Podcasts about cme cpd

In this episode of the Alliance Podcast, recorded live at the Alliance 2025 Annual Conference, Alliance Podcast Task Force member Milini Mingo, MPA, CHCP, sits down with presenters Núria Negrao, PhD; Alexandra Howson, PhD, CHCP, FACEHP, E-RYT; Morgan Leafe, MD, MHA; and Sara Fagerlie, PhD, CHCP. Following the conclusion of their session “Navigating the Ethical and Legal Landscape of AI in Healthcare,” this group further elaborates on the need for CME/CPD providers to develop framework and guidelines around the use of AI within continuing education in the health professions.|| LINKSEthan Mollick's Substack: “One Useful Thing”https://www.oneusefulthing.org/Marketing Artificial Intelligence Institute founder and CEO Paul Roetzerhttps://www.marketingaiinstitute.com/about/paul-roetzer Eularis founder and CEO Dr. Andree Bateshttps://amelia.ai/women-in-ai/dr-andree-bates/ Luiza Jarovsky's Newsletterhttps://www.luizasnewsletter.com/

In this episode of the Alliance Podcast, Don Harting, MA, MS, ELS, CHCP, of the Alliance PEERS Section, sits down with Eugene Pozniak, founder of the CME Forum and CEO of a medical education company with operations in Europe, to discuss issues related to healthcare CME and CPD in Europe. Tune in to learn more about EACCME accreditation criteria and discover where you can go to continue this conversation — including at the Alliance 2025 Annual Conference. || LINKS *Episode Links* https://www.acehp.org/Annual-Conference | https://www.acehp.org/Annual-Conference/Program | https://almanac.acehp.org/Education/Education-Article/transatlantic-musings-whats-going-on-in-european-cmecpd | https://almanac.acehp.org/Podcasts/Podcasts-Article/episode-40-generative-ai-for-developing-needs-assessments-and-business-proposals | https://almanac.acehp.org/Podcasts/Podcasts-Article/episode-41-generative-ai-for-content-development | https://almanac.acehp.org/Podcasts/Podcasts-Article/episode-42-generative-ai-for-producing-and-analyzing-outcomes-reports | https://www.cmeforum.org/Default.aspx *Alliance Websites* https://www.acehp.org/ | https://almanac.acehp.org/

This content has been developed for healthcare professionals only. Patients who seek health information should consult with their physician or relevant patient advocacy groups.For the full presentation, downloadable Practice Aids, slides, and complete CME/CPD information, and to apply for credit, please visit us at PeerView.com/CAN865. CME/CPD credit will be available until 5 June 2025.Five Steps for Integrating BCMA Bispecific Innovations: From Clinical Data to Clinical Practice in RRMM In support of improving patient care, PVI, PeerView Institute for Medical Education, is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.SupportThis activity is supported by an educational grant from Pfizer.Disclosure information is available at the beginning of the video presentation.

This content has been developed for healthcare professionals only. Patients who seek health information should consult with their physician or relevant patient advocacy groups.For the full presentation, downloadable Practice Aids, slides, and complete CME/CPD information, and to apply for credit, please visit us at PeerView.com/CAN865. CME/CPD credit will be available until 5 June 2025.Five Steps for Integrating BCMA Bispecific Innovations: From Clinical Data to Clinical Practice in RRMM In support of improving patient care, PVI, PeerView Institute for Medical Education, is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.SupportThis activity is supported by an educational grant from Pfizer.Disclosure information is available at the beginning of the video presentation.

This content has been developed for healthcare professionals only. Patients who seek health information should consult with their physician or relevant patient advocacy groups.For the full presentation, downloadable Practice Aids, slides, and complete CME/CPD information, and to apply for credit, please visit us at PeerView.com/CAN865. CME/CPD credit will be available until 5 June 2025.Five Steps for Integrating BCMA Bispecific Innovations: From Clinical Data to Clinical Practice in RRMM In support of improving patient care, PVI, PeerView Institute for Medical Education, is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.SupportThis activity is supported by an educational grant from Pfizer.Disclosure information is available at the beginning of the video presentation.

This content has been developed for healthcare professionals only. Patients who seek health information should consult with their physician or relevant patient advocacy groups.For the full presentation, downloadable Practice Aids, slides, and complete CME/CPD information, and to apply for credit, please visit us at PeerView.com/CAN865. CME/CPD credit will be available until 5 June 2025.Five Steps for Integrating BCMA Bispecific Innovations: From Clinical Data to Clinical Practice in RRMM In support of improving patient care, PVI, PeerView Institute for Medical Education, is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.SupportThis activity is supported by an educational grant from Pfizer.Disclosure information is available at the beginning of the video presentation.

This content has been developed for healthcare professionals only. Patients who seek health information should consult with their physician or relevant patient advocacy groups.For the full presentation, downloadable Practice Aids, slides, and complete CME/CPD information, and to apply for credit, please visit us at PeerView.com/CAN865. CME/CPD credit will be available until 5 June 2025.Five Steps for Integrating BCMA Bispecific Innovations: From Clinical Data to Clinical Practice in RRMM In support of improving patient care, PVI, PeerView Institute for Medical Education, is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.SupportThis activity is supported by an educational grant from Pfizer.Disclosure information is available at the beginning of the video presentation.

This content has been developed for healthcare professionals only. Patients who seek health information should consult with their physician or relevant patient advocacy groups.For the full presentation, downloadable Practice Aids, slides, and complete CME/CPD information, and to apply for credit, please visit us at PeerView.com/CAN865. CME/CPD credit will be available until 5 June 2025.Five Steps for Integrating BCMA Bispecific Innovations: From Clinical Data to Clinical Practice in RRMM In support of improving patient care, PVI, PeerView Institute for Medical Education, is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.SupportThis activity is supported by an educational grant from Pfizer.Disclosure information is available at the beginning of the video presentation.

This content has been developed for healthcare professionals only. Patients who seek health information should consult with their physician or relevant patient advocacy groups.For the full presentation, downloadable Practice Aids, slides, and complete CME/CPD information, and to apply for credit, please visit us at PeerView.com/CAN865. CME/CPD credit will be available until 5 June 2025.Five Steps for Integrating BCMA Bispecific Innovations: From Clinical Data to Clinical Practice in RRMM In support of improving patient care, PVI, PeerView Institute for Medical Education, is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.SupportThis activity is supported by an educational grant from Pfizer.Disclosure information is available at the beginning of the video presentation.

This content has been developed for healthcare professionals only. Patients who seek health information should consult with their physician or relevant patient advocacy groups.For the full presentation, downloadable Practice Aids, slides, and complete CME/CPD information, and to apply for credit, please visit us at PeerView.com/CAN865. CME/CPD credit will be available until 5 June 2025.Five Steps for Integrating BCMA Bispecific Innovations: From Clinical Data to Clinical Practice in RRMM In support of improving patient care, PVI, PeerView Institute for Medical Education, is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.SupportThis activity is supported by an educational grant from Pfizer.Disclosure information is available at the beginning of the video presentation.

This content has been developed for healthcare professionals only. Patients who seek health information should consult with their physician or relevant patient advocacy groups.For the full presentation, downloadable Practice Aids, slides, and complete CME/CPD information, and to apply for credit, please visit us at PeerView.com/CAN865. CME/CPD credit will be available until 5 June 2025.Five Steps for Integrating BCMA Bispecific Innovations: From Clinical Data to Clinical Practice in RRMM In support of improving patient care, PVI, PeerView Institute for Medical Education, is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.SupportThis activity is supported by an educational grant from Pfizer.Disclosure information is available at the beginning of the video presentation.

