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Criteria for all QA&CPD Program approved education activities by alendar


Criteria for all QA&CPD Program approved education activities

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									2008–2010 guidelines
for all activities
Criteria for all QA&CPD Program approved education activities
The following principles form the basis for planning an RACGP QA&CPD Program approved education

   The primary purpose of the CPD activity is to improve the quality of patient care
   The purpose of continuing professional development (CPD) is to help participating GPs provide
   better care according to current acceptable standards and therefore improve the health outcomes of
   their patients. Therefore, education activities should focus on aspects of quality that lead to
   improved patient care and health outcomes.

    Education activities that do not focus directly on patient care would normally deal with an advanced
    skill that impacts significantly on the behavior of GPs in relation to the care of their patients through
    systems or practice improvement

   The content demonstrates high clinical and ethical standards
   The educational activity should reflect critical appraisal of valid evidence about ways to improve
   patient health outcomes. This includes a balanced appraisal of alternative treatment options for any

   The RACGP QA&CPD Program will not endorse education activities that directly or indirectly
   promote product brand names. Generic names must be used on all occasions, unless it is imperative
   that a product be named for a specific contextual reason. Should this be the case, then the product
   must be named once only and all other products in the same class must also be named. To meet the
   guidelines, the activity must be intrinsically balanced in all respects including the use of generic

    The content of the activity includes patient safety and takes a systems based approach to
    ensure the GP implements the new knowledge or skill within their practice consistently and reliably
    every time it is needed

   GPs must participate in planning
   General practice is a specialized medical discipline. At least one member of the planning group for
   all education activities must be a GP. Where possible consumer perspectives should also be
   involved in both the planning and delivery of education activities.

   A learning needs assessment must be conducted
   Research into CPD shows that activities based on assessment of learning needs are more effective.
   The learning needs assessment should occur well before the education activity. This allows the
   Provider time to make appropriate modifications to the course, eg learning objectives, changes to
   the format etc.

   There must be clear learning objectives
   Research shows that education activities with specific learning objectives are more effective.

    Learning objects must reflect the results of the needs assessment. They should describe the
    intended outcomes – what participants will know, or understand or be able to do better or differently
    as a result of the learning activity.

    The learning objectives should also reflect the components of the education, that is, the specific
    knowledge, skills, attitudes, behavior and systems that the activity will address.

    At least one learning objective must be included that specifically addresses patient safety and a
    systems based approach.

   The learning environment must promote fulfillment of the objectives
2008-2010 QA&CPD Program Activity Guidelines_Updated Feb 2009
   A number of aspects of an educational activity contribute to optimal learning conditions and
   maximise the chance of expected outcomes.

  There are a wide range of different formats which can be used in educational activities such as
  presentations, written articles, small group discussions, case studies, question and answer
  sessions, role plays, hands-on practical work, etc.

   The different formats suit different learning objectives and learning styles, and therefore activities
   should use a mixture of appropriate formats. In addition, the format must enable the learning
   objectives to be realised, eg:

      Hands-on or practical workshops are recommended for learning new practical skills
      Problem solving is often enhanced by small group discussions with relevant case studies, or
      consideration of patient management problems
      Presentations or articles may be useful to expand or provide new knowledge.
      The inclusion of an adequate question time provides the opportunity for the audience to ensure
      the information they receive is clear and relevant

   Category 1 activities must include a number of formats.

  Human resources
  Adult learning theory suggests participants should be actively involved in their own education since
  they are often more receptive to qualitative comprehension of materials presented when adopting
  the method of learning they have found works best for them.

  GPs with appropriate expertise or training can:

                     Present general practice topics in presentations or articles
                     Chair sessions and put lectures or questions in a relevant GP context
                     Review written articles for relevance to general practice
                     Design patient management problems
                     Facilitate GP groups working through problem-based case studies
                     Provide general practice comments as members of multidisciplinary panels
                     Teach practical techniques or procedures
                     Demonstrate communication or counseling skills in role-plays.

