyzed with descriptive statistics and paired t-tests (p = 0.05).

Results/Findings: Of the 27 participants of the training who completed the pre-test, 21 also completed the post-test. Using a significance threshold of p = 0.05, we found strong evidence of improvement in participants’ self-reported confidence/knowledge for the first three questions. Specifically, Q1: How knowledgeable are you with the accreditation requirements behind the Regular Scheduled Series (RSS) process (e.g., conflict of interest (COI) management, educational objectives, attendance tracking) (p < 0.001), Q2: How knowledgeable are you about the RSS process (p = 0.001), and Q3: How confident are you in carrying out your RSS responsibilities (p = 0.001) each showed statistically significant shifts toward higher post-test ratings.

For the knowledge-based items (Q4-Q11), significant gains were observed for Q4: What is the requested timeline to submit your RSS session to Continuing Health Professional Education (CHPE) for review (p = 0.020) and Q7: If you search for your speaker in CE Central and can’t find them, what should you do (p < 0.001). The remaining questions did not reach statistical significance (all p > 0.05); however, most displayed positive shifts in correct responses. These findings suggest that while participants achieved measurable improvements in both confidence and knowledge in key areas, additional reinforcement may be needed. Importantly, results highlight the feasibility of targeted training in improving RSS coordination.

Discussion: The training successfully addressed gaps identified in the needs assessment, with pre- and post-training surveys showing measurable gains in participants’ knowledge and confidence. Participants reported high satisfaction with the problem-centered, practical approach, indicating that adult learning principles enhanced engagement and applicability. These results suggest that structured, targeted CPD interventions can effectively support professional growth even among staff with demanding, real-time responsibilities. Lessons learned include the value of tailoring content to participants’ roles, using interactive learning strategies, and integrating systematic evaluation to inform continuous improvement. This project demonstrates a model that can be adapted for other CPD initiatives to strengthen workforce competence and engagement.

Limitations: Several limitations should be considered when interpreting the results of this project. First, participation in the training and completion of the pre- and post-surveys was voluntary, which may introduce self-selection bias and limit generalizability. Second, the evaluation focused on immediate outcomes (Kirkpatrick Levels 1 and 2) and did not measure longer-term changes in behavior or organizational results. Third, the sample size was limited to the RSS coordinators who were available during the training session, which may affect statistical power. Finally, while the training was designed to be highly applicable, variations in individual work environments could influence how participants implement new knowledge and skills.

Impact/Relevance to the advancement of the field of CPD/CE: This project demonstrates how a structured, needs-based training intervention can enhance the effectiveness of CPD by improving knowledge, confidence, and engagement among healthcare support staff. By applying adult learning principles, interactive strategies, and systematic evaluation, it provides a replicable model for designing targeted CPD activities that address real-world gaps. The results highlight the importance of tailoring educational interventions to learners’ roles and responsibilities, reinforcing the value of evidence-based CPD in promoting professional growth, competency, and workforce readiness. This approach contributes to advancing the field by offering a practical example of how CPD can be both inclusive and impactful across diverse healthcare teams.

B3-04: Building Capacity for Continuing Education Research: Development of a CE Research Toolkit

Deema Al-Sheikhly, Weill Cornell Medicine-Qatar, Doha, Qatar, Phyllis Navti, Weill Cornell Medicine-Qatar, Doha, Qatar, Laudy Mattar, Weill Cornell Medicine-Qatar, Doha, Qatar, Carol Pizzuti, University of Melbourne, Melbourne, Australia

Purpose/Problem Statement: Continuing education (CE) improves healthcare professionals’ competence and performance, and ultimately patient outcomes. The need to identify effective CE strategies and suitable approaches for achieving the desired outcomes underscores the pressing need for extensive research to identify and optimize these methods, ensuring lifelong learners receive the most beneficial and impactful educational experiences. Despite all this, the accredited CE community is not sufficiently engaged in CE research. We created a toolkit to support the CE community with conducting CE research.

Approaches: We began the work by creating a two-hour hands-on workshop titled “Facing Your Fears: Tips and Tools to Start Your CE Research Journey”. We included a framework and useful resources. We surveyed participants 5 months post workshop and analyzed the feedback. We then implemented a second workshop on “Designing and Executing Surveys for Measuring the Success and Effectiveness of CE Activities”. We identified a need to develop more resources such as a “CE Research Toolkit”. Hence, through the Accreditation Council for Continuing Medical Education (ACCME), we lead a working group to achieve this. The process included sending out a survey to the wider CE community, pitching our idea at the ACCME meeting, getting further feedback and recruiting additional members to the working group. The group met several times via Zoom to develop the toolkit, which was then launched at the ACCME 2025.

Findings: Our experience underscored the importance of using a systematic, needs-based approach to develop resources that effectively address gaps within the CE community. By building upon data gathered from workshops, surveys, and stakeholder feedback, we ensured that the toolkit was grounded in real-world needs and practical challenges faced by CE professionals. Engaging a diverse group of stakeholders that included CE providers, researchers, and accrediting bodies, proved critical in shaping the toolkit’s structure, content, and usability. This collaborative, iterative process not only enhanced the quality and relevance of the final product but also fostered a sense of shared ownership and community engagement. Ultimately, the project demonstrated that structured collaboration and continuous feedback loops are essential for creating sustainable resources that advance CE research capacity and impact across the community.

Discussion: The development of the CE Research Toolkit revealed both challenges and facilitators inherent in building capacity for CE research. Key barriers included limited time and resources, varying levels of research expertise, and uncertainty about how to initiate and sustain research projects within their contexts. Facilitators included strong leadership support from the ACCME, enthusiasm from the CE community to advance scholarly work, and the collaborative structure of the working group, which promoted knowledge sharing and accountability. Our experience emphasized that creating change in CE research practice requires intentional engagement strategies and practical, accessible tools that empower professionals to take the first step. The iterative, community-driven approach we adopted not only produced a resource that met identified needs but also strengthened connections across the CE network. Moving forward, sustaining momentum will depend on continued collaboration, mentoring, and institutional commitment to fostering a culture of inquiry and evidence-based practice within CE.

Impact/Relevance to the advancement of the field of CPD/CE: This initiative demonstrates how a structured, collaborative, and needs-driven approach can strengthen CE research capacity and promote evidence-informed practice. By empowering professionals with accessible tools and shared learning, the project advances the field’s ability to evaluate and improve the impact of CE on healthcare outcomes.

C1-01: The Impact of Artificial Intelligence on Simulation Debriefing for Opioid Overdose Management: A Feasibility Study

Petal Abdool, Centre for Addiction and Mental Health, Toronto, ON, Canada, Alexander Bahadur, University of Toronto, Toronto, ON, Canada, Rachel Antinucci, Centre for Addiction and Mental Health, Toronto, ON, Canada, Fabienne Hargreaves, Centre for Addiction and Mental Health, Toronto, ON, Canada, Latika Nirula, Unity Health, Toronto, ON, Canada, Sanjeev Sockalingam, Centre for Addiction and Mental Health, Toronto, ON, Canada

Background/Context/Inquiry Question: Opioid overdose remains a critical public health crisis that requires effective training for frontline healthcare providers to manage. Simulation-based psychiatric medical education bridges the gap between learned theory and clinical practice, and is widely recognized for improving clinical skills. A crucial aspect of simulation-based psychiatric medical education is the debriefing process, as this is where much of the learning is consolidated. However, the optimal method of debriefing in these scenarios remains unclear. The development of generative artificial intelligence (gAI) technology provides an opportunity to enhance the availability and accessibility of evidence-based debriefing processes, by integrating key debriefing concepts into an interactive technology platform. Our study will evaluate the feasibility of gAI-led debriefing, compared to current commonly used debriefing approaches of preceptor-led debriefing and self-debriefing, for a computer desktop simulation of opioid overdose management.

Reference to Current Literature/Perspective on the Topic: The opioid crisis continues to challenge healthcare systems globally, yet formal training in overdose response remains limited. Simulation-based education has demonstrated its value in improving clinical preparedness, but scalable and accessible debriefing solutions are needed to extend its reach and impact.

Possible Theoretical Framework(s): Established standards for debriefing include using facilitators who are familiar with the simulation in a safe and supportive learning environment, and having theoretically informed debriefs. Current theoretical frameworks for debriefing include the Promoting Excellence and Reflective Learning in Simulation (PEARLS) framework. Current debriefing practices often occur via human facilitator-led debriefs and via individual self-debriefs. The use of gAI to enhance debriefing for simulation-based psychiatric medical education has the potential to improve the availability and accessibility of simulation technology across the globe. The development of gAI-led debriefing software can integrate the concepts of facilitator-led debriefing and self-debriefing, to allow for an evidence based, interactive, technology assisted debriefing experience.

Possible Methods: All participants will take part in a standardized pre-brief and orientation to the computer desktop simulation-based opioid overdose training. Following the scenario, they will be randomly assigned to one of three debriefing conditions: preceptor-led debriefing facilitated by an experienced instructor, self-debriefing using structured prompts, or gAI-led debriefing through an AI-driven platform offering personalized feedback.

Potential Impact/Relevance to the advancement of the field of CPD/CE: This study is the first to explore gAI-led debriefing in simulation-based psychiatric education. The development of this technology has the potential to expand access to high-quality simulation training not only locally in Toronto, but across the province, country, and globally. By enabling remote delivery of effective debriefing practices, gAI can help address geographic and resource-based inequities in medical education. Furthermore, the platform’s adaptability allows for broader application across medical specialties, supporting the advancement of simulation-based CPD and CME. This work aligns with the theme CPD for All by promoting equitable access to innovative learning tools and reaffirming the commitment to inclusive, learner-centered education.

Preliminary Findings (if any): The gAI-led debriefing platform has been developed, and pilot sessions are scheduled for November 2025.

C1-02: Training a Specialized Generative AI tool to Generate and Review Learning Objectives for Accredited Continuing Professional Development

Ashley D’Amour, NOSM University, Sudbury, Ontario, Canada, Mathieu Litalien, NOSM University, Sudbury, Ontario, Canada

Purpose/Problem Statement: ChatGPT is among the most widely used AI tools for generating text content and providing feedback in a conversational style. While it has the potential to significantly reduce administrative workload, the output quality is dependent on the quality and specificity of the training materials. In a context where the desired outputs must meet specific accreditation standards, and users have variable experience with AI tools, ease of use and reliable outputs are high priorities.

