A3 - HMC CPD Compliance Document

Evidence

Explanation

Data collection methods used:

• Electronic survey (eg SurveyMonkey)

• Existing data (eg previous training evaluation data, previous assessment data)

• Focus group interviews

• Observation

• Semi-structured interviews

• Written questionnaire

The provider must submit evidence of the means of their needs assessment and how data was acquired on HCP knowledge, skills or behavior gaps. Examples of methodology are provided in the evidence list. This list is neither prescriptive nor exhaustive. An alternative methodology may be used, but some description is required.

Where surveys or questionnaires used:

• Number of surveys distributed

• Return rate

For CPD Accredited Activities, evidence should include information on the volume of data collected (e.g. survey return rates, number of interviews undertaken). The principle behind this is that a valid needs assessment must have enough data to ensure an identified need is ‘real’. E.g. an interview with one HCP is not enough to determine a need in all HCP’s

Where focus group interviews used:

• Number of focus groups undertaken

• Number of participants per focus group

For CPD Accredited Activities where surveys or focus groups have been used to identify learning needs, copies of questions asked are required.

Where semi-structured interviews used:

• Number of interviews undertaken

• Other needs assessment data collection method used (describe methodology and amount of data collected, questions used)

CPD Program education is for HCP’s, therefore it is important that HCP’s are involved in identifying their own learning needs or those of their peers.

The provider should submit evidence of how HCP’s were involved in determining learning needs. Were HCP’s surveyed or interviewed directly? How many HCP’s were involved in determining the needs?

Evidence

Explanation

• The activity has a clear aim

The activity aim is a broad statement of what the activity is trying to achieve. It is written in broad terms and summarizes the overall intent of the activity – for example, ‘To improve communication skills’ or ‘To review patient data to improve outcomes. It gives the HCP an indication of what the activity is about.

Evidence

Explanation

• Learning outcomes written in SMART (specific, measurable, achievable, relevant, timely) format

• Description of how learning outcomes will be measured

Learning outcomes are more specific than aims. Best practice is to write learning outcomes in the SMART format:

• Specific – the learning outcomes specify what HCP’Ss will know or be able to do at the end of the educational activity. They should use action verbs (e.g. identify, describe, practice, analyses).
  
  
• Measurable – learning outcomes need to be measurable so that HCP’s can know if they have achieved them. How can achievement of learning outcome be measured? For example, if a learning outcome is ‘resuscitate a patient’ yet the activity is in a simulation center with no real patients, how can the ability to resuscitate a patient be assessed, other than observation in their workplace? The outcome is therefore not measurable. It would be better written as ‘demonstrate resuscitation skills on a manikin’.
  
  Some verbs, such as ‘understand’, are difficult to measure. What is the intent behind ‘understand’? A better verb would be ‘describe’, which is measurable.
  
  
• Achievable – the learning outcomes need to be achievable in the time within the activity. For example, if the outcome is ‘identify a structure for managing trauma’, this may be achievable in a one-hour lecture; however, if the learning outcome is ‘to practice managing a simulated trauma patient’, this would not be achievable in a one-hour lecture.
  
  
• Relevant – this is linked to the need’s assessment data.
  
  Learning outcomes for an activity should be directly related to identified needs in order to be relevant. Relevance also applies to the level of Bloom’s taxonomy to which the learning outcome relates. Learning outcomes at the lower levels of Bloom’s taxonomy are relevant for novices or for new content.

Evidence

Explanation

• Learning outcomes are mapped to levels of Bloom’s taxonomy

Consideration needs to be given to the level of Bloom’s taxonomy to which the learning outcome relates. The provider should be able to map learning outcomes to Bloom’s taxonomy. Lower levels of Bloom’s taxonomy are applicable if the content is new or the learner is a novice in the area. If the learner has existing knowledge and skills, the learning outcomes should be at higher levels of Bloom’s taxonomy. A variety of levels might apply for a longer course.

Refer to the guide to writing learning outcomes (Toolkit) for examples of verbs at different levels of Bloom’s taxonomy.

