Annual Report

Transcription

1 Annual Report

2 PDCS Mission Statement The mission of Professional Development and Conferencing Services (PDCS) is to provide innovative continuing professional development (CPD) to enhance and maintain competencies of health professionals, faculty, and students, and improve public health. i

3 Acronyms ACCME ACEHP AFMC AFMC- SCCPD AMA ARNNL BPPnl CACHE CACME CAME Accreditation Council for Continuing Medical Education Alliance for Continuing Education in the Health Professions Association of Faculties of Medicine of Canada Association of Faculties of Medicine of Canada s Standing Committee on Continuing Professional Development American Medical Association Association of Registered Nurses of Newfoundland & Labrador Best Practice Prescribing in Newfoundland & Labrador Canadian Association of Continuing Health Education Committee on Accreditation of Continuing Medical Education Canadian Association for Medical Education CanMEDS Canadian Medical Education Directives CAPER CAPM&R CCFP CFPC CIHR CMA CME CNS CPD CPSNL CSAT CTS DKA DOHCS FASD for Specialists Canadian Post-M.D. Education Registry Canadian Association of Physical Medicine and Rehabilitation Certificate of the College of Family Physicians College of Family Physicians of Canada Canadian Institutes of Health Research Canadian Medical Association Continuing Medical Education Centre for Nursing Studies Continuing Professional Development College of Physicians and Surgeons of Newfoundland & Labrador Clinical Skills Assessment & Training Canadian Thoracic Society Diabetic Ketoacidosis Department of Health and Community Services Fetal Alcohol Spectrum Disorder FC FMRAC FoM HREA HSIMS ICT IECPCP IEHP IEN IMG IPAC IT LPN MCC MESCC MUN NAC NAC3 NAPCRG NLCAHR NLCHI NLMA NRP OSCE PDCS PERTT PGME Faculty Council Federation of Medical Regulatory Authorities of Canada Faculty of Medicine Health Research Ethics Authority Health Sciences Information and Media Services Information and Communication Technologies Interprofessional Education for Collaborative Patient-Centered Practice Internationally Educated Health Professionals Internationally Educated Nurses International Medical Graduate International Physician Assessment Coalition Information Technology Licensed Practical Nurse Medical Council of Canada Medical Education Scholarship Centre Memorial University of Newfoundland National Assessment Collaboration National Assessment Collaboration Central Coordinating Committee North American Primary Care Research Group Newfoundland & Labrador Centre for Applied Health Research Newfoundland & Labrador Centre for Health Information Newfoundland & Labrador Medical Association Neonatal Resuscitation Program Objective Structured Clinical Examination Professional Development and Conferencing Services Project for Enhanced Rural Remote Training Postgraduate Medical Education ii

4 PHAC Public Health Agency of Canada SAMP Short Answer Management Problem PMLP Physician Management and Leadership Program SCCPD Standing Committee on Continuing Professional Development PRA Practice Ready Assessment SDL Self-Directed Learning RCPSC RHA SACME Royal College of Physicians and Surgeons of Canada Regional Health Authority Society for Academic Continuing Medical Education SMC UGME WHO Senior Management Committee Undergraduate Medical Education World Health Organization iii

5 Contents Associate Dean & Director s Message 1 Introduction 3 PDCS About Us 4 Mission & Guiding Principles 4 Mission 4 Guiding Principles 4 Governance 5 PDCS Academic Structure 6 PDCS Management Structure 7 Senior Management Team 8 Program Managers 8 Our Services 10 Strategic Priorities & Progress 11 Strategic Priorities 11 Progress 13 Highlights of the Year 19 PDCS CACME Accreditation Status New Policy on Management of Accredited CME/CPD Activities and External Financial Support 19 Fetal Alcohol Spectrum Disorder Online CPD Series 19 Physician Management and Leadership Program 20 An Interdisciplinary Approach to Helping Patients Manage Chronic Pain Live/Onsite CPD 20 Examination of the Effect of Low versus High-Fidelity Simulation on Neonatal Resuscitation Program Learning Outcomes Research Project 20 Clinical Skills Assessment and Training 20 Assessment and Retraining 21 Unified Communications Services Expanded and Improved 21 Technology Enhancements 21 iv

6 CPD Program Summary and Statistics 22 Live/Onsite and Blended Learning Programs 22 Live/Onsite Programs 22 Blended Learning Modality CPD Programs 23 Statistics for Live/Onsite, Wednesday at Noon, and Physician Management & Leadership Programs 24 Online CPD Programs 25 MDcme.ca 25 CMA.ca 25 MDcme.ca & CMA.ca Programs & Partners 25 Statistics for MDcme.ca and CMA.ca Online CPD 26 RCPSC Maintenance of Certification Applications 28 Internationally Educated Nurses Modules 28 Clinical Skills Assessment and Training Program 29 Assessment and Retraining 30 Scholarly Programs 30 Certificate in Medical Teaching 30 Medical Teacher Scholarship Program 30 Faculty Development 31 Research and Evaluation 33 Assessing the Perceived and Unperceived Needs of Physicians and Other Health Professionals 33 Evaluating the Effectiveness and Outcomes of PDCS Educational Interventions 34 Other Innovative Research Studies 34 Research Grants 35 Presentation and Publications 36 Presentations 36 Publications 37 Technical Reports 37 Technology and Innovation at PDCS 38 Unified Communications Services 38 Application Development 39 Mobile Apps 39 Online Booking Application for Unified Communications Services 39 CPD Database 39 v