This content has been developed for healthcare professionals only. Patients who seek health information should consult with their physician or relevant patient advocacy groups.For the full presentation, downloadable Practice Aids, slides, and complete CME/CPD information, and to apply for credit, please visit us at PeerView.com/CAN865. CME/CPD credit will be available until 5 June 2025.Five Steps for Integrating BCMA Bispecific Innovations: From Clinical Data to Clinical Practice in RRMM In support of improving patient care, PVI, PeerView Institute for Medical Education, is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.SupportThis activity is supported by an educational grant from Pfizer.Disclosure information is available at the beginning of the video presentation.

Have you ever wondered how gender inequities affect career progression in the world of continuing medical education/professional development (CME/CPD)? In this episode, we explore women's pervasive challenges in CME and CPD, from microaggressions to barriers in leadership roles. Whether you're looking to climb the career ladder or simply gain insights into the dynamics of gender equality within your field, this conversation sheds light on critical issues affecting many in the industry. 1. Discover strategies to navigate and overcome gender-based barriers to career advancement in CME and CPD. 2. Learn how to build and leverage a supportive network that can help propel your career forward. 3. Gain insights into the real experiences and solutions from industry veterans Poonam Kapadia and Annette Schwind, who have successfully navigated these waters. Tune in to arm yourself with the knowledge and tools needed to advocate for equity and forge a path to leadership in medical education. Connect with Poonam and Annette Poonam Kapadia, Vice President, Education Strategy: poonam.kapadia@kaplan.edu Annette Schwind, Associate Director, Medical Grants & Sponsorships, LinkedIn, annette.schwind@takeda.com Resources Field E, Krivkovich A, Kügele S, Robinson N, Yee L. Women in the Workplace Report, McKinsey, 2023. Timestamps 00:00 Introduction 01:35 Introducing Poonam and Annette 05:37 How they started getting interested in gender inequities in CME/CPD 10:45 More about the poll they took at the Alliance panel in New Orleans 2024 and what surprised them 14:00 Women's experiences of microaggressions  16:09 Starting the conversation on intersectionality 20:09 Addressing pay inequities 25:53 Building trust in a distributed field 32:31 Skills and strategies for women navigating CME careers 36:32 Practical takeaways from today's episode Subscribe to the Write Medicine podcast! Don't forget to subscribe to the Write Medicine podcast for more valuable insights on continuing medical education content for health professionals. Click the Follow button and subscribe on your favorite platform.

Are you curious about the role of Medical Affairs in Independent Medical Education (IME)? Perhaps you're struggling to demonstrate the value and impact of your programs in a way that resonates with IME teams. IME is evolving. Today's episode with IME expert Nancy Paynter discusses the pivotal role of IME within the broader scope of medical affairs and provides valuable insights to help you effectively communicate your initiative's impact to IME personnel. By tuning in, you'll discover: The concept of the "scientific journey" for clinicians  How IME is focused on digitizing data on clinical and patient decision-making What the evolution of IME within Medical Affairs means for CME/CPD. Don't miss this opportunity to gain a deeper understanding of the evolving role of IME and medical affairs and their strategic priorities. Takeaways 1. Independent Medical Education is becoming more closely integrated with medical affairs, aligning with broader organizational goals and cross-functional partnerships. 2. Medical affairs teams use the four-stage "scientific journey" framework to plan their engagement strategies and meet clinicians where they are in their understanding and adoption of new evidence. The stages include Awareness, Agreement, Adoption, and Advocacy. 3. CME can support the scientific journey while maintaining independence by conducting root cause analyses of practice and care gaps, employing data-driven strategies, and adapting educational materials based on real-time feedback and learner outcomes. By doing so, CME is well-positioned to serve as a strategic partner to IME in driving meaningful educational outcomes. Resources Medical Affairs Professional Society (MAPS) Industry reports from McKinsey and Deloitte discuss the evolving role of Medical Affairs Moore's Outcomes Framework Connect with Nancy Paynter, Strategic Adviser, Life Science Industry nancympaynter@gmail.com Timestamps 00:00 Introduction 01:56 What medical affairs is and how it's evolving 05:58 Understanding Independent Medical Education (IME) 10:48 Transformation in IME work within medical affairs 19:20 Pharma company thinking about the scientific journey and how accredited CME can support it 23:12 Use of Moore's framework in medical education 28:10 How CME can partner with medical affairs 30:48 Accredited CME professionals communicating touch points with IME counterparts 33:09 Nancy's final thoughts 37:39 Key takeaways from episode 118 Subscribe to the Write Medicine podcast! Don't forget to subscribe to the Write Medicine podcast for more valuable insights on continuing medical education content for health professionals. Click the Follow button and subscribe on your favorite platform.

What challenges and opportunities await US-based CME providers looking to expand into Europe? As a CME provider, understanding Europe's accreditation landscape and cultural nuances is crucial for successfully delivering education to international audiences. In today's episode of Write Medicine, Susan Yarbrough joins me in dissecting the complexities of CME in Europe and guiding us through the accreditation mosaic. We'll explore key considerations and strategies for navigating European CME, including the need for a strong dose of cultural humility.  In episode 107, you'll: 1. Gain insights into the differences between US and European CME accreditation systems 2. Learn practical advice for partnering with local organizations to deliver relevant education 3. Discover the importance of cultural humility and adaptability when expanding CME offerings internationally Tune in now to equip yourself with the knowledge and strategies needed to expand your CME programs confidently into Europe and beyond! Takeaways While European CME accreditation differs significantly from the US, focusing on approving activities rather than providers, the accreditation landscape in Europe is evolving, with a slow but steady movement towards alignment and reciprocity.  Reciprocal agreements allow for the exchange of CME credits, but disparities in accepting and using CPD credits across jurisdictions remain a concern. As a US-based CME provider, if you want to expand your offerings to Europe and beyond, as a first step, research the accreditation requirements and cultural nuances of your target European countries or regions. Education providers who want to successfully deliver CME in Europe must cultivate cultural humility as a key ingredient. As a US-based provider, you'll need to understand local guidelines, perform a gap analysis and needs assessment, and have a local footprint to effectively deliver education that is appropriately accredited and tailored to the European audience. Connect with Susan Email: CENerd4Hire@gmail.com Instagram Abbreviations EACCME: European Accreditation Council for Continuing Medical Education ( ECMEC®: The American Medical Association (AMA) has an agreement to mutually recognize continuing medical education (CME) credit with the European Union of Medical Specialties (UEMS). Physicians (MDs, DOs, or equivalent international degree holders) may apply to the AMA to have their EACCME European CME Credits (ECMEC®s) converted to AMA PRA Category 1 Credit™. Resources Ghidinellli M, Pozniak E, Kolanko C, Wilson S. The ongoing challenges faced by providers of CME-CPD in Europe. J CME. 2023;12(1) Timestamps 00:00 Introduction 02:44 Introducing Susan 03:50 Some of the key challenges she sees in accreditation domestically 05:26 Updated guidelines for virtual credit in EACME 3.0 10:03 Differences and similarities between European and US accreditation 12:30 Impact of territoriality on CME content 15:51 Uniformity or standardization for reciprocal agreements in CME accreditation 17:13 Independence in Europe versus the US 21:48 Why the ABPI is attached to having control over content 24:26 How US education providers go about addressing specific needs and gaps in Europe 28:35 What tactical changes may look like to be an effective educator 31:03 Winners and losers in European accreditation 33:34 The extent of international and global CME and how is that going to change 36:03 Susan's practical advice for CME providers 37:50 Key takeaways from today's episode Subscribe to the Write Medicine podcast! Don't forget to subscribe to the Write Medicine podcast for more valuable insights on continuing medical education content for health professionals. Click the Follow button and subscribe on your favorite platform.

