SACME 2026 Poster Abstracts

1: A Massive Interactive Educational Intervention to Improve Critical Care Cardiology Across Latin America

Alvaro Margolis, RedEMC, Montevideo, Uruguay, Rodrigo Gopar Nieto, National Institute of Cardiology, Mexico City, Mexico, Luis Martin-Villen, Virgen del Rocio University Hospital, Seville, Spain

Purpose/Problem Statement: Latin America is a diverse middle-income region where one million physicians live and work. The Spanish-speaking countries, although quite heterogeneous, share a common language and culture, which makes educational programs across the region a feasible and sound strategy.

Training in Critical Care Cardiology for Latin American intensive care physicians and teams is essential because cardiovascular disease is the leading cause of morbidity and mortality in the region, and critically ill cardiac patients are frequently managed in general ICUs.

Approaches: RedEMC (meaning Latin American CME Network for its acronym in Spanish, https://redemc.net) provides online continuing education to healthcare professionals across Latin America. Intensive care medicine has been a medical specialty addressed with these programs for ten years, with support from national, regional and global partners, such as Cleveland Clinic and the Mexican, Brazilian, Argentinean and Spanish societies of Intensive Care medicine, among others.

An online educational program in Spanish for intensive care physicians and teams about critical care cardiology was designed by RedEMC and academic leaders from Mexico and Spain for 2025. This interactive program had a workload of 30 hours over eight weeks.The course ran mostly asynchronously, and included study materials in the form of texts and videos, as well as different types of activities, including discussion forums on clinical cases tutored by experts, sharing experiences from the different professional perspectives, as well as clinical simulations.

The program costs were covered through registrations from individual participants and their healthcare institutions, and there was no funding from commercial sponsors. The program addressed perceived educational needs from the target audience, surveyed in general for the specialty and in detail for the design of this course.

Findings: 1428 participants from 20 countries were enrolled in the program. Two thirds of them were intensive care physicians, emergency physicians or cardiologists, while 6% were intensive care nurses. Sixty-four percent completed the program and obtained a course certificate, while 25% obtained a letter of participation.

Ninety-four percent of those who completed the final survey (n = 647/688) believed that they were going to change their professional practice based on the course (“yes” or “very likely”). Forty percent of participants believed that lack of time was their main barrier.

Differences across countries and healthcare systems were evident in the online discussion forums. For instance, the management of acute coronary syndromes must take into account whether or not timely access to what reperfusion procedures is available within the narrow therapeutic window.

Discussion: This project was a massive educational intervention for intensive care physicians and teams across Spanish-speaking Latin America. A common language and culture was a main facilitator, while differences in healthcare systems and lack of time were the main barriers.

Impact/Relevance to the advancement of the field of CPD/CE: International multilingual massive programs for continuing education of healthcare professionals are feasible and well received by the target audiences in Latin America. Several elements of the experience shown here could be implemented in other regions, after any required adaptations.

2: Just-in-Time Answers to Clinical Questions as an Opportunity for Effective Professional Development

Alvaro Margolis, RedEMC, Montevideo, Uruguay, Elias Margolis, RedEMC, Montevideo, Uruguay

Purpose/Problem Statement: Clinicians raise about one question for every two patients they see. Research has shown that these questions frequently remain unanswered. Seeking and finding accurate answers is associated with improved quality of care. The difficulty of keeping knowledge up to date is expected to increase due to the rapid growth of medical information. Furthermore, delivering just-in-time answers to clinical questions offers a valuable chance to facilitate effective professional development through informal learning.

Generative AI could play a role in helping clinicians answer clinical questions by rapidly processing vast amounts of medical literature and providing concise, relevant and just-in-time personalized information. To improve accuracy of answers, AI solutions could be integrated with curated medical knowledge repositories that are regularly updated and verified.

Approaches: RedEMC (meaning Latin American CME Network for its acronym in Spanish, https://redemc.net) provides online continuing education to healthcare professionals across Latin America, Spain and Portugal.

As a proof of concept, the construction of a domain-specific knowledge base, using a generative AI vector database with a retrieval-augmented generation system (RAG), was decided. It was done with support from a team from the Center for Innovation and Entrepreneurship at ORT University, Uruguay. The database was created with the study materials of a series of courses about antimicrobial resistance for infectious disease specialists and microbiologists, with over 1,500 professionals participating in each edition. This narrow scope allowed for an easier implementation, while the large potential audience allowed for better testing of the pilot.

Findings: Initial informal assessment of the system by domain experts showed promise in accurately responding to queries posed by clinicians, and some adjustments to the system were made based on their feedback.

It was then formally assessed with two metrics: 1) use of the system over time, and 2) perceptions by users of its strengths and limitations, and barriers for its continued use. 200 professionals were randomly selected from the paid registrants to the 2025 edition to the course.

An initial peak but no persistent use was seen. A second peak was seen after the survey was sent to users and non users. Still, no persistent use was seen after the second message.

Assessment by users was good, with most of them envisioning using the system in the future, and opportunities for improvement were detected.

The primary reasons cited by non-users for not utilizing the system were as follows:

• They had forgotten they had access to the system.
• They lacked the time to use it.
• They did not clearly understand the benefits of the system.

Discussion: Continued engagement with the system needs reinforcement and could also be facilitated by the integration into the workflow of these busy practitioners. Further studies are needed to define its applicability for widespread use.

Impact/Relevance to the advancement of the field of CPD/CE: Generative AI, when combined with curated and domain-specific datasets, has the potential to create opportunities for informal learning, which accounts for most of the learning by clinicians.

3: Training the Trainers: A Hands-On Approach to Supporting RSS Coordinators

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

Purpose/Problem Statement: At the University of Mississippi Medical Center (UMMC), around 70 individuals across departments, schools, and hospitals coordinate RSS. For most, this represents less than 10% of their workload, and turnover among coordinators is frequent. As a cornerstone of accredited CME, RSS requires meticulous coordination to ensure adherence to accreditation standards and maintain consistent quality and compliance.

Historically, training for RSS activity coordinators at UMMC was limited to video modules or short presentations conducted by the Division of Continuing Health Professional Education (CHPE). In 2024, the CHPE hosted an in-person session that focused on updates delivered through a single lecture format. In 2025, we redesigned the program to align with adult learning principles by incorporating structured content, interactive activities, small-group discussions, and practical handouts.

Approaches:
The training included:

• PowerPoint slides summarizing key updates and training materials
• Small-group discussions and peer-to-peer exchange
• Objective-driven “think and share” activities
• Best-practice handouts and action-plan templates

Findings: Attendees were highly engaged with presenters and peers. Post-training assessments demonstrated significant improvements in knowledge and confidence compared with pre-training results, reflecting both effective learning and practical skill acquisition.

Discussion: Challenges included coordinating schedules across multiple departments and accommodating staff with limited protected training time. Facilitators included a structured agenda, interactive exercises, and materials designed for immediate application. Peer-to-peer discussion and hands-on exercises promoted engagement, helping overcome barriers of limited prior training and high turnover.

Impact/Relevance to the advancement of the field of CPD/CE: This initiative demonstrates that structured, needs-based training can enhance CPD effectiveness for healthcare support staff. By applying adult learning principles, interactive strategies, and systematic evaluation, it provides a replicable model for targeted CPD activities that address real-world gaps. Tailoring education to learners’ roles reinforces 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 inclusive, impactful CPD for diverse healthcare teams.

4: A Pilot to Support Participant Awareness of Unperceived Needs

Clare Cook, NOSM University, Thunder Bay, Ontario, Canada, Lisa Kokanie, NOSM University, Thunder Bay, Ontario, Canada

Purpose/Problem Statement: Addressing unperceived needs – those learners may be unaware of – is foundational to addressing gaps.  Many planning committees report finding it challenging to identify unperceived needs, and may be concerned that learners will not recognize the relevance of topics derived from unperceived needs.  If learners do not perceive that they need the education they may not register for the program, and/or may be less satisfied with the topics and competencies addressed in the program.

Approaches: An interdisciplinary Continuing Professional Development (CPD) conference piloted a process to better communicate the unperceived needs underlying the program’s content and engage participant learning prior to session delivery. Speakers/facilitators were invited to share a resource related to their presentation; if they did not have one to recommend, the coordinator selected needs assessment information that had informed selected topics. These preparatory materials were highlighted in the agenda, conference website, and opening remarks, with links to the material so that participants could review them on demand.  Session evaluations asked participants if they had engaged with the materials (Yes/No/Didn’t know about this). ‘Yes’ responses triggered a follow-up open-ended question asking how the material contributed to their learning.

