Continuing Medical Education (CME) Session Objectives and Educational Objectives
IPA must plan and present scientific
program sessions that are in compliance with the criteria for continuing
education as established by accrediting bodies. To this end, all
scientific program submissions must include responses to session and
educational objectives to show compliance with continuing education
criteria. Your responses will help the IPA to ensure that your proposed
session is being planned in accordance with the criteria for continuing
education.
The responses to the CE Criteria must be completed using the submissions
form online and it will be reviewed by the Continuing Education
Committee to determine whether your session complies with continuing
education criteria.
Your cooperation with this process will help to ensure that the IPA
offers continuing education to its members and the community at large.
Please contact Karina Gutierrez on [email protected] if you have any questions about CME.
Please use the following examples as a helpful guide to filling in the application form: SESSION OBJECTIVE | EDUCATIONAL OBJECTIVE
SESSION OBJECTIVE
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Type of Session
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Title
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Learning objective 1
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Learning objective 2
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Panel
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Working with the Dreams of Children-The Forgotten Royal Road
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Participants will be able to analyze working with children's dreams.
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Participants will be able to discuss the importance of children's dreams to access unconscious processes.
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Individual
Paper
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Unconscious Fantasy and Psychosis in the Survivor of Severe, Early Trauma
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Participants will be able to analyze Unconscious fantasy and psychosis in the survivor of severe, early trauma.
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Participants will be able to discuss the impact of unconscious fantasy in survivors of early childhood trauma.
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Small Discussion
Group
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Changing Imperatives for Psychoanalytic Education
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The participant will be able to participate in expanding psychoanalytic education to include the aging population.
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The participant will become familiar with psychoanalytic education addressed to the aging population.
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Film
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The Shape of Analysis in a Virtual World
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The participant will be able to assess what is real and what is reality in a virtual world.
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The participant will be able to think about what is the human role in psychoanalysis.
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What is the purpose of the session/course in terms of the educational needs of your learners?
Tell us the educational need of your scientific session – increased
knowledge, better competence, or improved performance – based on the
professional practice gap between current practice and desirable or
achievable practice you have identified (and how it was identified).
Note:
Identify gaps between current practice and desirable or achievable
practice (i.e., professional practice gaps). Deduce needs as the
'knowledge causes,' 'strategy causes,' or 'performance causes' of the
professional practice gap(s). The key for compliance is to be able to
show that planning included the identification of a professional
practice gap from which needs were identified. A common theme in the
noncompliance is that no evidence that a professional practice gap was
identified can be found. Professional practice is not limited to
clinical, patient care practice but can also include, for example,
research practice and administrative practice.
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Example
Through our own teaching
of candidates, as well as working with various people in the profession,
we have come to identify a gap that exists between the way analysts
hear their patients' psychopathologies and the way they feel able to
address these difficulties in their consulting rooms. Very often the
analyst has difficulty tuning in at the right level with the patient,
and as a result analyses are frequently halted or altogether stuck. This
discussion group comes about to provide a forum for discussion where we
can consider together the more primitive aspects of our patients'
communications (something we have heard repeated is lacking in training,
and lacking in general theoretical discussions). We will use a
contemporary Kleinian perspective to investigate these mental states and
the transference/countertransference situation that often allows for
their emergence. We feel that a group is a very important setting in
which to discuss these often knotty, difficult, and intransigent
clinical situations.
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How will this session change the professional/clinical competence of learners who attend?
Show how your session will attempt to change professional competence,
based on what was identified as needs (that underlie a professional
practice gap). The expectation is that the education will be designed to
change learners’ strategies (competence).
Note:
This criterion is the implementation of the previous criterion. In the
planning of your session you must attempt to change physicians'
competence, based on what was identified as the need (that underlies a
professional practice gap). The expectation is that the education will
be designed to change learners' strategies (competence), or what
learners actually do in practice (performance). 'Knowledge' is
acceptable content for accredited CME.
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Example
We will talk very specifically about identifying
communications and trying to work at the proper level with patients. We
will examine how to work with transference/countertransference
manifestations and we will discuss pertinent interventions that are
aimed at clearing up impasses and more subtle blockages in the work.
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Why do you consider the format you have chosen (Discussion Group, Panel or Scientific Paper) to be appropriate for your topic?
Note:
All activity formats (eg, didactic, small group, interactive) are
perfectly acceptable and must be chosen based on what you hope to
achieve with respect to change in competence. We are looking for
information to demonstrate that the choice of educational format took
into account the setting, objectives, and desired results of the
activity.
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Example
In a Group
Discussion format it is possible to become conscious - via the
participation of the group membership - of aspects of a patient and
analyst pair that can remain out of view for the analyst when working in
isolation with a patient.
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How
will your session improve the clinical, interpersonal, and
communications skills of learners or improve the quality of care
patients receive?
Develop your session
based on knowledge practice, quality improvement, patient-centered
care, interpersonal and communication skills giving specific examples of
these areas.
Please choose one more of below competencies to incorporate into your response:
• ABMS/ACGME- Patient Care and Procedural Skills
• ABMS/ACGME- Medical Knowledge
• ABMS/ACGME- Practice-based Learning and Improvement
• ABMS/ACGME- Interpersonal and Communication Skills
• ABMS/ACGME- Professionalism
• ABMS/ACGME- Systems-based Practice
• Institute of Medicine - Provide patient-centered care
• Institute of Medicine - Work in interdisciplinary teams
• Institute of Medicine - Employ evidence-based practice
• Institute of Medicine- Utilize informatics
• Interprofessional Education Collaborative - Values/Ethics for Interprofessional Practice
• Interprofessional Education Collaborative - Roles/ Responsibilities
• Interprofessional Education Collaborative - Interprofessional Communication
• Interprofessional Education Collaborative - Teams and Teamwork
• Other Competencies - Competencies other than those listed were addressed
Note:
We are looking for an active recognition of “desirable physician
attributes” in the planning process (eg, “We have planned to do a set of
activities that touch on professionalism and communications to address
our patients’ concerns that they are not receiving complete discharge
instructions – which is the identified professional practice gap.”). The
simple labelling of an activity with a 'competency' is a start and
provides the learner with information with which to choose an activity
and potentially will be important for reporting purposes within
Maintenance of Certification™.
Example
This workshop is planned to increase participants’
professional competence in understanding and communicating the potential
value of psychoanalytic treatment for their medically ill patients to
these patients, the patients’ parents, and other involved medical
professionals. The detailed descriptions and discussion of clinical
process and outcome with such patients will, in turn, deepen
participants’ knowledge of when and how such treatments can be expected
to be beneficial. Patient care will be improved through the provision of
more fully informed treatment recommendations.