2004 CONTINUING EDUCATION INSTITUTE
November 6 & 7, 2004
Washington, DC
PUBLIC HEALTH & THE ENVIRONMENT
Submission Materials Information, Instructions and Forms
SUBMISSION DEADLINE: April 15, 2004
For more information contact: education@apha.org
Or call Freddie Asinor, EdD, MS, MPH at 202-777-2521
IMPORTANT NOTICE: It is mandatory that you provide all information requested at the time of submission. Omission of any item of information will result in the proposal being rejected. Only electronic submission will be accepted.
CALL FOR PROPOSALS -
2004 CONTINUING EDUCATION INSTITUTE(CEIs)
This call for proposals marks the start of the CEI Program planning process for American Public Health Association (APHA) 132nd Annual Meeting being held in Washington, DC, November 6th-10th.
BACKGROUND
What are they? CEIs are held immediately prior to APHA’s Annual Meetings. They play a valuable role in responding to the educational needs of APHA membership and annual meeting registrants. These half-day or full-day events afford learners the chance to participate in an educational experience of a more intense and interactive nature than available through normal meeting scientific sessions. APHA strives to make its CEI offerings as appealing as possible to a diversity of professionals. It does this by soliciting CEI proposals from the entire public health community.
2004 TOPICS / AREAS OF INTEREST
APHA encourages CEI submissions that compliment the 2004 Annual Meeting theme: "Public Health and the Environment", and that address current or emerging issues in public health practice, research, or education. APHA also welcomes proposals that relate to any of the policy areas that were addressed by APHA through its 2002 proposed policy statements. Topics for 2004 are:
GROUP - A: PUBLIC HEALTH SYSTEMS, AND RELATED ISSUES
(Focus on knowledge and understanding of the role of private and public health sectors; effects of privatization of public health; modernization of public health care; communication, coordination, resource allocations, and economic support.)
GROUP - B: ENVIRONMENTAL AND OCCUPATIONAL HEALTH
(Focus on toxicology, occupational health, exposure assessment, public policy, quality control and health education)
GROUP - C: ACCESS TO HEALTH CARE
(Focus on Health Status, Organization and Financing, Health Disparities, Quality of Health Care, Health Care Research, Bio-ethical Issues, Health and Human Rights, International Issues, and Cultural competency)
GROUP - D: SOCIAL AND OTHER ISSUES
(Focus on AIDS, Public Health Law, Bioterrorism, Tobacco, Violence and Public Health, Social Capital and Public Health, Race, Racism and Health, Gender and Public Health).
DEFINITIONS / CEI ROLES and RESPONSIBILITIES
CEI Organizer: Applicant or any other designated faculty involved in the CEI who assumes the following responsibilities:
- Act as the CEI's sole contact person for all communication with APHA
- Share all relevant information with other CEI faculty
- Obtain any information/materials requested by APHA from CEI faculty
- Provide Organizer with all required logistic information by deadlines
- Cooperate with Organizer to ensure compliance with CE requirements
Faculty/Presenter: Person presenting educational material to CEI registrants
CEI Coordinator: APHA staff or Member Volunteer serving as contact for matters concerning CEI.
HOW TO SUBMIT A PROPOSAL
In order to have a proposal considered the applicant must provide all information requested in the Call for Proposal by the submission deadline. Please submit all materials electronically.
Guidelines for Writing Learning Objectives
The following guidelines are provided to assist in the development of measurable learning objectives for a proposed educational experience.
GUIDELINES FOR WRITING INSTRUCTIONAL OBJECTIVES
- OBJECTIVES: Objectives are stated in operational/behavioral terms that define expected learner outcomes and indicate what the participant will be able to do at the conclusion of the activity. An average of 1-2 objectives per hour is realistic. It is also recommended that objectives be numbered sequentially.
- CONTENT: Each objective has corresponding content that details key points that will be addressed. Content must be more than a restatement of the objective and must be related to the objective. It is recommended that the content be sequentially numbered and correspond with the related objective.
- TIME FRAME: List number of minutes for each objective or topic for the activities. See below for template)
- PRESENTER: List the faculty person who will be addressing each objective. Remember - each presenter must have knowledge/expertise in the content area and submit a Biographical/vested interest form.
- TEACHING METHODS, STRATEGIES, MATERIALS AND RESOURCES: List the methods, strategies, materials and resources to be used by presenter/content specialist to cover each objective. These are to be congruent with the objectives and content covered.
STEP BY STEP APPROACH
STEP I Write your objectives according to what is expected of the learner, not what you will do.
- Incorrect: I will have each participant list the four elements in the adult learning model.
Correct: Each learner will list the four elements in the adult learning model.
- Incorrect: I will present a definition of clinical algorithms to the learner.
Correct: The learners will define the concept of clinical algorithms.
Correct examples written from learner’s point of view; incorrect examples written from the presenter’s point of view.
STEP II Make the behavior or verb of your objective clear and measurable. Behaviors can be written on different levels (see Table below). Changing levels, as described in the table, requires some modification in the teaching techniques and time required. As a general rule, knowledge level behaviors can be taught in a short period of time while objectives at the evaluation level will take much longer periods of time. Probably you will be concerned with only the knowledge and comprehension levels.
- Incorrect: Each learner will know the four elements in the adult learning model.
Correct: Each learner will list the four elements in the adult learning model.
List is more specific than know and is open to fewer interpretations. (see Table below for more examples of specific behaviors.)
- Incorrect: Each learner will understand the concept of clinical algorithms.
Correct: The learners will write a definition of the concept of clinical algorithms.
In this example, write is more specific than understand and is open to fewer interpretations.
STEP III Make the content of your objective as specific as possible.
- OK: Each learner will list elements in an adult learning model.
Better: Each learner will list the four elements in Knowles adult learning model.
