Speakers

STRATEGIES TO SUPPORT THE DEVELOPMENT OF VALID, HIGH QUALITY EDUCATION

Consider using the following best practices when presenting clinical content in accredited CE:

Clearly describe the level of evidence on which the presentation is based and provide enough information about data (study dates, design, etc.) to enable learners to assess research validity.
Ensure that, if there is a range of evidence, that the credible sources cited present a balanced view of the evidence.

If clinical recommendations will be made, include balanced information on all available therapeutic options.

Address any potential risks or adverse effects that could be caused with any clinical recommendations

Although accredited CE is an appropriate place to discuss, debate, and explore new and evolving topics, presenting topics or treatments with a lower (or absent) evidence base should include the following strategies:

Facilitate engagement with these topics without advocating for, or promoting, practices that are not, or not yet, adequately based on current science, evidence, and clinical reasoning

Construct the activity as a debate or dialogue. Identify other faculty who represent a range of opinions and perspectives; presentations should include a balanced, objective view of research and treatment options.

Teach about the merits and limitations of a therapeutic or diagnostic approach rather than how to use it.

Identify content that has not been accepted as scientifically meritorious by regulatory and other authorities, or when the material has not been included in scientifically accepted guidelines or published in journals with national or international stature.

Clearly communicate the learning goals for the activity to learners (e.g., “This activity will teach you about how your patients may be using XX therapy and how to answer their questions. It will not teach you how to administer XX therapy”).

STRATEGIES TO SUPPORT THE DEVELOPMENT OF VALID, HIGH QUALITY EDUCATION

Consider using the following best practices when presenting clinical content in accredited CE:

Clearly describe the level of evidence on which the presentation is based and provide enough information about data (study dates, design, etc.) to enable learners to assess research validity.
Ensure that, if there is a range of evidence, that the credible sources cited present a balanced view of the evidence.

If clinical recommendations will be made, include balanced information on all available therapeutic options.

Address any potential risks or adverse effects that could be caused with any clinical recommendations

Facilitate engagement with these topics without advocating for, or promoting, practices that are not, or not yet, adequately based on current science, evidence, and clinical reasoning

Construct the activity as a debate or dialogue. Identify other faculty who represent a range of opinions and perspectives; presentations should include a balanced, objective view of research and treatment options.

Teach about the merits and limitations of a therapeutic or diagnostic approach rather than how to use it.

Identify content that has not been accepted as scientifically meritorious by regulatory and other authorities, or when the material has not been included in scientifically accepted guidelines or published in journals with national or international stature.

Clearly communicate the learning goals for the activity to learners (e.g., “This activity will teach you about how your patients may be using XX therapy and how to answer their questions. It will not teach you how to administer XX therapy”).