Approaches: The CPD office created a ChatGPT instance to generate and review learning objectives in a Canadian CPD context. Training materials included CFPC/RCPSC accreditation standards, the CanMEDS framework, Bloom’s taxonomy, and office-created tip sheets. The Learning Objective Specialist (LOS) is free to use and is highlighted and provided through a link on the office’s program development page. Program coordinators use the LOS in their own day-to-day work and share it with planning committees they support.

Findings: To date the LOS has recorded 700+ conversations. The LOS drafts learning objectives at the program and session level. Each learning objective includes an associated Bloom classification, CanMEDs role(s), and key competencies. Drafted content is reviewed and refined by planning committees and/or speakers. More specific prompts (e.g., gaps, target audience) promote further tailoring. The LOS also reviews existing learning objectives, and makes suggested revisions to align with standards and best practices. Each recommendation includes a rationale for the change.

Discussion: Context-specific training content leads to more consistent, higher-quality outputs in both generating and reviewing tasks. Coordinators report time-saving and consistency as the biggest benefits, allowing them to provide additional support and facilitating better adherence to accreditation standards/processes. The LOS eases the administrative burden of drafting objectives, allowing committees to focus on refinement based on subject expertise.

Impact/Relevance to the advancement of the field of CPD/CE: Because standards and expectations are typically quite uniform over a large jurisdiction (e.g., Canada, the United States), tools like the Learning Objective Specialist can be easily shared and do not need to be duplicated. Other CPD offices across Canada have also adopted this tool and promote it to their stakeholders. Additional use cases include drafting session descriptions and summarizing accreditation processes.

C1-03: Facilitating the Implementation of Equity, Diversity and Inclusion (EDI) Principles in CPD using Artificial Intelligence (AI)

Branka Agic, Centre for Addiction and Mental Health, Toronto, ON, Canada, Zhengbang Yao, Centre for Addiction and Mental Health, Toronto, ON, Canada, Mu He, Centre for Addiction and Mental Health, Toronto, ON, Canada, Kayle Donner, Centre for Addiction and Mental Health, Toronto, ON, Canada, Asha Maharaj, Centre for Addiction and Mental Health, Toronto, ON, Canada, Holly Harris, Centre for Addiction and Mental Health, Toronto, ON, Canada, Sanjeev Sockalingam, Centre for Addiction and Mental Health, Toronto, ON, Canada, Petal Abdool, Centre for Addiction and Mental Health, Toronto, ON, Canada, Eshana Ghuman, University of Toronto, Toronto, ON, Canada

Background/Context/Inquiry Question: To equip health professionals with the knowledge, skills and attitudes required to meet the needs of diverse populations, reduce health inequities, and advance population health, continuing professional development (CPD) programs need to integrate equity, diversity, and inclusion (EDI) considerations into their development and delivery.

While generative artificial intelligence (AI) holds significant potential to innovate in the planning, design, and delivery of CPD, it may also inadvertently reinforce or create inequities by amplifying biases and stereotypes present in training data, potentially leading to disparities in access, quality, and outcomes of care. This project aims to develop, test, and evaluate an AI agent capable of analyzing training materials, particularly case studies and scenarios, through an EDI lens and providing preliminary recommendations for improvement.

This project aims to answer the following questions:

1. How can generative AI be used to help integrate EDI principles in CPD programs?
2. What are the benefits and limitations of implementing an AI agent?
3. And how can these limitations be mitigated?

Reference to Current Literature/Perspective on the Topic: Generative AI has tremendous potential to transform CPD by enabling personalized learning, supporting curriculum development, and offering interactive simulations that better prepare healthcare professionals for real-world practice. However, research shows that generative AI may also perpetuate or exacerbate inequities due to biases embedded in algorithms—either through training datasets that are non-representative of the population diversity or structural limitations in model architecture.

Possible Theoretical Framework(s): This project is grounded in the Health Equity and Inclusion (HEI) Framework for Education and Training, an evidence-based approach to embedding an equity lens into the planning, development, and delivery of CPD. The HEI Framework is structured around the ADDIE (Analyze, Design, Develop, Implement, Evaluate) model of instructional design, offering a systematic approach that is applicable to online, blended, and in-person training.

Possible Methods: An AI agent prototype was developed on the DIFY platform using OpenAI GPT models and refined by EDI, CPD, and AI experts through an iterative prompt-engineering process using XML tags. The prototype will be tested and evaluated with 10–15 CPD educators using a mixed-methods design. Participants will provide quantitative ratings of AI-generated outputs using an HEI-based checklist and provide qualitative feedback via a survey after interacting with the agent on scenarios from their own professional experience. The integrated findings, analyzed descriptively and thematically, will guide the next cycle of the agent’s refinement.

Potential Impact/Relevance to the advancement of the field of CPD/CE: CPD plays a critical role in advancing equitable and quality care, and contributing to system-level change. This project will demonstrate the feasibility of a specialized AI agent in translating the evidence-based EDI framework into actionable feedback. By providing an innovative, scalable, and replicable approach to addressing equity gaps in CPD instructional design, this initiative stands to make a significant contribution to the advancement of CPD.

Preliminary Findings (if any): Preliminary findings suggest that the AI agent is capable of identifying potential equity-related gaps in training materials and generating actionable recommendations for improvement. The prototype is currently undergoing iterative refinement, with formal evaluation scheduled to begin in November.

C1-05: Talking Through Training: Utilizing Self-Regulated Learning and Self-Explanation to Improve Interpersonal and Communication Skills with PICME

Nolan Chilson, Professional Renewal Center® Wales Behavioral Assessment, Lawrence, KS, USA, Nathaniel Williams, Professional Renewal Center® Wales Behavioral Assessment, Lawrence, KS, USA, Michael Williams, Professional Renewal Center® Wales Behavioral Assessment, Lawrence, KS, USA, Betsy White Williams, Professional Renewal Center® Wales Behavioral Assessment, Lawrence, KS, USA, Miranda McDaniel, Professional Renewal Center® Wales Behavioral Assessment, Lawrence, KS, USA

Background/Context/Inquiry Question: Interpersonal and communication skills, which ABMS and CanMeds recognize as core competencies, are associated with improved teamwork and improved patient outcomes. Good communication is necessary for the delivery of high-quality medical care. Not only must professionals communicate with patients, but also with other professionals who are part of the treatment team. There are various methods to assess and teach interpersonal and communication skills. Some of the issues associated with determining the effectiveness of teaching efforts include differences in activity focus, different methods of delivery, and different ways of determining outcomes. In this work, we report on the development and efficacy of a Performance Improvement (PICME), focused on interpersonal and communication skills that utilizes Self-Explanation theory, Self-Regulated Learning–Microanalytic Assessment and Training (SRL-MAT), and clinical case-based vignettes. 

Reference to Current Literature/Perspective on the Topic:
https://doi.org/10.1016/j.hpe.2015.11.005
https://doi.org/10.1111/medu.12623
https://doi.org/10.1186/s12909-019-1638-3
https://doi.org/10.1097/ACM.0b013e31820dc384
https://doi.org/10.4103/1357-6283.112796
https://doi.org/10.1002/chp.21131
https://doi.org/10.36834/cmej.71908
https://doi.org/10.1007/s40596-016-0604-1

Full references got cut off, so only included the DOI’s. Please email me if you would like the full document list of the APA style references.

Possible Theoretical Framework(s): Self-explanation (SE), which has only recently been used in medical education, is a learning technique in which students explain to themselves aspects of the material to be learned for the purpose of improving their understanding. It is an active learning technique that promotes knowledge development and revision of mental representations through elaboration on new information, organization, and integration of new knowledge into existing cognitive structures, and monitoring of the learning process. SRL-MAT involves asking a series of temporally sequenced questions about specific regulatory processes. Both approaches lend themselves well to a PICME intervention.

Possible Methods: These learning methods have been implemented to augment our current practice of using interactive vignettes and role-playing of structured mnemonic techniques designed to promote assertive communication. The activity is delivered as a virtual live activity with sessions occurring over several months. Knowledge skill gap assessment (Stage A) elements include a 30-minute semi-structured interview, collateral data when available, and self-report data. These data inform participants’ baseline knowledge/skill gaps and comfort level in communicating with various stakeholders (staff, patients, colleagues, etc.). Education intervention (Stage B) activities include short didactic sessions and engagement with case vignettes. Vignettes are selected to mirror the situation the learner self-reported as challenging. Participants are asked to reflect on and discuss what they are trying to accomplish, the rationale and approach they would take in their communication, and then engage in the communication. At the end of the session, they are provided with feedback on the process and ways to improve. Reassessment activities (Stage C) include a semi-structured interview, engagement in vignettes, a debrief about progress made, and self-report data collection.

Potential Impact/Relevance to the advancement of the field of CPD/CE: The goals are to combine these different approaches to enhance the learning experiences of activity participants. Enhancing metacognitive skills has broad benefits for learners across the educational continuum. Evaluating the efficacy of this approach has implications for the design and implementation of future CPD/CME activities.

Preliminary Findings (if any): N/A

C1-06: The Power of We: A Learning Collaborative Approach to Quality Improvement

Jasleen K. Chahal, PhD, The France Foundation, Old Lyme, CT, USA, Aliene Cantelmi, MFA, The France Foundation, Old Lyme, CT, USA, Rosemary Motz, MPH, MA, RDN, Weitzman Institute, Moses/Weitzman Health System, Middletown, CT, USA

Background/Context/Inquiry Question: Community health care providers continue to face persistent challenges in delivering coordinated, evidence-based care for patients with overweight and obesity. This presentation will highlight how QI methodology in conjunction with CE/CPD can improve both system- and provider-level workflow/process changes. Presenters will share key findings from the QI learning collaborative, tools, and lessons learned from the 18-month program, demonstrating how CE/CPD can drive improvement in clinical processes and outcomes.

Theoretical Framework(s): The approach aligned with the Institute for Healthcare Improvement (IHI) Model for Improvement, Plan-Do-Study-Act (PDSA) cycle methodology, and root cause analysis conducted using Ishikawa (fishbone) diagram. The educational design was based on existing literature on the impact of learning collaboratives in CE.