Evidence

Explanation

• Duration of the activity
• Time allocated to each learning outcome (activity outline)
• Additional time allocated for practical skills or simulation

Feasibility is an important concept for CPD education. There is no point having learning outcomes that cannot be achieved in the time allocated. Time allocated to each learning outcome should be indicated in the activity outline. Where an activity is practical (e.g. skills training), time for participant practice should be allocated to allow achievement of the outcome.

Learning outcomes at higher levels of Bloom’s taxonomy require more time than those at lower levels.

Evidence

Explanation

• Statement of any content related to a National Health Priority Areas

There are HMC and state healthcare priority areas and strategic plans. When activity content relates to one of these areas, it should be indicated.

This is not compulsory for all CPD Accredited Activities.

Evidence

Explanation

Evidence of adult learning principles:

• Opportunities for interaction:
• Group discussions
• Individual activities
• Pair activities
• Practice opportunities
• Case study
• Brain storming
• Workshop
• Questioning
• Networking

Adult learning principles, also known as ‘andragogy’, were first introduced by Malcolm Knowles in the early 1970s. They describe key elements in any adult education program to maximize learning. Some of these principles are dealt with in the delivery standards and some in the design.

In the design phase there should be:

• Opportunities for interaction – this means that the program is not entirely didactic with someone talking ‘at’ participants. Rather, discussion is facilitated by an expert and includes activities to promote learner engagement (e.g. group discussions, individual activities, pair activities, practice opportunities).

• Opportunities for reflection:
• Reflective questions (e.g. one-minute paper)
• Questioning
• Review of pre-activity work (e.g. creating worksheet, article review)
• Other – please state

• Opportunities for reflection – it is important that learners are given opportunities to reflect on their current level of knowledge in the content area, their knowledge or skill gaps and their progress in achieving the learning outcomes. Examples of opportunities for reflection include questions about prior experience or knowledge, quiz questions on a topic, individual reflective exercise worksheet, and questioning or review of any pre-activity requirement

• Relevance to practice established

Adults need to understand the relevance of the activity to their current practice or how the content and learning outcomes can be used by them. This should be built in early in the activity – for example, by linking to domains of clinical practice or curriculum units, audit data, needs assessment data. In other words, there should be links to evidence that the activity is needed.

• The design structure supports the principles of set–dialogue– closure. The expectation of what will be learned is stated (set), the content and design support the expectation (dialogue) and a closing statement reinforces learning through summary (closure)

Contemporary design of educational activities often uses the set–dialogue–closure structure. The design of a CPD Accredited Activity should include:

• Set – an introduction that states clearly what the activity is about (introducing content), its learning outcomes, the relevance of the activity, motivations for learners to engage, and links to previous activities if relevant.
  
  
• Dialogue – the body of the activity where the learning activities are implemented. The activity design should indicate in what learning activities learners will be involved (the type of activities is articulated in the next standard).
  
  
• Closure – the conclusion of the activity, which should include a summary of key points and take-home messages, review of the learning outcomes to assess achievement, and a plan for post activity reinforcement of learning or identification of opportunities for application of knowledge and skills or further practice. This can also include links to previous activities if relevant.

Evidence

Explanation

• Map of learning activities against each learning outcome (refer to Attachments 1 & 2 for Templates)

The design of an activity facilitates the achievement of learning outcomes that have been developed as a result of the needs assessment. The session plan and /or program templates should indicate which activities within the design are related to which outcome. For example: session 1 – outcomes 1 and 2; session 2 – outcomes 3, 4 and 5.

• Use of contemporary learning strategies: e.g.
• Interactive discussion
• Small group work
• Five-step model for teaching clinical skills
• Deliberate practice
• Simulation
• Role-play
• Think–pair–share
• Lecture

A CPD Education Activity should employ contemporary learning strategies such as:

• Interactive discussion – facilitated discussion using structured questioning to deliver content and get learners to engage with the content and each other.
  
  
• Small group active learning – think–pair–share is one such example. It involves the learner thinking about a problem or question individually, sharing their thoughts with a partner, then each pair sharing their discussion with the whole group. This encourages active engagement along with opportunities for reflection.
  
