Continuing Education Leadership Program (CELP) Jane Tipping MADEd, Suzan Schneeweiss MD, MEd, FRCPC

Transcription

1 Continuing Education Leadership Program (CELP) Jane Tipping MADEd, Suzan Schneeweiss MD, MEd, FRCPC

2 COI Declaration of Conflict of Interest Neither speaker has any COI to declare

3 Why a leadership program specific to CPD? What s different about leadership of CPD compared to any other profession?

4 CELP Faculty Development in CPD Leadership program Only program of its kind in Canada! Promote excellence, innovation and change in CPD Management and leadership skills Tools to lead CPD initiatives

5 Program Objectives Identify and discuss how the demands and forces of change in health care environment have created opportunities and challenges to continuing health providers Apply innovation principles and change process to lead, implement new initiatives and overcome barriers to changes Foster collaboration with diversity of stakeholders in continuing health education to enable success Lead and promote innovation in CPD

6 Format Two 1-week face-to-face in class sessions September 30 October 4, 2013 March 24-28, 2014 Innovation project Supplementary self-directed educational activities Project coaching support (1:1 monthly coaching) Online community of practice

7 Selected Topics Continuing Health Education (CHE) learning principles and theories Best practices in CHE design and delivery (including simulation, e-technology and IPE) CHE in patient safety, quality improvement, knowledge translation Partnerships and collaborations across sectors Leadership in CPD Scholarship in CPD The business of CPD The role of coaching Current issues

8 Participants Leaders in continuing education in position to influence innovation in CPD MD specialists and family physicians Allied health Pharmacists Managers and administrator, university and industry 2 programs (2010, 2013/14) 27 participants from across Canada

9 Key features Flexible programming based on needs Daily reflections and emerging issues Developmental approach to evaluation Inter-professional guest faculty Small group sessions with mentors Creative depiction of successes and challenges from week 1 to week 2 Monthly sessions with mentor on projects

10 Exercise Week 2: Reflections on Project

11 Program Evaluation Course reflected CE practices that are aspirational in use of IPE, QI and meeting the needs of learning Incredible interprofessional high quality CE as a model as well as content Spoke to so many audiences at so many levels Very high quality faculty, very well designed interactivity Best course of its type I have ever attended

12 Learning Outcomes What will you do differently as a result of this program? Everything! Mostly business processes! Find ways to promote value of CE New lens and language will help me view CE and PD planning opportunities Be deliberate in applying education best practices to our CE work

13 Examples of Projects Competency-based component to annual meeting Design and implementation of web-based training module for new medical officers for CMPA Potential of using patient reported outcome parameter to help stimulate interest in IPE Establishing processes and procedures associated with needs assessment and gap analysis for national specialty society Creation of a model for program development that fosters transformative learning learning

14 Leadership is an issue and a set of skills that has become recognised as a necessary and important aspect of a successful health professional. Many course are available across the world that teach leadership theory and skills. When applying leadership training to CHE do we really know how it differs from any other field? Are we simply taking generic skills and applying them to various backgrounds or is there something implicitly unique about leadership in CHE?

15 Thank you!