Table 4 Alternative data categories to consider with priority matrices in other CPD curriculum design processes
CPD domain | Alternative matrix data category | |||
|---|---|---|---|---|
Individual physician | Self-identified clinical presentations for physicians to practice via simulation1 | Clinical presentations causing high anxiety to practicing physicians | Self-identified “interesting cases” for physicians | |
Interprofessional/team | Interprofessional colleague (i.e., nursing, social work, respiratory therapist, pharmacy) identified priority topics1 | Common learning needs identified from peer review processes | Priority cases requiring high level interprofessional collaboration (e.g., cardiopulmonary resuscitations with chest compression) | |
Healthcare system | Administration/leadership needs1 | Human resources and occupational health needs (e.g., personal protective equipment use) | Responding to emerging health threats (e.g., SARS/Ebola/terrorism/disaster) | |
Patient and family-centered care | Priorities as identified by patient/family council committees | Priorities as identified from hospital patient experience committees | Code blue/pink/mortality review committee recommendations | Learning points from quality improvement and patient safety rounds1 |
Regulation/maintenance of certification program | Local governmental registry suggested priorities (e.g., provincial colleges of physicians and surgeons) | National certifying body priorities (e.g., Royal College of Physicians and Surgeons of Canada)1 | High medico-legal risk priorities from malpractice data (e.g., Canadian Medical Protective Association) | |
Simulation operation logistics | Feasibility of conducting simulation for learning objectives1 | Value of performing simulation for learning compared to other learning methods1 | ||