As this issue was going to press, I had the good fortune to attend both the 2012 Global Alliance for Medical Education Annual Meeting and the CME Congress, the “Olympics of CME” that is held just once every four years, both in Toronto.
Needless to say, it will take a while to unpack my brain, which right now is stuffed to the gills with new insights, information, ideas, and appreciation for the interesting people from around the world I had the chance to meet. I’m sure I will have lots to say about the content of both conferences in upcoming issues.
For now, however, I’d like to applaud the CME Congress organizers at at the Society for Academic CME, the Alliance for Continuing Education in the Health Professions, the Association for Hospital Medical Educators, the Canadian Association of Continuing Health Education, and host University of Torontoof Medicine, Office of Continuing Medical Education and Professional Development (co-chaired by SACME President Gabrielle Kane and University of Toronto's Ivan Silver, MD) for doing something we all talk about a lot, but seldom put into practice at our own meetings: Really designing the meeting to maximize learning.
But first, let me get my geek on and say how glad I was to see the Congress offering a vibrant
But what I really loved was the conference organizers’ willingness to shake things up. While the Congress was organized around five main themes—medical simulation, safety and quality improvement, assessment of clinicians, optimizing learning, and interprofessional continuing education—they came at these themes in a number of different, sometimes even playful ways. The plenaries offered both main speakers and “discussants” who would take what the had to say to new levels and/or discuss the practical implications of the topic. The concurrent sessions offered a mix of 60- to 80-minute sessions that were either intensive workshops led by one team of faculty, or best practices/research sessions consisting of a mix of 12-minute presentations on related topics.
Then there was the plenary on engaging learners that entailed a “play within a play,” where two people role-played the realities of how pedagogy, politics, and practicality—the plenary’s topic—played out in real life. Well, maybe not quite like real life, since it entailed conference co-chair Ivan Silver, MD, MEd, sprinting down the aisle in his “IdeaMan” superhero costume. Then there was a “Survivor”-style facilitated poster session. Grouped to represent either Canada or the U.S., each presenter had just three minutes and three slides to make his or her case. The audience voted for the top three, who then went into a challenge round to deem the ultimate poster survivor winner. I opted to go to the Innovations Booth during that time frame, which was fantastic. In just four 15-minute sets, I learned about four innovations that could help save time, streamline CME operations, and improve learning.
Finally, there were the Fringe sessions, which gave us a glimpse into new and different approaches to CME, from game-based learning to using dramatic presentations to inform and educate.
I don’t think I even once heard a presenter say, “Do as I’m saying, not as I’m doing,” though I do have to admit we still are in need of remedial work when it comes to unreadable PowerPoint slides. Kudos to the CME Congress organizers for a job extraordinarily well done. I can’t wait for 2016!
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