Saturday, Oct. 29
10:45 – 11:45 (1 hr)
Meeting Room: Maple (Mezzanine)
Heather McNeely*, PhD; Rajeevan Rasasingham, MD; Heather Milliken, MD
Supported by the COPCE
At the end of this session, participants will be able to: 1) Identify changes in Canada; 2) Review the role of learning needs assessment in the design, implementation, and evaluation of continuing professional development (CPD) programs (virtual, online, and in-person); and 3) Further develop skills in the “nuts and bolts” of virtual technology and teaching tools.
COVID-19 drove rapid changes in the delivery of psychiatric care, training, and continuing professional development (CPD), with greater emphasis on virtual and online CPD. (1) Although distance education, including video conference, teleconference, web-based platforms, and virtual reality, has been used in various settings for some time, a COPCE survey of Canadian psychiatry CPD directors found that most sites rapidly pivoted from predominantly in-person to virtual CPD in spring 2020. This shift has been associated with increased attendance, prompting most sites to consider maintaining a hybrid of in-person or virtual CPD moving forward. However, most of the literature on virtual CPD focuses on the technical aspects, not on evaluating teaching efficacy, a maintenance of certification (MOC) requirement. Among studies that have included evaluation of knowledge or skills gained from online CPD, results have demonstrated that appropriately designed, evidence-based online CPD can produce objectively measured changes in behaviour and sustained gains in knowledge comparable or superior to those obtained from in-person CPD. (2) This workshop will review important elements required for the design and implementation of Royal College accredited CPD (in person, virtual, or hybrid), including conducting a needs assessment and strategies and methods for evaluation. The workshop will share results of the COPCE CPD survey and provide an opportunity to discuss and learn skills specific to virtual CPD, including how to mitigate disruption (“zoom bombing”) while promoting interactivity with techniques such as virtual white board, on-line polling, and virtual break-out rooms.
- Gottlieb M, Egan DJ, Krzyzaniak SM, et al. Rethinking the approach to continuing professional development conferences in the era of COVID-19. J Contin Educ Health Prof 2020;40:187–91.
- Fordis M, King JE, Ballantyne CM, et al. Comparison of the instructional efficacy of Internet-based CME with live interactive CME workshops: a randomized controlled trial. JAMA 2005;294:1043–51.