Methods: This initiative employed a mixed-methods QI design that integrated CE, structured QI coaching, and longitudinal outcomes measurement (baseline, midpoint, program completion, and long-term follow-up) to improve workflows and care processes in Federally Qualified Health Centers (FQHCs). FQHCs were recruited via targeted email invitations to complete an application to be selected as participants. Participation was voluntary, and data were de-identified at the clinic level for reporting. The initiative was designed as a QI activity, and WI determined IRB review was not required, though individual clinics could seek internal review as needed. Traditional Moore’s level 1-4 outcomes, as well as quantitative/qualitative data from learning collaborative activities and assessments, were evaluated.

Results/Findings: Detailed results of the QI intervention will be presented. The HRSA measure for obesity diagnosis was used to place clinics into cohorts at baseline. The QI intervention significantly (P<0.05) improved (0.4 -0.98 on 5-point Likert scale) clinical team confidence/competence for all cohorts and shifted provider perceptions of measuring success in obesity management. QI coaching also led to refined QI goals from process mapping, identified considerations/potential barriers for implementation, explored root cause analysis, and provided valuable information on early adoption of improvements in process/workflow and team communication.

Discussion: This project exemplified how collaborating across different health systems and between CE organizations can affirm the importance of CE and QI coaching as a successful approach to facilitating and measuring changes to practice. Results of this initiative highlighted the value of QI coaching and the learning collaborative for learners and scalability across participant health systems.

Limitations: Since this wasn’t a randomized study, one would have to consider selection bias as a limitation of the initiative. Clinics self-selected to apply for participating in the learning collaborative and QI initiative, perhaps self-selecting due to a readiness to make changes. Therefore, the results of this initiative may not be generalizable to other clinic teams or health systems. Additionally, results indicated a need to continue QI coaching well into the implementation phase of the project, to support learners with the changes, while also gaining additional insights from ongoing clinical implementation and dissemination to other clinic sites.

Impact/Relevance to the advancement of the field of CPD/CE: This initiative shows how the intentional integration of QI methodology with CE/CPD can serve as a driver of continuous system improvement and transform knowledge/skills acquisition into measurable process changes in practice, particularly in resource-limited community health settings. It also reinforces the field’s ongoing commitment to designing education that is data-driven, outcomes-oriented, and aligned with healthcare quality goals, thus positioning QI-integrated CE/CPD as a catalyst for meaningful clinical impact and sustainable improvement in patient care.

C2-01: Creating a Community of Planners

Albert Jochen, MD, Medical College of Wisconsin, Milwaukee, Wisconsin, Angela Parish, Medical College of Wisconsin, Milwaukee, Wisconsin, Linda Caples, Medical College of Wisconsin, Milwaukee, Wisconsin

Background/Context/Purpose: Planners play a vital role in shaping meaningful CME/CPD programming, but often work in silos without consistent opportunities to connect, share, or collaborate. Recognizing this gap, an inclusive community of planners was formed to bring together professionals from across roles—CME/CPD coordinators, event planners, and support staff—to exchange resources, spark new ideas, and build confidence in their work. Originally it did just start as a plan for just CME/CPD coordinators but after having some interest from those outside this field and having personally gained vital feedback and assistance from a research planner I saw the benefit to go reach outside the network. The purpose of this initiative is to create a supportive, collaborative space where planners can learn from each other and strengthen the overall quality of CME/CPD programming. Through group chats, Lunch and Learns, a shared resource drive, and off-site tours, the community empowers its 89 members to connect, share, and grow together—ultimately reaffirming our collective commitment to delivering impactful professional development.

Theoretical/Conceptual Framework(s): Community of Practice Theory: people learn best when they come together around a shared domain, engage in regular interaction, and build a shared resource base. The group chat, Lunch and Learns, shared drive, and tours are all practical ways of creating a “community of practice” where planners learn from and with each other.

Methods: Group chat, lunch and learn sessions, OneDrive, off-site tours.

Results/Findings: The community has grown to 89 active members new members are added almost monthly as people find out about the group, representing a wide range of planning roles. Participation in the group chat has fostered timely peer-to-peer problem solving and strengthened connections among planners who previously worked in silos. Lunch and Learn and off-site tours have provided opportunities for professional growth, with members reporting practical takeaways they were able to apply directly to their own programming. The shared OneDrive repository has become a central hub for documents, so even if a member is not able to attend programming they can still gain access to the information. Additionally members are beginning to add documents when they attend programs themselves that are not hosted from the group but relate to events. Overall, members have expressed increased confidence in their planning roles, stronger professional networks, and a renewed sense of commitment to high-quality programs. The success of this initiative highlights the value of community in this field.

Discussion: This initiative demonstrates that creating an inclusive, grassroots community of planners can meaningfully strengthen CME/CPD. By breaking down silos and offering practical avenues for collaboration, the group not only improved resource sharing and efficiency but also fostered professional growth and connection across diverse planning roles.

The model highlights that “CPD for All” is not limited to educators or coordinators with CME/CPD titles—every planner contributes to the design, logistics, and impact of educational programming. As such, reaffirming our collective commitment to CME/CPD means valuing all voices, creating intentional spaces for exchange, and building supportive networks that sustain and elevate the field.

The success of this community suggests that similar approaches could be replicated across institutions or regions to advance collaboration, reduce duplication, and ensure that CME/CPD remains accessible, sustainable, and impactful.

Impact/Relevance to the advancement of the field of CPD/CE: This group shows how much stronger CME/CPD can be when all types of planners are included and supported. By giving planners a place to connect, swap ideas, and share resources, we cut down on duplicated work and make it easier to build creative, high-quality programs.

The impact goes beyond just helping individual members—it raises the level of everyone’s work and strengthens CME/CPD as a whole. When planners feel connected and confident, the programs they design are more engaging, sustainable, and meaningful. This community is a simple but powerful model that could easily be adapted in other places to keep pushing the field of CPD/CE forward.

C2-02: Developing CME/CPD for the Future: Younger Physicians’ Learning Preferences

Deborah Samuel, Society for Academic Emergency Medicine, Des Plaines, IL, USA, Suzanne Ziemnik, American Society for Clinical Pathology, Chicago, IL, USA, Anne Grupe, American Society of Clinical Oncology, Alexandria, VA, USA, Devon Cortright, American Society for Clinical Pathology, Chicago, IL, USA, Vince Loffredo, American Society of Anesthesiologists, Schaumburg, IL, USA, Alisa Nagler, American College of Surgeons, Chicago, IL, USA, Damon Marquis, Education Consultant, North Aurora, IL, USA

Background/Context/Inquiry Question: Understanding younger physicians’ preferences is essential for creating relevant, high-impact education, and CME/CPD organizations must respond by evolving their educational programs to effectively engage the next generation of physicians to remain viable. This study explored learning preferences of physicians aged 45 and younger and focused on how those preferences might shift based on the educational purpose or format. Moreover, our study findings can inform organizational decisions regarding the evolution of educational portfolios with the intent of attracting and retaining engagement from younger members.

Theoretical Framework(s): This study is grounded in a theoretical framework that integrates Generational Cohort Theory with adult education principles. This theory posits that younger physicians possess distinct learning attitudes and preferences shaped by their immersion in digital and socially connected environments. This generational perspective is further specified by Adult Learning Theory, which frames physician learners as self-directed, goal-oriented, and motivated by education that is immediately relevant and problem-centered. We hypothesize that younger cohorts, while still adhering to these core principles, seek to fulfill them through different modalities than their predecessors. Finally, we incorporate tenets of Self-Determination Theory to explain motivational drivers behind format preferences. This theory suggests that engagement is highest when education satisfies psychological needs for autonomy, competence, and relatedness. Together, this framework allows for a nuanced analysis of why certain educational purposes and formats resonate with younger physicians, providing an evidence-based foundation for evolving CME/CPD programming.

Methods: A quantitative survey was disseminated electronically through the Council of Medical Specialty Societies (CMSS). Representing various disciplines, CMSS member organizations were asked to distribute the survey to 350 U.S. physician members, which allowed for an approximate 15% response rate; results were analyzed.

Results/Findings: 32 of 54 CMSS member societies (59%) distributed the survey, and 548 physicians responded. The desired representative sample (N=384) to achieve a confidence level of 95% with 5% margin of error was exceeded.

Discussion: Our study offers insights into how CME/CPD organizations may adapt their educational programs to meet younger physicians’ preferences in the future. Annual/large, in-person meetings are primarily valued for networking and social engagement, while online and audio-based formats are preferred for earning CME credit and learning. Also, respondents favor smaller, in-person workshops and skills labs for hands-on learning. Notably, younger physicians place minimal importance on faculty prestige or organizational affiliation when selecting educational activities, and there is a strong preference for CME/MOC credit designation.

Limitations: While our study achieved the desired representative sample and a confidence level of 95%, it included 20 respondents over 45 years of age, and there were no responses from members of five participating societies. Also, response rates from participating societies were not balanced, as nearly 15% of responses represented members from one organization.

Impact/Relevance to the advancement of the field of CPD/CE: Findings reaffirm prior research and reveal critical implications for CME/CPD providers, challenging traditional assumptions and underscoring the importance of aligning educational offerings to younger physicians’ learning preferences. Cost, convenience, and the ability to earn CME/MOC credit are important factors when younger physicians want to learn, and networking is essential for in-person activities.

C2-03: General Practitioner Engagement with Continuing Professional Development: A Scoping Review

Lisa Sullivan, Flinders University, South Australia, Australia, Svetlana King, Flinders University, South Australia, Australia, Raechel Demarell, Flinders University, South Australia, Australia, Wendy Hu, Western Sydney University, New South Wales, Australia

Background/Context/Inquiry Question: Continuing Professional Development (CPD) is a cornerstone of lifelong learning for General Practitioners (GPs)/Family Physicians, supporting the delivery of safe, effective, and contemporary care. In many health systems, CPD is mandated through credit-based frameworks that aim to standardise participation but may inadvertently promote compliance-driven behaviours. These systems often fail to reflect individual learning needs or practice gaps, raising concerns about the meaningfulness and impact of CPD engagement. We aimed to investigate how GPs engage with CPD by asking the following research questions: “What influences GP motivation to engage in CPD and their choice of CPD activities? What activities do they perceive valuable?”

