| Submission Deadline: July 7, 2023 |
| Submit Proposal Now |
Presenting at the annual Academic Assembly conference provides an opportunity to build your professional network and experience. Presenting a content-rich session individually or as part of a team is a wonderful way to share knowledge, experiences, and ideas.
The conference chair, Andy Little, DO, and the conference track chairs are ready to take on AA24 with purpose and cause to bring you the best possible conference experience!
The chairs are ready for your ideas! Bring on innovative courses, panels, workshops, and solutions. Don't hold back on that out-of-the-box concept, and it might just change how someone looks at problem-solving.
Preparation is the important key to developing a good lecture. You not only have to know your subject matter but consider the amount of information to be covered in one time period and know how to capture the audience's attention.
General Guidelines:
Organize Your Lecture
Goals of the Introduction:
There are a number of techniques that can be used for an introduction:
This page contains guidelines and policies that are vitally important for CORD to keep its AMA Category 1 Continuing Medical Education Credit for its Academic Assembly.
Diversity of Audience
We ask that, as faculty for CORD’s Academic Assembly, you are sensitive at all times to the broad mix of your audience and, regardless of personal opinion, refrain from making remarks that will insult anyone in the audience, however unintentional.
Regardless of whether a certain segment of the population is in attendance at CORD meetings, it would be best not to make any disparaging remarks regarding a segment of the population on the basis of race, sex, ethnic origin, sexual preference or medical or administrative specialty. It is unprofessional, it is sure to offend, and it leaves a bad impression of CORD and emergency medicine.
Attire
We wish to foster a professional image of CORD Academic Assembly. Although appropriate attire for meeting participants is business casual, we ask that faculty dress in business attire if possible for your presentations.
Offensive Language
An issue that is frequently a cause of complaint is the use of offensive language by faculty. We realize there is, at times, a temptation to use such language in an attempt to add levity or gain a response from the audience. In general, however, use of offensive language diminishes both the lecture and the presentation. Please use your good judgment and do not use language that is not socially acceptable.
Product Endorsement
The ACCME Standards for Commercial Support require a balanced presentation. Endorsement or criticism of specific products or services must, without exception, be avoided during your presentation. We are sure registrants are interested in learning about products and services that have performed well. This information can be discussed informally after your presentation or during the breaks. However, if your presentation includes trade names, trade names from several companies should be used - not just trade names from a single company.
The ACCME requires that promotion and education be separate entities. The Standards for Commercial Support of Continuing Medical Education state that "no commercial promotional materials shall be displayed or distributed in the same room immediately before, during, or immediately after an educational activity certified for credit." Therefore, it is a violation of ACCME regulations to advertise your company information (name, phone number, website, company logo, etc.) on your handout or slides. It is very important that you adhere to these rules. Your disclosure information will be listed in the onsite brochure that CORD provides. If you wish, you may list your contact information on your opening slide or verbally provide the audience with that information, as part of your introduction and background information.
Discussion of Unapproved Product Use
If you are discussing the use of an investigational product (drug, surgical device, etc.) or a product not labeled for the use you describe (off-label use) and this product has not been approved in the United States, you must disclose to the audience that "the product has not been approved for this use i11 the United States." Failure to comply with full disclosure regarding investigational products or products not labeled for use is a violation of ACCME guidelines and CORD policy.
Your Support Enhances Emergency Medicine
Your participation as faculty is a valuable contribution and evidence that we share the same goal for furthering the specialty of emergency medicine. You, as faculty for CORD sessions, can help us assure the image we project for the specialty and the profession is the best one possible.
The Council of Residency Directors in Emergency Medicine (CORD) receives its Continuing Medical Education (CME) Credit for its annual Academic Assembly (AA) through the American College of Emergency Physicians (ACEP). ACEP is accredited by the Accreditation Council for Continuing Medical Education (ACCME). Since ACEP's accreditation is important to us, we plan activities that meet the ACCME's expectations for our practice of continuing medical education.
The CME activity is sponsored by ACEP. We look forward to working with you to ensure that this activity is of the highest standard.
The details of this educational activity and your presentation, which should be taken into consideration in preparing your presentation, are as follows:
Activity Title: 2024 Academic Assembly
Scheduled Dates: March 25-28, 2024
Location: New Orleans, LA
The target audience for this activity is:
Program Description: The optimal education and assessment of medical students and emergency medicine residents, and the effective management of an emergency medicine residency program are continuously evolving processes. Teaching to adult learners who have grown up in a new technological age requires innovative didactic tools and an understanding of generational differences. It is also necessary to respond effectively to an increasingly complicated regulatory environment, including the ACGME Outcomes Project and the development of Milestones to demonstrate competency and the increasing focus on Patient Safety and Quality Improvement initiatives. Residency management demands multiply every year. Maintaining professional and personal balance and successfully advancing a career focused on education in emergency medicine is a constant challenge. Collaboration between emergency medicine programs, specialties, national emergency medicine organizations and accreditation associations facilitates and enhances resident and medical student education, assessment, and program management. The CORD Academic Assembly will provide a spectrum of expert panel discussions, didactic sessions, interactive small group breakouts, research presentations, and consensus working groups, all specifically designed by and for educators in emergency medicine to address the needs of our unique teaching environment.