7 Our Contributions 40 Partnerships, Collaborations, & Affiliations 41 Where We Are Going in Upcoming Programs and Activities for Live/Onsite CPD 44 Online/Blended CPD 44 Mini-Med School 45 Research and Evaluation 45 Strategic Priorities for vi

8 Associate Dean & Director s Message Professional Development and Conferencing Services (PDCS) is instrumental in the continuum of lifelong learning for physicians and health professionals in the Province of Newfoundland & Labrador, nationally, and internationally. The strength of PDCS is built on its talented and diverse team of professionals with a legacy in continuing medical education (CME), telemedicine, and international education activities. PDCS has been contributing to the health of the people in this province since 1968 when the original CME Office opened its doors. The primary mission of PDCS is to provide innovative continuing professional development (CPD) to enhance and maintain competencies of health professionals, faculty, and students, and improve public health. The year has been an exciting time for PDCS as we were awarded a stellar external accreditation status for the next 5 years from the Committee on Accreditation of Continuing Medical Education (CACME) of the Association of Faculties of Medicine of Canada (AFMC). PDCS is recognized as an accredited provider of university CPD by CACME. CACME accreditation provides a transparent and accountable accreditation process to ensure PDCS exhibits the high standards of performance expected of academic institutions and contributes to the health needs of society. We partner internally within the Faculty of Medicine (FoM) and externally with public, private, and not-forprofit sectors including government (provincial and national), other academic institutions, specialty societies, and many more. Through these partnerships, we have developed many exceptional quality programs offered through a variety of delivery methods including live and distance formats utilizing in-house technologies and expertise. PDCS is also dedicated to educational scholarly research in the area of CPD. We foster the training of International Medical Graduates (IMGs) and work with those physicians who may require retraining in various areas. 1 Some highlights from the past year include the development and delivery of the very successful Physician Management and Leadership Program (PMLP). The program has been a unique collaboration between the Memorial University of Newfoundland (MUN) and its Faculties of Business (Gardiner Centre), and Medicine (PDCS), along with the Government of Newfoundland & Labrador (Department of Health and Community Services (DOHCS)), and the four (4) Regional Health Authorities (RHAs). We have offered a Certificate in Medical Teaching, and in collaboration with the Medical Education Scholarship Centre (MESC), offered the Medical Teacher Scholarship Program. The new Policy on Management of Accredited CME/CPD Activities and External Financial Support (approved February 2013), will allow PDCS to provide expert guidance and ensure consistency in following accreditation guidelines from the College of Family Physicians of Canada (CFPC) and the Royal College of Physicians and Surgeons of Canada (RCPSC). In addition, the policy will allow PDCS to provide guidance to medical school members regarding their interactions with external funders on all FoM endorsed CPD programs. Moving forward we will foster public engagement through programs like the Mini-Med School. We will work with our dedicated faculty members to provide innovative CPD programs, while utilizing distance technologies to ensure accessibility for physicians and health professionals throughout this province and elsewhere. We will foster scholarship and research and further develop our outcomes measurement of

9 what we deliver. We will continue to enhance assessment and retraining with a focus on Practice Ready Assessments (PRAs) in conjunction with the Medical Council of Canada (MCC). We will develop physician leaders for the future through the PMLP and engage with our partners in the Province. Ultimately we will continue to serve the people of Newfoundland & Labrador and beyond. Thank you to everyone who has contributed to PDCS programs and initiatives and for your ongoing support. We wish you success in all of your personal and academic endeavors in the coming year. Ford Bursey, MD, FACP, FRCPC Assistant Dean, PDCS Professor of Medicine Faculty of Medicine Memorial University of Newfoundland Fran Kirby, MEd Director, PDCS Faculty of Medicine Memorial University of Newfoundland 2

10 Introduction PDCS is pleased to present this annual report covering the period April 1, 2012-March 31, The department has had a busy and prosperous year, details of which will be covered throughout this document. This is the first annual report to be published by PDCS and will be reflective of the progress made against our three year Strategic Business Plan ( ). In addition an overview of services, summary of programs and research activities, technology innovations, and priorities for the coming year will also be covered. Finally, a list of acronyms has been included for quick reference when reading this document. The list is located at the beginning of this document ( ii). 3