Reference to Current Literature/Perspective on the Topic: Recent literature highlights a disconnect between mandated CPD requirements and the realities of clinical practice. Studies suggest that CPD activities frequently lack integration with adult learning principles and reflective practice, thereby limiting their effectiveness in improving clinical outcomes. Additionally, GPs often report frustration with CPD, finding it irrelevant or superficial, particularly when it fails to address the complexities of general practice. Consequently, there is a growing demand for outcomes-focused CPD models that support reflective practice and are tailored to individual learning needs.

Possible Theoretical Framework(s): This review utilises three theoretical frameworks to explore the multifaceted nature of CPD engagement. Self-Determination Theory (SDT) will aid in examining the role of intrinsic and extrinsic motivation in shaping CPD participation. Self-Regulated Learning (SRL) theory will provide insight into how GPs identify learning needs, set goals, and evaluate their progress, emphasising autonomy and metacognitive strategies. Situativity Theory will aid in understanding how learning is shaped by the interaction between individuals and their environments, including organisational structures, available resources, and contextual affordances. Together, these frameworks will support the development of a conceptual model illustrating how motivation, self-regulation, and context interact to shape meaningful CPD participation.

Possible Methods: The review will follow the JBI methodological framework and be reported in accordance with PRISMA-ScR guidelines. It will include empirical studies (quantitative, qualitative, and mixed methods) published from 2010 onwards, focusing on GPs in primary care settings underpinned by formal CPD systems. Studies will be sourced from Embase (Ovid), ERIC, Scopus, Informit, and APA PsycINFO databases plus grey literature. Data will be charted using a standardised form, analysed through descriptive statistics and qualitative content analysis, with NVivo used to manage thematic coding, with findings mapped against the selected theoretical frameworks.

Potential Impact/Relevance to the advancement of the field of CPD/CE: This review will provide a comprehensive literature synthesis of GPs’ engagement with CPD, the factors influencing their choices, and their perceptions of meaningful learning. By identifying gaps in the literature and highlighting the role of motivation, self-regulation, and context, the findings may inform the design of CPD programmes to strengthen alignment with practitioner needs and clinical realities. The review has the potential to guide educators, policymakers, and regulators in developing more effective, reflective, and sustainable CPD strategies, ultimately enhancing GP satisfaction, retention, and patient care.

Preliminary Findings (if any): The review is currently underway, and preliminary findings will be reported.

C2-04: Integration Through Simulation: Applying an Adaptive Expertise (AE) framework to a Simulation Bootcamp to teach Non-Technical Skills to Surgical Found

Petal Abdool, Centre for Addiction and Mental Health, Toronto, ON, Canada, Mark Wheatcroft, St Michael’s Hospital, Toronto, ON, Canada, Deanna Chaukos, University of Toronto, Toronto, ON, Canada, Elisa Greco, Unity Health, Toronto, ON, Canada, Alysha Nensi, Unity Health, Toronto, ON, Canada, Maria Mylopoulos, University of Toronto, Toronto, ON, Canada, Maria Louise Gamborg, Aarhus University, Aarhus, Denmark, Rachel Antinucci, Centre for Addiction and Mental Health, Toronto, ON, Canada, Alexandra Andric, Centre for Addiction and Mental Health, Toronto, ON, Canada, Jasmine Labana, Centre for Addiction and Mental Health, Toronto, ON, Canada, Fabienne Hargreaves, Centre for Addiction and Mental Health, Toronto, ON, Canada; Sanjeev Sockalingam, Centre for Addiction and Mental Health, Toronto, ON, Canada

Background/Context/Inquiry Question: Surgical Foundations (SF) residents must acquire both technical and non-technical skills (NTS) to become competent surgeons. Simulation-based training has proven effective in supporting NTS development by helping learners identify knowledge gaps, motivating essential learning, and promoting adaptive practices. The Adaptive Expertise (AE) theoretical framework describes how such practices enable physicians to navigate novel challenges and uncertainty in clinical settings. The NTS Bootcamp was designed to help SF residents develop NTS while fostering AE and reducing stress related to Entrustable Professional Activities (EPA) acquisition. The primary objective is to evaluate the role of simulation in supporting adaptive expert abilities in NTS skills in surgical foundation residents. The secondary objective is to evaluate the role of perspective exchange, a learning mechanism that supports AE, through the use of SPs and peer (LEAs) feedback, in combination with interdisciplinary debrief.

Theoretical Framework(s): In surgical education, AE requires integration of technical and non-technical competencies. One advantage of the AE framework is its flexibility; it does not prescribe pedagogy but allows for diverse learning mechanisms, including simulation. One means of achieving this is though perspective exchange, such as dealing with unexpected events in patient communication scenarios and then receiving SP feedback on performance. Integrating NTS with technical skills supports the development of AE and aligns with CanMEDS competencies.

Methods: An NTS Bootcamp was developed for PGY1 SF residents, featuring three AI-generated scenarios: handover technique, patient education/informed consent, and collaborative care. Residents worked in small groups, observed by a faculty surgeon and psychiatrist. Each session concluded with a co-facilitated interdisciplinary debrief. Pre- and post-training surveys, guided by Moore’s Outcome Evaluation Framework, were analyzed using descriptive statistics and paired sample t-tests in SPSS.

Results/Findings: Sixty-five SF residents participated in two bootcamp sessions in August 2025. Comparing pre and post scores, average gain in confidence on topics related to the learning objectives was 0.68, which is a 20% increase from baseline scores (n=46). All changes from pre-to-post were statistically significant. 98% of learners reported intention to make changes to their practice (n=51) and 94% of learners were satisfied/very satisfied with the training (n=52).

Discussion: Future directions include 3-month follow-up interviews to explore how residents apply AE cognition in simulation and practical settings. The bootcamp addresses critical gaps in EPA training and offers scalable resources for medical education. Its integration of wellbeing and resilience-building initiatives enhances learner support while advancing professional development. The interdisciplinary approach exemplifies a unified model for educational innovation.

Limitations: This training is currently limited to PGY1 Surgical Foundations residents, which may restrict generalizability to other specialties or training levels. Additionally, reliance on self-reported data may introduce bias, and further longitudinal evaluation is needed to assess sustained impact on clinical practice.

Impact/Relevance to the advancement of the field of CPD/CE: This bootcamp fosters adaptive expertise through evidence-informed simulation training. By integrating lived experience and psychiatric perspectives, it embeds social justice and anti-oppression principles. It contributes to the understanding of how simulation can deliberately cultivate AE in surgical education, supporting professional identity formation in a safe, collaborative environment.

C2-05: From Simulation to Practice: Strengthening Team-Based Pediatric Care Through Innovation

Virginia (Ginny) Riggall, DNP, RN, ACCNS-AG, CHSE, CPPS, The Permanente Medical Group, CA, USA, Nur-Ain Nadir, MD. MHPE. FACEP. TPMG Lead Physician – Simulation and Patient Safety Education for Regional Risk and Patient Safety Vice Chair of Faculty and Professional Development, Dept Emergency Medicine, The Permanente Medical Group, CA, USA, Vallerie Kolasinski, MPH, The Permanente Medical Group, CA, USA

Purpose/Problem Statement: Pediatric critical care emergencies are rare but potentially life-threatening events that can occur in any healthcare setting, including those without pediatric ICUs. Clinicians need to not only stabilize patients but also effectively communicate patient status updates and engage parents/families in the decision-making process. The latter is a critical need addressed by this course through the innovative inclusion of standardized patients (SP) in scripted family roles.

Approaches: To enhance realism and emotional engagement in this year’s PFCCS course, we integrated paid SPs into each scenario. This process was carefully planned and executed to ensure a meaningful experience for both learners and SPs. Specifically, the planning team developed standardized SP guides that included scenario context, character background, and motivational cues to support consistent and authentic portrayals. SPs were trained and learners were introduced to the idea of interacting with SPs prior to launch of the simulations. SPs were included in the debriefs and their experience was further surveyed.

Findings: Learners reported that the inclusion of SPs significantly improved the realism of the scenarios and deepened their understanding of the emotional and communicative aspects of pediatric emergency care. Patient actors provided valuable insights into how they perceived the care delivered to their simulated family member, highlighting the empathy, professionalism, and teamwork demonstrated by participants. These findings suggest that the course not only strengthens clinical competencies but also reinforces humanistic care values critical to care experience provided to patients and families.

Discussion: The integration of SPs into simulation-based CPD represents a meaningful advancement in experiential learning. By simulating both medical and emotional complexity, the course fosters a holistic approach to pediatric emergency preparedness. The interprofessional nature of the training ensures that all members of the care team are equipped to respond effectively and compassionately, regardless of their clinical setting or prior experience with pediatric emergencies.

Impact/Relevance to the advancement of the field of CPD/CE: This initiative reaffirms our commitment to inclusive, high-quality CPD by making pediatric emergency training accessible and emotionally resonant for a wide range of healthcare professionals. The PFCCS course serves as a model for how simulation can be leveraged to promote lifelong learning, interprofessional collaboration, and the integration of communication and interpersonal skills into clinical education. It aligns directly with the SACME 2026 theme, “CPD for All,” by demonstrating how thoughtful course design can extend the reach and relevance of CME/CPD across disciplines and care settings.

C2-06: Integrating eHealth Data Analytics into CPD: Insights from an Ecosystemic Perspective

Carol Pizzuti, The University of Melbourne, Melbourne, Australia

Background/Context/Inquiry Question: Continuing Professional Development (CPD) for medical practitioners is evolving, with increasing emphasis on integrating eHealth analytics to strengthen learning, professional growth, and self-reflection, and to ultimately drive positive practice change and improve patient outcomes. However, practical implementation of eHealth data analytics for CPD faces significant challenges within the complex, multi-stakeholder CPD ecosystem.

Theoretical Framework(s): The integration of eHealth data analytics in CPD practices has been examined through an ecosystemic lens, exploring the roles and interrelationships of key stakeholders in the CPD ecosystem i.e., the scholarly community, medical regulators, CPD providers, healthcare organizations, medical practitioners, and patients.