Findings: In 2024, 7/10 sessions had preparatory material. 200/207 evaluation responses answered the targeted questions. Across sessions, 57-74% reported being aware of the resources. Of these, 12-76% (average 35%) reported accessing the resources. 47% of those who accessed the resources shared ways the resources contributed to their learning; analysis identified three themes including: raising the educational issue; being a refresher of the topic/need; and being a resource for use after the program.

Discussion: Responses were positive and indicate that the materials both reinforce learning and make the participant aware of potential learning needs (cf. Moore et al 2009’s predisposing activities). Pre-session access to materials also led to multiple engagements with the content, creating a context that supports spiraled learning.

Impact/Relevance to the advancement of the field of CPD/CE: The initiative was low-cost; resource-efficient; and scalable to diverse formats. Sharing resources, data, and guidelines that guided the development of the CPD activity reinforces the role of unperceived needs and provides opportunities for additional self-directed learning that participants can engage with before, during, and after the live event.

5: In-person, Virtual, or Hyflex: Attendance Trends for Healthcare Professional Roles and Community Reach

Clare Cook, NOSM University, Thunder Bay, Ontario, Canada, Mathieu Litalien, NOSM University, Sudbury, Ontario, Canada, Tara Leary, NOSM University, Sudbury, Ontario, Canada

Purpose/Problem Statement: Physicians are required to accumulate specific hours of Continuing Professional Development (CPD) through their governing bodies, including continuing medical education and faculty development content.  Recently, increasing costs; high clinical loads/burnout; and higher numbers of learners due to expansion of training programs have impacted clinicians’ schedules and priorities. Amidst these higher costs and limited resources, CPD providers’ challenge is to provide high-quality programs that meet their audience’s needs.  A key decision is whether they should deliver a program virtually, in-person, or provide options for both (hyflex).

Approaches: Registration data from CEPD office-managed conferences over three years (2022-2025) were pulled. Activities included CME and Faculty Development conferences offered in-person; virtually, or hyflex, spanning multiple CanMEDS roles. Programs were developed in small urban centers with a target audience including primary, specialist, and interprofessional care providers in urban and rural communities. Demographic data analyzed included method of attendance (virtual/in-person); clinical/academic role (physician/allied health professional/learner); community (regional, provincial, national, international; and whether rural or not); and years in practice (0-5; 6-10; 11-15; 16+).

Findings: Since 2022, 14 conferences (9 CME/5 FD) were offered 36 times (22 CME/14 FD; 10 virtual/12 in-person/14 hyflex). FD programs were more frequently offered in-person; CME programs were most often virtual/hyflex. Overall attendance was similar between hyflex, in-person, and virtually delivered programs. However, virtual/hyflex deliveries had a higher number of allied health professional attendees; participants from more communities, including rural communities; and a higher proportion of early-career attendees. Among hyflex programs, 53-58% of attendees were virtual; 62-67% of physician attendees were virtual; and 80+% of represented communities were from virtual attendees.

Discussion: Attendees report attending in-person programs for networking opportunities, for higher engagement and limited distractions; and to learn and practice skills that may be challenging in a virtual setting. However, virtual delivery methods make many programs accessible when cost and time to travel are potentially significant barriers, especially in low-resource and/or geographically distributed environments. Hyflex programs show a stable pattern of high virtual participation rates, reaching communities and providers that may not otherwise be able to attend.

Impact/Relevance to the advancement of the field of CPD/CE: When making decisions about program delivery format, accessibility needs of the target audience should be taken into account. In particular, when the aim is to reach geographically dispersed communities, and/or clinicians who may be limited in terms of time/resources, offering a virtual option should be thoughtfully considered. If available, planning committees should examine registration/attendance data for previous iterations of their program and integrate it into their needs assessment and program planning process.

6: A Dynamic Solution for a Dynamic Problem: Best Practices in GenAI Education & Adoption

Hio Tong Kuan, University Health Network, Toronto, Ontario, Canada, Alexandra Maharaj, University Health Network, Toronto, Ontario, Canada, Sarah McClure, University Health Network, Toronto, Ontario, Canada, Rimsha Ahmad, University Health Network, Toronto, Ontario, Canada, Rebecca Charow, University Health Network, Toronto, Ontario, Canada, Teresa Lam, University Health Network, Toronto, Ontario, Canada, Akshay Mohan, University Health Network, Toronto, Ontario, Canada, Christopher Nash, University Health Network, Toronto, Ontario, Canada, Amy Nightingale, University Health Network, Toronto, Ontario, Canada, Sumaya Thattakkattu Abdulrahman, University Health Network, Toronto, Ontario, Canada, David Wiljer, University Health Network, Toronto, Ontario, Canada

Purpose/Problem Statement: The integration of Generative Artificial Intelligence (GenAI) into healthcare systems has been rapid. However, responsible integration remains a challenge in public healthcare systems that prioritize equitable care. Moreover, its lag in adoption by healthcare professionals presents a significant gap in mobilizing this accelerating innovation.

University Health Network (UHN) has recognized the fast-growing nature of GenAI tools. This project is part of a broader effort to accelerate responsible AI adoption in healthcare. It adopted an iterative, dynamic approach (i.e., PDSC cycles underpinned by the ADDIE model) to support GenAI integration by building a holistic educational infrastructure. Employing the Knowledge to Action framework, the accelerated upskilling of the workforce is designed to address the dynamic needs of the healthcare system.

Approaches: We emphasize the importance of agility in assessing educational impact. The focus is on identifying evolving learning needs, assessing AI readiness, and evaluating the effectiveness of GenAI educational tools to strengthen current interventions and guide future improvements. Using a mindset-skillset-toolset framework, we reframe educational challenges and build readiness by addressing psychological barriers, fostering openness to AI, inclusive and experiential learning, and establishing supporting infrastructure and guidelines for responsible GenAI use.

The education team implemented a two-pronged strategy: 1) Developed a supporting infrastructure/system by collaborating with multidisciplinary teams to create comprehensive documentation (policies, guidelines, and standards) for responsible GenAI use. These ethical guardrails shaped education interventions by establishing baseline readiness, mitigating fears, and promoting innovation without compromising person-centered values. 2) Employing a slow-roll deployment enabled real-time evaluation mechanisms and agile adaptation to diverse learning needs from patient-facing professionals to administrative roles. Ongoing evaluation supported a dynamic approach in adopting GenAI, ensuring current education interventions evolve with technology and continue to identify strengths and gaps to upskill the workforce.

Findings: With the organization-wide rollout of Microsoft Copilot Chat, the team aligned its launch of education interventions with the Accessible Use Guidelines release. These education efforts grounded Copilot Chat training in the guidelines and focused on building practical skills, aiming to foster ethical learning culture for GenAI adoption rooted in organizational policies.

To reflect diverse roles and responsibilities across the organization, the educational initiative incorporated role-based scenarios illustrating how GenAI could be practically integrated into workflows. This approach not only increased Acceptable Use Guidelines awareness but also facilitated responsible, efficient GenAI adoption in alignment with evolving organizational standards. A mixed-methods evaluation was embedded, using quantitative and qualitative tools at key time points (registration, pre/post education, and interviews). Insights from the evaluation informed the development of a central repository and a self-guided, asynchronous learning experience, currently underway.

Discussion: AI education requires dynamic, iterative approaches. We recognized an immediate priority to create a comprehensive educational strategy surrounding the use of an endorsed GenAI tool and communicate updated ethical guidelines that were being deployed simultaneously. This strategy allows staff to understand the organization’s acceptable use policies and foster confidence to integrate GenAI technologies into their workflows.

Impact/Relevance to the advancement of the field of CPD/CE: As GenAI tools rapidly evolve and organizational use expands, CPD frameworks must adapt to reflect this transformation. A formalized educational approach was urgently required.

7: Chart Pollution: How Stigmatizing Clinical Documentation Undermines Equity and Solutions to Address the Issue

Eleftherios Soleas, Queen’s University, Kingston, Canada, Heather Braund, Queen’s University, Kingston, Canada, Amireza Goli, Queen’s University, Kingston, Canada, Wiley Chung, Queen’s University, Kingston, Canada

Purpose/Problem Statement: Chart pollution, the presence of stigmatizing and biased language in clinical documentation, is a pervasive threat to equitable, patient-centred healthcare. While biased documentation predates electronic health records (EHRs), EHRs and copy-paste practices have amplified its spread. Such language disproportionately harms racialized, economically-disadvantaged, and stigmatized groups, influences clinician attitudes and decisions, and risks damaging patient trust as records become increasingly accessible.

Approaches: We reviewed literature and integrated structural competency and professionalism frameworks to propose “clean charting,” the intentional use of respectful, unbiased language as a core competency. We developed a conceptual framework for embedding clean charting into continuing professional development (CPD) and faculty development (FD). Recommended strategies include targeted workshops, institutional policies on documentation language, routine documentation feedback, and leveraging EHR features to flag biased language and suggest alternatives.