11 PDCS About Us PDCS is a recognized and respected service unit of Memorial University of Newfoundland s (MUN) Faculty of Medicine (FoM). PDCS is a centralized provider of continuing professional development (CPD) programming and research in Newfoundland & Labrador focusing on the health professional audience. In addition PDCS is also a leader in online and distance technology enabled CPD within Canada and abroad. PDCS is a university-accredited provider of CPD as designated by the Committee on Accreditation of Continuing Medical Education (CACME) of the Association of Faculties of Medicine of Canada (AFMC). Such designation allows PDCS to accredit College of Family Physicians of Canada (CFPC) and Royal College of Physicians and Surgeons of Canada (RCPSC) CPD programs by following accreditation guidelines set forth by the two colleges. PDCS also follows policies and standards set forth by other national stakeholders of health education, including: the Canadian Medical Association (CMA) Guidelines for Interactions with Industry (2010); Canada s Rx&D Code of Ethical Practices (2012) as set forth by Canada s Research Based Pharmaceutical Companies; and The Association of Faculties of Medicine of Canada s Standing Committee on Continuing Professional Development (AFMC-SCCPD) policy relating to the role of industry in the CPD arena within Canadian faculties of medicine and the ethical standards used to guide such relationships. Finally, the Accreditation Council for Continuing Medical Education (ACCME) of the United States of America maintains a reciprocity relationship with CACME which the American Medical Association (AMA) recognizes for the purpose of allowing Canadian medical schools the ability to certify activities for AMA PRA Category 1 Credits and to award such credits to eligible physicians. Mission & Guiding Principles 4 Mission The mission of Professional Development and Conferencing Services (PDCS) is to provide innovative continuing professional development (CPD) to enhance and maintain competencies of health professionals, faculty, and students, and improve public health. Guiding Principles As a leader in CPD and related research for health professionals, PDCS embraces the following guiding principles: medical leadership and advocacy in CPD excellence, creativity, and innovation adherence to ethical and regulatory standards philosophy of lifelong learning partnerships social accountability evaluation and continuous quality improvement inter- and intra-professional practice research, critical inquiry, and scholarship knowledge translation

12 Governance PDCS has a defined structure within the FoM (see Figure 1: PDCS Organizational Chart). The PDCS organizational structure is two-fold with an academic and a management structure. The Assistant Dean, the five (5) Academic Directors, the Senior Management Team and Program Managers also serve on various councils and committees of PDCS, the FoM, and external to MUN. Figure 1: PDCS Organizational Chart (June, 2013) - Dean of Medicine Dr. James Rourke Vice Dean of Medicine Dr. Sharon Peters Assistant Dean PDCS Dr. Ford Bursey Director Academic Development Family Physicians Dr. Pam Snow Director Academic Development Specialists Dr. George Fox Director Academic Research & Development Dr. Vernon Curran Director Clinical Skills Assessment & Training Dr. Carl Sparrow Director Assessment & Retraining Dr. Elizabeth Bannister Education Consulting B. Glynn Technology Consulting T. Pardy CPD Consulting C. Mesh Conferencing Consulting P. Ward Research Consulting L. Fleet RA1 Karla Simmons Operations C. Whitton Project/Program Support Development & Production A. Charan A. Peddigrew T. Perry D. Delong R. Perez Conferencing & Tech Support F. Kavanagh M. Pearson M. Squires B. Walsh (.5) Admin Support S. Alexander N. Greely K. Martin B. Walsh (.5) QA Proposed Director PDCS Fran Kirby Business Development & Marketing Strategic Initiatives Vacant Finance D. Adams Executive Assistant D. Stuckless R. Haywood Director School of Pharmacy & Advisory CE & Steering Committee for Pharmacists 5 Faculty Programs & Special Projects Vacant

13 PDCS Academic Structure Within the academic structure there are five (5) Academic Directors including Directors of Academic Development for Family Physicians, Academic Development for Specialists, Academic Research & Development, Clinical Skills Assessment & Training (CSAT), and Assessment & Retraining. The five (5) Academic Directors report directly to the Assistant Dean of Professional Development. Below is a brief biography of our Directors: Dr. Ford Bursey, MD, FACP, FRCPC (Assistant Dean, PDCS, and Professor of Medicine, FoM, MUN) Dr. Bursey is a graduate of Memorial University, a Fellow in Internal Medicine and holds a Certificate of Special Competence in Gastroenterology from the Royal College of Physicians and Surgeons of Canada (RCPSC). He is also a Fellow of the American College of Physicians and currently serves as Governor for the Atlantic Provinces Chapter of the ACP. He has served on the Steering Committee that produced a report for the Association of Faculties of Medicine of Canada (AFMC) entitled The Future of Medicine in Canada-Postgraduate Project and is a member of the National Advisory Committee of the RCPSC that is reviewing the Canadian Medical Education Directives for Specialists (CanMEDS) roles for Dr. Bursey has served as a member of the Examination Board in Internal Medicine for the RCPSC. Additionally, he has fulfilled the role of member of the survey team of Postgraduate Training Programs for the RCPSC and of CME Programs for CACME. He is a member of the CPD Accreditation Committee of the RCPSC and is a CPD Educator for RAC5 of the RCPSC. In addition to serving two terms on the Education Committee of the Canadian Association of Gastroenterology, Dr. Bursey is the former Chair of the Education Committee for the Medical Advisory Committee of the Crohns & Colitis Foundation of Canada. He has also officiated as President of the Medical Staff of the St. John s Health Care Corporation and The Atlantic Association of Gastroenterology. Dr. Bursey has served as Program Director for the Internal Medicine Training Program at Memorial; is currently a Board Member of the Health Care Foundation of Eastern Health; and is a staff physician in Internal Medicine & Gastroenterology of the Eastern Regional Health Authority, St. John s, NL. 6 Dr. Elizabeth Bannister, MD (Director of Assessment and Retraining, PDCS). Dr. Bannister became involved with PDCS in 1997 when she became a member of the PD Regional Advisory Committee as the general practice representative from St. John s. Since that time, Dr. Bannister has participated in regional and national educational committees. She has been part of the National Assessment Collaboration (NAC) since 2007 and was recently elected vice-chair of the National Assessment Central Coordinating Committee (NAC3) which oversees the activities and programs of NAC. Dr. Bannister is a graduate of MUN and has a full-time family practice in Conception Bay South, NL. Dr. Vernon Curran, PhD (Director of Academic Research and Development, PDCS, and Professor of Medicine, FoM, MUN). Dr. Curran is past Co-Director of the Centre for Collaborative Health Professional Education at MUN and past Director of Academic Development, FoM, MUN. Dr. Curran holds a cross-appointment with the Faculty of Education at MUN and teaches in the undergraduate and graduate degree programs in Adult Education and Post-Secondary Studies. He also holds an adjunct appointment with the Faculty of Health Sciences, University of Ontario Institute of Technology. He is currently Chair of the Certificate in Medical Teaching Program offered through the FoM, MUN and was Co-Lead of an Interprofessional Education for Collaborative Patient-Centred Practice (IECPCP) project at MUN funded through Health Canada. Dr. Curran holds degrees in psychology, adult education, distributed learning and extension studies, and specializes in research in the areas of medical and health professional education, tele-education, continuing