  
• Clinical skills teaching using the five-step model of skill acquisition – visualization, verbalization (instructor then learner), practice with feedback.
  
  
• Deliberate practice – relevant for acquisition of clinical skills. The learner attempts the elements that they need to practice so that there is an assessment of their skills first and then learning is tailored to their individual learning needs.
  
  
• Simulation – clinicians learn skills in a simulated clinical environment. This may be low-fidelity with clinical skills teaching on manikin parts, or higher fidelity where patient actors or full body manikins are used.
  
  
• Role-play – often used to practice skills such as communication, breaking bad news and giving feedback. They may involve the learners playing roles or actors play the roles of patients.
  
  
• Lecture – more didactic, where a facilitator is presenting content to learners. This type of activity should have restricted use in a CPD Accredited Activity, since having many lectures is not consistent with adult learning principles and active learning

• Rationale for the activity chosen (e.g. role-play to practice communication skills, interactive discussion to apply knowledge

It should be clear from the design of a CPD Accredited Activity why a methodology is chosen. The methodology needs to help the learner achieve the learning outcome. For example, if the learning outcome is about acquiring knowledge, an interactive discussion may be appropriate. However, if the learning outcome is for participants to be able to administer an injection, an interactive discussion on its own would not be appropriate as participants need an opportunity to practice the skills (e.g. on a manikin).

Providers need to map their learning outcomes to the planned activities and provide this in their application for a CPD Accredited Activity.

Evidence

Explanation

• Description of how learners will interact with each other (e.g. think–pair–share, small group discussion)

A key principle of adult learning is engaging learners with content, the facilitator and each other. For an activity involving HCP’Ss learning as a group, there needs to be opportunity for interaction in the design of the activity. This may include small group discussions, pair activities, practicing and critiquing each other’s performance

• Active learning strategies incorporated in the activity design:
• Questioning
• Think–pair–share
• Small group discussion
• Worksheets

Similarly, active learning opportunities should be incorporated into the activity design (e.g. through questioning, think–pair–share, small group discussion, worksheets, quizzes, practice).

The activity should also provide opportunities to support peer engagement

– for example, through networking opportunities, sharing good practice/ideas, and communities of practice.

• Active learning strategies incorporated into any online activity design e.g.:
• interactive forum/chat
• facilitator feedback
• synchronous or asynchronous discussions or debates
• online community of practice
• Peer case discussions

For online learning activities the learner is encouraged to interact and engage with peers and facilitators

Evidence

Explanation

• Timetable with logical sequencing and time allocation indicated

The design activity element also involves sequencing the learning activities in a logical manner and in a way that facilitates achievement of the learning outcomes. The sequence should be assessed by reviewing the timetable and asking the following questions:

• Are the learning activities sequenced logically – for example, theory before practice, simple before complex?
• Is there adequate time allocated for the activity? For example, 10 minutes for a roleplay on breaking bad news, including a debriefing after the role-play and discussion of outcomes, would be insufficient.

• Description of rational for sequencing (e.g. ‘scaffolding’ the learning from previous session, opportunity to practice after demonstration)

For CPD Accredited Activities, the design should include a rationale for the sequencing. It may be that some content should be provided before an aspect of the activity (e.g. provision of knowledge before application of the knowledge). It could be that there is a need to revise concepts before introducing new content or offering a demonstration before practice.

Evidence

Explanation

Formative assessment opportunities:

• Verbal feedback from facilitator/s
• Written feedback from facilitator/s
• Answering questions
• Peer review – feedback from other participants
• Self-reflection – observation of peers and comparison with participant’s own performance
• Written tests (e.g. multiple-choice questions)
• Formal tools such as direct observation of procedural skills (DOPs) or Mini-Clinical Evaluation Exercise (MiniCEX)

Adult learning principles also clearly require learners to receive feedback on their achievement of learning outcomes as they progress through an activity. This is often referred to as ‘formative assessment’. There are several ways in which learners can receive feedback. For example:

• Individual reflection – structured reflective activities, observation of peers, answering questions
• Facilitator-driven techniques – verbal or written feedback following observation
• Formal assessments such as DOPS, MiniCEX, written tests
• Peer-driven techniques such as peer review, peer critique

Evidence

Explanation

• Reference list is provided for the content in the learning activity

CPD education needs to demonstrate evidence-based content that is consistent with contemporary practice. An up-to-date reference list to support the content should be provided.