Findings: This framework outlines practical interventions addressing chart pollution at multiple levels in medical education and clinical practice. Faculty workshops on identifying and removing biased language, combined with institutional guidelines and EHR alerts, increased clinician awareness and improved documentation habits. Pilot programs reported greater sensitivity to documentation bias and stronger engagement with structural competency among faculty and learners.

Discussion: Treating stigmatizing clinical documentation as a site of bias is vital for advancing health equity. Embedding clean charting into FD and CPD curricula can disrupt patterns of prejudice entrenched in medical records, improve patient-clinician trust, and foster a culture of respectful, patient-centered care. Medical education must broaden to include documentation ethics, giving chart language the same critical attention as verbal communication and clinical reasoning.

Impact/Relevance to the advancement of the field of CPD/CE: Embedding clean charting into continuing professional development (CPD) and clinical education ensures that clinicians are equipped with essential skills to recognize and amend biased documentation practices. This initiative advances CPD by integrating structural competency into everyday clinical practice, promoting transparent and respectful communication. As educators and healthcare professionals work collectively to address chart pollution, CPD curricula evolve to highlight documentation as a key component of ethical practice. Ultimately, this framework fosters a culture of sustained learning and improvement, empowering practitioners to enhance patient trust, reduce diagnostic disparities, and contribute to overall equity in care delivery for underserved populations.

8: The UF CME Guidebook: A Comprehensive Framework for Planning Engaging and Impactful Continuing Medical Education Programs

Gianna Gamache, University of Florida, Gainesville, FL, USA, Rasa Williamson, University of Florida, Gainesville, FL, USA, Eric Rosenberg, MD, University of Florida, Gainesville, FL, USA

Purpose/Problem Statement: University of Florida (UF) faculty need a standardized, enduring resource for designing Continuing Medical Education (CME) programs that improve physician competence, performance, and patient outcomes. Traditional UF guidance on how to create a CME program is inconsistent and variable based on one-on-one meetings and e-mail exchanges. This guidebook offers practical support to ensure programs meet identified educational needs and ACCME requirements and serves as a valuable, ongoing reference for program directors aiming to create high-quality, engaging, and impactful CME experiences.

Approaches: Our approach included an internal review of UF CME application submissions and program evaluation data. This review, conducted as part of a master’s level thesis project by the senior event planner in our office, identified gaps such as incomplete needs assessments, non-measurable learning objectives, and attendee preferences. A literature review on engaging learning techniques and program design complemented this.

The guidebook systematically covers the key planning phases: 1) Needs Assessment; 2) Measurable Learning Objectives; 3) Instructional Design; 4) Content Elevation; 5) Marketing; 6) Logistics; and 7) Funding. It emphasizes identifying educational gaps, designing objectives aimed at improving physician competence, performance, or patient outcomes, incorporating active or case-based learning, engaging the audience, and using innovative techniques like “Fireside Chats” and AI-generated clinical scenarios. It explains how to include faculty from multiple disciplines, ACCME commendation criteria, optimal slide formatting, and marketing strategies based on attendee preferences. Advice on budgeting, venue selection, and timeline management is also provided. The guidebook is available online and is undergoing evaluation by a pilot group of program directors.

Findings: The development of this guidebook is a strategic initiative to enhance the effectiveness and engagement of CME programs for UF Faculty. Key findings from best practices and identified needs have been integrated into a comprehensive planning resource. These include: 1) Emphasis on Outcomes-Based Learning; 2) Promotion of Active and Innovative Learning Methodologies; 3) Integration of Attendee-Driven Practical Considerations; and 4) Commitment to Interprofessional Collaboration.

While direct evaluative feedback on the guide’s impact is currently being collected, these design-level insights support the guidebook’s structure and content, reflecting its goal to help faculty develop impactful, engaging, and patient-centered CME programs.

Discussion: This guidebook improves collaboration between faculty and the CME office and serves as a valuable best practice for faculty development at the institutional level. It turns participant feedback and educational theory into practical strategies for creating more engaging and effective programs. By offering a structured, comprehensive framework, it helps faculty align programs with ACCME standards, raising quality beyond mere compliance, and enabling them to optimize content, logistics, and impact. Barriers include ensuring the guidebook reaches all potential CME applicants before submission. Strong administrative support from UF departments is a key factor in its successful distribution.

Impact/Relevance to the advancement of the field of CPD/CE: The UF CME Guidebook will greatly improve CPD/CE program development by providing a reliable, evidence-based framework. It enables faculty to create programs focused on clear outcomes and increased learner engagement through interdisciplinary collaboration, innovative methods, and data-driven marketing. This resource acts as a versatile model for other institutions, supporting ongoing growth in healthcare professional development.

9: Building Professional Identity and Competence in CME: A Curriculum for Frontline CE Educators

Nels Carlson, MD, OHSU, Portland, OR, USA, Raghav Wusirika, MD, OHSU, Portland, OR, USA, Liane Giles Le Blanc, OHSU, Portland, OR, USA, Alex Cotgreave, OHSU, Portland, OR, USA, Daniel Stephenson, OHSU, Portland, OR, USA

Purpose/Problem Statement: Oregon Health & Science University (OHSU) Continuing Professional Development (CPD) developed a targeted curriculum to address critical gaps in CME faculty competence and professional identity formation. A needs assessment revealed that frontline educators lacked skills in educational planning, program evaluation, and understanding of the ACCME Standards for Integrity and Independence. In response, OHSU designed a blended learning curriculum aimed at empowering faculty to lead CME activities with confidence and compliance.

Approaches: The curriculum includes asynchronous pre-work using ACCME Academy’s RISE modules, covering educational planning, evaluation, and standards compliance. These modules are supplemented with curated resources and reflective exercises. Faculty then participate in two interactive workshops: one focused on applying educational planning tools to current CME activities, and the other on analyzing real-world cases to apply the Standards for Integrity and Independence.

• Identifying educational needs and designing CME activities to improve competence and performance
• Evaluating CME programs in alignment with institutional mission and improvement goals
• Applying ACCME Standards through practical case analysis

Findings: Implementation began in Fall 2025 as a pilot, with participant recruitment from CPD committees and activity planners. Evaluation includes learner self-assessment, engagement tracking, and feasibility analysis for ongoing professional development.

Discussion: This project seeks to meet the need to provide foundational training to CME educators. The design of this project sought to create a replicable tool with clear documentation of how to deliver the education again and to scale to different sized audiences and formats (virtual, blended, in-person). Utilizing a collaborative approach in the workshop component provides participants with simulation of developing education rather than only abstract reflection on the subject. Contextual factors influencing the implementation of this curriculum include but are not limited to perceived relevance and buy-in from members of the CPD Committee and Planning Chairs eligible to participate, time available for non-clinical activities, and overcoming a lack baseline knowledge of ACCME Standards.

Impact/Relevance to the advancement of the field of CPD/CE: This curriculum offers a scalable model for faculty development that supports both professional identity formation and continuous improvement in CME.

10: Embedding Continuous Improvement into CME Coordinator Development: A Quarterly Education Series Model

Liane Giles Le Blanc, OHSU, Portland, OR, USA, Alex Cotgreave, OHSU, Portland, OR, USA, Daniel Stephenson, OHSU, Portland, OR, USA

Purpose/Problem Statement: CME coordinators play a pivotal role in ensuring the quality and compliance of continuing professional development activities. However, their professional development is often overlooked. At OHSU, we identified a gap in structured, responsive education for CME coordinators. To design and implement a quarterly education series for CME coordinators, using insights from quarterly report reviews to inform content and address emerging needs.

Approaches: Each quarter, CME activity reports were reviewed to identify trends, challenges, and opportunities for improvement. These findings were used to develop targeted educational sessions for coordinators. Topics ranged from accreditation standards and documentation practices to equity in CPD and learner engagement strategies. Sessions were delivered in a virtual format to accommodate diverse participation. These sessions were also recorded and made available to those unable to attend the live meeting.

Findings: Since implementation, coordinator engagement has increased, and post-session evaluations indicate improved confidence and competence in managing CME activities. Preliminary review of the data shows that common compliance issues identified in reports have decreased over time, suggesting a positive impact on practice. Further analysis will be complete in time for presentation at the 2026 SACME Annual Meeting.

Discussion: This model demonstrates how routine operational reviews can be leveraged to create responsive, data-informed professional development for CME staff. It fosters a culture of continuous improvement and aligns with SACME’s commitment to inclusive, high-quality CPD. Contextual factors influencing the implementation of this curriculum include but are not limited to significant turnover in CME Coordinators within the institution, competing administrative priorities for those in the CME Coordinator role, and specialized skills needed to expand educational content.