14 professional education, and interprofessional education in the health professions. He is author on over 65 articles published in peer-reviewed journals in the medical, health, and educational fields and has been principal or co-principal presenter on over 110 peer-reviewed abstracts, posters, workshops, and research presentations at medical and health education conferences and meetings. Dr. George Fox, MD, MSc, FRCPC, FCCP (Director of Academic Development for Specialists, PDCS, and Associate Professor of Medicine, FoM, MUN). Dr. Fox is a graduate of MUN and has also obtained a Masters of Science degree in Clinical Epidemiology and Biostatistics from the University of Western Ontario. He has Fellowships and Certificates of Special Competence from the RCPSC and the American College of Chest Physicians in Internal Medicine, Respiratory Medicine, and Critical Care Medicine. As Associate Professor of Medicine, Dr. Fox is actively involved in teaching at the undergraduate and postgraduate levels. Dr. Fox is a member of the Board of Directors and Chair of the Long Term Planning Committee for the Canadian Thoracic Society (CTS); and Chair of CPD Accreditation Committee and a member of the Professional Development Committee for the RCPSC. From , he served as Clinical Chief for the Critical Care Program, Eastern Regional Health Authority, St. John s, NL. He was previously Division Chief of Respirology, Eastern Regional Health Authority. Dr. Fox s current hospital appointments include Internal Medicine, Respiratory Medicine, and Critical Care Medicine. Dr. Pamela Snow, MD, CCFP, FCFP (Director of Academic Development for Family Physicians, PDCS, and Associate Professor of Medicine, FoM, MUN). Dr. Snow is a graduate of MUN and is a Fellow of the CFPC. She is an active teacher in both undergraduate and postgraduate medical education. Dr. Snow has sat on the CFPC s national examination committee for many years and is coordinator of both the Academic and Community Based Option Family Medicine rotations for the postgraduate residency training program at MUN. Dr. Snow has served on numerous medical school committees including the undergraduate medical school admissions committee; as well she was the Assistant Postgraduate Residency Director for Family Medicine for many years. Dr. Snow has a full-time family medicine practice in St. John s, NL and her publication topic areas include breastfeeding, physicians as parents, and CPD frameworks for rural areas. 7 Dr. Carl Sparrow, MD, CCFP, FCFP (Director of the CSAT Program, PDCS, based in Corner Brook, NL). Dr. Sparrow is a Fellow of the CFPC and holds positions on various working committees of the MCC addressing International Medical Graduate (IMG) assessments and the Federation of Medical Regulatory Authorities of Canada (FMRAC). He has represented the program nationally and internationally with the International Physician Assessment Coalition (IPAC). He has a hospital based practice in Corner Brook, NL. PDCS Management Structure Within the management structure of PDCS, the PDCS Director reports to the Vice Dean of the FoM. The PDCS Director also leads the Senior Management Team which is comprised of managers who oversee Operations, Finance, Strategic Initiatives, and Business Development. Daily operations and activities of the Office are guided by a Senior Management Team, a team of Program Managers, as well as staff with extensive experience in Educational Consulting, Research and Evaluation, Instructional Design, Event Management, Information Technology, and Multimedia Design. Several members of the team have masters-level education in Post-Secondary Education and Research, and other significant qualifications in Technology, Education, Project Management, and Business. These qualifications enable the Office to provide a variety of learning programs to its target audience, to reach those practicing in both rural and urban communities