Methods: Insights were drawn from a multi-study project comprising: i) a scoping review with a consultation exercise with international experts and scholars to identify current practices and challenges; ii) a document analysis with interviews of medical regulators across several jurisdictions to examine medical regulatory policies and CPD compliance requirements; and iii) a policy implementation gap analysis with Australian specialist medical colleges as CPD providers.

Results/Findings:
Findings reveal a fragmented CPD ecosystem where the potential of eHealth data analytics is recognized but inconsistently conceptualized and operationalized.
Scholarly community
Academics highlight strong theoretical value yet limited practical application, with persistent ambiguity around performance data. Misalignment between research and practice stems from differing interpretations of feedback- versus patient-based data.
Medical regulators
Policies broadly define “data” and acknowledge eHealth analytics but remain advisory. Without clearer definitions and explicit policy intentions, integration will continue to depend on individual discretion. Regulators are positioned to lead by clarifying concepts, promoting transparency, and fostering cross-sector collaboration.
Healthcare organizations
Data quality, fragmentation, and interoperability issues, alongside legal and business constraints, limit engagement with eHealth analytics for CPD. Stronger partnerships with CPD providers are needed to overcome these barriers.
CPD providers and practitioners
Limited resources, weak evaluation mechanisms, and distrust of data analytics constrain implementation. Professional self-regulation reinforces autonomy and contributes to cautious adoption.
Patients and vendors
Patients’ perspectives and vendors’ roles remain largely absent, despite their potential to enhance reflective practice and system integration.
Overall, uncertainty, conceptual ambiguity, and fragmented infrastructure remain the main obstacles to embedding eHealth data analytics in CPD, highlighting the need for coherent

Discussion: Integrating eHealth data analytics into CPD offers a significant opportunity to link professional development with clinical practice. Yet, implementation remains challenging due to conceptual ambiguity, stakeholder diversity, and limited real-world evidence. Progress requires an ecosystemic approach grounded in collaboration, innovation, and evidence-based strategies. The active involvement of patients, practitioners, and healthcare teams is essential to ensure relevance and impact. Advancing this agenda demands further applied research to bridge theory and practice, clarify key concepts, and foster a cultural shift toward data-informed learning. Ultimately, the success of integrating eHealth data analytics into CPD will depend on sustained communication, trust, and shared accountability across the ecosystem.

Limitations: While providing comprehensive stakeholder insights, the multi-study project had a primary focus on three groups (scholarly community, regulators, CPD providers), necessitating further dedicated research into others like healthcare organizations, patients, and vendors.

Impact/Relevance to the advancement of the field of CPD/CE: This work advances the field of CPD by providing a comprehensive, ecosystemic understanding of the opportunities and challenges associated with integrating eHealth data analytics. By highlighting stakeholder-specific barriers, conceptual ambiguities, and infrastructural limitations, the study informs evidence-based strategies for more effective, data-driven CPD. It emphasizes the importance of cross-sector collaboration, clear policy frameworks, and the inclusion of patients, practitioners, and vendors in shaping future CPD practices. These insights offer practical guidance for regulators, educators, and healthcare organizations, supporting the design of CPD systems that enhance professional development, improve clinical practice, and ultimately contribute to better patient outcomes.

C3-02: ELEVATE: Advancing Leadership Foundations through Community of Practice for Medical Directors

Jessica L. Walter, OHSU, Portland, OR, USA, Jared Chiarchiaro, OHSU, Portland, OR, USA, Katie Bensching, OHSU, Portland, OR, USA, Sarah Diamond, OHSU, Portland, OR, USA

Background/Context/Purpose: Medical directors in the Oregon Health & Science University (OHSU) Department of Medicine (DoM) play a critical role in leading primary and specialty care programs across both ambulatory and inpatient settings. Despite their significant responsibilities, many medical directors report a lack of access to structured professional development, formal onboarding, and clear succession planning processes. Existing leadership programs often emphasize broad management principles, without adequately addressing the unique challenges and responsibilities faced by medical directors. The purpose of this project was to identify the specific needs of DoM medical directors and to develop a recommendation to enhance their leadership, support career growth, and ensure continuity in clinical leadership.

Theoretical/Conceptual Framework(s): A needs assessment framework was used to identify current gaps. The needs assessment incorporated the multiple perspectives and sought to understand the required knowledge and skills, current confidence of medical directors, perceived performance, and learning preferences.

Methods: Working collaboratively with a team and in consultation with departmental leadership to align the project with departmental and institutional priorities, we designed and distributed a needs assessment survey. The survey gathered input from existing medical directors, administrative dyads, and other key stakeholders. We established a steering committee to guide the process and consulted with other School of Medicine (SOM) departments to understand existing courses and resources in the institution.

Results/Findings: The needs assessment survey was completed by 83 of 137 recipients (61%). Medical directors self-assessed their confidence in 15 key areas with overall lowest self-assessed confidence in data management and operational metrics, understanding organizational structure of the institution, and conflict resolution. There was a wide range of confidence in all categories. The top 5 topics that medical directors identified as being most relevant included operational and access metrics, finances and budget, managing up, strategic planning, and organizational dynamics. There was interest in all proposed learning formats; most medical directors (59%) noted they would be willing to allocate 1-2 hours per month in professional development. Overall, divisional, departmental, and health system leaders perceived medical directors to perform moderately, but with variability, across most competencies.

Discussion: Based on the identified needs and preferences, the DoM has developed a 12-month program for faculty members in medical director roles. The program incorporates interactive workshops, real-world case studies, mentoring and coaching sessions, and self-paced learning modules. Core focus areas include leadership and communication, team engagement and culture building, operational efficiency and practice optimization, financial and data-driven decision-making, strategic planning and change management, quality and safety improvement and regulatory compliance and clinical standards. We are interdigitating with existing SOM resources. Ultimately, the program seeks to create a sustainable model of professional development that cultivates collaboration, drives continuous improvement, and ensures robust clinical leadership aligned with OHSU’s mission and vision.

Impact/Relevance to the advancement of the field of CPD/CE: This initiative provides a framework to engage leaders and the target audience, and a way to collaborate with existing resources to develop sustainable programming.

C3-03: Elevate: Preparing Medical Directors to Lead and Thrive

Jessica L. Walter, OHSU, Portland, OR, USA, Jared Chiarchiaro, OHSU, Portland, OR, USA, Katie Bensching, OHSU, Portland, OR, USA, Sarah Diamond, OHSU, Portland, OR, USA

Background/Context/Purpose: Healthcare operations are critical to improving health outcomes (Stevenson & Moore, 2018). Recently, the Department of Medicine at OHSU identified medical directors as key to achieving the goal of leading in clinical excellence. However, physicians are often placed into medical director roles with little preparation or training. Compounding this, the role is often siloed, resulting in a lack of information exchange and peer support. This program seeks to improve the experience and skills of medical directors, in turn, improving clinical operations to better serve patients and care for the staff.

The Elevate program supplements the existing leadership development program, offered to mid-career clinicians across the School of Medicine, by adding a community of practice (CoP). This CoP is specific to medical directors in the Department of Medicine. The goal of the CoP is to foster peer learning and connection and leadership skills. This project will explore the CoP experience, application of learning, perceived changes in the participants’ leadership skills, and organizational impact.

Theoretical/Conceptual Framework(s): CoPs facilitate leadership development. CoPs serve as ongoing professional development through shared learning experiences, strengthening communication and collaboration, thus continuing to develop leadership attributes while sharing knowledge and best practices with peers (Ratelle et al., 2016). The collaborative learning space fosters a collaborative leadership style (Ahmad, 2023), enhancing both professional relationships and leadership qualities (Crump et al., 2016). Further, CoPs help participants address leadership challenges (Ahmad, 2023) by offering practical leadership training and peer support (Dijkstra et al., 2017). The focus, structure, and engagement in a CoP have the power to strengthen individuals and the community, resulting in improved outcomes.

Kirkpatrick’s New World Model provides the basis for the evaluation (Kirkpatrick & Kirkpatrick, 2016). This model is widely used in evaluations of leadership development programs. While many program evaluations focus on levels 1 and 2 (reaction and learning, respectively), this evaluation endeavors to understand impact at levels 3 and 4 (behavior and results).

Methods: The evaluation will be multisource, including surveys, interviews, and artifact analysis. Surveys include session evaluations (level 1), the leadership program outcomes measure (LPOM, levels 2 – 3) (Black & Earnest, 2009), perceived changes in self-efficacy (level 2). Pre- and post- 360 surveys will provide both quantitative and qualitative feedback about leadership development (self assessment, manager assessment, and colleagues) (level 3). At completion of the program, semi-structured interviews will garner deeper understanding of levels 2 through 4 as it relates to their experience of participating in a CoP and how the CoP met identified goals (to be developed by the participants). Capstone projects will be evaluated for level (Moore’s pyramid), scope, and outcome data (level 4). 

Results/Findings: The initial cohort of 10 medical directors from across the DoM has been selected, and course curriculum began in Fall 2025. Evaluation data is not yet available for this cohort.

Discussion: We hope to gain insights from annual meeting attendees to strengthen our program evaluation plan and to help us explore additional concepts and constructs.

Impact/Relevance to the advancement of the field of CPD/CE: Findings from this program will offer insight into behavior and impacts of a leadership development program, and both the findings and assessment methods may be transferable to other leadership development programs.

C3-04: Transforming CPD: A Conceptual Framework for CPD Leadership Development

Suzan Schneeweiss, University of Toronto, Toronto, ON Canada, Morag Paton, University of Toronto, Toronto, ON Canada, David Wiljer, University of Toronto, Toronto, ON Canada

Purpose/Problem Statement: Evidence-informed distinct pathways to CPD leadership that build capacity and strengthen leadership skills are needed to drive the advancement of CPD and articulates its integration in the health system.

Approaches: The Advanced CPD Leadership Development Program: Leading and Influencing Change in CPD is the leadership-focused component of a pathway to the Certified Professional in CPD (Healthcare) credential. The program is grounded in an evidence-based conceptual framework that defines four core pillars essential to transforming CPD: agents and advocate for change, evidence-informed CPD, collaborations and partnerships, and integration with systems. These pillars are operationalized through key competencies and strategies. Participants are equipped to act as agents and advocates for change by emphasizing leadership skills including LEADS in a caring environment, fostering adaptability, structural competencies, and wellness within their organizations. The program promotes the use of technology and data to enhance CPD, encourages innovation, and aligns CPD activities with improved health outcomes. It emphasizes meaningful partnerships, including patient engagement, interprofessional education, and entrepreneurial thinking. The framework supports integration with broader healthcare systems through the application of quality improvement, patient safety, implementation science, and knowledge translation. This holistic approach ensures that CPD leaders are prepared to drive sustainable, system-level improvements in healthcare education and practice.