Are you measuring educational outcomes but failing to capture the true impact on your learners? As a CME/CPD professional, you know that proving the effectiveness of your educational programs is crucial. But in the rush to gather data and report metrics, it's easy to overlook the individual learner's experience and perspective. Relying solely on quantitative measurements can cause you to miss valuable insights that could help enhance your activities and programs. In this episode, physician and longtime medical educator Dr. Dean Jenkins shares: 1. Why it's essential to focus on the learner's needs and desired outcomes when designing education 2. The importance of qualitative data in capturing the complexity of healthcare and the learner's voice  3. How defining your target outcomes upfront can improve your learning design and measurement approach Tune in to discover how putting the learner at the center of your outcomes strategy can help you deliver more impactful and meaningful education! Takeaways CME must evolve to meet learners' complex and personalized needs, incorporating a more dynamic, qualitative approach to assess learning outcomes. The CME field has been steadily shifting toward valuing outcomes beyond attendance and satisfaction for over a decade. However, analyzing the collected data and using it to improve the learning experience further remains challenging. Standardization of outcomes measurement is vital for the professionalization of CME/CPD. Sharing insights and validated findings within the CME/CPD community is beneficial and necessary to foster improvement in education and patient care. Engaging with the broader community of educators, learners, and health professionals through discussion forums, journals, or social media networks is valuable. Share your findings, experiences, and strategies for measuring and improving educational outcomes, as Dean Jenkins does through his work with Outcomes Engine. Connect with Dean dean@agnate.co.uk Outcomes Engine Time Stamps (02:41) - Introducing Dean (07:28) - How to package education for learners in ways to address learners' needs and learning styles (09:22) - Some of the strategies that he uses to determine what those needs are (13:59) - What Dean is talking about when talking about Pharma-led education (18:24) - Evolution of measuring and evaluation: assessing learning effectiveness across these different contexts (20:50) - His involvement in the Outcomes Standardization Project (21:56) - How Dean sees the field moving forward in terms of outcomes measurement, evaluation, and analysis (25:12) - His thoughts on whether we are headed toward internal capacity building within the field. (27:58) - The degree of collaboration between medical affairs teams and colleagues in independent medical education in Europe and the UK (29:40) - What is Outcomes Engine, and why it's important (31:50) - Capturing the learner's voice (33:26) - How Outcomes Engine will capture the learner's voice (35:10) - Dean's final thoughts (36:37) - Key takeaways Subscribe to the Write Medicine podcast! Don't forget to subscribe to the Write Medicine podcast for more valuable insights on continuing medical education content for health professionals. Click the Follow button and subscribe on your favorite platform.

Have you ever wondered how biases in medical research and education can significantly impact women's health and health in the LGBTQ+ community? Do you want to learn how you as a CME/CPD professional can promote inclusive and equitable language in your work, and why this is important in CME content creation? My guest today is Caitlyn Tivy DPT, a physical therapist, medical writer, and femtech pioneer. In today's episode, episode 101, we explore concrete ways CME/CPD professionals can help propel a shift toward more inclusive and equitable education and, ultimately, patient care. Caitlyn shares where harm has been done to women and LGBTQ+ patients through exclusion and bias in everything from clinical trials to medical curricula and terminology. We explore the real-world consequences of these biases, such as the underdiagnosis of heart attacks in women and the mismanagement of endometriosis. This episode is a call to action for us as CME/CPD professionals to embrace inclusivity and equity in our work. Takeaways 1. Inclusive language matters in CME/CPD, and why it's crucial for education activities and content to challenge biases and gaps in healthcare and medicine. 2. Femtech extends beyond reproduction and includes technology and services for various health conditions. 3. CME/CPD professionals can influence an education shift toward women's health and address care for LGBTQ+ individuals. Action Steps 1. Educate yourself on how to use inclusive language in CME/CPD. Consider enrolling in an AMWA course or reading resources like "Sex Matters" and "Invisible Women." 2. Engage in conversations with supervisors or peers to advocate for inclusive language and gender-inclusive care in CME and to identify the under-representation of women's health, LGBTQ+ health, and marginalized groups in CME. 3. Explore opportunities to include information about gender and sex-inclusive care in CME/CPD and contribute to creating a more comprehensive and inclusive healthcare education landscape. Resources Grab your copy of the CME/CE Content Creator's Inclusion Toolkit Clayton JA, Tannenbaum C. Reporting sex, gender, or both in clinical research? JAMA. 316(18):1863-1864. McGregor AJ. Sex Matters: How male-centric medicine endangers women's health and what we can do about it. Hachette Go, 2020. Perez CC. Invisible Women: Data bias in a world designed for men. Abrams Press, 2019. Redwood Ink. Inclusive Language Course Every R, Napolitan C, Wilson T. Improving Patient Care for the LGBTQ+ Community Through Continuing Education. Alliance Almanac. Feb 20, 2024. Time Stamps (02:55) - Addressing biases in clinical practice and education (09:54) - The role that continuing education plays in starting to shift this narrative away from women's health (16:27) - Caitlyn's perspective on funding driving content (20:44) - Resources she recommends to writers to help them get up to speed on inclusive and equitable language (24:27) - Approaching research with a specific patient population in mind (28:09) - What Femtech is and why it's important (29:34) - Caitlyn's hope for providers who work in healthcare (32:05) - Femtech: growing field beyond women's health issues (34:01) - Caitlyn's final thoughts (37:23) - Putting today's insights into action Subscribe to the Write Medicine podcast! Don't forget to subscribe to the Write Medicine podcast for more valuable insights on continuing medical education content for health professionals. Click the Follow button and subscribe on your favorite platform.

We've reached a major milestone here at the Write Medicine podcast – episode 100. When I started this podcast, my mission was to foster a spirit of community, connection, and support among peers and colleagues in the early days of the COVID-19 pandemic. This mission has evolved and is increasingly focused on providing you. Write Medicine friend, with practical strategies and tools to advance your career and support your work as a CME/CPD professional, whether you are a planner, strategist, analyst, reviewer, or writer. So to celebrate making it to episode 100, I've compiled 100 tips covered by our conversations on the podcast. Consider today's episode the cheatsheet you need to: - Optimize CME programming, evaluation, and modalities - Craft high-quality content - Master efficient research strategies - Grow as a CME/CPD professional Take what serves you in your journey from this curated list across 10 key categories that this podcast explores. Time Stamps (01:26) Writing and content creation tips (02:37) Research and evidence tips (04:04) Career development tips (05:32) Communication and collaboration tips (06:52) Industry insight tips (08:18) Personal growth and productivity tips (09:43) Ethics and professionalism tips (11:00) Professional development tips (12:30) Navigating challenges tips (13:41) Technology tips (15:20) Next up on Write Medicine Subscribe to the Write Medicine podcast! Don't forget to subscribe to the Write Medicine podcast for more valuable insights on continuing medical education content for health professionals. Click the Follow button and subscribe on your favorite platform.