15 and to evaluate if these initiatives are meeting physicians needs and impacting on the care provided to their patients. Senior Management Team Fran Kirby, MEd, BEd, BSc (Director). Fran has been the key leader in fostering substantial growth and development of the CPD office and distance conferencing technology for PDCS. Leading a team of 25 innovative and creative professionals, Fran has successfully secured over $7M in R&D funding through business partnerships and relationships with key stakeholders within both the public and private sectors. As founder and Chair of the MDcme.ca Consortium, Fran has partnered with 17 medical schools to provide leadership in online CPD. The MDcme.ca project has strong ties with the CMA, CFPC, RCPSC, provincial and federal governments, and not-for-profit organizations. Cindy Whitton, MEd, BBA, AIT (Manager of Operations). Cindy is Manager of Operations position and serves as a member of the Senior Management Team within PDCS. She has over 17 years experience in the areas of adult and technology enabled education and project management. Cindy has played a key role in the successful delivery of many initiatives through PDCS as Senior Instructional Designer, Manager of Online CPD, and now leading the Program Managers as Manager of Operations. With a Master s Degree in Post- Secondary Education and undergraduate Degree and Diploma in Business Administration and Information Technology, Cindy also has a strong academic background which serves her well in her position. Dave Adams (Project Accountant). Dave is responsible for the overall financial administration at PDCS and provides accounting consulting for federally funded (Health Canada) projects such as the Project for Enhanced Rural Remote Training (PERTT) project and Internationally Educated Health Professionals (IEHP) initiative. Other functions Dave is responsible for include developing financial procedures; monthly and quarterly reporting within the department, the FoM, and externally to granting agencies; cash flow management; filing claims and submitting invoices to agencies that provide funding to promote CPD development through various onsite and online projects; budget submissions to the FoM, as well as annual budget preparation and review. 8 Richard Haywood, BComm (Manager, Business Development and Marketing). Richard brings more than 10 years experience in the areas of account management, strategic planning, sales and marketing to enhance business goals and learning objectives for PDCS clients within the online learning market. He works with the client to create a positive business framework that helps address areas such as compliance with accreditation standards, all the while advancing end-user and client learning solutions. Richard s approach ensures that investments made are aligned with a specific purpose and have measurable results. His experience includes dealing with senior executives in numerous private industry sectors, health authorities and medical societies, plus addressing mandate and service level learning objectives related to departments and divisions within federal and provincial governments. Program Managers Lisa Fleet, MA, Dip Ad Ed, BEd (Manager, Research Programs). Lisa has 11 years experience leading provincial and national research and development projects. As an accomplished and published researcher and evaluator, she brings extensive experience in needs assessment and evaluation research design, including immediate and outcomes evaluations, as well as data analysis. Lisa has successfully obtained research

16 funding as lead and co-applicant for various studies, is published in the peer-reviewed literature, and frequently presents at provincial, national, and international conferences. Robert Glynn, MEd, B Comm, BA, AIT (Senior Instructional Designer). Robert has 11 years experience within PDCS when he joined the team to help develop the Information Technology (IT) services arm of the organization as Manager of Information Systems. Robert has a keen interest in using information and communications technologies to facilitate educational programs for adults and, after successfully completing a Master s program in educational technology, has shifted his focus from IT to the educational aspects of PDCS programs. As the Senior Instructional Design Specialist, Robert brings a wealth of experience in project management and educational technology to bear on PDCS online projects and programs and has consulted on educational technology for a number of international project initiatives. Cecilia Mesh (Manager, Live/Onsite CPD Programs). Cecilia provides operational leadership and managerial services to develop and deliver live/onsite CPD programs from the development to evaluation project stages. She collaborates with members of the PDCS team, other university departments, private-sector firms, provincial, and national medical associations/societies, government departments, not-for-profit organizations, as well as many other external clients to ensure PDCS meets its objective of providing quality, up-to-date CPD programs that improve patient outcomes. Cecilia has 9 years experience in managing CPD programs and over 20 years in the university environment. She has received a Certificate of Business Administration through MUN and is currently completing a degree in Bachelor of Education (Post-Secondary) through MUN. Todd Pardy, BA (Manager, Information Technology). Todd has been a multimedia developer/ programmer for over 15 years, specializing in application development. During that time, he developed numerous e-learning applications for a wide variety of clients that include Nav Canada, Pfizer, Dell, RBC, Prentice Hall, McGraw-Hill, Public Safety and Emergency Preparedness Canada, and Health Canada. Todd currently manages all information technology-related projects and tasks in the department. 9 Perry Ward, B Tech, P Tech, BMET, CTS (Manager, Unified Communications). Perry has 20 years of technical experience and provides collaborative and communicative technologies for internal and external clients for the public and private sector. He has travelled internationally deploying technologies to aid primary health care initiatives and other government funded projects. Perry currently manages Unified Communications within PDCS.

17 Our Services PDCS provides innovative, accredited CPD to enhance competencies of health professionals, faculty, and students with the goal of improving public health. PDCS offers a breadth of learning opportunities each year which address the needs of health professionals who practice in both urban and rural communities across Newfoundland & Labrador, nationally, and internationally. Programs are offered in a variety of formats, at a distance, and in accessible locations, including: live/onsite (face-to-face) programs, online self-directed and facilitated programs, distance enabled learning via unified communications (audio/video/web), discipline clinical rounds, Clinical Skills Assessment & Training Program (CSAT) assesses and trains IMGs wishing to practice in the province, and Assessment and Retraining Program provides support for Post Graduate Medical Education (PGME), but also for practicing physicians in need of assessment and/or retraining. We also promote a host of partnering opportunities within the public and private sectors external to MUN. These include research and evaluation, event management, development of online programs, unified communication services, including audio, video, and web conferencing technologies. 10