Findings: Since 2020, 50 professionals—including CPD administrators, physicians, nurses, and researchers—have completed the Advanced CPD Leadership Development Program across four cohorts. This program is one of two components in the certificate pathway for earning the Certified Professional in CPD (Healthcare) credential, developed by the Coalition for Physician Learning and Practice Improvement in Canada. The credential can be obtained through two routes:

1.    Certificate route – completion of both the UofT CPD Foundations Certificate Program and the Advanced CPD Leadership Development Program.
2.    Experience-based route – available to senior CPD professionals with substantial experience and a demonstrated record of achievement.

Of the 44 individuals who have earned the credential to date, 29 completed our programs, with 22 of them qualifying through the certificate route.
Discussion: Successful CPD requires attention to leadership skills. Leadership in healthcare requires active engagement of health professionals to set direction, inspire and to generate and steward change. While there are many leadership programs designed to provide leadership skills, there are relatively few programs that provide skills specific to leading CPD. A conceptual framework for CPD leadership can be used to guide the transformation of CPD.

Impact/Relevance to the advancement of the field of CPD/CE: Built on a conceptual framework emphasizing agent and advocate for change, evidence-informed CPD, collaboration, and system integration, the Advanced CPD Leadership Development Program has strengthened CPD leadership across Canada. Graduates can earn the Certified Professional in CPD (Healthcare) credential, enhancing the visibility and recognition of CPD leaders within the health sector.

D1-01: Advancing Dermatology CME/CPD: Strategy Implementation and Outcomes at the American Academy of Dermatology

Amy Outschoorn, American Academy of Dermatology, Rosemont, IL, USA, Jennifer Thompson, American Academy of Dermatology, Rosemont, IL, USA, Chris Presta, American Academy of Dermatology, Rosemont, IL, USA

Purpose/Problem Statement: The AAD has demonstrated strong success in delivering educational value; evidenced by high member satisfaction and increased engagement following the launch of its multi-year Education Strategy in 2024. However, the organization faces the ongoing challenge of sustaining and expanding this momentum. As the field of dermatology continues to evolve with rapid advancements in technology, AI, a focus on the overall member experience including personalized learning, the AAD must ensure its educational portfolio remains credible, comprehensive, and adaptable to diverse member needs. Without a continuous cycle of innovation, evaluation, and alignment with member expectations, there is a risk of plateauing or losing relevance in an increasingly competitive dermatology education landscape.

Approaches: The evaluation included a robust documentation review of education materials such as programs, materials, and Continuing Medical Education (CME) credits. The work also included a competitive scan of dermatology education in the United States, interviews with staff and members at the AAD, and a member survey. The survey collected feedback from 2,804 AAD members in its Learning Management System in 2023. The results were used to inform the development of a new strategy, and ongoing monitoring of the success of this strategy is underway.

Findings: The 2023-member education survey revealed that most members (88%) considered AAD’s suite of educational opportunities extremely or very valuable, and most members (85%) felt the AAD is mostly or completely meeting their educational needs. The comprehensive evaluation was used to distinguish what sets the AAD apart from other educational providers; its credibility and authority, breadth of offerings, and comprehensive reach with a 96% of the market share of U.S. based board-certified as members (August 2025).

Under the direction of the Vice President, Education & Practice Management at the AAD, and the AAD’s Council on Education, a multi-year education strategy was developed and subsequently approved by the board of directors in March 2024. The 2025 AAD Member Satisfaction Survey gathered responses from over 1,100 members, representing a 9% response rate. Results show that overall perceptions of the Academy across all categories remain steady compared to 2024. There was a notable improvement in brand affinity; specifically, recognition of AAD as the “gold standard for education,” which increased by five points from 76% to 81% agreement in 2025. Most other perceptions stayed consistent year over year. The AAD experienced a record-breaking attendance number at its Annual Meeting in March 2025 with 20,254 delegates.

Discussion: Despite the positive trajectory of the AAD’s education strategy, two primary barriers present ongoing challenges. First, the dermatology education marketplace is becoming increasingly crowded, with multiple organizations and commercial entities offering a growing range of educational opportunities. This heightened competition risks diluting AAD’s market share and challenges its ability to maintain differentiation as the trusted leader in dermatology education.

Second, the rapid pace of technological advancement, including the integration of AI, presents both opportunities and barriers. While these innovations enable more personalized and efficient learning, they also require significant investment, expertise, and infrastructure to implement effectively. Failure to keep pace with these technological shifts could limit AAD’s ability to meet evolving learner expectations and sustain its relevance in the broader medical education landscape, and particularly in the CME/CPD space.

Impact/Relevance to the advancement of the field of CPD/CE: This submission demonstrates how the AAD is advancing CME/CPD through a comprehensive, evidence-based education strategy designed to strengthen credibility, broaden educational offerings, and measure results. By conducting its first large-scale evaluation, developing a multi-year strategy, and integrating innovations such as AI and personalized learning, the AAD is ensuring its educational programs remain adaptive, relevant, and impactful. Outcomes such as increased member satisfaction, record-breaking Annual Meeting attendance, and recognition of AAD as the “gold standard for education” highlight the organization’s ability to drive meaningful progress in dermatology education.

By submitting abstracts for publication and presentation, particularly within the SACME community, the AAD’s leadership demonstrates commitment to international CME/CPD through sharing best practices, key findings, lessons learned, and recommendations for improvement.

D1-02: Patterns of Competency Loss in Safety Skills Training: Implications for Improving Skill Retention.

Kayle Donner, Centre for Addiction and Mental Health, Toronto, ON, Canada, Ninon Crestois, Centre for Addiction and Mental Health, Toronto, ON, Canada, Elizabeth Lin, Centre for Addiction and Mental Health, Toronto, ON, Canada

Background/Context/Inquiry Question: Workplace violence (WPV) is a major issue, and healthcare professionals are at elevated risk. There is broad agreement that training is an important component of a WPV minimization strategy, but little consensus or guidance on training approaches and best practices. Previous studies of WPV training have generally focused on learner performance immediately after training, and the studies that have investigated retention have typically used summary measures of competency as their primary outcomes, without going into detail about the specific training content retained or lost. At our hospital, we previously conducted a randomized controlled trial (RCT) comparing two training approaches, including observer-rated competency assessments of retention after one month post-training. In our current follow-up study, we reanalyzed the data from our RCT to explore patterns in the retention or forgetting of specific physical skills in workplace violence response.

Reference to Current Literature/Perspective on the Topic: Retention of skills is a critical concern for maintaining competence in addressing safety events. A key focus of the literature is the identification of factors that impact retention, with primary attention on the actual training method and the availability of practice or refresher sessions. However, another important contributor is the complexity of the tasks being taught, an area less frequently investigated at a granular level. This study aims to fill that gap.

Possible Theoretical Framework(s): In our hospital, we typically evaluate our safety skills training using the Kirkpatrick Model. This empirical work aims to enhance the rigour of our evaluations of level 2 (learning) and level 3 (behaviour change) of the model.

Possible Methods: Our training comprises 11 physical skills across two broad domains: self-protection and team control. Each physical skill consists of numerous steps, with the execution of each step rated as successful or unsuccessful by training staff both immediately after training and one month later. For each skill, we estimated a mixed-effects logistic regression model using step and study time point as predictors, and successful step execution as the outcome. We then tested whether adding a time-by-step interaction significantly improved model fit, with a significant interaction suggesting heterogeneity in the rate at which different steps are forgotten.

Potential Impact/Relevance to the advancement of the field of CPD/CE: Empirical data on the application and retention of specific components of physical skills training in healthcare is likely to be useful in the continuous improvement of the content and delivery of training programs. We propose that our methodology can be a useful tool to help identify components of training that might benefit most from modification, as well as informing decisions about refresher training frequency.

Preliminary Findings (if any): For the six self-protection skills, we found significant interaction effects for three of them, indicating that the steps within these skills are forgotten at heterogeneous rates. For the remaining three skills, we found that a single time effect was sufficient to describe loss in all steps. For the five team control skills, we found that a single time effect adequately described loss across the entire skill domain.

D1-03: Utilizing the RE-AIM Framework to Evaluate the Impact of Education on Clinician Prescribing Behavior

Sharisse Arnold Rehring, Colorado Permanente Medical Group, Denver, CO, USA, Matt Daley, Colorado Permanente Medical Group, Denver, CO USA, Mike Ho, Colorado Permanente Medical Group, Denver, Co USA, Lisa Reiffler, Kaiser Permanente, Denver CO USA

Background/Context/Inquiry Question: Acute otitis media is a common infection during childhood, frequently treated with antibiotics. Based on antibiotic stewardship principles, antibiotics should be prescribed for the shortest effective treatment duration. While historically acute otitis media has been treated for 10 days, more recent guidance recommends a 5-day antibiotic course for children aged ≥2 years. In this study, we implemented a multicomponent intervention to reduce antibiotic treatment duration among children aged 2-17 years with acute otitis media.

Theoretical Framework(s): We used the RE-AIM conceptual framework to evaluate this intervention. The elements of RE-AIM include reach, effectiveness, adoption, implementation, and maintenance.

Methods: This study was conducted at Kaiser Permanente Colorado, a large integrated healthcare organization where primary care for children is provided at 27 outpatient facilities. The multicomponent intervention included an interactive educational session and clinical decision support, including a revised otitis-specific order set defaulted to a 5-day antibiotic duration. The intervention was implemented on 9/23/2020, and the study period was 1/1/2016 through 3/31/2023. Electronic health record data were used to identify incident otitis media diagnoses, antibiotic orders and duration, and the prescribing clinician. RE-AIM elements were defined as: 1) Reach: representativeness of children who received a 5-day course; 2) Effectiveness: the proportion of children before vs. after the intervention date who received a 5-day course; 3) Adoption: the proportion of clinicians who attended the September 2020 educational session; 4) Implementation: the proportion of clinicians who used the revised order set after the intervention date; and 5) Maintenance: the proportion of children receiving a 5-day antibiotic course 0-11 months vs. 12-30 months after the intervention date.