• Evidence of presentation slides

A sample of the presentation slides and learning materials may be required. If content has been developed as an online module, a username and password must be provided for access to the online platform.

Evidence

Explanation

• Process is described for acknowledging any sponsorship associated with the activity
• Commercial interest disclosure process described

CPD Accredited Activities and CPD Activities must clearly indicate how commercial interest and sponsorship is relevant to the specific activity and how it will be disclosed. (e.g. at the beginning of the activity, with signage, with a disclaimer form). Sponsors need to be identified and the nature of the sponsorship described.

Evidence

Explanation

• Number of activity participants
• Description of rationale for the maximum numbers

For a CPD Accredited Activity, the design should indicate a maximum number of activity participants and the rationale for that maximum. It may be that physical space dictates the maximum number of participants and depending on the activity this may be appropriate. However, the maximum number of participants may be determined by the need to best facilitate learning – for example, a high-fidelity simulation might limit numbers to two groups of six HCP’s, with one facilitator per group to facilitate the simulation and debriefing.

There is no pre-defined limit on the number of participants for CPD Activities.

Evidence

Explanation

• List and description of prerequisites and/or pre-activity requirements
• Description of rationale for the prerequisites and/or pre-activity requirements and their link to the activity aim/learning outcomes

An activity needs to have a pre-activity requirement. Examples of these include review of an article, completion of a questionnaire, and review of patient data.

The pre-activity requirements need to be listed and a rationale for each – that is, why they are warranted and how do they link to the activity aim or learning outcomes?

Pre-activity requirements should be reasonable in volume and time taken. For example, a list of 15 articles to read before attending an activity is unreasonable for busy clinicians and the majority are unlikely to complete this. Consider what would the implications of not completing this pre-activity requirement be on the conduct of the activity. For example, is it presumed knowledge and if participants did not read the articles, they would be unable to engage in discussion of the content?

The provider should submit a rationale for the pre-activity and explain how it links to the learning outcomes for the CPD Accredited Activity.

Evidence

Explanation

• Number and type of rooms:
• Clinical skills laboratorY
• Debriefing room
• Lecture room
• Simulation laboratory
• Tutorial room for small group work
• Other – please describe

For CPD Activities, the provider should ensure that facilities and resources are appropriate to support delivery

• Physical resources to support learner numbers:
• Equipment to support learning adequate for numbers
• Number of part task trainers to support skills training
• Room size and adequate seating
• Physical equipment to support activities:
• Data projectors
• Flip charts
• Printing facilities
• Whiteboards

For CPD Accredited Activities, there needs to be appropriate physical resources to support the activity.

• Are there adequate rooms (type and size) for the designed activity and participant numbers? For example, if there is to be clinical skills teaching, a lecture auditorium is not appropriate. If there will be debriefing of participants after a simulation, is there a separate debriefing room? If there are break-out groups, are there enough rooms for the groups? A floor plan might help determine if rooms are of adequate size and number for participants.
  
  
• Is there enough equipment to undertake the activity (e.g. number of part task trainers for a clinical skills session, number of flip charts for an activity involving five small groups)? If computers are required, are enough provided or must participants bring their own?

• Online learning platform appropriate to support the activity

If the activity has been designed as an online activity, the online learning platform must be appropriate to support the activity:

• Will the online environment engage the participant and provide learning opportunities? For example, is it easy to access and navigate, and does it offer facilitator feedback functionality and online forums to encourage collaboration?

Evidence

Explanation

• Number of facilitators
• Facilitator-to-learner ratio

For a CPD Accredited Activity, the activity design should indicate the total number of learners and facilitator/s and therefore the learner-to-facilitator ratio. Where variation occurs, his needs to be stated for each of the learning activity – for example, session 1 (interactive discussion): 15 learners, one facilitator; session 2 (skills training): five learners, one facilitator.