18 Strategic Priorities & Progress Strategic Priorities Figure 2 provides a strategy map illustrating how the strategic priorities enabled by our guiding principles ensure PDCS achieve the mission of providing innovative continuing professional development (CPD) to enhance and maintain competencies of health professionals, faculty, and students, and improve public health. The PDCS mission statement aligns with the FoM mission statement by addressing the objectives of enhancing the health of the people of Newfoundland & Labrador by educating physicians, and promoting lifelong learning. The overarching vision of Memorial University is driven by five (5) pillars of strategic focus: 1. Students 2. Research, Creative Activity, and Scholarship 3. Needs of the Province 4. Conditions for Success 5. Institutional Responsibility These five (5) pillars assist faculties and departments establish targets, implementation strategies and annual measurement plans that enable them to contribute toward a growth agenda for MUN that will be pursued over the next five (5) years. As MUN sets university-wide goals and establishes alignment strategies, PDCS (via engagement with health professionals and optimization of its service offerings) coordinates and links its activities through its strategic priorities towards achieving the goals of both the FoM and in turn, MUN. 11 To support lifelong learning in the core programs for the FoM, and to better meet the CPD needs of physicians and other health professionals, there is a need for an integrated approach in the continuing health education environments. As part of this integrated approach, PDCS utilizes numerous frameworks which directly flow into the strategic objectives of MUN as a whole. Where applicable our teaching and learning efforts are tied to research as complimentary activities, and we use the Teaching and Learning Framework as our standard to achieve our goals. The Teaching and Learning Framework of the university connects learners and educators to each other, our community and our world, in the service of knowledge generation and exchange, and the advancement of society. More details about the Framework can be found at:

19 Figure 2: PDCS Strategy Map Memorial University Strategic Plan Students Research, Creative Activity and Scholarship Needs of the Province Conditions for Success Institutional Responsibility Faculty of Medicine Mission Statement Our mission is to enhance the health of the people of Newfoundland and Labrador by educating physicians and health researchers; promoting lifelong learning; conducting research in biomedical, clinical, applied health sciences, community health and medical humanities; engaging communities and decision makers; and collaborating to apply the best available evidence in the formulation of policy and the organization and delivery of care. Professional Development and Conferencing Services Mission Statement The mission of Professional Development and Conferencing Services (PDCS) is to provide innovative continuing professional development (CPD) to enhance and maintain competencies of health care providers, faculty and students and improve public health. 12 Adherence to ethical and regulatory standards Guiding Principles Inter- and intraprofessional practice Evaluation and continuous quality improvement Philosophy of lifelong learning Strategic Priorities 1. Promote and Engage health Care Providers in Lifelong Learning 2. Foster Partnerships/Collaborations/Networks and Build Innovations 3. Expand Critical Inquiry and Scholarly Research 4. Advancement of Performance improvement and Patient Safety 5. Funding Excellence, creativity and innovation Medical leadership and advocacy in CPD Knowledge translation Social accountability Partnerships Research, critical inquiry and scholarship

20 Progress The PDCS three (3) year strategic plan ( ) is now one (1) year in progress. To date, PDCS has had a productive year and has made advancements with achieving the five departmental strategic priorities: 1. Promote and Engage Health Professionals in Lifelong Learning 2. Foster Partnership/Collaboration/Networks and Build Innovation 3. Expand Critical Inquiry and Scholarly Research 4. Advancement of Performance Improvement and Patient Safety 5. Funding Below Table 1 maps our approach to achieving and implementing our strategic plan. Table 1: Implementation Plan (based on fiscal year) Strategic Priority Benchmark Timeline Lead 1. Promote and Engage Physicians & Health Professionals in Lifelong Learning 1.1 Foster CanMEDs attributes in CPD program development 1.2 Develop needs assessment data collection strategies 1.3 Clinical traineeship, assessment/retraining, CSAT 1.4 Increase involvement in physician and health professionals CPD locally and regionally 1.5 Revalidation supporting CPSNL identified areas of need and physician mentorship 1.6 Increase Inter/Intraprofessional education Programs identify CanMEDs attributes in brochures and program descriptions Inventory of health professionals perceived and unperceived needs (i.e. population health statistics) Y1 Y3, regular review Y1 Y3, regular review Completion and evaluation numbers Y1 Y3, review annually Faculty development support, Needs assessment and evidence customized programs/linkages Evidence of working with CPSNL/NLMA/ RHAs Broader base of planning committees/ identification of needs of HP groups Y2 Y3 Y1 Y3, ongoing Y1 Y3, ongoing PDCS Senior Management Team in collaboration with Program Managers, and in consultation with PD Council 13

21 Strategic Priority Benchmark Timeline Lead 2. (a) Foster Partnerships/Collaborations/Networks 2.1a Promote PDCS activities, services, and resources 2.2a Broaden scope of collaboration within public, private, and not-for-profit 2.3a Create partnerships with other CPD providers Demonstrated in business contracts and secured/new partnerships and collaborations Y1 Y3, ongoing Director, PDCS and Manager of Business Development and Marketing 2.4a Build relationships with regulatory authorities, medical, and health professional associations 2. (b) Build Innovation 2.1b Create and apply innovative Information and Communication Technologies (ICT) solutions to meet health Y2 Y3 Manager of Technology Consulting 14 professionals CPD needs 2.2b Leverage technology and build relationships with FOM and RHAs to reach rural physicians CPD needs 2.3b Incorporate innovative technology in e-learning for health professionals 2.4b Documentation of home grown technology solutions Develop an IT strategy that includes mobile application development and web conferencing solutions Implement into programming Develop a documentation process for in-house developed IT solutions Evidence of customized solutions Y1 Y3, ongoing Y1 Y3 Manager of Technology Consulting, Other Program Managers, and Senior Management Team