  The primary purpose of CPD is to improve patient care. Recreation and social interaction must not
  detract from the educational purpose of CPD, which should be allocated a significant proportion of
  hours when participants are alert and receptive.

   Providers must ensure GPs have access to the ‘GP adverse experience feedback form’ at the
   The QA&CPD Program requires Activities to be subject to review by participating GPs. We value GP
   opinion and feedback about the quality and conduct of the QA&CPD Program accredited activities
   they attend and encourage them to report any concerns they may have about any given activity by
   completing the ‘GP Adverse Experience Feedback’ form which must be made available to all
   participating GPs at all QA&CPD Program accredited activities.

  The educational activity must be evaluated by GP participants and the Provider must submit
  an activity report to the QA&CPD Program
   Developing an evaluation method should be undertaken in conjunction with the planning of the
   educational activity.

   It is important that the GP participants’ evaluation of the CPD activities are analysed and used. In
   the first instance Providers should reflect on the effectiveness of their activities with a view to
   improvement. In addition, the QA&CPD Program requires feedback to assess the impact and
   effectiveness of the program in achieving its objectives.

2008-2010 QA&CPD Program Activity Guidelines_Updated Feb 2009
   Providers must include three mandatory questions that are asked in the GP evaluation. Providers
   must list the Learning Objectives of the activity and report on the extent to which:

                      The learning objectives were met
                      The learning needs were met
                      The activity was relevant to the GPs practice.

   Each question should be rated on a not met / partially met and entirely met scale. (3 point scale)
   Providers can include any other questions in their GP evaluation forms, but will only need to report
   on the 3 mandatory questions outlined above. Providers also have the opportunity to include future
   recommendations and improvements and to make a summative comment regarding the outcome of
   the activity.

   In the first instance it is important that the activity evaluations GP participants submit back to the
   Provider are analysed to consider the overall effectiveness of the activity with a view to quality
   improvement. In addition, the QA&CPD program requires feedback to assess the overall impact and
   effectiveness of the Program.

   Reporting frequency

                      Providers must submit activity reports for one-off activities when they submit the
                      attendance list to the QA&CPD Program. These must be submitted within two
                      months of the activity being held.
                      Activity reports for regular and repeated activities must be submitted quarterly.
                      Activity reports for online and enduring activities generally covering larger volumes
                      and activity reports for Provider facilitated Supervised Clinical attachments must be
                      submitted to the QA&CPD Program at least twice per year.
                      Activity reports for Clinical Audit and other continuous activities must be submitted
                      annually or when run for less that a year upon completion.

          Type of Activity                       When to submit your activity report

    One off                          Within 2 months of running the activity

    Regular activities (e.g.         Quarterly
    lunchtime lectures)

    Repeated                         Quarterly

    Continuous –( i.e. Clinical      Upon completion or where running over triennium to be
    Audits, GP Research)             submitted annually

    Supervised Clinical              Quarterly or twice yearly
    Attachments (provider

    Enduring/online                  Twice yearly

2008-2010 QA&CPD Program Activity Guidelines_Updated Feb 2009
   Sponsorship guidance for all activities
   An ethical relationship with sponsorship organisations in relation to the delivery of
   education to healthcare professionals is essential. The primary purpose of education
   activities accredited by the RACGP QA&CPD Program is to improve the quality of
   patient care. The education material covered within the activity must meet clinical
   and ethical standards.

   The education being provided or delivered to GPs must be completely independent
   of input from the sponsoring organization and from any brief to the
   facilitator/speaker/writer as to the education materials that should be delivered,
   covered, revised and/or edited.

   Provider organisations are required to be transparent regarding sponsorship
   arrangements and must declare that an education activity is sponsored and by whom
   each time the activity is promoted, advertised and delivered. Speakers are also
   required to make their own conflict declaration regarding whether they are being paid
   or receiving other benefits or inducements from the sponsorship organisation prior to
   the activity being delivered.