Are you curious about how the art of data collection and analysis can transform the impact of continuing education in the health professions? What if you could easily prove that learning activities drive tangible outcomes? Today's guest is Dr. Alaina Szlachta, a Learning Architect who improves the results of personal and professional development programs through data enablement. She joins us to unravel the complexities of effective education activity and program evaluation. In a world increasingly driven by data and evidence, understanding the outcomes and impact of educational programs is crucial, but learning professionals in many sectors often struggle to effectively evaluate education activity and program impact. And without proof of outcomes, it's difficult to demonstrate value and make data-driven decisions. Alaina outlines the crucial checkboxes for successful evaluation and highlights the art and science of strategically aligning evaluation variables to forge a persuasive chain of evidence. We also tackle the sometimes daunting task of identifying behavioral change indicators and how to build "indicator muscle." In this episode, you'll hear how to: Develop a simple framework for aligning learning outcomes. Identify indicators that reliably track performance improvement. Leverage AI to efficiently create assessments tailored to your needs. Tune in to hear how to build a rock-solid evaluation process in under an hour. Takeaways Effective evaluation in any field requires a balance of trustworthy evidence, improvement data, and operational insights, acting as a compass for success and growth. Create your impact hypothesis by lining up "dominoes"; start with the change you intend to make, then trace back through outcomes, outputs, and inputs. Visualize this sequence to clarify your strategy and prepare to measure each stage. The distinction between outputs (the immediate, tangible products of a program) and outcomes (the longer-term changes resulting from those outputs) is essential in evaluating the true impact of any initiative. Develop your "indicator muscle" by applying evaluation strategies to personal goals. Choose a goal, define indicators of success, and track them over time. This practice will build your skills in a lower-stakes environment and prepare you for larger, more complex projects. Connect with Alaina Email: alaina@bydesigndevelopmentsolutions.com By Design Development Solutions LinkedIn Time Stamps (03:17) - Introducing Alaina (05:26) - Connecting her professional threads to inform learning strategy, measurements, and evaluation (11:50) - Evaluating outcomes and evaluation framework (14:30) - Different evaluation models and robust strategies (21:12) - Output vs. Outcomes (22:38) - Importance of process evaluation (28:59) - Recommendations for starting to build the indicator muscle (31:04) - The challenges in thinking about and brainstorming behavioral indicators for change (34:30) - Emerging trends in learning and development (39:51) - Where to connect with Alaina (40:51) - 3 takeaways from today's episode Subscribe to the Write Medicine podcast! Don't forget to subscribe to the Write Medicine podcast for more valuable insights on continuing medical education content for health professionals. Click the Follow button and subscribe on your favorite platform.

Do you struggle to find skilled medical writers who can develop high-quality, evidence-based CME/CPD content? Creating impactful continuing education relies on building effective partnerships between providers and specialist writers. In today's Monday Mentor we're talking about the important yet often overlooked role of medical writers in developing credible, evidence-based CME content. Based on insights from experts in the field, you'll: Learn the diverse skills and deliverables medical writers offer beyond writing abilities. Discover common "pain points" in the provider-writer relationship from both perspectives. Get practical resources to set clear project expectations and enable smooth collaboration. Tune in to gain actionable tips on optimizing your medical writer relationships to develop better CME/CPD. Resources Grab your Process Start-Up Checklist Harting D, Bowser A. Worst Practices for Writing CME Needs Assessments: Results From a Survey of Practitioners. AMWA Journal. 2019;34(2): 51-54. Time Stamps (01:07) - Importance of medical writers in evidence-based CME and CPD content (02:42) - Contributions and challenges of medical writers in content development (07:05) - How we can bridge these gaps (09:08) - What's coming next on Write Medicine Subscribe to the Write Medicine podcast! Don't forget to subscribe to the Write Medicine podcast for more valuable insights on continuing medical education content for health professionals. Click the Follow button and subscribe on your favorite platform.

A decade ago, Curtis Olson PhD, then editor of the Journal of Continuing Education in the Health Professions, made 20 predictions about the future of Continuing Medical Education (CME) and Continuing Professional Development. Those predictions included a shift from the individual to the team as the primary unit of learning, a greater focus on interprofessional learning, more frequent use of evaluation models that tell us not only what works, but also under what conditions and why, and less reliability on the psychology of learning and more emphasis on the sociology of behavior change.  Have you been wondering how those predictions are holding up today?  Joining us from the frontlines are two consummate CME/CPD professionals from Clinical Education Alliance—Sarah Nisly and Caroline Pardo. They'll be sharing preliminary insights from research they've been doing on the relevance of these predictions today, emphasizing the need for diverse voices and perspectives in the field, and discussing how CME/CPD needs to be in sync with the "messiness" and complexity of contemporary healthcare. Tune in to learn more about: How past predictions about CME/CE are aligning with current trends and practices. How technology is reshaping shaping healthcare and the future of CPD. The importance for CME/CPD to adapt to different generations and changing priorities. And how continuous research and collaboration with multiple stakeholders is essential to shape the future of CPD and ensure its relevance and impact. Takeaways We need a forward-thinking approach in CME/CPD to prepare us to adapt to the evolving needs of healthcare professionals. There's an increasing emphasis on interprofessional education and the role of team-based healthcare. This approach recognizes the complexity of healthcare delivery and the need for collaborative learning strategies. Needs assessments and grant proposals are a focus of several sessions at the 20204 Alliance conference in New Orleans in early February. Today's episode reminds us that needs assessments in CME/CE absolutely must go beyond clinical data and try to grapple with the real drivers of clinical gaps, including system and process issues, and patient preferences.  Caroline and Sarah's work offers an invitation to us all to think about how we can be agents of change, and help to shape the future of CME/CPD. Time Stamps (03:46) Introducing Caroline + Sarah (05:23) Revisiting Curtis Olson's 20 predictions for the future (08:35) Interesting themes that stuck out when exploring (11:40) More about the juxtaposition and what it looks like in practice (18:49) A tiny flavor of their research process (22:29) The shifts and changes from the original predictions (29:34) The messiness of healthcare and the need for evolution (33:00) Frameworks for contemporary healthcare (37:23) Their predictions for where the profession is heading (42:38) The importance of comprehensive needs assessments Resources Olson C. Twenty predictions for the future of CPD: implications of the shift from the update model to improving clinical practice. J Cont Educ Health Prof. 2012;32(3):151-2 Pardo C, Nisly S. Unleashing Our Community's Power: Insights and Inspiration from the Field. Alliance Annual Conference. 2024. Feb 6, 10 a.m. Oak Alley. Connect with Caroline + Sarah Clinical Education Alliance Caroline LinkedIn | Email: cpardo@cealliance.com Sarah LinkedIn | Email: snisly@cealliance.com