Evidence

Explanation

• Formal assessments:
• DOPs
• Mini-CEX
• Written tests (e.g. multiple-choice, short answer, true/false and extended match questions)
• Informal assessments:
• Self-assessment
• Quizzes
  

For CPD Accredited Activities using formal assessments, the type of assessment should be listed. Examples are provided in the evidence list; however, this list is not exhaustive, and other assessments may be appropriate.

Evidence

Explanation

• Literature supporting use of assessment methodology
• Methods for ensuring validity (e.g. link to learning outcomes)
• Methods for ensuring reliability of assessments (e.g. assessor training)

The assessment methodology should be evidence-based and both valid and reliable. Providers should describe how they have considered the validity of the assessment chosen – for example, linking to learning outcomes, demonstrating that the methodology is well accepted for assessing the content (e.g. multiple-choice questions for knowledge). Where assessors are used, the provider should describe how reliability of assessment is supported (e.g. via assessor training).

Evidence

Explanation

• Description of how assessment results are communicated to learners:
• During activity
• Post-activity
• Verbal
• Written

It is important that the participants receive feedback on their assessment results. Where quizzes are used during an activity, feedback could be immediate. In other instances, participants might undertake assessment at the end of an activity and receive results later.

The provider should describe how assessment results will be communicated to learners either during or after an activity.

Evidence

Explanation

• Description or copy of reinforcing activity

After completing an activity, HCP’s should be encouraged to apply what they have learnt to their practice. A description and copy of a reinforcing activity should highlight how the HCP’s will be prompted to self-reflect and apply what they have learnt in their workplace. The reinforcing activity needs to be clearly linked to the learning outcomes of the CPD Accredited Activity.

Evidence

Explanation

• Outline and examples of the evaluation strategy
• Focus group
• Post-activity electronic survey
• Self-reflection
• Written questionnaire
• Other – please describe

For a CPD Accredited Activity, the evaluation methodology to be used should be described, including who will be involved in evaluating (e.g. facilitator, participants, external expert), and how the evaluation will be undertaken (e.g. questionnaire, focus group). While it is appropriate for facilitators to be involved in evaluation, it is important that learners have an opportunity to provide feedback on an activity regarding how it supported their learning and how it might be improved. Learners should be given opportunity to provide feedback on facilitators to assist in facilitator development.

The provider should retain evidence of its internal evaluation strategy that articulates how the provider will review and improve the quality of an activity for future implementation.

Evidence

Explanation

• Process for reviewing evaluation data:
• Who is responsible for collating data and making recommendations for change?
• Who reviews recommendations and makes changes to the activity design or delivery as a result of evaluations?
• Examples of changes to the activity as a result of previous evaluation data

The process for reviewing evaluation data and how it will be used to improve the activity quality should be described. This includes who will review, how recommendations for change will be determined, a time frame for implementing change and whether the change is related to design or delivery. Where an activity has previously been conducted, a provider may include examples of how an activity has been improved in the past.

Evidence

Explanation

• How do facilitators receive evaluation data?
• Group debrief post activity
  
• Individual data
• Online access
• Other – please describe
  

Evaluation data should be shared with facilitators to assist in their development and improve future activities in which they are involved. Feedback may be in the form of a written summary, review of individual evaluation data, etc.

Date

Number of participants (maximum)
 

Timing (duration of the sessions)

Topic and description of content

Delivery mode and rationale

Interactivity (include example questions that will be asked)

Facilitators

Learning outcomes to be covered

Opportunities for feedback

Assessment of learning

60 minutes

Common sporting injuries – three 20- minute presentations:

● Common knee injuries in athletes

● A guide to managing foot and ankle pain

● Shoulder pain diagnosis and management

Presentations of diagnosis and management of common sporting injuries of the knee, foot, ankle and shoulder to provide baseline knowledge

Three short presentations of the key points to look for in assessment and management. Presentation to include questions, pictures, and X-Rays to illustrate concepts. Group polling will be used of questions with immediate feedback of the group responses. Questions will be true/false or multiple choice. Possible examples include:

True/false:

X-Ray is an essential investigation in the diagnosis of knee injuries

Multiple choice:

Which of the following is incorrect?