Results/Findings: During the study period, there were 24,275 otitis episodes before and 6,453 after the intervention date. Overall, 224 clinicians prescribed antibiotics for ?1 episode of otitis in primary care settings; of these, 157 (70.1%) attended the educational session. On average, 13.4% of children received a 5-day antibiotic course before vs. 74.6% after the intervention date. In terms of representativeness, children receiving a 5-day course were older (mean 6.4 years) than children receiving a course longer than 5 days (mean 5.7 years). Before the intervention, 29% of antibiotic prescriptions were ordered through the otitis order set, increasing to 67% after the intervention date. The proportion of antibiotic prescriptions for a 5-day course was 67.6% (95% confidence interval [CI] 60.8% to 75.0%) in the 0-11 months after the intervention, compared to 73.9% (95% CI 68.9% to 79.3%) in the 12-30 months after the intervention. In mediation analysis, an estimated 67% of prescribing behavior change (e.g., shorter antibiotic duration) was mediated through use of the order set.

Discussion: A multicomponent intervention of interactive education plus clinical decision support resulted in sustained change in prescribing behavior for antibiotic duration for acute otitis media in children. Assessment of RE-AIM metrics suggests widespread dissemination and implementation of the intervention across a large healthcare organization.

Limitations: Pairing well-attended educational sessions with changes to clinical decision support tools requires coordinated effort and may be challenging for other organizations.

Impact/Relevance to the advancement of the field of CPD/CE: Findings suggest that interactive educational sessions can act synergistically with clinical decision support to produce sustained clinician behavior change.

D1-04: Exploring the Person-Focused Impact of Assessment in CPD

Helen Toews, University of Toronto, Toronto, Ontario, Canada, Dominique Piquette, University of Toronto, Toronto, Ontario, Canada, Walter Tavares, University of Toronto, Toronto, Ontario, Canada

Background/Context/Inquiry Question: This research study explores what roles assessment experiences play in securing physician / Health Professionals (HP) lifelong work-practice capability.

Reference to Current Literature/Perspective on the Topic: Regulators and workplaces have put continuing professional development (CPD) structures and assessments in place to ensure Health Professionals (HP) maintain lifelong safe, quality practice through a focus on maintenance of competence. This approach has had mixed results. CPD activities improve HP knowledge and skill, however its impact on performance and patient outcomes is moderate. CPD programs have shown positive effects but are characterized by HPs as “a good idea in theory.” Concurrently, each HP’s work-practice becomes unique over time as they develop their own sense of good work quality, responsive to their personal and work conditions. CPD activities that provide information to HPs about their work-practice represent assessment experiences. Misalignment between CPD and HP interpretation of learning needs and nuanced quality work-practices has led to credibility problems for CPD assessments. A tension is evident between HP actions in response to assessment input with the actions needed to change work-practices that improve performance and patient care. This challenges us to re-consider the kinds of learning needed in CPD and the qualities of the educational experiences that enable this learning.

Possible Theoretical Framework(s): Stephen Billett’s workplace learning theory puts forward that in lifelong learning, personal and social contributions are entwined, but are ultimately mediated by the person. Applying a person-focused approach to our thinking about CPD recognizes that HPs bring their own value and meaning to their assessment experiences for their own purposes. When we recognize that HPs do play a key role in enacting their own practice of CPD, we also acknowledge that we cannot fully determine the impact of CPD assessment practices without understanding its effects on the HP and how they interpret and use their assessment experience for their work-practice.

Possible Methods: This research positions assessment as a socially embedded, personal learning experience, warranting the use of social constructivist methodology. A hospital workplace Quality Improvement program situates this research in the real-life context of HPs. Semi-structured interviews will be used to deeply explore with participants their experiences in this program, the value and meaning they derive from these experiences, and how these are used to inform their work-practice. Data analysis will use abductive thematic analysis, a two-step iterative, theory-informing process that uses both inductive and deductive approaches. First, inductive thematic analysis is used to determine the theoretical story of the data set. Secondly, thematic findings from step one are examined in relation to the theoretical explanations offered by Billett’s workplace learning theory.

Potential Impact/Relevance to the advancement of the field of CPD/CE: Data collection is ongoing. Preliminary findings will be presented at the conference.

Preliminary Findings (if any): This research aims to offer practical insights that may reshape assessment design and practices in ways that connect the HP’s personal developmental goals with the workplace’s practice priorities. This research will also inform and refine Billett’s workplace learning theory in relation to the HP CPD context.

D2-01: Energizing Team Learning: Exploring Motivation in Primary Care Teams

Adam Gavarkovs, Division of Continuing Professional Development, University of British Columbia, Vancouver, British Columbia, Canada, Rola Ajjawi, University of British Columbia, Vancouver, British Columbia, Canada, Ryan Brydges, University of Toronto, Toronto, Ontario, Canada, Caldon Saunders, University of British Columbia, Vancouver, British Columbia, Canada, Vernon Curran, Memorial University of Newfoundland, St. John’s, Newfoundland, Canada, Brenna Lynn, University of British Columbia, Vancouver, British Columbia, Canada, Rob Petrella, University of British Columbia, Vancouver, British Columbia, Canada

Background/Context/Inquiry Question: Primary care teams operate in ever-changing environments, so what works today may not be best tomorrow. Staff turnover threatens the continuity of established routines, evolving patient needs demand new ways of working together, and emerging technologies offer innovative modes of collaboration. To remain effective under such conditions, primary care teams must regularly reflect on how they are working together and identify areas for learning and change. Facilitated reflection sessions can provide teams with the space and structure to engage in this process. The success of such sessions depends on team members being motivated to participate and contribute, yet we lack an understanding of how motivation develops in teams, leaving educators unsure about when and how to deliver sessions in a motivationally supportive manner. To address this gap, this study explores primary care teams’ motivation to participate in a facilitated reflection session.

Reference to Current Literature/Perspective on the Topic: Questions remain about the dynamic interplay between individual- and team-level motivation. For example, members may become more personally invested in a session if they believe their team is motivationally prepared to succeed, suggesting that efforts to reinforce their collective commitment during sessions may be important.

Possible Theoretical Framework(s): Theories of team motivation distinguish between two levels: individual-level motivation, which reflects team members’ personal desire to engage in a collective activity (“I want to participate in the session”), and team-level motivation, which reflects team members’ beliefs regarding their mutual desire to engage in a collective activity (“We want to participate in the session”).

Possible Methods: This study is embedded in a pilot program delivered by a university CPD program. From March to June 2025, five primary care teams completed a facilitated reflection session. Following the sessions, 17 participants across multiple professions completed semi-structured interviews to explore their motivation to participate and their perceptions of each other’s motivation. Data analysis is underway and employs template analysis, sensitized by established motivational concepts (e.g., expectancy for success).

Potential Impact/Relevance to the advancement of the field of CPD/CE: Understanding how motivation develops in teams can inform future efforts to deliver team continuing professional development sessions at the right time and in a motivating manner.

Preliminary Findings (if any): N/A

D2-03: Faculty Development Workshops for Psychiatry: Intention, Barriers, and Facilitators to Change in Teaching and Learning

Shaheen Darani, University of Toronto, Toronto, Ontario, Canada, Certina Ho, University of Toronto, Toronto, Ontario, Canada, Eulaine Ma, University of Toronto, Toronto, Ontario, Canada, Wei Wei, University of Toronto, Toronto, Ontario, Canada, John Teshima, University of Toronto, Toronto, Ontario, Canada

Background/Context/Purpose: While studies have shown positive changes for faculty development initiatives designed to improve teaching effectiveness, few have explored the durability of these changes. Assessing change and transfer to practice would improve our understanding of the impact of faculty development on individuals and institutions and help identify which initiatives, and institutional supports are needed, for durable change. In November 2021, our University’s Psychiatry Department partnered with the Centre for Faculty Development (CFD) in the Faculty of Medicine, to offer six workshops tailored to Psychiatry teachers and educators. The program’s goal is to support senior residents and faculty interested in developing their careers in teaching and education.

Goals: Our project aims to identify participants’ intention to change after attending the Department’s CFD workshop series, and barriers and facilitators to change.

Theoretical/Conceptual Framework(s): Workshop design was informed by principles of adult learning and experiential learning. Our evaluation plan was informed by the Kirkpatrick model.

Methods: Workshops were highly interactive and incorporated teaching and learning principles. Diverse educational methods were used including experiential learning, role play, and small group discussion. This innovative program engaged Psychiatry faculty as co-facilitators, to ensure content relevance. As the program was offered during the pandemic, workshops were offered virtually and longitudinally over a year. Workshop topics included teaching in clinical settings, responding to micro-aggressions and practicing critical allyship, how to be an equitable and inclusive mentor, teaching and supervision during virtual care, faulty wellness, and the art and science of giving and receiving feedback. To assess durability of changes, we retrospectively surveyed participants three to six months post workshop on their perceived changes in knowledge and confidence in topics, perceived changes in their clinical teaching and/or education practice, and facilitators and barriers of change. Surveys were disseminated via emails and responses were collected on REDCap. Quantitative data were analyzed using descriptive statistics, and qualitative responses using thematic analysis.

Results/Findings: The number of workshop attendees ranged from 16 to 38 with survey response rates ranging from 24% to 50%. The majority of attendees were clinical supervisors or education leaders. Significant increases in knowledge in workshop topics and confidence in competencies were reported post workshop compared to before. Facilitators included the provision of resources, supportive colleagues, receptive learners, while lack of opportunities or time to implement changes were perceived barriers.

Discussion: Preliminary findings show improvements however, institutional support, including faculty protected time, are needed to ensure sustainability of change. We anticipate these findings will inform the delivery of future faculty development/CPD events.

Take home message: Institutional support in the form of protected time is needed to ensure durability of changes from faculty development initiatives.

Impact/Relevance to the advancement of the field of CPD/CE: This initiative could inform the development and delivery of future CPD in teaching and education in academic institutions across health professions.