Have you ever felt trapped in your career, sensing a need for change but unsure where to begin? Have you felt a nudge to make a career change but fear holds you back? Yep, I've been there.  Making a major shift in your work can be daunting, but ignoring calls for change won't make them go away. In a world where career transitions are increasingly common yet daunting if you are feeling the pull towards change but held back by uncertainty and fear, or if you are aware of an immanent push, this episode, EP92, is for you. My guest is Regina Sih-Meynier PharmD, an intuitive business strategist and life coach, who's worked in healthcare, medical affairs, and in independent medical education in high-profile pharmaceutical companies. Way back in 2020, Regina was on the podcast and talked about how to create education content that supports authentic empowerment and transformational learning.  Today she's offering guidance and inspiration for anyone in CME/CPD considering or facing a major career change. She shares her transformative journey from feeling stifled in the pharmaceutical industry to discovering her true calling.  So get ready to: Learn how to recognize the signs of transition that are pointing you to a needed change. Use practical tools for making decisions and navigating career transitions, including a five-step framework, that will help you map your fears and flip limiting narratives that are holding you back from unlocking your potential—the theme of 2024's annual conference of the Alliance for Continuing Education in the Health Professions. Gain a framework for aligning decisions to your authentic self, not just ego fears. Connect with Regina Website LinkedIn What steps can you take today? Here are my takeaways and steps you can take to embrace authenticity in your career and life.  1. Embrace the Pause and Practice Reflection. Taking time to be still and reflect can provide clarity and insight, helping you recognize when and why you need a change in your professional life. 2. Your Body Intelligence is a Decision-Making Resource. Incorporating simple mindful, meditative, or breathing practices can lead to greater clarity and alignment with your authentic self. 3. Five-Step Approach to Decision Making. Regina detailed a five-step approach for making successful life and career decisions: getting clarity, identifying key players, addressing fears, amplifying your authentic voice, and taking aligned action. There are links in the show notes to tools for a structured approach to navigate career transitions mindfully.  Resources Take the free 3-minute decision-style quiz to better understand how you make decisions and what your potential blindspots could be. www.oh-universe.com/quiz Grab the free guide on How to Make the Best Career Decisions for You: www.oh-universe.com/resources Make successful decisions with this easy to use tool: 5-Steps to Confident Decisions Using Body Intelligence: www.oh-universe.com/resources Learn more about Regina's Go Slow to Go Faster Retreat in Vandelicourt, France in May 2023: www.oh-universe.com/retreat-details Time Stamps (03:05) - Signs that it's time for a career transition (08:12) - Tools and practices to tune into your inner voice (13:01) - Regina's guidance if you are hearing that voice but are locked into fear (19:04) - Practical tools to move from fear to safety (21:52) - A universal struggle of overcoming fear and self-limiting thoughts (24:10) - How her tools apply if you have been pushed out (31:56) - Regina's 5 steps to making successful career and life decisions (38:03) - First step in a career change (44:37) - Key takeaways you can take to embrace authenticity in your career and life Subscribe to the Write Medicine podcast! Don't forget to subscribe to the Write Medicine podcast for more valuable insights on continuing medical education content for health professionals. Click the Follow button and subscribe on your favorite platform.

This content has been developed for healthcare professionals only. Patients who seek health information should consult with their physician or relevant patient advocacy groups.For the full presentation, downloadable Practice Aids, slides, and complete CME/CPD information, and to apply for credit, please visit us at PeerView.com/BVW865. CME/CPD credit will be available until December 27, 2024.Tools of the Trade: Prioritising Weight Management in People With Type 2 Diabetes – Sharpening Your Skills to Intensify Therapy and Engage in Shared Decision-Making In support of improving patient care, PVI, PeerView Institute for Medical Education, is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.SupportThis activity is supported by an educational grant from Lilly.Disclosure PolicyAll relevant conflicts of interest have been mitigated prior to the commencement of the activity.Faculty/Planner DisclosuresChair/PlannerStefano Del Prato, MD, has a financial interest/relationship or affiliation in the form of:Consultant and/or Advisor for Abbott; Amarin Corporation plc; Applied Therapeutics; EvaPharma; Lilly; The Menarini Group; Novo Nordisk A/S; Sanofi; and Sun Pharmaceutical Industries Ltd.Speaker for Abbott; AstraZeneca; Berlin-Chemie AG; Boehringer Ingelheim International GmbH; Laboratori Guidotti S.p.a.; Lilly; The Menarini Group; Merck Sharp & Dohme; and Novo Nordisk A/S.Planning Committee and Reviewer DisclosuresPlanners, independent reviewers, and staff of PVI, PeerView Institute for Medical Education, do not have any relevant financial relationships related to this CE activity unless listed below.

This content has been developed for healthcare professionals only. Patients who seek health information should consult with their physician or relevant patient advocacy groups.For the full presentation, downloadable Practice Aids, slides, and complete CME/CPD information, and to apply for credit, please visit us at PeerView.com/BVW865. CME/CPD credit will be available until December 27, 2024.Tools of the Trade: Prioritising Weight Management in People With Type 2 Diabetes – Sharpening Your Skills to Intensify Therapy and Engage in Shared Decision-Making In support of improving patient care, PVI, PeerView Institute for Medical Education, is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.SupportThis activity is supported by an educational grant from Lilly.Disclosure PolicyAll relevant conflicts of interest have been mitigated prior to the commencement of the activity.Faculty/Planner DisclosuresChair/PlannerStefano Del Prato, MD, has a financial interest/relationship or affiliation in the form of:Consultant and/or Advisor for Abbott; Amarin Corporation plc; Applied Therapeutics; EvaPharma; Lilly; The Menarini Group; Novo Nordisk A/S; Sanofi; and Sun Pharmaceutical Industries Ltd.Speaker for Abbott; AstraZeneca; Berlin-Chemie AG; Boehringer Ingelheim International GmbH; Laboratori Guidotti S.p.a.; Lilly; The Menarini Group; Merck Sharp & Dohme; and Novo Nordisk A/S.Planning Committee and Reviewer DisclosuresPlanners, independent reviewers, and staff of PVI, PeerView Institute for Medical Education, do not have any relevant financial relationships related to this CE activity unless listed below.

This content has been developed for healthcare professionals only. Patients who seek health information should consult with their physician or relevant patient advocacy groups.For the full presentation, downloadable Practice Aids, slides, and complete CME/CPD information, and to apply for credit, please visit us at PeerView.com/BVW865. CME/CPD credit will be available until December 27, 2024.Tools of the Trade: Prioritising Weight Management in People With Type 2 Diabetes – Sharpening Your Skills to Intensify Therapy and Engage in Shared Decision-Making In support of improving patient care, PVI, PeerView Institute for Medical Education, is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.SupportThis activity is supported by an educational grant from Lilly.Disclosure PolicyAll relevant conflicts of interest have been mitigated prior to the commencement of the activity.Faculty/Planner DisclosuresChair/PlannerStefano Del Prato, MD, has a financial interest/relationship or affiliation in the form of:Consultant and/or Advisor for Abbott; Amarin Corporation plc; Applied Therapeutics; EvaPharma; Lilly; The Menarini Group; Novo Nordisk A/S; Sanofi; and Sun Pharmaceutical Industries Ltd.Speaker for Abbott; AstraZeneca; Berlin-Chemie AG; Boehringer Ingelheim International GmbH; Laboratori Guidotti S.p.a.; Lilly; The Menarini Group; Merck Sharp & Dohme; and Novo Nordisk A/S.Planning Committee and Reviewer DisclosuresPlanners, independent reviewers, and staff of PVI, PeerView Institute for Medical Education, do not have any relevant financial relationships related to this CE activity unless listed below.

This content has been developed for healthcare professionals only. Patients who seek health information should consult with their physician or relevant patient advocacy groups.For the full presentation, downloadable Practice Aids, slides, and complete CME/CPD information, and to apply for credit, please visit us at PeerView.com/BVW865. CME/CPD credit will be available until December 27, 2024.Tools of the Trade: Prioritising Weight Management in People With Type 2 Diabetes – Sharpening Your Skills to Intensify Therapy and Engage in Shared Decision-Making In support of improving patient care, PVI, PeerView Institute for Medical Education, is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.SupportThis activity is supported by an educational grant from Lilly.Disclosure PolicyAll relevant conflicts of interest have been mitigated prior to the commencement of the activity.Faculty/Planner DisclosuresChair/PlannerStefano Del Prato, MD, has a financial interest/relationship or affiliation in the form of:Consultant and/or Advisor for Abbott; Amarin Corporation plc; Applied Therapeutics; EvaPharma; Lilly; The Menarini Group; Novo Nordisk A/S; Sanofi; and Sun Pharmaceutical Industries Ltd.Speaker for Abbott; AstraZeneca; Berlin-Chemie AG; Boehringer Ingelheim International GmbH; Laboratori Guidotti S.p.a.; Lilly; The Menarini Group; Merck Sharp & Dohme; and Novo Nordisk A/S.Planning Committee and Reviewer DisclosuresPlanners, independent reviewers, and staff of PVI, PeerView Institute for Medical Education, do not have any relevant financial relationships related to this CE activity unless listed below.

