Cps I Exam 1- Ce

Front 1

Iowa Law req for CE (3)

Back 1

30 hours of Continuing Pharmacy Education activities (often referred to as CE programs) every 2 years
15 hours of drug therapy
2 hours in law and 2 hours in medication/patient safety

Front 2

ACPE activity types (3)

Back 2

knowledge based
application based
practice based
(EXAM)

Front 3

knowledge based activity CE

Back 3

designed so that participants will acquire factual knowledge. Learning is typically assessed based on questions to recall facts. Ex: standard lecture-format session with audience questions and answers

Front 4

application based activity CE

how is learning assessed

Back 4

encourage participants to apply the information they have learned. Learning is typically assessed through the incorporation of case studies or other activities that engage participants. Sessions that include an opportunity to work through a problem or case and get feedback from the instructor (day long seminar or something)

Front 5

practice based activity CE
offer at least how many contact hours?

Back 5

allow participants to expand or enhance their competencies. They consist of both didactic and practice components and offer at least 15 contact hours of CPE. Learning is assessed based on formative and summative assessments. (read and study at home + live portion.technique e.g. immunization)

Front 6

How do you become a faculty member for CE? (2)

Back 6

Call for presenters
CPE provider contacts you

Front 7

4 requirements before submitting/accepting CE presentation

Back 7

Faculty agreement and/or contract
Financial disclosure/conflicts of interest
CV and biosketch (summary of self)
Travel plans (if necessary)

Front 8

slides for CE due when typically? at this point what should have been done to the slides?

Back 8

Slides due (typically 45-60 days prior)
Slides peer reviewed and changes made

Front 9

Presentation development- things to keep in mind (4)

Back 9

Target audience
i.e. community pharmacists
Activity goal
“To improve the pharmacist’s ability to provide consultation on natural health care products.”
Needs assessment- why does this need to be done?
Learning objectives

Front 10

needs assessment- what is it? 2 questions it addresses? used for what? often not used by whom?

Back 10

Why is the educational activity being offered?
What is the need?

Document prepared by provider that states the nature of the problem and need for education.
Used to apply for education grants (to say what the grant will be used for)

Not often done by faculty

Front 11

how many learning objectives per hour?

Back 11

3-5 learning objectives for each hour that you teach

Front 12

learning objectives that are SMART
what is SMART

Back 12

Specific, Measurable, Achievable, Relevant, and Timed

Front 13

learning objective types (6)

Back 13

knowledge
comprehension
application
analysis
synthesis
evaluation

Front 14

action words for learning objectives- look at

Back 14

---

Front 15

self assessment questions (2) used when

Back 15

Oftentimes will be used at beginning and end of presentation
Other times just used at conclusion of session

Front 16

As you are developing your presentation materials, please be sure the following items are addressed

references (2)
LOs (2)
content (3)

(5)

Back 16

All stated learning objectives have been met.

Front 17

Suggestions from ACPE for stimulating learning in live CPE offerings (9)

Back 17

When planning an educational offering, keep the content focused and do not cover too much information.

Start the session with an overview of the content in the educational offering and explain why it is of value to the participants; end with a summary of the key points.

Relate new information to concepts that participants already know.

Break up information into “mini-lectures” (e.g., no more than 8 to 10 minutes) followed by examples with opportunities to discuss, practice, or reflect

Prepare a variety of examples from different sensory domains

Develop activities that require participants to relate the new information to their own practice or personal experience

Design activities to get the maximum number of participants to respond

Assess the participants’ learning and give feedback to help them improve

Tell participants where to find additional sources of information, highlighting specific references of value based on participants’ prior questions and comments

Front 18

examples from different sensory domains (4)

Back 18

Verbal – anecdotes, cases
• Still images – drawings, photographs
• Moving images – animations, videos
• Tactile examples – medical devices, models

Front 19

ways that allow participants to relate the new information to their own practice or personal experience (3)

Back 19

Give participants a few minutes to write or think of ways that they could change their practice with the new information.
• Have participants solve cases that were based on their own needs (e.g., through needs assessments).
• Ask participants to share relevant issues for discussion.

Front 20

ways to Design activities to get the maximum number of participants to respond (4)

Back 20

• Ask participants to write or solve a problem individually.
• Ask questions and poll the participants through a show of hands.
• Have participants discuss an issue or work with the person seated next to them.
• When possible, have participants work in small groups.

Front 21

ways to Assess the participants’ learning and give feedback to help them improve 2

Back 21

Observe participants during learning activities (as in the suggestions about getting audience to respond) and
address any misconceptions.
• Have participants respond to questions in order to solve a case (e.g., through
polling); then use the responses as an opportunity to discuss concepts in more
detail.

Front 22

CEI collab education institute components (3)

Back 22

IPA
UIowa
Drak

Front 23

CE presentation- must be what 2 properties (descriptors)

Front 24

CE interactive activities- how many to incorporate

Front 25

self assessment questions should be designed to....(2)

Back 25

designed to capture both baseline and post-activity data.

Front 26

generic or brand, in presentation?

Front 27

action words for learning objective knowledge statements (6)

Back 27

Identify, describe, list, recall, state, articulate

Front 28

actions words for LO comprehension statements (5)

Back 28

Compare, estimate, explain, interpret, define

Front 29

action words for LO application statements (6)

Back 29

Apply, plan, choose, demonstrate, develop, prioritize

Front 30

action words for LO analysis statements (4)

Back 30

Compare, distinguish, analyze, recognize

Front 31

action words: LO synth statements (5)

Back 31

Create, formulate, make up, propose a plan, construct

Front 32

action words: LO eval statements- 5

Back 32

Evaluate, choose, decide, judge, assess

Front 33

5 types of LO statements (6)

Back 33

knowledge
comprehension
application
analysis
synthesis
evaluation

AK CASE