   The RACGP QA&CPD Program will not endorse an education activity if there is input
   from its sponsor(s) to the design, development, education content or the delivery of
   the activity. The RACGP considers such input to be a conflict of interest and a
   breach of QA&CPD Program policy and criteria.

   In addition and in particular, the RACGP QA&CPD Program will not endorse
   education activities that directly or indirectly promote:

       Product brand names
       Generic names of products - (RACGP policy as to the use of generic names of
       products is that it is not always acceptable and caution is urged. Generic means
       that a product name is, by means of its widespread use over a prolonged period
       of time, identified by users as the name of the drug. Aspirin is a good example.
       Products or modes of treatment disproportionate to their normal contribution to
       good quality patient care
       Products or modes of treatment in areas of clinical practice where accepted
       management standards are lacking and a balanced rationale is not provided
       Experimental treatments and methods that have not been fully evaluated by
       intervention research and meta-analysis;
       Experimental treatments which do not have the support of the medical profession
       by reason of inconclusive evidence that such treatments deliver therapeutic
       Theories that are not supported by scientific evidence;
       Techniques which do not have the support of scientific evidence, or the medical
       profession as preferred techniques or which are not supported by accepted
       medical theory.

When there is uncertainty about the clinical, scientific or ethical standards of an
education activity, the RACGP reserves the right to seek clarification on the program
design and evidence-based methodology and to reject the activity if in the sole discretion
of the RACGP it fails to meet the clinical and ethical requirements in line with the objects
of the QA&CPD Program

2008-2010 QA&CPD Program Activity Guidelines_Updated Feb 2009
Sponsors may deliver presentations related to a company product, however, such
presentations or input must:

       Be an addendum and completely separated from the education activity being
       Not involve the speaker/facilitator of the education activity in any way
       Not be used when determining the duration of an activity when calculating the
       number of CPD points that will be allocated.

Entertainment and meals should be separated from the focus of the education activity,
which is the education content. Trade displays may precede or follow the education
activity, but may not be integrated with the education activity in any manner.

As part of the RACGP QA&CPD Program quality assurance process, Provider
organisations are required to provide GPs who attend/participate in an RACGP
accredited activity the opportunity to submit feedback to the QA&CPD Program about
the quality and conduct of the activity delivered to them. All Providers must ensure the
QA&CPD Program activity feedback form is available to all GPs who participate in an
RACGP accredited activity as a condition of activity accreditation.

GP participants are strongly encouraged through this and other established procedures
to provide an activity feedback report to the QA&CPD Program on any potential or
perceived breach of the QA&CPD Program requirements or education criteria. Providers
found in breach of the QA&CPD Program requirements or education criteria may have
their status as a recognised Provider suspended and future activities not accepted by
the QA&CPD Program for accreditation.

If the Provider organisation is an RACGP contracted Endorsed or Accredited Provider,
breaches of the QA&CPD Program requirements or education criteria constitutes a
breach of the Endorsed and/or Accredited Provider contract agreement and the RACGP
reserves the right as stated in the contract agreement, to withdraw Endorsed and/or
Accredited Provider status. It should also be noted that the Education Activity
Representative (EAR) associated with the Endorsed and/or Accredited Provider
organisation may lose their status as a recognised EAR with the QA&CPD Program if
they sign and submit an activity notification form or conduct and/or deliver an activity that
does not meet QA&CPD Program requirements or education criteria

The following documents should also be read and taken into consideration when
applying this policy.

       The RACGP QA&CPD Program Endorsed Provider Contract
       The RACGP QA&CPD Program Accredited Provider Contract
       The RACGP Acceptance of Gifts Policy
       The AMA Code of Ethics
       The Medicines Australia Code of Conduct

2008-2010 QA&CPD Program Activity Guidelines_Updated Feb 2009

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