22 Strategic Priority Benchmark Timeline Lead 3. Expand Critical Inquiry in Evaluation and Scholarly Research 3.1 Increase research profile through creative Peer reviewed published papers, presentations, and new collaborations collaboration with government, industry, and not for profit organizations 3.2 Develop alliances with other CPD providers Research grants secured for k per year 3.3 Assess perceived and unperceived needs of physicians 3.4 Develop more outcomes based-evaluation Distribution of surveys to all physicians in the province; environmental scans of clinical/non-clinical provincial health needs; review of provincial/national health statistics and benchmarks; review of peer-reviewed literature and clinical practice guidelines Conduct R & D initiatives which have potential to impact health professional education, patient safety, and improve public health Y1 Y3, ongoing Manager of Research Consulting, and Senior Management Team 3.5 Collect data on different levels from learner, 15 faculty, institution, Number and types of initiatives patient care, and other sub-levels 3.6 Development of standards for what is quality in various aspects of programming Evaluation of client satisfaction with PDCS; development of quality standards documentation Development of standards document

23 Strategic Priority Benchmark Timeline Lead 4. Advancement of Performance Improvement and Patient Safety 4.1 Develop a framework CSAT statistics/summary template on how to determine the success of an educational program in this area 4.2 Demonstrate impact of our educational interventions on perfor- Delivery of programs that address identified public health needs with significant patient safety issues Data analysis on participants commitment to change, completion of patient action plans, pre-to-post increase in knowledge and confidence to indicate advancement in performance improvement Outcomes evaluation data related to impact of programs on performance and patient care Y1 Y3, ongoing Y2 Y3 Manager of Research Consulting, Senior Management Team, and PD Council in an advisory capacity mance improvement and patient-safety 5. Funding 5.1 Diversify the mix of funding sources 5.2 Build relationships with potential funders 5.3 Develop alternate Diversification and broad base of funding sources Y1 Y3, ongoing 16 funding models for various programs 5.4 Monitor and manage financial accounts in Senior Management Team accordance with generally accepted accounting rules and principles Increase in cash flow and elimination of deficits Adoption of COI policy within FoM Y1, review annually 5.5 Update Conflict of Interest Policy

24 PDCS has made excellent progress with the Implementation Plan in Year one (1). Below you will find some highlights under each of the five (5) strategic priorities. Strategic Priority 1: Promote and Engage Health Professionals in Lifelong Learning Brochures, promotional materials, and online program descriptions for CPD programs identify CanMEDS competencies. Several provincial and national needs assessments targeting various health professionals have been completed. In , 29 assessments and 26 completions took place in the CSAT program. Several inter-professional CPD programs took place in areas of pain management, breast health, and arthritis. PDCS is working with College of Physicians Surgeons of Newfoundland & Labrador (CPSNL) studying CSAT trained physicians and successful CCFP designations. PDCS is also leading a study in collaboration with the Newfoundland & Labrador Medical Association (NLMA) focusing on physicians educational and wellness needs as they age and transition to retirement. Strategic Priority 2: Foster Partnership/Collaboration/Networks and Build Innovation PDCS has been promoting services to clinical disciplines via FoM Senior Management Committee (SMC) and Faculty Council (FC) presentations, as well was featured in the MUNMed News (internal newsletter), and FoM Quick Links section of the website. PDCs has been working with MCC, FMRAC and CPSNL, DOHCS, NLMA, and collaborating with various FoM departments on initiatives. Working on a formal evergreening policy and reusing machines off lease. Mobile device enabled websites and online programs have been partially implemented. PDCS is webcasting more and more onsite programs to increase reach throughout the province. Improved documentation for custom IT solutions within PDCS. 17 Strategic Priority 3: Expand Critical Inquiry and Scholarly Research PDCS has published articles, presented at forums. Collaborated with Autism Society, NLMA, Arthritis Society, Government of NL, Association of Registered Nurses of Newfoundland Labrador (ARNNL), and Regional Health Authorities (RHAs). PDCS staff also sit on various research committees. Evaluation of programs is a key component of many proposals and has proven to be a need with partners to ensure objectives are being met and to foster improvement in programming. Several needs assessments have been completed or are in progress targeting various health professionals. Outcomes research continues, with several studies underway in 2013 with programs such as the PMLP. Strategic Priority 4: Advancement of Performance Improvement and Patient Safety Outcomes research continues, with several studies underway in 2013 with programs such as the Fetal Alcohol Spectrum Disorder (FASD) online series. Delivery of programs like the Pain Management CPD program address identified public health needs with significant patient safety issues.