Impact/Relevance to the advancement of the field of CPD/CE: A quarterly education series grounded in real-time data can enhance the effectiveness of CME coordinators and contribute to the overall quality of CPD programs.

11: Indirect Financial Support to CME Educators via Support for Promotion

Raghav Wusirika, Oregon Health and Science University, Portland OR, USA, Liane Giles LeBlanc, Oregon Health and Science University, Portland OR, USA, Alex Cotgreave, Oregon Health and Science University, Portland OR, USA, Nels Carlson, Oregon Health and Science University, Portland OR, USA

Purpose/Problem Statement: In the current fiscal environment, there is a strong disincentive for educators to dedicate time to CME activity production. Many institutions are facing financial hardships, and providers are being held to tighter standards of revenue production, so time away from clinical activities can have adverse financial consequences. Although our institution cannot provide monetary support to providers, we elected to review opportunities for indirect support.

Approaches: The CPD committee decided to provide a letter of recommendation for promotion to the Promotion and Tenure committee. This would be the first of its kind at our institution, as it would involve one School of Medicine committee providing feedback to another committee. Salary caps are tied to academic rank and thus support for promotion can indirectly support providers’ time and effort.

Findings: There is broad support amongst the CPD committee members and selected surveyed faculty for this implementation. Criteria for Substantial and Outstanding Service to CME work have been created based on a point scale for 1) teaching, 2) planning, and 3) chairing a CME activity, with higher points assigned for increasing responsibilities. Letters will be sent during the subsequent promotion and tenure cycle, which begins in May 2026.

Discussion: Support for faculty in providing time and effort for CME activities is vital to maintaining robust programming and developing the next generation of clinical educators. Time constraints and perceived financial penalties can dissuade potential educators from becoming involved in CME work early in their careers. Although our institution cannot provide direct financial support to individuals, the use of a letter of recommendation can indirectly result in improved salaries for faculty. The CPD committee can easily provide this letter; however, the value to the Promotion and Tenure committee remains unclear until its implementation. It is also unclear whether the majority of faculty will find this letter sufficiently helpful to encourage them to put more effort into CME activities.

Impact/Relevance to the advancement of the field of CPD/CE: Although the majority of a healthcare professional’s education is spent on CME activities, there is limited funding available to support these endeavors. Early faculty face numerous time constraints, with increasing priority being placed on revenue generation due to the organization’s financial struggles. Given this climate, it is vital that CPD teams find ways to recognize and support CME educators. The Letter of Recommendation for Promotion described above is one such way to provide direct recognition and indirect financial support to these educators.

12: Standard 3.2 Exception Appeal Process

Nels Carlson, MD, Oregon Health & Science University, Portland, OR, USA, Liane LeBlanc, MHA, Oregon Health & Science University, Portland, OR, USA, Raghav Wusirika, MD, Oregon Health & Science University, Portland, OR, USA, Alex Cotgreave, Oregon Health & Science University, Portland, OR, USA

Purpose/Problem Statement: Standard 3.2 is often an area of non-compliance with the ACCME Standards for Integrity and Independence. The ACCME does not allow an individual with an employment-based relationship with an ACCME defined commercial interest to control CME content, but has identified 3 special-use cases where employees can have a specific, limited role in accredited CME activities. The challenges in determining whether an individual meets these exceptions include late notification of the conflict and limited time to review the relationship, no standardized review process, and lack of clarity as to whether the content of the CME activity is or is not related to the business lines or products of their employer.

Approaches: At our institution, we default to not allowing individuals with employment-based relationships to control CME content. We have instituted a process in which an affected individual can appeal this decision. The appeal process includes an appeal form, a timeline for the appeal and a review process by members of our School of Medicine CPD Committee to determine whether the requested exception meets the ACCME’s guidance. CPD Committee members complete a review form, note which exception is applicable and if appropriate, which ACCME FAQ is congruent with the appeal. The CPD Committee then makes a recommendation to the OHSU CPD office whether to accept the appeal or not.

Findings: Since initiating this process, we have reviewed several appeals. Our experience has been that this process, irrespective of the decision, is considered fair and thorough, and is appreciated by the individual with the employment-based relationship, the CPD Committee and the CPD office.

Discussion: As the appeal must be initiated 12 weeks in advance of the CME activity, this process has allowed our CPD office adequate time to perform a thorough review in a standardized manner. This process allows the affected individual the opportunity to make the case for a 3.2 exception, and it provides for a panel of faculty familiar with the CME Standards to render an impartial and well-reasoned decision.

Impact/Relevance to the advancement of the field of CPD/CE: Standard 3 is often an area of non-compliance with the ACCME accreditation standards. The 3.2 exceptions are not always straightforward and can be difficult to apply. This process allows our CPD office adequate time and structure to make these sometimes unpopular decisions in a standardized and transparent way.

P-13: Continuing Pharmacy Education Provider Perspectives on Artificial Intelligence

Logan Murry, Accreditation Council for Pharmacy Education, Chicago, IL, USA, Dimitra V. Travlos, Accreditation Council for Pharmacy Education, Chicago, IL, USA, Kimberly Catledge, Accreditation Council for Pharmacy Education, Chicago, IL, USA

Background/Context: The rapid advancement of artificial intelligence (AI) is influencing pharmacy education, including continuing education (CE). AI offers opportunities for efficiency, content development, and innovation, yet concerns remain around content validity, ethical use, and responsible implementation.

Purpose/Thesis Statement(s): To better understand Continuing Pharmacy Education (CPE) providers’ perspectives on AI, the Accreditation Council for Pharmacy Education (ACPE) conducted surveys in 2023 and 2025 to assess policies, practices, and future needs related to AI in CE.

Literature review/Current perspective in the field: Emerging reports in health professions education highlight both enthusiasm and caution regarding AI integration. While AI tools are being piloted for administrative and instructional purposes, few standardized policies or training resources exist. Previous work suggests that without clear frameworks, institutions may struggle with legality, liability, and quality assurance in educational design.

Theoretical Framework(s): This work is informed by concepts of responsible innovation and professional accountability, which emphasize balancing adoption of emerging technologies with ethical considerations, transparency, and learner trust. These frameworks guided the survey design and interpretation, focusing on the interplay between technological potential and professional standards in CE.

Discussion: Survey participation increased slightly between 2023 (15%) and 2025 (17.7%). While only one provider reported an AI policy in 2023, 37% had one in place by 2025. Reported uses of AI included drafting objectives and assessment questions, refining language, analyzing gaps, and suggesting conference themes. Few providers offered formal AI training, though some implemented guidance or disclosure expectations in speaker toolkits. Respondents consistently raised questions about legality, liability, best practices, and content validity, underscoring the need for shared resources.

Impact/Relevance to the advancement of the field of CPD/CE: Findings demonstrate increasing adoption of AI policies but persistent gaps in training and implementation support. ACPE has developed initial guidance materials and plans further education on ethical AI use, disclosure, and data security. This model can be adapted by other CE and CPD organizations to: assess readiness and policy gaps, develop standardized guidelines and disclosure practices, and integrate transparent AI use into instructional design. By doing so, CE providers can responsibly harness AI’s potential while maintaining educational integrity and learner trust.

References:
1.  Masters K. Ethical use of Artificial Intelligence in Health Professions Education: AMEE Guide No. 158. Med Teach. 2023 Jun;45(6):574-584. doi: 10.1080/0142159X.2023.2186203. Epub 2023 Mar 13. PMID: 36912253.
2.  Ensign D, Nisly SA, Pardo CO. The Future of Generative AI in Continuing Professional Development (CPD): Crowdsourcing the Alliance Community. J CME. 2024 Dec 9;13(1):2437288. doi: 10.1080/28338073.2024.2437288. PMID: 39664116; PMCID: PMC11633854.

14: From Learning to Practice: Measuring the Outcomes of Accredited Continuing Education

Kim M. Denny, Indiana University School of Medicine, Indianapolis, IN, Komal Kochhar, MD, MHA, Indiana University School of Medicine, Indianapolis, IN, Jennifer E. Schwartz, MD, FRCPC, FASCO, Indiana University School of Medicine, Indianapolis, IN

Background/Context/Purpose: The IU School of Medicine Office of Continuing Education in Healthcare Professions (IUSM CEHP) is a Jointly Accredited (JA) Provider of Interprofessional Continuing Education (CE). It offers a range of CE activities aimed at improving healthcare team performance and patient outcomes. Accreditation criteria guide both activity-level and program-level evaluations. While a systematic analysis of how well these activities align with CEHP’s mission is conducted annually for program analysis and reaccreditation self-study efforts, a scholarly research project on all available evaluation data regarding trends and effectiveness of different activity types has not been conducted.

