Accepted Type
Oral
Code
OC2-1-4
Acceptance Declaration
Accept
Additional Information
I declare I have no actual or potential conflict of interest in relation to this program.
Was this work accepted for CCME 2020?
no
Category
General Call (Workshop, Oral Presentation, Poster Presentation)
Type
Oral
Sub Type
Education Research
Will the presenter be a:
Other
Presenter Other
Evaluation specialist
Affiliation
Considered for Poster
yes
Title
Interactive Learning in Continuing Education Conferences
Length of Presentation
Background/Purpose
Education standards for accredited continuing professional development (CPD) require that programs dedicate a minimum of 25% of time to interactive learning. Anecdotal evidence suggests that CPD conferences rely heavily on end-of-lecture question and answer (Q&A) periods to fulfill this standard. Little is known or described in the literature about interactive approaches in real-world conferences. The purpose of this study was to explore interaction during CPD conferences with a focus on the Q&A period.
Methods
Data were collected from 49 CPD conference lectures in Nova Scotia and Manitoba. Attendance ranged from 139-320 healthcare providers. In each lecture, an observer used an evidence-informed field guide to record information.
Results
On average, lectures were 46 minutes, with 7 minutes for the Q&A period. In NS, 66% (12/18) of speakers ran out of time or did not have any Q&A; MB used an online Q&A format (Slido) and 100% (31/31) of speakers included Q&A, however, back-and-forth dialogue in the conference setting was not observed. Assuming that the Q&A period was the only interaction that occurred, interactivity accounted for a mean of 15% of the allotted time for the session (18% in Manitoba and 11% in Nova Scotia).
Conclusion
Results suggest that most conference lectures do not meet the minimum for interactivity using the Q&A period only. In this presentation, we will share findings of the nature of Q&A in conference lectures, and other forms of interaction that were observed. This study has important implications for faculty development and the delivery of CPD in conference settings.
Keyword 1
Learner engagement
Keyword 2
CPD
Keyword 3
Observational study
Level of Training
CPD (faculty development, CME)
Abstract Themes
Teaching and learning
Teaching and Learning
- E-Learning/Technology
- Integrated instruction & learning
- Lectures
- Quality improvement
Additional Theme (First choice)
Continuing Medical Education
Additional Theme (Second Choice)
Faculty Development
Additional Theme (Third Choice)
Distributed Medical Education
Authors
Presenter
Tanya MacLeod
Term 1
Yes
Term 2
Yes
Term 3
Yes
Term 4
Yes
Term 5
Yes