The ‘Better’ example specifies the exact number of elements and the specific model which the participant is expected to learn. The ‘OK’ example does not specify the number of elements nor does it specify the exact adult learning model.
- OK: Each learner will be able to write definitions for current terms used in continuing education.
Better: Each learner will write a definition for the following terms: self-directed learning, certification, and CEUs.
‘Better’ example specified exact terms; the ‘OK’ example was vague. “Current terms” has different meanings to different people.
SOME POSSIBLE VERBS FOR USE IN STATING COGNITIVE OUTCOMES1
Knowledge - define repeat record list recall name relate
Comprehension - translate restate discuss describe recognize explain express identify
Application - interpret apply employ use demonstrate dramatize practice illustrate operate schedule
Analysis - distinguish analyze differentiate appraise calculate experiment test compare contrast criticize diagram inspect
Synthesis - compose plan propose design formulate arrange assemble collect construct create set up organize manage
Evaluation - judge appraise evaluate rate compare value revise score select choose assess estimate measure
1Compliments of Marybelle Savage: Johnson & Johnson. Assuring Learning w/Self-Instructional Packages, Self-Instructional Packages, Inc., 1973.
SELECTION
A panel of peers will review all submissions and evaluates them based on the above criteria and the qualification of the faculty to present on the topic. APHA’s Educational Services Unit uses the reviews to select only those proposals that promise to provide learning experiences of the highest caliber. Once a selection is made, APHA contacts the CEI Organizer (see CEI Roles and Responsibilities). Proposal submissions may have one of 3 outcomes. They are either accepted, ‘provisionally accepted', or rejected. Provisionally accepted means that the applicant is requested to address deficiencies in, or amend the submission. If the applicant complies, the proposal may be subsequently accepted. Outcomes will be made known to applicants by the end of May 2004.
REVIEW CRITERIA
All proposals are reviewed for responsiveness to criteria including:
Topic Area
Is the CEI relevant to current or emerging issues in public health practice, research, policy or education and/or does it respond to the Call for Proposal?
Learning Objectives
Does the CEI include clearly stated learning objectives?
Purpose/Need
Is the CEI responsive to a defined target audience? Does the proposal explain the value of the topic to its intended target audience? Does the proposal describe how the audience's need for this topic was determined?
Content
Is the CEI content objective and/or expressed in a well-balanced matter, scientifically sound, and consistent with the purpose and learning objectives?
Methodology
Is the CEI educational format appropriate to both the topic and goals attainment? Particular attention will be directed to CEIs that put an emphasis on engaging the learner, i.e., workgroups, skill practice, case study, Q&A etc.
Evaluation
Does there appear to be a measurable set of outcomes by which to assess the efficacy of the Institute and/or its content delivery?
Expertise
Do the faculty/presenters possess demonstrated knowledge and/or expertise in the proposed topic area?
PLANNING PROCESS AND POLICIES
CEI proposals that are accepted enter into the planning phase. At this time, APHA collaborates with the CEI Organizer to prepare for the event. APHA requires the CEI Organizer to meet all deadlines for submitting requested information, materials and/or documents.
Membership / Meeting Registration
CEI faculty/presenters are not required to be APHA members in order to present at a CEI and do not pay registration fees for the day of the CEI. However to attend and/or present at a scientific session for the APHA Annual Meeting, normal registration fees apply.
Materials
APHA can assist the CEI Organizer with material preparation and shipping. APHA offers to photocopy an original set of CEI handouts (provided by the CEI Coordinator) for registrants and ship them to the Washington Convention Center. APHA can also forward materials (already prepared and sent to APHA by CEI faculty) to the meeting site. Deadline to be provided.
Audio-visual Equipment
APHA can make standard audio-visual equipment (AV) available to CEIs. Once CEI selections are made by APHA, the CEI Organizer receives an AV request form that must be returned by the given deadline. Any AV needs beyond the given deadline become the responsibility of the CEI Organizer. AV ordered and subsequently cancelled on the day of the Institute is billed to the CEI Coordinator.
Catering
APHA will provide continental breakfast and light lunches. Breaks and lunch times must be included in the drafted CEI agenda/schedule.
Fees/Expenses
CEI faculty/presenters do not receive honoraria nor does APHA cover travel, hotel or incidental expenses incurred while at the meeting.
Publicity
APHA reserves the right to publicize any CEI if the proposal is accepted. Individual promotion of the CEI is prohibited and could jeopardize the CE credits for that CEI. APHA also reserves the right to modify/edit CEI title, description and/or materials in order to maximize the appeal of the Institute to the largest and most appropriate audience. For each CEI, the purpose, learning objectives, description, format, faculty information and disclosure statements will be made available to the public prior to the activity through the APHA Web site, print materials and in the Final Program.
CONTINUING EDUCATION
As an organization committed to providing quality CE/CME activities to its membership and meeting registrants, APHA must adhere to the requirements of various accrediting bodies and various professional organizations with which it collaborates. In the past APHA has made CE units/credits/contact hours available in a variety of professional disciplines. The following types of CE have been available in the past – health education for CHES (Certified Health Education Specialists), chiropractic, dental, dietary, nursing, social work, CME for physicians, pharmacy, environmental health, and podiatric. Effective immediately, CE/CME contact hours/credits will only be available for health education for CHES (Certified Health Education Specialists), nursing, and CME for physicians. Other disciplines will be issued a CME certificate that may be presented to their professional organizations and or their state licensing agencies for contact hours/credits.
SUBMISSION FORM OVERVIEW
The Call for CEI Proposal submission requirements are outlined on the following pages. The template is meant to lead the applicant through the required submission elements. Brief explanations and instructions are provided throughout the forms for various elements.
THANK YOU FOR YOUR SUBMISSION!
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