Theoretical/Conceptual Framework(s): The applicable Theoretical/Conceptual frameworks include Kirkpatrick’s Four-Level Training Evaluation Model, Moore’s Outcomes Framework for Continuing Medical Education (CME), Knowles’ Andragogy, and Constructivist Learning Theory.

Methods: We took a sampling of CE activity data from 3 activity types (Internet Enduring Materials, Courses, and Regularly Scheduled Series). The data was verified and organized, pulling out 6 specific questions for analysis regarding effectiveness, impact, and alignment with mission-driven goals.

Results/Findings: Overall, our data showed that the activities were positively received by the participants (Excellent/Very good: 94%); a high percentage of CE activities “Meet professional expectations” (Strongly agree/Agree: 97%); “Provide useful tools for practice” (Strongly agree/Agree: 95%); and “Facilitate interprofessional learning” (Strongly agree/Agree: 83%). Based on activity participation, the outcome that was most expected to change was “Knowledge” (87%). These findings support the conclusion that CEHP is effectively fulfilling its mission and offers approaches to other accredited providers in conducting program level analysis.

Discussion: Based on this analysis, our organization is significantly meeting its mission as an accredited provider of continuing education for the healthcare team. Overall, these metrics suggest that our accredited activities are successfully contributing to the mission of fostering innovation and excellence in healthcare teams, both within Indiana and beyond.

Impact/Relevance to the advancement of the field of CPD/CE: As a JA provider of continuing education for the healthcare team, our approach to program-based analysis confirms that we are meeting our mission as it relates to changes in skills/strategy, performance of the healthcare team, and/or patient outcomes. Our approach can serve as a model for other JA and ACCME accredited providers to organize and analyze their evaluation data in support of compliance with JA Criterion 2.

15: E-Learning Evolution: Development of a Self-Directed STACER Examiner Training Module

Shaheen Darani, University of Toronto, Toronto, Ontario, Canada, Certina Ho, University of Toronto, Toronto, Ontario, Canada, Nikhita Singhal, University of Toronto, Toronto, Canada, Peter Voore, University of Toronto, Toronto, Canada, John Teshima, University of Toronto, Toronto, Ontario, Canada, Michael Mak, University of Toronto, Toronto, Canada, Tracy Sarmiento, University of Toronto, Toronto, Canada

Background/Context/Purpose: Successful completion of Structured Assessment of Clinical Evaluation Report (STACER) examinations is a required component of psychiatry residency training in Canada. The purpose of the STACER is to assess residents’ ability to acquire a comprehensive history from a patient, evaluate their current mental state, interpret the acquired information, and arrive at a diagnosis, formulation, and management plan. However, examiner training is key to ensuring consistent processes and the minimization of bias, thereby improving the reliability and validity of these exams. The Department of Psychiatry’s Office of Faculty Development, at the University of Toronto, in collaboration with the General Psychiatry Residency Program and with the support of a STACER Training Working Group, undertook a redesign of STACER training for faculty teachers with the goal of developing and evaluating a STACER Training e-module.

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

Methods: The STACER Training Working Group — composed of faculty and resident representatives — conducted a review and update of previous STACER training materials, then adapted the content into a self-paced e-module format to make it accessible to faculty on demand. Additional resources (FAQ and Examiner Tip Sheet) were also developed to support faculty knowledge and skills. Feedback from an initial pilot was incorporated before the e-module was launched across the Department of Psychiatry at the University of Toronto.  Participants were surveyed immediately post e-module completion 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. Participants were surveyed immediately post e-module completion on their satisfaction with the e-module as well as confidence and knowledge of their role as examiner.  Surveys were disseminated via the e-module and responses were collected on REDCap. Quantitative data were analyzed using descriptive statistics, and qualitative responses using thematic analysis.

Results/Findings: As of March 2025, 88 participants had enrolled and 58 had completed evaluation surveys. The e-module was extremely well-received, with the vast majority of respondents (98%) indicating it fulfilled its goal; (97%) of respondents indicating the content was relevant and adequately explained the knowledge concepts presented; and (93%) of respondents feeling confident in their understanding of the roles/responsibilities of an examiner. Feedback obtained through open-ended responses will be applied to iteratively improve the training, and to support dissemination on a broader scale.

Discussion: Preliminary findings show improvements in knowledge and confidence of participants. We anticipate these findings will inform the delivery of future CPD e-learning programs.

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

16: Fostering Scholarship: A Medical Education Scholarship Initiative (MESI) to Advance Scholarship and Research

Stephanie A. Staggs, MHA, CHCP, Texas A&M University Naresh K. Vashisht College of Medicine, Round Rock, Texas, USA

Background/Context/Purpose: The MESI is a collaboration among various departments to promote medical education research and scholarship. It offers faculty a supportive community and resources for creating research projects that enhance teaching and learning.

Key aspects of the MESI program:

• Focus: Promoting medical education scholarship.
• Collaboration: A collaborative effort between the Department of Medical Education, Department of Humanities in Medicine, Office of Professional Development, Medical Sciences Library, and Office of Evaluation and Assessment.
• Goal: To increase research and scholarship among faculty.
• Resources: Offers workshops, resources, and opportunities for collaboration to help faculty design, evaluate, and communicate their research.

Theoretical/Conceptual Framework(s): In the context of evaluating the Medical Education Scholarship Initiative, the Theory of Change helps clarify how specific program activities (such as workshops, mentorship, or research support) are expected to lead to measurable improvements in medical education research capacity and outcomes. It ensures that the evaluation is grounded in a clear understanding of the program’s goals and the mechanisms through which those goals are achieved.

Methods: Surveys: Analyze distributed surveys to faculty to gather data on participation, resource utilization, and perceived impact.

Results/Findings: Of those that responded, over 80% found the activities helpful and over 70% have either started, collected, submitted and/or published after participating in the MESI activities.

Discussion: As discussed in Chapter 4 of Faculty Development in the Health Professions, (Hodges & Horsely, 2025, p. 95), the authors emphasize that faculty development for research and scholarship is different from other faculty development activities.

Impact/Relevance to the advancement of the field of CPD/CE: This program evaluation helps to advance CPD by building research capacity, fostering collaboration and supporting continuous professional development.

17: Lights, Camera, Action!: A Photovoice Study Exploring the Impact of Co-production in Mental Health Education

Holly Harris, Centre for Addiction and Mental Health, Toronto, Canada, Sophie Soklaridis, University of Toronto and the Centre for Addiction and Mental Health, Toronto, Canada, Shelby McKee, Centre for Addiction and Mental Health, Toronto, Canada, Amy Hsieh, 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, Jordana Rovet, Centre for Addiction and Mental Health, Toronto, Canada, Kelly Lawless, Centre for Addiction and Mental Health, Toronto, Canada, James Svoboda, Centre for Addiction and Mental Health, Toronto, Canada, Melissa Hiebert, 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; Lisa D. Hawke, University of Toronto and the Centre for Addiction and Mental Health, Toronto, Canada

Background/Context/Inquiry Question: In CME/CPD, co-production involves patients, professionals, and those who bridge both perspectives working as equal partners in the design and development of an educational initiative. While research shows co-production positively influences the quality, relevance, and impact of education, there is minimal research demonstrating the impact on the individuals involved. This photovoice study utilized photography to explore the impact of co-production in the context of Recovery Colleges. Co-production is a fundamental principle of Recovery Colleges, which are accessible educational programs centred on supporting people on their mental health and wellness journeys.

Theoretical Framework(s): This work is rooted within the principles of participatory action research, arts-based research paradigms, and co-production.

Methods: This study engaged 18 participants with lived experience of mental health challenges and/or substance use from Canadian Recovery Colleges through seven virtual photovoice workshops, followed by focus group discussions. The project invited participants to use photography to reflect on the ways in which co-production impacts them. Focus groups were audio-recorded, transcribed, and analyzed thematically using a codebook. The research was co-produced by individuals with diverse lived and learned expertise.

Results/Findings: Five key themes were identified from the data: 1) Co-production significantly reduced stigma and addressed internalized stigma; 2) The co-production environment provided a dedicated space for sharing unique experiences and learning from others, facilitating transformative opportunities; 3) Co-production fostered a heightened sense of belonging; 4) Co-production supported participants’ recovery and enhanced self-understanding through peer interactions; and 5) Co-production fostered personal growth for participants in conjunction with their peers thus highlighting the value of the collaborative nature of the co-production process.

Discussion: The results of the study indicate that co-production fosters a supportive, safe, and inclusive environment that has positive impacts on those involved. This approach enables participants to share their experiences while engaging with the narratives of others, breaking down barriers and fostering epistemic equity. We are using the results to develop a psychometric scale measuring the personal impacts of co-production.