This content has been developed for healthcare professionals only. Patients who seek health information should consult with their physician or relevant patient advocacy groups.For the full presentation, downloadable Practice Aids, slides, and complete CME/CPD information, and to apply for credit, please visit us at PeerView.com/BVW865. CME/CPD credit will be available until December 27, 2024.Tools of the Trade: Prioritising Weight Management in People With Type 2 Diabetes – Sharpening Your Skills to Intensify Therapy and Engage in Shared Decision-Making In support of improving patient care, PVI, PeerView Institute for Medical Education, is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.SupportThis activity is supported by an educational grant from Lilly.Disclosure PolicyAll relevant conflicts of interest have been mitigated prior to the commencement of the activity.Faculty/Planner DisclosuresChair/PlannerStefano Del Prato, MD, has a financial interest/relationship or affiliation in the form of:Consultant and/or Advisor for Abbott; Amarin Corporation plc; Applied Therapeutics; EvaPharma; Lilly; The Menarini Group; Novo Nordisk A/S; Sanofi; and Sun Pharmaceutical Industries Ltd.Speaker for Abbott; AstraZeneca; Berlin-Chemie AG; Boehringer Ingelheim International GmbH; Laboratori Guidotti S.p.a.; Lilly; The Menarini Group; Merck Sharp & Dohme; and Novo Nordisk A/S.Planning Committee and Reviewer DisclosuresPlanners, independent reviewers, and staff of PVI, PeerView Institute for Medical Education, do not have any relevant financial relationships related to this CE activity unless listed below.

This content has been developed for healthcare professionals only. Patients who seek health information should consult with their physician or relevant patient advocacy groups.For the full presentation, downloadable Practice Aids, slides, and complete CME/CPD information, and to apply for credit, please visit us at PeerView.com/BVW865. CME/CPD credit will be available until December 27, 2024.Tools of the Trade: Prioritising Weight Management in People With Type 2 Diabetes – Sharpening Your Skills to Intensify Therapy and Engage in Shared Decision-Making In support of improving patient care, PVI, PeerView Institute for Medical Education, is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.SupportThis activity is supported by an educational grant from Lilly.Disclosure PolicyAll relevant conflicts of interest have been mitigated prior to the commencement of the activity.Faculty/Planner DisclosuresChair/PlannerStefano Del Prato, MD, has a financial interest/relationship or affiliation in the form of:Consultant and/or Advisor for Abbott; Amarin Corporation plc; Applied Therapeutics; EvaPharma; Lilly; The Menarini Group; Novo Nordisk A/S; Sanofi; and Sun Pharmaceutical Industries Ltd.Speaker for Abbott; AstraZeneca; Berlin-Chemie AG; Boehringer Ingelheim International GmbH; Laboratori Guidotti S.p.a.; Lilly; The Menarini Group; Merck Sharp & Dohme; and Novo Nordisk A/S.Planning Committee and Reviewer DisclosuresPlanners, independent reviewers, and staff of PVI, PeerView Institute for Medical Education, do not have any relevant financial relationships related to this CE activity unless listed below.

This content has been developed for healthcare professionals only. Patients who seek health information should consult with their physician or relevant patient advocacy groups.For the full presentation, downloadable Practice Aids, slides, and complete CME/CPD information, and to apply for credit, please visit us at PeerView.com/BVW865. CME/CPD credit will be available until December 27, 2024.Tools of the Trade: Prioritising Weight Management in People With Type 2 Diabetes – Sharpening Your Skills to Intensify Therapy and Engage in Shared Decision-Making In support of improving patient care, PVI, PeerView Institute for Medical Education, is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.SupportThis activity is supported by an educational grant from Lilly.Disclosure PolicyAll relevant conflicts of interest have been mitigated prior to the commencement of the activity.Faculty/Planner DisclosuresChair/PlannerStefano Del Prato, MD, has a financial interest/relationship or affiliation in the form of:Consultant and/or Advisor for Abbott; Amarin Corporation plc; Applied Therapeutics; EvaPharma; Lilly; The Menarini Group; Novo Nordisk A/S; Sanofi; and Sun Pharmaceutical Industries Ltd.Speaker for Abbott; AstraZeneca; Berlin-Chemie AG; Boehringer Ingelheim International GmbH; Laboratori Guidotti S.p.a.; Lilly; The Menarini Group; Merck Sharp & Dohme; and Novo Nordisk A/S.Planning Committee and Reviewer DisclosuresPlanners, independent reviewers, and staff of PVI, PeerView Institute for Medical Education, do not have any relevant financial relationships related to this CE activity unless listed below.

This content has been developed for healthcare professionals only. Patients who seek health information should consult with their physician or relevant patient advocacy groups.For the full presentation, downloadable Practice Aids, slides, and complete CME/CPD information, and to apply for credit, please visit us at PeerView.com/BVW865. CME/CPD credit will be available until December 27, 2024.Tools of the Trade: Prioritising Weight Management in People With Type 2 Diabetes – Sharpening Your Skills to Intensify Therapy and Engage in Shared Decision-Making In support of improving patient care, PVI, PeerView Institute for Medical Education, is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.SupportThis activity is supported by an educational grant from Lilly.Disclosure PolicyAll relevant conflicts of interest have been mitigated prior to the commencement of the activity.Faculty/Planner DisclosuresChair/PlannerStefano Del Prato, MD, has a financial interest/relationship or affiliation in the form of:Consultant and/or Advisor for Abbott; Amarin Corporation plc; Applied Therapeutics; EvaPharma; Lilly; The Menarini Group; Novo Nordisk A/S; Sanofi; and Sun Pharmaceutical Industries Ltd.Speaker for Abbott; AstraZeneca; Berlin-Chemie AG; Boehringer Ingelheim International GmbH; Laboratori Guidotti S.p.a.; Lilly; The Menarini Group; Merck Sharp & Dohme; and Novo Nordisk A/S.Planning Committee and Reviewer DisclosuresPlanners, independent reviewers, and staff of PVI, PeerView Institute for Medical Education, do not have any relevant financial relationships related to this CE activity unless listed below.

