Proposals are due
October 26, 2017.
Contact Jeana Higginbottom
FMX Program Specialist
(800) 274-2237, ext. 6564
Most CME sessions will be Interactive Lectures which are designed to integrate interactivity into didactic presentations using electronic devices. By default, you will apply to teach either an interactive lecture or clinical procedural workshop. You may also submit a proposal to teach a Problem-Based Learning (PBL) session during this proposal process. Only select applications for PBLs will be approved.
The 60-minute Interactive lectures will provide learners with an engaging educational experience. These sessions are aimed at providing new knowledge and skills that can be immediately applied to practice, with the ultimate goal of improving patient care. Learners will use their own mobile device, tablet or computer to engage with expert faculty and each other by responding to polling questions throughout the session. Additionally, learners will be able to submit questions (Q&A) in real time through these devices. If a learner sees a question that they'd like to have addressed they vote for it, and the list of questions is automatically sorted by popularity. Faculty are to spend the last 15-minutes of the session, answering Q&A questions.
You have the option to teach a PBL format. The goal of PBLs is to allow learners to practice applying key concepts learned during the associated interactive lecture in a challenging and engaging environment that allows for team-based problem solving, facilitated by your expertise. It is not the intention of a PBL to present new information beyond the associated interactive lecture. Briefly describe, in Section 1 of the proposal application, your plan to teach a case-based/workshop-oriented session in a highly engaging, small group learning environment. Also, describe your prior experience with teaching in this format. Only select applications for PBLs will be approved.
Attendees observe expert faculty demonstrating procedures followed by hands-on practice of procedural techniques in the CPWs. These sessions are designed to enhance skills-based competencies. These workshops typically run between two and four hours in length.
By submitting an application to teach an interactive lecture or clinical procedural workshop, please be aware that you may be contacted to serve as faculty for one or more of the following:
Expert faculty will present differing perspectives/approaches for the first 45 minutes of the panel session. A moderator will facilitate the panel discussion, as well as the Q&A with learners during the last 15 minutes of the session.
Each Ask the Expert is a 60-minute Q&A session, associated with an interactive lecture topic. Faculty members lead customized, in-depth engaging sessions, which provide an opportunity to discuss specific questions that learners have with regard to overcoming barriers to the implementation of new knowledge, skills, and processes. The room format is flexible, such that it will allow for a small-table discussion, but can easily be expanded to allow for a large number of people and overflow capacity.
Flipped classroom adds an e-learning opportunity prior to the physical FMX meeting. Each flipped classroom consists on an online case-vignette, paired with the associated clinical procedure workshop (CPW) topic. The associated CPW session(s) delivered onsite should be more advanced than the standard CPW session(s) of the same topic.
Practice Change Series are a multifaceted educational format, specifically designed to help physicians implement practice changes. PCS’s consist of multiple educational interventions, including interactive lecture, problem-based learning (PBL), and facilitated Translation to Practice®.
Practice-Change Series (PCS) are a multifaceted educational format, specifically designed to help physicians implement practice changes. PCS’s consist of multiple educational interventions, including interactive lecture, problem-based learning (PBL), and facilitated Translation to Practice®.
The PCS interactive lecture is structured as described above. The PCS PBL is two hours, compared to the traditional one hour format, as described above.
During the PCS PBL, attendees engage as a cohort to try out new knowledge with feedback from peers and expert faculty; identify a practice change; discuss implementation strategies; and begin the facilitated t2p® process. All learners will complete the first step of t2p®, and be introduced to the virtual facilitation environment, during the PBL at FMX. The facilitated t2p®component takes place in an online virtual facilitation environment, during the 120 day t2p®completion cycle.
The cohort of learners from the PBL at FMX will be enrolled in a virtual online community, in essence, creating a medical crowdsourcing environment. The goal of the virtual online community is to help learners implement the changes identified during the PBL session. Faculty will facilitate discussion around strategies aimed at overcoming barriers to change implementation. With peer and expert faculty support, learners will be encouraged to implement practice changes, and to complete t2p within the 120 day window.
Learners attending AAFP’s Family Medicine Experience (FMX) will have the opportunity to participate in an experiential learning format, known as an Out & About. This format takes learners out of the traditional theater style session at the convention center, and provides a unique environment for interactive learning that encourages improved outcomes through increased awareness, earlier and more accurate diagnosis, prompt intervention, and individualized long-term management. Simulation-based instruction is the primary educational model used in the Out & About format. Faculty must have prior experience developing simulation-based education.
A dedicated amount of time where learners spend time devoted to a specific topic. These blocks of time are designed by faculty in a collaborative manner that allows one topic in the session to build on the previous topic(s). These sessions are interactive between the faculty, the faculty and learners, and the learner with other learners.
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