Limitations: The study has several limitations, including the inability to represent all equity-deserving subgroups. While some of these subgroups were included in the sample, their sizes were too small to permit meaningful subgroup analyses. Additionally, although the virtual component aimed to improve accessibility, it also did not allow for in-person interactions, which may have reduced the overall impact of the study.

Impact/Relevance to the advancement of the field of CPD/CE: The study’s findings indicate that co-production has a positive impact on patients/people with lived experience who are involved in the process. This highlights the value of co-production in CME/CPD initiatives, not only in elevating the quality of education by incorporating and synthesizing diverse perspectives, but in yielding significant benefits for all participants engaged in the process.

P-18: When and How is Change Talk Triggered During Small Group Discussions? – An Ethnographic Study Within an Established Practice-based Learning Program

Dr. Kathleen Moncrieff, University of Calgary, Calgary, AB, Canada, Dr. Stefanie Roder, The Foundation for Medical Practice Education, McMaster University, Hamilton, ON, Canada, Dr. Heather Armson, University of Calgary, Calgary, AB, Canada

Background/Context/Inquiry Question: Numerous studies highlight the benefits of collaborative learning. Social interaction helps physicians acquire explicit knowledge (discussing educational material) and tacit knowledge (sharing clinical experiences). Peer interaction also helps physicians recognize practice gaps and foster implementation of best practices within their own practice context.

In 2023 we introduced a “change talk” framework to delineate conversation elements within small group discussions among physicians that meet regularly for CPD/CE. “Change Talk” refers to conversation pieces where physicians discuss how to enact desired practice change(s). This study explored the contribution of social interaction to “change talk” and aimed to identify triggers for “change talk”.

Theoretical Framework(s): Social constructivism; Taxonomy of opportunities to learn

Methods: A focused ethnography was used to collect conversation pieces while observing nine small group discussions from two groups of family physicians belonging to a small group Practice-Based Learning Program. Lau’s Taxonomy of Opportunities to Learn (TxOTL) was used to analyze conversation pieces from field notes. TxOTL, grounded in sociocultural view of learning, provided a systematic approach to understand dynamic social interactions and identify concepts. Timeline representations of all nine sessions were created to gain an overview of when and how change talk was triggered.

Results/Findings: Fourteen change talk conversation pieces were identified across 7 out of 9 small group sessions. Twelve of the change talk pieces occurred during case discussions and two at the beginning of the session, when practice gaps were shared. Nine of the change talk pieces were triggered by the facilitator and five were triggered by group members. Change talk triggered by the facilitator reflected the educational process established by Practice-Based Learning Program. Change talk triggered by members occurred when group members interpreted information, asked questions and shared their own knowledge and experiences. Triggers for change talk could happen with any level of social interaction, low level (round robin format) when one idea was presents and/or high level when more than one idea was present during an in-depth discussion.

Discussion: This focused ethnography provided insights into when and how change talk is triggered during small group learning sessions. Change talk can occur anytime during the session and is often triggered by established educational processes used by the facilitator to guide discussion. However, there is also a more organic/natural process as group members work through educational material reflecting on information as it applies to their practice context.

Limitations: The findings of this study are limited to a unique CPD program and a small data set, and further studies within other programs is recommended.

Impact/Relevance to the advancement of the field of CPD/CE: While physicians often make practice changes independently, many value feedback from colleagues in a safe small group learning environment. Triggers to help in the process of best practice decisions include educational material and a trained facilitator to guide discussions, providing stimuli for thoughts on guidelines and practice reflections including gap identification. Educators should also recognize that organic social interactions also provide spontaneous thoughts around best practices that could be additional triggers for practice decisions.

20: Assessing Use of a Jointly Accredited CE Program Across an Integrated Health System: A Multi-Year QI Initiative

Jennifer Lamanna PhD, Bon Secours Mercy Health St. Elizabeth Youngstown Hospital, Youngstown, OH, USA, Theresa Schroeder-Hageman PhD RN, Bon Secours Mercy Health, Cincinnati, OH, USA, Bryce Ringwald MD, Bon Secours Mercy Health St. Rita’s Medical Center, Lima, OH, USA, Melissa Watkins MHA CHCP, Bon Secours Mercy Health Center for Continuing Education, Lima, OH, USA

Background/Context/Inquiry Question: Joint accreditation in continuing education (CE) represents a hallmark of quality and unity in healthcare professional development, yet disparities in program use persist especially following large-scale system integrations. Our health system’s journey began in 2018 with its first jointly accredited CE program, initially serving a single hospital. Subsequent mergers expanded CE offerings across multiple states through joint provider partnerships, revealing uneven access, variable institutional support, and fragmented engagement.

Reference to Current Literature/Perspective on the Topic: A 2023 needs assessment showed that 70.6% of clinicians obtained fewer than 25% of their required CE units from our system’s programs which are free to employees and serve as an institutional benefit to be used.

Possible Theoretical Framework(s): To interpret engagement patterns and guide system-level interventions we will apply Lewin’s Change Management Model, framing CE integration as a three-stage process of unfreeze, transition, and refreeze.

Possible Methods: To address these challenges, we launched a quality improvement initiative using the Plan-Do-Study-Act (PDSA) framework, aiming to identify system-level factors that drive CE use in newly integrated markets. Specifically, we will assess the disparate effect between four merging markets, two markets (Lima and Youngstown) that had established CE programs (legacy CE programs), compared to two markets (Richmond and Greenville) that did not have established CE programs and relied on external accrediting agencies (non-legacy CE programs). Our multi-year initiative (2023-2026) will use quantitative data including internal CE access logs capturing individual completion rates and market-level engagement metrics derived from electronic learning platforms. Key interventions comprised the founding of the Bon Secours Mercy Health Center for Continuing Education, system site visits to all markets, formation of cross-functional advisory committees, and expanded onboarding modules for new markets.

Data analysis will involve time-series trend analysis to detect shifts in rates of use, stratified by profession and market. Comparative pre-post analyses will assess the percentage of CE credits acquired, using paired t-tests and chi-square tests where appropriate.

Potential Impact/Relevance to the advancement of the field of CPD/CE: By systematically examining how system-level infrastructure and localized support shape CE engagement, this initiative offers a replicable model for integrated health systems seeking equitable, engaged professional development. Insights will guide strategic resource allocation and foster consistent CE access. Final 2026 survey data will enable more granular analyses of profession-specific impacts and sustainability of improvements.

Preliminary Findings (if any): We hypothesize that enhanced centralized support, market-specific outreach, and structured onboarding will be associated with increased program enrollment and credit attainment in non-legacy CE programs more than legacy CE programs. We hypothesize that legacy CE program markets will be farther along the model’s trajectory (more “refreeze”), showing higher baseline utilization, while non-legacy CE program markets will require more intensive unfreeze and transition activities to achieve sustained uptake.

21: Kolb’s Experiential Learning Styles and Continuing Education Preferences: A Multi-Professional Cross-Sectional Study

Bryce Ringwald MD, Bon Secours Mercy Health St. Rita’s Medical Center, Lima, OH, USA, Jennifer Lamanna PhD, Bon Secours Mercy Health St. Elizabeth Youngstown Hospital, Youngstown, OH, USA, Melissa Watkins MHA CHCP, Bon Secours Mercy Health Center for Continuing Education, Lima, OH, USA

Background/Context/Inquiry Question: Kolb’s Experiential Learning Theory defines professional development as an iterative four-stage cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation through which clinicians build durable skills and knowledge. Four corresponding learning styles (Diverging, Assimilating, Converging, and Accommodating) describe how individuals engage with different educational activities. By illuminating potential interprofessional variation in learning preferences, we aim to strengthen the theoretical underpinnings of multimodal CE design and address a critical gap in the literature. This study addresses two primary inquiry questions: First, how do Kolb learning style distributions vary among physicians, nurses, pharmacists, medical assistants, social workers, psychologists, and dentists? Second, to what extent does congruence between an individual’s Kolb learning style and preferred CE format predict actual CE utilization?

Reference to Current Literature/Perspective on the Topic: While prior research in nursing demonstrated enhanced engagement and motivation when teaching strategies align with learners’ Kolb styles, the prevalence of each style and its impact on continuing education (CE) participation remain underexplored across other health professions. Most of the literature focuses on the Kolb learning styles of students (medical students, residents, nursing students, and dental students) but not of clinically active professionals.

Possible Theoretical Framework(s): Kolb’s Learning Cycle and Learning Styles

Possible Methods: Grounded in Kolb’s well-validated theoretical framework, our cross-sectional design deploys the Kolb Learning Style Inventory (LSI) alongside a comprehensive CE needs assessment. We will email licensed clinicians within our integrated health system, targeting a sample size of at least 1,200 respondents to ensure adequate power for chi-square analyses and ANOVA comparisons. The LSI’s established reliability, combined with pilot testing of our CE preference items, ensure measurement rigor. Ethical approval and data confidentiality measures are in place to protect participant privacy.