Show Notes What privacy concerns do you have related to generative AI tools like ChatGPT? Do you worry about the internet scraping that comes with gen-AI territory? Are you searching for practical advice on how to effectively use generative AI for creating continuing education content for health professionals? These questions and more are the focus of today's episode of Write Medicine. My guest is medical writer and generative AI expert Nuria Negrao and we're talking about how AI models like ChatGPT are trained and why we should care about this as well as the ethical implications of AI scraping information from various sources. Nuria also shares practical advice on effectively using generative AI for needs assessments and other types of CME/CPD content by paying attention to prompts, personas, and process. And we have a question from listener Natalie Turner about good prompts to aid in the development of a needs assessment. Time Stamps: (02:36) - Núria's thoughts on using Generative AI as a thought partner for reflecting the full richness of cultural, ethnic, and gendered text and communication (03:51) - The Reddit lawsuit against ChatGPT over access to private conversations (06:27) - Listener Question: What are some good prompts to aid the development of a needs assessment? (11:57) - What generative AI can help with (15:15) - Using the process as a starting point Click Here for the Transcript Resources API = application programming interface About Guest Núria is a medical writer in the continuing education field. Núria brings her scientific training as well as her vast experience in teaching effective science and medical communication to every project, helping craft engaging and effective educational experiences that support, inspire, and motivate learners. Connect with Núria LinkedIn Grab Your ChatGPT Cheatsheet About Write Medicine Hosted by Alexandra Howson PhD, CHCP Produced by Golden Goose Creative

Show Notes Are you angsting over the potential impact of generative AI on your work? Are you hyper-dialed into ethical considerations around the potential for copyright infringement, data ownership, and authorship when using generative AI tools like ChatGPT? Whatever your questions or concerns are about generative AI, this technology is poised to transform how we create continuing education content for health professionals.  Today's episode is the first in a 2-part series of episodes that focus on writing, reasoning, and the ethical considerations surrounding generative AI. My guest is Núria Negrao, a medical writer specializing in CME/CPD and a generative AI enthusiast who's been playing with ChatGPT since it burst onto the horizon in 2022. We review different ways to use gen-AI tools like Bing and Bard for tasks like summarization and identifying key points, and touch on copyright issues, using OpenAI's API, and how to use gen-AI to create formulas that support scientific writing. And we also explore the value of bringing a human perspective and cultural knowledge into the writing and content creation process and the potential benefits and legal challenges of using AI tools, like ChatGPT.  Time Stamps: (03:30) - Introducing Núria (07:06) - The questions she was tinkering with and asking in the early phases of Generative AI (10:10) - Her thoughts on navigating the GenAI landscape for beginners (12:50) - Practical use cases of Generative AI implementation (17:18) - Handling the client conversation around using GenAI (22:50) - Listener Question: Around legal and ethical implications for submitting your own text for analysis by generative AI (29:11) - Exploring the dangers of using Generative AI as our collaborators  Click Here for the Transcript Resources API = application programming interface About Guest Núria is a medical writer in the continuing education field. Núria brings her scientific training as well as her vast experience in teaching effective science and medical communication to every project, helping craft engaging and effective educational experiences that support, inspire, and motivate learners. Connect with Núria LinkedIn Grab Your Gen-AI Cheatsheet About Write Medicine Hosted by Alexandra Howson PhD, CHCP Produced by Golden Goose Creative

Ready for a tour of the European Continuing Medical Education environment?Eugene Pozniak is Managing Director and CEO of Siyemi Learning, an independent medical education provider established in 2006. In fact, Siyemi Learning is the first non-US organization to be accredited by the Accreditation Council for Continuing Medical Education (ACCME) and is uniquely also accredited on the other side of the Atlantic by the European Board for Accreditation of Continuing Education for Health Professionals (EBAC).Eugene left the promotional sector in 2000 and has since worked exclusively in CME-CPD, initially devising, and delivering e-learning for the European Society of Cardiology and the Federation of European Cancer Societies. He was Director of Global CME (ex-US) at Wolters Kluwer Health, before setting up Siyemi Learning and the European CME Forum. Eugene describes a disparate European CME landscape, driven by national requirements and split by specialties within countries. We explore accreditation similarities and differences between Europe and the US. For example, while European activity-based accreditation systems embrace a granular, structured approach focusing on the format and organization of the educational activity, US accreditation allows comparatively more flexibility to deliver innovative education.We also discuss the European CME Forum, cofounded by Eugene alongside Peter Llewellyn in 2008, which facilitates open discussion amongst all stakeholder groups and promotes a high standard of CME in Europe. Eugene also set up the Journal of CME (JCME), an open-access, peer-reviewed journal with a global focus on all aspects of CME-CPD, and is a founding member of the Good CME Practice Group.CME Practice and Accreditation Stakeholders in EuropeThe European Accreditation Council of CME (EACCME) of the European Union of Medical Specialists (UEMS). EACCME is run by UEMS.The European Board for Accreditation of Continuing Education for Health Professionals (EBAC)The European CME ForumThe Good CME Practice group (gCMEp)The International Academy for CPD Accreditation ResourcesJournal of CMEGood CME Practice groupEuropean CME ForumConnect with Eugeneemail: epozniak@CMEforum.org LinkedInSiyemi Learning

Diana Durham PhD, FACEHP is an accreditation strategist who has worked in CME/CPD since the 1990s. Diana has served in many leadership roles, including for the Veterans Health Administration, U.S. Department of Veterans Affairs. We talk about the accreditation process in general and the evolution of joint accreditation in interprofessional continuing education (IPCE). And we consider how IPCE is evolving and the trends and impacts of accreditation bodies giving hospitals, healthcare systems, specialty societies, and medical schools a mechanism for joint accreditation. Diana shares her perspectives on creative methods of educating all members of the healthcare team such as Schwartz rounds, Project ECHO (Extension for Community Health Outcomes), and simulations. ResourcesVolponeACCMEACCME Standards for Integrity and Independence in Accredited Continuing EducationJoint AccreditationAmerican Council for Pharmacy EducationAmerican Nurses Credentialing CenterAmerican Academy of Physician Assistants Council on Optometric Practitioner Education American Dental AssociationBoard of Certification for the Athletic Trainer Connect with DianaDianaJDurhamCPD@gmail.comLinkedInConnect with AlexPodcastLinkedInYouTube➡️ Join WriteCME Pro for ongoing professional development ⭐ Review the podcast

In this episode of Write Medicine, I'm joined by Don Harting to talk about CME writing competencies. What are the knowledge, skills, and attitudes that those writing CME/CPD content need to develop in order to create content that connects with and educates health professionals?Medical writers often ask CME writers where to find training and how to get started in CME writing. Don says that clients share with him how challenging it is to find skilled writers for CME-related work. Don and his co-investigator Haifa Kassis think the medical writing field needs a competency model as a basis for training programs and skill-building that is directed toward the need for codified expertise in CME writing. They're using a Delphi process with a panel of experts to determine what those competencies might be.  We discussed:✔️ Changing practices for writing needs assessments✔️ What a competency model for CME/CPD writers might entail ✔️ Why a competency model for CME/CPD writers is important✔️ Key deliverables for CME writers✔️ The role of Delphi method in determining competencies—what it is and how it can be used ✔️ Ranking function in Delphi✔️ Anticipated outcomes from the Delphi approach✔️ Ethics and fair balance in content development ResourcesNorman Dalkey and Delphi methodClemow D et al. Medical writing competency model—Section 1: Functions, tasks, and activities. Ther Innov Regul Sci. 2018;52(1):70-77Clemow D et al. Medical writing competency model—Section 2: Knowledge, skills, abilities, and behaviors. Ther Innov Regul Sci. 2018;52(1):78-88Lockyer J et al. Core principles of assessment in competency-based medical education. Med Teacher. 2017;39(6).Khurana MP et al. Digital health competencies in medical school education: a scoping review and Delphi method study. BMC Med Ed. 2022;22(1):129ACCME Standards for Integrity and Independence in Accredited Continuing Medical  EducationConnect with DonTwitter #cmechat or #mededBlog: Occasional  posts  on CME-related topicsConnect with Alexwww.alexhowson.comJoin the Write Medicine communityFall Series: WriteCME ClinicBuy me a CoffeeReview the podcastShare the podcastProduced and hosted by Alexandra Howson PhD, CHCPThis episode sponsored by CMEpalooza Fall 2022