D3-01: Adapting to Change: Navigating the Implementation of a Cloud-Based Learning Management System for CME

Eric Rosenberg, MD, University of Florida, Gainesville, Florida, USA, Rasa Williamson, University of Florida, Gainesville, Florida, USA

Purpose/Problem Statement: We describe our experience implementing a nationally recognized cloud-based learning management system (LMS) designed to support CME operations. We share lessons learned about how electronic systems intended to streamline registration, record-keeping, and learner access to programs require careful planning to minimize disruptions and avoid misaligned expectations about functionality.

Approaches: In December 2023, we received approval to purchase a dedicated LMS system, which featured: 1) automatic transcript delivery; 2) event registration; 3) integrated delivery of recorded programs without redirecting learners to a separate content website; 4) access to course evaluations required for faculty academic promotion packets; 5) mobile access; 5) simple search options by specialty and credit type; and 6) automated reporting to ACCME/PARS and our state licensure board. Installation began in January 2024, and the system was launched in July of the same year.

Findings: The LMS helped us manage staff reductions by automating administrative tasks. It also improved attendees’ access to recorded content, transcripts, evaluations, and centralized disclosure forms. However, we also encountered: 1) frequent system downtime; 2) the need to register users for access; 3) limited ability to assign customized administrative privileges to departments that need to enter faculty information; 5) essential system notifications (e.g., disclosure reminders, speaker forms) being mistaken for email “spam”; 6) duplication of user accounts due to the convenience of single sign-on (SSO). We have adopted an incremental approach, leaving several system tools undeployed as we continue to define different levels of system administrative privileges and access to sensitive data. This gradual rollout allows us to adapt and improve the system as our needs evolve.

Discussion: Preparing for an LMS rollout requires careful review and documentation of workflows, similar to launching an enterprise electronic health record system. An extended training period is essential for staff and departmental administrators. Some system features only became clear after launch, which delayed creating activities and responses to faculty. We implemented weekly updates and targeted training for administrators, along with developing an FAQ webpage. We worked directly with the vendor to resolve the critical issue of communicating with the state licensure management system. We learned that the promise of a unifying LMS involves disruption to nearly every aspect of CME office operations. Documenting all current processes is vital so that a vendor can understand the workflow and accurately incorporate it into the new system. Going “live” is just the start of an ongoing optimization journey.

Impact/Relevance to the advancement of the field of CPD/CE: The implementation of our LMS has transformed our CME operations, highlighting the importance of detailed process documentation, training, and ongoing communication with system users and vendors. Other CME programs contemplating an investment in a new LMS should plan carefully by thoroughly mapping workflows, involving local stakeholders early, and anticipating inevitable service disruptions after launch.

D3-02: Broadening Impact: Lessons from UMCP and the West Texas Cancer Conference Evolution

Edgar Fuentes, BS, CHWI, Texas Tech University Health Sciences Center, Lubbock, Texas, USA , Cynthia Ogaz, DBA, MBA, CHCP, Texas Tech University Health Sciences Center, Lubbock, Texas, USA

Background/Context/Purpose: Continuing education programs face pressure to demonstrate impact, ensure compliance, and serve interprofessional learners. At Texas Tech University Health Sciences Center, two major programs were evaluated and redesigned: the UMC Provider Symposium and the Annual Cancer Conference, which evolved from a single-disease (breast) focus to an all-cancers, interprofessional model. The purpose was to assess how structured measurement, data normalization, and barrier identification could inform redesign, improve reach, and strengthen compliance.

Theoretical/Conceptual Framework(s): The evaluation drew on outcomes-based CE/CPD models and improvement science principles, linking activity design to learner change and systems-level outcomes. Elements of Plan-Do-Study-Act cycles and Moore’s framework for outcomes measurement guided both program redesign and evaluation.

Methods:
A multi-component evaluation plan was implemented:

• Standardized Instruments: Harmonized surveys with role-specific items for interprofessional mapping.
• Comparative Analysis: Year-over-year normalization of survey data to detect trends in relevance and intent-to-change.
• Compliance Audits: Accreditation alignment checks integrated into planning workflows.
• Barrier/Facilitator Tracking: Thematic coding of qualitative responses to identify systemic and logistical challenges.
• Program Adjustments: Expanded scope and interprofessional objectives for the Cancer Conference; realigned sequencing and formats for UMC Provider Symposium.

Results/Findings:

• Interprofessional Reach: Increased participation from nursing, pharmacy, PA, and social work roles.
• Relevance & Intent-to-Change: Normalized scores improved year-over-year, with higher applicability ratings.
• Barrier Insights: Common challenges included scheduling, limited hands-on opportunities, and workflow hurdles; data informed targeted design changes.
• Compliance Readiness: Embedded accreditation checks reduced corrections, streamlining documentation.
• Differentiated Impact: The Cancer Conference redesign achieved broader cross-role engagement, while UMC Provider Symposium adjustments improved relevance and sequencing.

Discussion: Evaluation methods provided actionable insights while reducing reporting burden. Normalized data enabled meaningful comparisons across programs. Interprofessional planning was linked to stronger learner-reported relevance and intent-to-change. Barrier tracking fostered iterative design improvements and highlighted systems-level issues, while compliance audits minimized rework. Together, these approaches created a cycle of continuous improvement.

Impact/Relevance to the advancement of the field of CPD/CE: This work offers a replicable model for advancing CPD/CE through structured evaluation, interprofessional design, and compliance integration. It illustrates how comparative data, barrier analysis, and audit tools can drive sustainable program improvement. By moving beyond discipline-specific CME toward systems-level, interprofessional education, these initiatives exemplify CPD for All and reaffirm the commitment to equity, inclusivity, and measurable outcomes across the healthcare team.

D3-03: Developing a Process to Standardize Responding to and Mitigating Bias Identified in CPD Program Evaluations

Clare Cook, NOSM University, Thunder Bay, Ontario, Canada, Ashley D’Amour, NOSM University, Sudbury, Ontario, Canada

Purpose/Problem Statement: All accredited/certified Continuing Professional Development (CPD) program evaluations must ask participants about any perceived biases; renewing programs are also required to address reported biases when developing the next program iteration. Planning committees face multiple barriers: (i) until recently, the mandatory evaluation question consisted of a single yes/no question that did not provide information about the nature of perceived bias; (ii) there is no recommended process for responding to bias reports; (iii) content and speakers typically change year-to-year, leading to uncertainty if/how to mitigate perceived biases that may be speaker-specific.

Approaches: A new form bias question was implemented, asking participants to select from a list of possible perceived bias types, including (a) speaker’s funding; (b) mention of pharmaceutical or other corporate branding; (c) focus on personal opinions rather than best practice; (d) sponsor-related; (e) content related to culture, race, gender; and (f) other. A comment box invited elaboration. Second, a bias debrief form was created. Completed by the program coordinator, it documents each type of bias perceived along with any elaborating comments, and provides space for documenting the committees response. Third, there is dedicated time on the debrief meeting agenda to review reported bias and document response actions on the debrief form.

Findings: Bias reporting and mitigation was tracked for 16 conferences (150 30-90 minute large-group sessions, with CME and FD topics). Although the overall number of bias reports is very low, 24.7% of sessions had 1+ report of bias. “Other” was the most frequently option chosen; mention of branding; or speaker’s expression of personal opinion were most commonly identified.

Discussion: In many cases, the committee would determine that no followup was needed. However, in two cases, committees made new policies as a result of having a formal review; in another case, the committee is now exploring the perceived impact of bias on participants through additional evaluation initiatives. In all cases, the new process provides guidance in how to use evaluation data and transparent documentation of the process followed.

Impact/Relevance to the advancement of the field of CPD/CE: The standardized process has increased planning committees’ understanding of bias’ role in CPD programs; encouraged better accreditation standards adherence; and supported effective review of applications.

D3-04: Faculty Development for a Geographically Distributed Campus: The Clinician Teacher Certificate at NOSM U

Kristen Shaw, NOSM University, Sudbury, ON, Canada, Tara Baron, NOSM University, Sudbury, ON, Canada

Purpose/Problem Statement: NOSM University, located in Northern Ontario, spans more than 800,000 km² with over 1,900 clinical teaching faculty across 71 communities, including rural and remote areas. Delivering faculty development in this distributed context is challenging. Many faculty, particularly those new to practice, feel underprepared to teach, while NOSM U continues to expand its undergraduate and postgraduate programs. How can CEPD efficiently build clinical teaching capacity across these sites?

Approaches: We developed the Clinician Teacher Certificate (CTC), a hybrid program designed to teach the essential skills required to confidently and competently teach medical and health science learners at all levels.

Participants have two years to complete 7 courses: at least 2 workshops (2 hours each) and 4 e-learning modules (1 hour each). Participants can choose a workshop or e-learning module for their seventh course. Topics addressed include orienting learners, creating a safe learning environment, communication essentials, integrating learners into your busy practice, providing feedback, and supporting the struggling learner. Incorporating best practices from clinical teaching literature, the development team created training rooted in active learning that incorporates scenarios, case discussions, and reflective activities.

A parallel initiative, the CTC Train-the-Trainer Program, trains interested faculty across Northern Ontario to facilitate CTC workshops in their communities, expanding program accessibility.

Findings: The CTC launched in spring 2025. 117 faculty members from 28 communities have enrolled; 26% are within their first five years of practice. 43% have completed at least one e-learning module. In-person workshops are being delivered in 4 communities, with parallel Train-the-Trainer workshops in 3 communities. We have successfully trained 13 facilitators.

Discussion: This program was partly funded by Ontario’s Microcredential program, which supports the development of rapid training programs for in-demand industries. This makes the CTC a provincially recognized certification. CEPD will use this model to develop additional microcredentials to support faculty development. In collaboration with NOSM U Faculty Affairs, completion of the certificate is now required for promotion from Lecturer to Assistant Professor, which is expected to boost enrollment and completion. Success will be assessed through enrollment, completion rates, participant feedback, and promotion outcomes, with additional evaluation methods under exploration, such as tracking trends in learner evaluations of teaching. Marketing and promotion remain challenging, and efforts continue through community-building and partnerships with regional teaching sites.

Impact/Relevance to the advancement of the field of CPD/CE: The Clinician Teacher Certificate supports the teaching capacity of faculty distributed across a large geographic region and demonstrates a novel approach to delivering faculty development that is relevant for rural, remote, and geographically distributed campuses.