We will use Pearson’s chi-square tests to compare learning style frequencies across professions, followed by one-way ANOVA to evaluate differences in mean CE format preference scores by Kolb style. Multivariate logistic regression will model the likelihood of CE participation as a function of style-format congruence, adjusting for age, profession, years in practice, and prior CE engagement. Sensitivity analyses will assess the robustness of findings across demographic subgroups and practice settings.

Potential Impact/Relevance to the advancement of the field of CPD/CE: By constituting the largest and most diverse interprofessional examination of Kolb’s learning styles to date, this study has the potential to reshape CE curriculum development. Findings will inform the creation of flexible, learner-centered CE offerings that enhance engagement, satisfaction, and the uptake of evidence-based practices. In doing so, we advance the CE field toward more personalized, effective, and equitable professional development for healthcare teams.

Preliminary Findings (if any): N/A

22: Redesigning CME Engagement

Caitlin L. Garner MBA, LSU Health Shreveport, Shreveport, LA, USA, Christine M. Cheney BS, LSU Health Shreveport, Shreveport, LA, USA, James D. Morris MD, LSU Health Shreveport, Shreveport, LA, USA

Background/Context/Inquiry Question: Declining attendance and inconsistent engagement across CME activities at LSU Health Shreveport prompted a redesign initiative. The guiding inquiry asks: How can data-informed redesign, learner feedback, and institutional alignment improve participation, satisfaction, and perceived value in CME programming?

Reference to Current Literature/Perspective on the Topic: Emerging CPD research emphasizes learner-centered approaches, relevance to clinical practice, and engagement science as critical drivers of participation. Studies show that targeted communication, accessible formats, and alignment with identified learning needs enhance engagement and educational impact (Filipe et al., Med Teach, 2022; Slotnick, JCEHP, 2023).

Possible Theoretical Framework(s): The project incorporates Moore’s Outcomes Framework to connect engagement strategies with measurable outcomes, and applies PDSA cycles to test and refine interventions in real time. Concepts from adult learning theory and behavioral engagement models also inform design decisions.

Possible Methods: LMS, ACCME PARS, and GME/ACGME data are being analyzed to identify attendance trends, specialty representation, and topic interest. Faculty and learner surveys assess motivation, barriers, and satisfaction. Interventions include revising session schedules, enhancing visual communication, streamlining registration, and implementing targeted marketing through internal channels and digital signage. Ongoing evaluation cycles assess impact on attendance and feedback metrics.

Potential Impact/Relevance to the advancement of the field of CPD/CE: By integrating engagement science with institutional data, this project contributes a replicable model for improving participation and learner value in CME. It advances the field by demonstrating how educational design and analytics can strengthen the connection between continuing education and organizational outcomes.

Preliminary Findings (if any): N/A

23: From Science Sidelines to Changing Lives Bedside: Educating Healthcare Providers on the Evolving Hemophilia Treatment Landscape

Eleftherios Soleas, Queen’s University, Kingston, Paula James, Queen’s University, Kingston, David Lillicrap, Queen’s University, Kingston, Jennifer Leung, Queen’s University, Kingston, Lisa Thibeault, Queen’s University, Kingston, Megan Chaigneau, Queen’s University, Kingston, Laura Wheaton, Queen’s University, Kingston

Background/Context/Inquiry Question: Rapid advances in hemophilia treatment, including gene therapy and rebalancing agents, necessitate updated knowledge and clinical practices among healthcare professionals. This project aims to create and evaluate a longitudinal, gamified, self-assessment-based educational program that enhances multidisciplinary healthcare providers’ understanding and application of emerging hemophilia therapies.

Reference to Current Literature/Perspective on the Topic: Current literature emphasizes the necessity of adaptive, interprofessional educational activities to keep pace with rapid therapeutic advancements in hemophilia care. Recent studies highlight gamification and reflective self-assessment as effective strategies for enhancing knowledge retention and clinical reasoning among diverse healthcare teams. Our project builds on these insights by integrating validated methodologies from adult learning theory and patient-centered co-creation frameworks. Furthermore, incorporating interactive, evidence-driven content aligns with evolving guidelines and consensus recommendations from international bodies, underscoring the importance of sustained, multidisciplinary education to improve adherence to gold-standard treatment practices and ultimately, patient outcomes.

Possible Theoretical Framework(s): Developmental evaluation approaches and patient partnership co-creation frameworks.

Possible Methods: Developed collaboratively by healthcare professionals, patient experts, and educationalists, the program includes interactive asynchronous modules framed by pre- and post-knowledge assessments, case-driven learning scenarios, and reflective activities. Phase 1 (complete) involved evidence synthesis and barrier identification. Phase 2 (complete) focused on content creation. Phase 3 (Ongoing Fall 2025) will evaluate outcomes using learning analytics, knowledge gains, and behavior change metrics established through follow-up. Open-access patient education resources co-created with patient partners will also be developed and shared internationally through partnerships with the World Hemophilia Federation and the Centre for Excellence in Partnerships with Patients and the Public.

Potential Impact/Relevance to the advancement of the field of CPD/CE: This initiative represents a transformative advance in hemophilia education, addressing gaps in uptake of novel therapies and fostering improved patient outcomes through comprehensive, engaging, and scalable professional development. Results will inform future interprofessional educational strategies in rare and evolving disease landscapes.

Preliminary Findings (if any): Expected outcomes include increased learner knowledge, confidence, and alignment with gold-standard treatment guidelines; enhanced interdisciplinary collaboration; and empowered patient-provider shared decision-making. The program’s innovative approach leverages longitudinal reinforcement, adaptive learning tailored by profession, and patient-centered co-created materials that are mobilized nationally and internationally.

24: Evaluating Faculty Attitudes Toward Outreach and Potential Impact on Burnout

Joselyn Slobodow, University of Utah, Salt Lake City, UT, USA, Bethany K.H. Lewis, MD MPH FAAD, University of Utah, Salt Lake City, UT, USA

Background/Context/Inquiry Question: Burnout in medicine has been extensively documented across specialties, with interventions such as duty hour restrictions, stress management training, and mindfulness programs showing mixed success. However, the role of outreach in mitigating burnout remains understudied. Outreach has variable definitions but consistently includes purposeful health interventions outside of classic clinical settings to reach populations facing health risks or with limited healthcare access. The University of Utah Department of Dermatology offers a range of outreach opportunities, including educational offerings to primary care providers, charitable clinics in both urban and rural underserved settings, teledermatology services, rural outreach clinics, and community skin cancer screenings

Reference to Current Literature/Perspective on the Topic: N/A

Possible Theoretical Framework(s): This study aimed to assess dermatology faculty perceptions of outreach and its relationship to personal burnout, to investigate whether a relationship between outreach participation and burnout exists, as well as to inform quality improvement in these undertakings.

Possible Methods: We conducted a cross-sectional survey of dermatology faculty, residents, and advanced practice clinicians. The survey, developed in collaboration with epidemiology faculty to enhance validity and reduce bias, was administered via REDCap. Items included the validated Abbreviated Maslach Burnout Inventory (aMBI) to assess burnout, questions regarding involvement in departmental outreach activities, and opportunities for free-text responses elaborating on respondents’ views on outreach and opportunities for outreach expansion.

Potential Impact/Relevance to the advancement of the field of CPD/CE: N/A

Preliminary Findings (if any): No clear association was observed between burnout scores and frequency of outreach participation. However, open-ended responses most commonly highlighted outreach as providing variety in daily work and fostering a sense of meaning and purpose. Conversely, several respondents expressed concern that participation in outreach could exacerbate stress due to already demanding schedules and the additional time commitment required. These findings suggest that outreach holds promise as a source of professional fulfillment. However, more deliberate integration of outreach into clinical schedules may enhance its positive impact while reducing the risk of it contributing to burnout.

25: The Development of a Sustainable Obesity Registry to Drive Systems-Level Quality Improvement

Linda Caples, The Medical College of Wisconsin, Milwaukee, Wisconsin, Brian Tomczyk, The Medical College of Wisconsin, Milwaukee, Wisconsin, Paige Langdon, Clinical Education Alliance, Reston, Virginia, Joseph Kim, Q Synthesis LLC, Langhorne, Pennsylvania

Background/Context/Inquiry Question: Obesity is a complex, chronic disease that impacts multiple aspects of health and healthcare delivery. Despite the availability of evidence-based interventions, health systems face persistent challenges in standardizing obesity care and measuring outcomes. The Froedtert & the Medical College of Wisconsin health network is a partnership between Froedtert Health and the Medical College of Wisconsin. Our team, working in partnership with Clinical Care Options (CCO) and Q Synthesis LLC, launched a systems-level quality improvement (QI) initiative to address existing gaps in obesity management and to identify opportunities for intervention. The development of an obesity registry for audit and feedback is one of the QI interventions in this project.