Taking a short break from MMM, episodes will resume soon. This is a new venture with my colleague Martin Furber, a hypnotherapist in Preston UK and I thought you might like to listen. Bonus track does not include transcript, or CME/CPD from this podcast, Series 1 will start Sept 18th 2022

Jayzona Alberto EdD, MS began her continuing healthcare education career by working on curricula for dentists and other clinicians before transitioning to the Stanford University School of Medicine, where she currently serves as Assistant Director of Continuing Medical Education. Jayzona and her team  work with e-learning tools such as animations, and in this episode she walks us through the process of creating an animation from start to finish. We discuss the importance of building relationships with the faculty who inform education content, the resources for CME that an institution such as Stanford can provide, and the potential for changing clinical practice that well designed CME/CPD fosters. Other topics we discussed include:Differences in assessing knowledge versus assessing clinical change The importance of cultivating soft skills as both a clinician and an education provider How online education is changing the parameters of what is possible in CME And how to raise the visibility of CME within clinical or academic organizations.ResourcesSeptrisConnect with JayzonaEmail: jayzona.alberto@stanford.eduLinkedIn Connect with Alexwww.alexhowson.comEmail: alex@alexhowson.comLinkedInPodcast TeamHost: Alexandra Howson PhD, CHCPShownotes: Emma KolakowskiSound: SuZen MarieYou can support the podcast via Buy Me a Coffee!

IntroductionToday my guest is Nina Taylor, Vice President of Learning and Education at American Society for Radiation Oncology. I first met Nina Taylor in 2018 at an Alliance Quality and Innovation Summit in Park City, Utah.  She and Andrew Chacko, who was a guest in episode 2 of Write Medicine, were presenters in a session on designing innovative education programs.  Nina talks about her work in continuing education and how she uses active listening, social learning, and a sense of fun to create immersive and accessible education for healthcare clinicians.Ley Take Aways* How Nina got started in CME.* What really goes behind the scenes in building out engaging adult learning materials.* Nina challenges you to think about your leadership ethos. * Nina shares what her experience was like working in several different medical societies and some of the key takeaways she's learned over the years. * When you're in an association or a society, you're seen as a peer and medical faculty are happy to help you because everyone is fighting for the same team.* How does the American Society for Radiation Oncology approach clinician education? * Nina shares some of the challenges she faced trying to incorporate virtual technology into her department. * What does a dynamic and immersive educational experience look like? Nina shares some examples. * Covid is hard for everyone right now. Humans are social creatures and we need connection. * Nina believes every meeting should have a virtual component. It just opens the doors to so many people who weren't able to come before due to financial or geographical restraints. * Virtual is here to stay! Education in any form is always a positive. * What should practitioners be thinking about when it comes to the future of the CME field? * We really have to practice what we preach. Sometimes our learning materials are so dry and dull! * What is the Psychiatric Innovation Lab all about? * What's Nina looking forward to in 2021? SummaryNina's experience at an HBCU gave her direct exposure to a dynamic learning environment filled with opportunities to teach and facilitate that she has been able to pull into her professional life and use to support her work with faculty. And her leadership style of leading from the middle is invested in uplifting team members, elevating their skills, and fostering an ecosystem of sharing information and a climate in which team members take ownership of their own work, and not the work that someone else has determined for them. The parallel here for me is adult learning. How many programs in CME/CPD really allow learners to take ownership of their own learning? And to what extent does the shift to a virtual learning open a door to that kind of experience?  Nina is clear that it is possible to craft dynamic, immersive, experiences that offer room for learners to curate their own learning in a virtual environment that has a clear esthetic design, rapid interactive activities, and networking opportunities.  She's also clear that in order for the continuing education field to evolve and strengthen its programming there needs to be more diversity among team members; opportunities for those team members in an education organization to bring their ideas to the table; and a mechanism for listening to and considering those ideas. Resourceshttps://www.astro.org/Astro.org Connect with Nina: LinkedInPodcast Team Host: Alexandra Howson PhDSound Engineer: Suzen MarieShownotes: Anna Codina

My conversation today is with Dr. Andrew Chacko, a psychiatrist and leader in healthcare innovation. Andrew uses his medical experience to teach others how to become design thinkers using cognitive, strategic and practical processes by which design concepts (proposals for new products, buildings, machines, etc.) are developed. He is passionate about transforming healthcare into the vital, rewarding, and life-changing practice that it can be for patient, provider, and support professionals alike.Show Notes/Highlights[04:43] - Design thinking applied to problems in healthcare.[09:37] - Design thinking and problems caused for healthcare by COVID-19.[14:16] - How does design thinking get systems (and leaders within) to start thinking about the people who support those systems?[19:10] - The synergy between design thinking and other ongoing healthcare initiatives e.g., CME/CPD. [31:18] - The application of design thinking to clinician education.Where to connect with AndrewWEBSITE: https://www.drchacko.com/INSTAGRAM: https://www.instagram.com/chacko_md/?hl=enHere's the Medium story Andrew mentioned.Articles on Design Thinking in Medical EducationSandars J, Goh P-S. Design Thinking in Medical Education: The Key Features and Practical Application. J Med Ed Curr Devel. 2020. https://journals.sagepub.com/doi/10.1177/2382120520926518Gottlieb M, Wagner E, Wagner A, et al. Applying Design Thinking Principles to Curricular Development in Medical Education. https://onlinelibrary.wiley.com/doi/pdf/10.1002/aet2.10003McLaughlin J, Wolcott MD, Hubbard D, et al. A qualitative review of the design thinking framework in health professions education. BMC Medical Education. 2019;19(98): https://doi.org/10.1186/s12909-019-1528-8     

Audrie Tornow is Managing Partner at Excalibur Medical Education. We talked about the role of creativity, intentionality, and failure in designing education content for clinicians in healthcare.  01:27 Introductions with Audrie Tornow02:31 Audrie talks about her beginnings and journey into medical education: No one majored in CME…04:34 Does anyone remember transparencies? 05:50 How has your background in English informed the way you approach education design and delivery? “When we plan education, it has become something where everything has a purpose because cost is affiliated with it. Planning it out and knowing what we want, starting with the end in mind, has become more critical than ever.”07:23  How do you personally define good learning for adults, especially for those working in healthcare? 09:23 What's your sense of what learners are looking for in their education during the COVID-19 pandemic? “We talk about online fatigue, but right now so many providers and partners out there are seeing larger metrics than ever in online activities. And so, we're showing we're versatile. We're showing we can adapt.” 14:11 What are some of the shifts you've seen in the last few months that really try to creatively engage with a) where learners are and the challenges they may be facing in their personal lives and b) getting around that virtual approach?18:06 How was the ability of educators within the CME world changed in order to prepare them to work more fluidly and intimately with partners? 21:53 How effective do you think our field is in openly discussing failure? “I think people think that demonstrating failure means you aren't a trusted partner. That you aren't a successful business. And that's definitely a perception that's valid, but I think there's so much to be learned by saying ‘I tried this, here was the idea. And it didn't work.' And it might be that next partner that says, ‘Actually if you had just done this.' They might be the missing piece.” 24:02 You talked about the potential reemergence of print as something that might be increasingly appealing to learners. Can you talk a little bit about that?ResourcesEric Weiner. The Geography of Bliss. Twelve. 2009.TransparenciesResults of the Alliance 2016 Environmental Scan. Almanac. Ben and Jerry Flavor GraveyardAccreditation Council for Continuing Medical Education. ACCME Data Report 2019.