1. Most ankle sprains heal within 2-6 weeks
2. Grade 3 tears can result in joint instability
3. X-Rays are an important part of the diagnosis of ankle injuries where there is inability to weight bear
4. Sprains of the deltoid ligament are the most common form of ankle sprain

Dr X

Learning outcome 1

Self-reflection about content

Self-evaluation of current sports medicine knowledge. Quiz questions will be used during the presentations using group polling and group feedback.

75 minutes

Case based discussion

Four scenarios for group discussion:

1. 23-year-old lady injures her knee while playing netball

2. 50-year-old with painful heel after

starting an exercise program

3. 28-year-old swimmer with shoulder pain

4. Ankle injury in a

44-year-old tennis player

Cases to be discussed in small groups with feedback to the larger group for application of knowledge

Small group activity of case discussion. Four scenarios of common sporting injuries will be provided with guiding questions to take the group through the case.

Questions include

1. What is your most likely diagnosis?

2. Are there any investigations you would do?

3. What is the management?

4. What are the potential complications? Feedback will be provided to the larger group with comment provided by the groups and the facilitator

Dr X, Y and Z

Learning outcome 1

Feedback on cases from peers and facilitator

Successful diagnosis and management discussed; no specific quiz questions are included.

The questions are part of the small group discussion

90 minutes

Practical skills in the areas of

• Examination of the knee and shoulder

• Strapping an ankle

• Shoulder injections

Practical skills sessions to develop and refresh procedural skills

related to the topic. Participants to rotate through the stations (30 minutes each)

Three practical skills stations.

Initial demonstration followed by participants working in pairs and practicing on each other

The shoulder injection station will use models.

Dr X, Y and Z

Learning

outcomes

2-4

Feedback from

facilitators in stations

Facilitators to provide feedback as they rotate through the groups.

Feedback will also be provided by peers as participants work in pairs

15

minutes

Quiz – 15-minute quiz to reinforce knowledge with opportunities to ask questions from the previous sessions.

Question and answer session to reinforce learning from the day

Quiz will use polling so

that participants receive immediate feedback which is discussed by the presenter in the large group

Possible examples include:

Which of the following is a risk factor for plantar fasciitis?

1. Younger ages

2. Prolonged standing on hard surfaces

3. Wearing new runners even if well fitted

4. Swimming

With respect to adhesive capsulitis (frozen

Dr X

Learning

outcome

1- 4

Answers

provided to questions to allow self assessment

Immediate

feedback in terms of answers to quiz questions allows self- assessment of knowledge.

shoulder), which of the following is true:

1. Most cases of adhesive capsulitis will last about 12 months

2. CT or MRI are the preferred first line investigations

3. Ongoing physiotherapy is the best management of adhesive capsulitis

4. 40% of people may have ongoing restriction of movement without significant pain

Activity Title: Pregnancy care in general practice

Location/venue

WWRC-HMC

Date

xx/xx/x x

Number of participants

18

Number of facilitators

3

3

HOUR S

Time

Topic/ Activity

Facilitators

Duration

Delivery Mode

8:30 am

Registration

9:00 am

First trimester screening

Dr. A

30 mins

Presentati on

9:30 am

Common causes and management of pain and bleeding in early pregnancy

Dr. B

30 mins

Presentati on

10:00 am

Case discussions

Dr. A

30 mins

Group discussions

10:30 am

Morning tea

-

30 mins

-

11:00 am

Infections and vaccinations in pregnancy

Dr. C

30 mins

Presentation

11:30 am

Case discussions

Dr. B

30 mins

Group discussions

Small group discussions

12:00 pm

Birthing options

Dr. A

30 mins

Presentati on

Large group with opportunity for Q/A

How does this activity provide opportunities for reflection

Case discussions provide opportunity to apply topics learnt to clinical situations. Participants will also be asked to reflect within their group discussions if they would implement any of the topics in their clinical practice and, if so, what may be the likely impact.

How does this learning activity encourage engagement with peers?

Participants will have opportunities to engage with peers during group discussions.