The inquiry guiding this work is: How can a system-level obesity registry, developed through a collaborative QI initiative, serve as a sustainable tool for continuing professional development (CPD) and system-level practice improvement by providing data for audit and feedback?

Reference to Current Literature/Perspective on the Topic: Evidence-based guidelines for obesity management are well-established, yet their implementation in clinical practice remains a challenge. Current literature highlights that traditional educational interventions alone are often insufficient to change physician behavior. Furthermore, siloed initiatives within healthcare systems often fail to create lasting, system-wide changes. Recent work in QI and CPD emphasizes the importance of data-driven approaches, such as audit and feedback, to identify practice gaps and inform targeted educational interventions. When integrated into a QI project, CPD serves as both a catalyst and a reinforcement mechanism-empowering providers to translate learning into measurable practice improvements that ultimately enhance patient outcomes. This project aligns with a growing body of literature that supports embedding CPD within QI initiatives to foster a culture of continuous learning and practice improvement.

Possible Theoretical Framework(s): This QI intervention is based on the Audit and Feedback Theory, which provides a lens for understanding how presenting clinicians with performance data may change behavior and improve care processes. The Social Cognitive Theory provides understanding of how clinicians’ beliefs and attitudes about obesity care may be influenced by data from the registry.

Possible Methods: The project team identified several possible interventions, and the obesity registry is one of those interventions that involved members of the clinical teams, data analysts, and administrative leadership. The process included:

• Defining Meaningful Metrics: We used a consensus-building approach with key clinical stakeholders to define core metrics for obesity care, including weight management, medication prescribing, and referrals to specialty care.
• Data Collection and Analysis: We worked with our data team to extract and analyze data from the electronic health record to populate the registry, ensuring data accuracy and integrity.
• Registry Development: The registry was designed as a dynamic QI tool for audit and feedback, allowing clinical sites to view their performance on key metrics in real time.
• Implementation (in progress): The registry will be a sustainable QI tool, enabling audit and feedback cycles to track trends, highlighting gaps, and prioritizing site-specific interventions.

Potential Impact/Relevance to the advancement of the field of CPD/CE: This project has the potential to demonstrate how a collaboratively developed, system-level registry can serve as a powerful and sustainable intervention for CPD. By providing clinicians with actionable data through audit and feedback, the registry will empower them to identify and address practice gaps related to obesity care. This model offers a valuable example for other healthcare systems seeking to integrate data-driven QI into their CPD strategy, fostering a culture of continuous learning and ultimately improving patient outcomes.

Preliminary Findings (if any): N/A

26: Reaffirming our Commitment to CPD: Advancing Interprofessional Continuing Education (IPCE) for All

Kelly Sabol, KUMC, Pittsburg, KS, Molly Smith, KUMC Kansas City, KS, Teri Kennedy, KUMC, Kim Templeton, KUMC

Background/Context/Inquiry Question: In 2022, a baseline assessment was conducted during our Joint Accreditation Self Study to evaluate understanding of interprofessional practice and interprofessional continuing education (IPCE) among course directors, planning committee members, speakers, and attendees. The current study examines whether participant attitudes and knowledge have evolved since that baseline and how findings can inform future planning and faculty development.

A related inquiry explores whether IPCE/continuing professional development (CPD) planners and presenters consider age, sex, and gender identity in the planning and delivery of educational events. Age reflects differences in functioning and needs across the lifespan; sex relates to biological features; and gender identity is a proxy for social determinants of health, including stigma and inequities experienced by LGBTQIA+ individuals.

This longitudinal survey of CE stakeholders compares the 2022 baseline cohort with a 2025 follow-up cohort to assess whether exposure to IPCE activities produces sustained improvements in valuing interprofessional collaborative practice. Findings will also support reaccreditation through Joint Accreditation.

Reference to Current Literature/Perspective on the Topic: Research demonstrates that IPCE improves learners’ knowledge, skills, and understanding of IPCP (Brashers, Phillips, Malpass, & Own, 2015; Reeves, Palaganas, & Zierler, 2015) and that IPCP leads to improved healthcare delivery and patient outcomes (Cox et al, 2016; IOM, 2015; Regnier et al, 2022). This study seeks to identify and inform improvement of JA provider tools and processes to support practice and culture change through the planning and delivery of IPCE events.

Possible Theoretical Framework(s): This study is informed by the Modified Kirkpatrick Model for Outcomes Evaluation framework (Yardley & Dornan, 2012) and Interprofessional Learning Continuum (IPLC) model (Institute of Medicine, 2015). The Modified Kirkpatrick Model evaluates level of competence with related behavioral indicators and changes in professional behavior, organizational practice, and patient/client outcomes. The IPLC model illustrates the importance of interprofessional lifelong learning in CPD along the education-to-practice continuum and recognizes enabling or interfering factors, learning outcomes, and health and system outcomes.

Possible Methods: This longitudinal cohort study compares provider and organizational understanding and valuing of the impact of interprofessional collaborative practice (IPCP) on practice and patient care between a 2022 baseline cohort surveyed while preparing a self-study prior to 2023 receipt of Joint Accreditation provider status and a 2025 cohort after JA implementation. Eligible participants include course directors, planning committee members, speakers, and attendees engaged in accredited CE events held between July 1, 2021-June 30, 2022 (baseline cohort) and July 1, 2024-June 30, 2025 (follow-up cohort). Data collection is via a Qualtrics survey instrument aligned with the original baseline questions to allow direct comparison over time. Analysis will include descriptive statistics of participant responses, subgroup comparisons across roles, and pre/post trend analyses between baseline and follow-up measures.

Potential Impact/Relevance to the advancement of the field of CPD/CE: By assessing changes since the 2022 baseline, this study will provide evidence about whether exposure to interprofessional CE activities leads to sustained improvements in understanding and valuing IPCE. Findings will have multiple local applications:

Inform messaging to course directors, planning committee members, and speakers during the planning and development phase of CE events.
Support targeted strategies to address knowledge and competence gaps among key partners.

Evaluate the effectiveness of departmental interventions designed to advance IPCE.
Strengthen reaccreditation efforts by contributing evidence to the self study and demonstrating alignment with Joint Accreditation criteria.

Preliminary Findings (if any): N/A

27: Investigating Measurement Invariance of the MBI

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

Background/Context/Inquiry Question: Scales are regularly used to measure different psychological constructs. There is an assumption that these scales perform equivalently across demographic factors, however this is not necessarily the case. The Maslach Burnout Inventory (MBI) is one of most widely used scales for measuring burnout.

1. It is documented within the physician population, females who are younger and are working in front-line specialties generally report a higher rates of burnout
2. Again, though, this finding depends on measurement equivalence by gender.

Reference to Current Literature/Perspective on the Topic:
1.  Wang, A., Duan, Y., Norton, P. G., Leiter, M. P., & Estabrooks, C. A. (2024). Validation of the Maslach Burnout Inventory-General Survey 9-item short version: Psychometric properties and measurement invariance across age, gender, and continent. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1439470 
2.  Brady, K. J., Ni, P., Carlasare, L., Shanafelt, T. D., Sinsky, C. A., Linzer, M., Stillman, M., & Trockel, M. T. (2021). Establishing crosswalks between common measures of burnout in US physicians. Journal of General Internal Medicine, 37(4), 777–784. https://doi.org/10.1007/s11606-021-06661-4
3.  Brady, K. J., Sheldrick, R. C., Ni, P., Trockel, M. T., Shanafelt, T. D., Rowe, S. G., & Kazis, L. E. (2021). Examining the measurement equivalence of the Maslach Burnout Inventory Across Age, gender, and specialty groups in US physicians. Journal of Patient-Reported Outcomes, 5(1). https://doi.org/10.1186/s41687-021-00312-2

Possible Theoretical Framework(s): This study investigates the measurement invariance of the MBI as a function of age. This framework uses best practices in psychometrics.

Possible Methods: This study utilizes a sample of physicians referred for a remedial CME course. We examine the validity of the MBI scale between physicians of different ages.

Potential Impact/Relevance to the advancement of the field of CPD/CE: Physician burnout is a widespread issue that has negative impacts on a physician’s health and their quality of care (brady, pensheng). It will be beneficial for CME and CPD providers to be knowledge about the scales used to measure burnout in order to adequately address physician burnout. It is possible that items show differential functioning on the basis of age, which would provide additional clarity for assessment and the needs of physician learners.

Preliminary Findings (if any): N/A