Chapter 2 — Activity Planning

Chapter 2 — Activity Planning

2.1 Policy Statement

ARmed for Medical Training and Consultancy – LLC – OP.C shall ensure that all CME/CPD activities are planned systematically, based on documented needs assessment, gap analysis, and measurable learning objectives. Each activity must be designed to achieve a defined improvement in knowledge, competence, performance, or patient outcomes.

Activity planning shall be transparent, independent from commercial influence, and auditable, in alignment with the DOH CME/CPD Quality Assurance Manual and the DOH Activity Development Guide.

2.2 Rationale

  • DOH Quality Assurance Manual: Activities must be based on identified professional practice gaps, designed to change competence, performance, or patient outcomes, and compliant with DOH integrity and independence standards.
  • Activity Development Guide: The planning process must begin with a documented “Question in Practice → Current Practice → Best Practice → Gaps → Needs → Objectives → Expected Results” cycle.
  • Best Practice: Needs-based, outcomes-driven education ensures resources are targeted toward public health priorities and improves healthcare delivery in Abu Dhabi.

2.3 Planning Framework

2.3.1 Needs Assessment

  • Sources of needs:
    • DOH priorities, healthcare system gaps, public health alerts.
    • Facility-based requests (hospitals, primary care centers).
    • Learner feedback and prior evaluation data.
    • Literature reviews, clinical guidelines, and benchmarking.
    • Incident reports, patient safety indicators, and quality improvement projects.
  • Tools:
    • Surveys of target audience.
    • Focus groups and structured interviews.
    • Data from morbidity/mortality reports, audits, and clinical indicators.

Documentation: A formal Needs Assessment Report must be generated and approved by the Scientific Committee.

2.3.2 Gap Analysis

  • Definition: The difference between current practice and best practice.
  • Classification of gaps:
    • Knowledge (lack of awareness or information).
    • Competence (knowing but not applying).
    • Performance (failure to implement in practice).

DOH Requirement: Gaps must be linked to learning objectives that specify the expected change.

Documentation: Each activity must include a Gap Analysis Form, signed by the Scientific Committee.

2.3.3 Learning Objectives

  • Must be written in measurable terms, mapped to Bloom’s taxonomy (e.g., apply, analyze, perform, demonstrate).
  • Must align with DOH requirements: change in competence, performance, or outcomes.
  • Objectives guide activity design, assessment tools, and evaluation strategy.

2.3.4 Activity Design

  • Formats: live (conferences, workshops), hybrid, e-learning, simulation.
  • Credit calculation: 1.0 credit per 60 minutes, 0.5 for 30 minutes, 0.25 for 15 minutes.
  • Faculty: selected based on expertise, teaching ability, and cleared COI disclosures.
  • Methods: interactive case-based learning, simulation, role play, gamification, self-directed modules.
  • Integration of pre-tests/post-tests, OSATS (Objective Structured Assessment of Technical Skills), or reflective exercises.

2.3.5 Planning Documentation Pack

Each activity planning file must include:

  1. Needs Assessment Report.
  2. Gap Analysis Form.
  3. Learning Objectives aligned with Bloom’s taxonomy.
  4. Course Design Dossier (agenda, content outline, faculty CVs, assessment tools).
  5. Activity entry into the Annual CME/CPD Plan.

 

 

2.4 Independence and Integrity

2.4.1 Independence from Commercial Support

  • All decisions about content, faculty, and educational methods must be made by ARmed committees, independent of any ineligible company.
  • Any commercial support must be managed through a Letter of Agreement (LOA) signed before activity launch.
  • No promotional material, logos, or product names permitted in educational slides, handouts, or assessments.

2.4.2 Conflict of Interest Management

  • COI disclosures collected from all planners, faculty, and reviewers within 24 months.
  • Oversight Committee reviews and documents mitigation strategies.
  • Disclosures presented to learners at the start of the activity.

2.5 Role of Committees in Planning

  • Scientific Committee validates needs, gaps, and learning objectives; approves faculty; signs off on design.
  • Oversight Committee ensures independence, approves high-risk activities, reviews mitigation strategies.
  • Coordinator prepares and maintains the Activity Planning File.

2.6 Annual CME/CPD Plan

  • The CME/CPD Coordinator prepares an annual plan of activities, categorizing them by specialty, target audience, and credit value.
  • Plan is reviewed quarterly by the Oversight Committee.
  • Gap analysis at program level identifies long-term trends and priority areas.

2.7 Documentation and Retention

  • Planning documents (needs, gaps, objectives, design) retained for at least 6 years.
  • Available to DOH during random or scheduled audits.

2.8 Escalation & Corrective Actions in Planning

  • If a planning file lacks complete documentation (needs/gaps/objectives), the Scientific Director halts the activity until compliance is achieved.
  • Repeated non-compliance logged in the CAPA register and escalated to Oversight Committee.
  • Serious breaches (commercial influence, missing COI) reported to DOH.

2.9 Continuous Quality Improvement in Planning

  • Evaluation findings feed back into the planning process.
  • Trends (e.g., repeated learner requests for simulation) influence design of future activities.
  • Annual Planning Review: compares outcomes against DOH priorities and updates next year’s plan.

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