25 Strategic Priority 5: Funding PDCS has partnerships with a variety of organizations across various health professional fields including medicine, nursing, pharmacy, and public health. Diversification is a strength within PDCS where partnerships with public and private sector exist to achieve strategic priorities. On February 19, 2013, FoM Faculty Council passed the Policy on Management of Accredited CME/ CPD Activities and External Financial Support (Appendix 1). 18

26 Highlights of the Year PDCS CACME Accreditation Status 2012 PDCS is an accredited provider of university CPD by the CACME of the AFMC. CACME accreditation provides a transparent and accountable accreditation process to ensure that university-accredited providers of CPD exhibit the highest standards of performance expected of academic institutions and contributes to the health needs of society. Every five (5) years PDCS is externally reviewed by CACME to ensure we are meeting these national standards. PDCS site survey review took place on June 14-15, 2012 and on December 18, 2012, PDCS was notified of full accreditation status. See Appendix 2a and 2b for the full letters from Dean Rourke, MUN, FoM, and the CACME Surveyors outlining the review findings. New Policy on Management of Accredited CME/CPD Activities and External Financial Support PDCS holds itself to the highest ethical standard and recognizes that accountability and transparency are essential within its programs. PDCS is a university-accredited provider of CPD as designated by CACME. Such designation allows PDCS to accredit CFPC and RCPSC, CPD programs by following accreditation guidelines set forth by the two colleges. PDCS also follows policies and standards set forth by other national stakeholders of health education (see 4). PDCS staff work to deliver CPD activities that are in full compliance with these policies and standards to ensure the delivery of quality accredited CPD. On February 19, 2013, FoM Faculty Council passed the Policy on Management of Accredited CME/CPD Activities and External Financial Support (Appendix 1). The purpose of the policy is to: 1. Define a centralized and streamlined process for the coordination and accreditation of CPD programs offered by the MUN, FoM to physicians and health professionals within the province Clarify the role of MUN, FoM faculty members involved in CPD activities, including disclosure and conflict of interest, while ensuring the delivery of unbiased, high-quality programming. PDCS are actively consulting with faculty and staff on how the policy applies to their Live/Onsite programs and where opportunities to collaborate may exist. PDCS has developed supporting documents to assist faculty planning accredited CPD events. Appendix 3 is the Accreditation Map for Onsite/Blended CPD Programs and Appendix 4 represents the Required Involvement for Accredited Onsite/Blended CPD Programs. Fetal Alcohol Spectrum Disorder Online CPD Series The Fetal Alcohol Spectrum Disorder (FASD) series via MDcme.ca provides online participants with the opportunity to gain knowledge, learn practical approaches, and carefully consider the complexities associated with drinking in pregnancy, multidisciplinary practice, and working with invisible disabilities. Presentation of evidence, discussions, and links to further resources are all part of the three (3) learning modules. The overall objectives of these three (3) linked and accredited (CFPC, RCPSC) courses are: to engage practitioners in learning and critical thinking about alcohol use in pregnancy and alcohol-related disabilities; and to inspire best practice when working with women of childbearing years, with pregnant women who drink alcohol, and with people affected by in-utero alcohol exposure, with and without diagnoses.

27 Physician Management and Leadership Program A unique collaboration has been formed between MUN, FoM and MUN, Faculty of Business (Gardiner Centre), Government of Newfoundland & Labrador (DOHCS), and the four (4) RHAs to foster the development of health care leaders within the provincial health system. The program seeks to support the development of executive management and leadership skills and abilities to a selected cohort of leaders from the four (4) RHAs and the MUN, FoM. Designed to maximize both flexibility and networking opportunities, the program utilizes a mix of interactive, face-to-face workshops, and online learning experiences. An Interdisciplinary Approach to Helping Patients Manage Chronic Pain Live/Onsite CPD The Pain Management Day CPD program held in November 2012 was offered in collaboration with the Chronic Disease Division, DOHCS, Government of Newfoundland & Labrador. The catalyst for this conference derived from discussions with the Chronic Disease Division and from feedback gathered through needs assessment surveys conducted by PDCS. The purpose of the program was to address a significant gap in primary care in providing adequate chronic pain management and fostered an interdisciplinary approach to management of chronic pain, as best practice. The conference covered a variety of topics including self-management, interventional, and non-interventional modalities to treat pain. The program targeted family physicians, specialists, pharmacists, and other health professionals. Feedback on the program was extremely positive. Examination of the Effect of Low versus High-Fidelity Simulation on Neonatal Resuscitation Program Learning Outcomes Research Project Funded by the Janeway Research Advisory Committee, the purpose of this research project was to examine the effect of using low versus high-fidelity manikin simulators in Neonatal Resuscitation Program (NRP) training on medical students. The areas of focus included: knowledge/skills (megacode); satisfaction; confidence; and teamwork behaviours. The overall findings suggest the type of manikin used for training has no significant influence on knowledge and skills performed and teamwork behaviours during an NRP megacode, and 2. the most significant impact of high-fidelity training for NRP is on students satisfaction with the training experience and confidence to perform NRP Study findings have been presented at the Medical Education Scholarship Forum (November 2012) and the Canadian Conference on Medical Education (April 2013). A manuscript was submitted for publication to Pediatrics (official journal of the American Academy of Pediatrics), however, it was not accepted. Other submissions are planned in the year. Clinical Skills Assessment and Training The CSAT program is based in Corner Brook, NL but administered throughout the province. The program had another successful year augmenting new primary care physicians beginning rural practice. The program has a strong presence not only in Atlantic Canada, but also nationally. It is one of the seven (7) provincial assessment centers for Practice Ready Assessments (PRAs) which the FMRAC recognizes. The CSAT Director sits on FMRACs Working Group on Assessment and Training as well as MCC s National Assessment