Identified gap(s): Knowledge, Competence, and Performance
Identified desirable physician attribute(s): Provide patient-centered care, work in interdisciplinary teams, employ evidence-based practice, apply quality improvement, utilize informatics, medical knowledge, interpersonal and communication skills, professionalism, and evidence of a commitment to lifelong learning.
Educational outcomes measurement: Competence and Performance
Identified Gaps in Knowledge, Competence, Performance or Patient Outcomes
The planners for this activity have conducted a thorough needs assessment based on identified gaps in knowledge, competence, performance or patient outcomes, and synthesized this information that now serves as the foundation for all aspects of activity design including preparation of learning objectives, choice of educational format(s), and the selection of appropriate outcomes assessment tools. As faculty, you should be developing your presentation based on identified gaps from the needs assessment and based on the learning objectives for your presentation that were derived from the gap analysis. Please contact CORD immediately if these gaps and objectives are not clear to you.
Planning Educational Content Relative to Patient Safety and 'Systems' Barriers
The Institute of Medicine and other national bodies have identified patient safety issues as being critical to the quality of medical care in the United States. Toward that end, CORD is requesting that as you plan your presentation-you address any quality and/or patient safety issues that are applicable. In addition, research has shown that "system barriers" that learners encounter when they return to their practices prevent them from implementing what they learn at CME activities. As you develop the content of your presentation, please be aware of these potential barriers and address them in your educational design.
Prioritized Universal Physician Competency Goals Identified by National Authorities CME providers hold a responsibility to assure that to the extent possible every CME activity contributes toward national physician attributes that have been developed by the American Board of Medical Specialties relative to the maintenance of certification, the Institute of Medicine, the Accreditation Council for Graduate Medical Education (ACGME) relative to physicians in residency programs, and other national authorities. You will be asked to review these universal competency goals and assure us that the content you develop relates to these goals whenever possible.
Educational Methods that Enhance Potential to Achieve Desired Results
Adult learning literature is clear that changing behaviors requires multiple interventions and other reinforcement methods to bring sustained change. The purpose of CME is to bring change in behavior. Therefore, in planning the format for this activity, you are required to utilize as many interactive processes as possible to reinforce learning. Consider utilizing case studies, audience response systems (if available), ancillary tools and practices that provide support to help learners attain intended results-either distributed at the activity or on line post-activity-including such items as algorithms, patient compliance handouts, office staff management tools, etc., and reflection moments at the end of your presentation to give learners an opportunity to write down take-away points and notes on how they plan to implement new knowledge and strategies.
Educational Outcomes Measurements
The planners for this activity have indicated that the end goal for this CME intervention is the educational outcomes measurements listed above. Therefore, this activity will be measured to determine if the identified outcome(s) were reached. Potential outcomes for CME can only be (I) increased competence (defined as knowledge with the strategy to use that knowledge inpatient care), and/or (2) improved performance-in-practice, and/or (3) improved patient outcomes. Please note that transmittal of knowledge alone is no longer an acceptable CME outcome. The content of presentations should be developed with the knowledge that one or more of these CME outcomes will be measured.
ACCME Standards for Commercial Support
Presenters or authors of CME must fully comply with the ACCME Standards for Commercial Support of CME as well as the provisions of the federal statutes concerning the acceptance of grant funds from industry. As our faculty, you are required to do the following:
Content Validation
To comply with more intense public scrutiny of CME and in compliance with the ACCME's Content Validity Value Statements, ACEP has developed a Policy on Content Validation. A reviewer may assess your PowerPoint slides and handout materials for three metrics: (I) fair balance, (2) the scientific objectivity of studies mentioned in the materials or used as the basis for content, and (3) appropriateness of patient care recommendations made to learners. If there are concerns identified by the reviewer, you will be contacted with these concerns for potential revisions. Therefore, please note that your slides on the week before the conference and handouts will be due to CORD no later than two weeks before the conference to allow for content review and preparation of electronic syllabi. Once slides are approved, there should not be major changes in their content.
Compliance with HIPAA Regulations
Health Insurance Portability and Accountability Act of 1996 (J-TIPAA) rules require that subjects appearing in video clips or other media must provide a written release for their likeness to be used. Should you decide to utilize case studies or video vignettes with such images, written releases must be on file with CORD certifying the CME activity.
Thank you for your cooperation in following the rules of the ACCME, ACEP and CORD. We look forward to collaborating with you in the development of a CME activity that positively impacts on our learners' competence, performance-in-practice, and patient outcomes in the public interest.