Exploring a Business Case for High-Value Continuing Professional Development Proceedings of a Workshop (2018) / Chapter Skim
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6 Exploring a Business Case for Investing Entities: Reflections and Next Steps
6 Exploring a Business Case for Investing Entities: Reflections and Next Steps
Pages 59-72
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From page 59... ...
• Professional association: Despite the potential value of CPD for the members and the association, the justification for invest ing money in a CPD program is unlikely to include a financial benefit to the organization. (Rabionet)
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From page 60... ...
Each group focused on a different case study of an intervention and a different investing entity: governments, workplaces, professional associations, or philanthropic organizations. Each group was asked to consider the investing entity's perspective on CPD and to explore the business case for the specific intervention: who are the stakeholders, what are the costs, what are the benefits, who pays, and what are the incentives?
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From page 61... ...
With only 282 physicians in the entire country, it would be "impossible to achieve" this without allowing nonphysicians to prescribe ART and manage HIV patients. The nurse-initiated antiretroviral treatment model (NIMART)
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From page 62... ...
The stated benefits of NIMART -- such as an increased number of patients with viral load suppressed by ART, or reduced transmission of HIV -- are fairly obvious and quantifiable. However, other benefits were also identified that are a likely result of the program, including • fewer AIDS orphans and less disruption to families; • empowered and aware health care workforce; • increased productivity of workers and increase in gross domestic product; • improved education and empowerment of patients, families, and communities; and • interprofessional team practice that can benefit other areas of health care.
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From page 63... ...
EXPLORING A BUSINESS CASE FOR WORKPLACES Stuart Gilman, Veterans Health Administration Lucy Savitz, Intermountain Healthcare Gilman began his summary with a brief synopsis of the case study looking at emergency department use at the Veterans Health Administration (see Box 6-2)
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From page 64... ...
Gilman noted, "You want to measure what matters, and what usually matters involves patients." This comment came with a caveat: There are a huge variety of measures that could be used, he said, including clinical outcomes, educational outcomes, and team knowledge and skills. The last choice to make involves determining the type of instructional design to use to accomplish the desired results.
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From page 65... ...
For those in charge, figuring out the right sequence for these events can be a real challenge. EXPLORING A BUSINESS CASE FOR PROFESSIONAL ASSOCIATIONS Silvia Rabionet, University of Puerto Rico and Nova Southeastern University Michael Rouse, Accreditation Council for Pharmacy Education Elena Karahanna, University of Georgia Rabionet summarized the first case study that the group looked at (see Box 6-3)
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From page 66... ...
However, she also brought forward a comment from her breakout group saying that, while the program reduced costs, it did not result in improved vaccination rates. The case study presented by Rouse focused on training pharmacists to help manage asthma patients (see Box 6-4)
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From page 67... ...
Professional Associations Investing in CPD Breakout group participants considered both of the case studies outlined above when engaging in discussions about professional associations as an investing entity for CPD. Rabionet presented the group's discussions, beginning with the following list of 13 stakeholders that had been identified (she emphasized the top 6 stakeholders, pointing out that professional associations -- the investing entity -- were also viewed as key stakeholders)
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From page 68... ...
• Better recruitment to that profession at schools • Advancing the profession • Enhancing the public image, reputation, and credibility of the profession • Revenue from "tuition" for CPD • Increased nondues revenue opportunities (conferences, publica tions, scholarship) • Having "control" or influence over CPD standards and quality • Improved alignment between practice and education, thereby ful filling the obligation of responding to the profession as a whole • Encouraging company sponsorship • Centralized data repository to demonstrate outcomes Given these costs and benefits, the group discussed why a professional association would want to be an investing entity in CPD, Rabionet said.
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From page 69... ...
This led several individual participants in the breakout group to describe alternatives to the phrase business case that included alignment (ensuring that scarce resources are being used to further the priorities of everyone involved) and accountability (holding grantees accountable for the wise use of resources and showing funders what happened as a result of their investment)
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From page 70... ...
Curley said the goals of the funder and the funding recipient do not need to be the same, but "they cannot be in conflict." Despite potential mismatches, Mazmanian said, there are many benefits for higher education institutions working with philanthropic organizations on CPD programs, including the following: • Doing meaningful work that produces a high-quality CPD program with high-value outcomes that address the mission of the funding organization as well as the mission of the educational institution • Demonstrating rapid success and solving immediate problems more quickly by involving health care practitioners currently in the workforce, as opposed to waiting for those at earlier stages of training in the health professions education pipeline • Building capacity for carrying out future similar work in CPD • Learning to specify measurable objectives for describing progress and determining relative success • Building new relationships with partners, patients, health systems, and communities • Building evidence and tracking performance over an extended pe riod of time, along with helping to identify or explore causal link ages that may go undetected using other designs • Paying the bills of the CPD enterprise itself Curley and Mazmanian both emphasized that sustainability is a critical component of a successful program. From the funder's point of view, the initial funding is intended to create a program that will continue past the point that the money ends; the project may be considered a "failure" if it does not.
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From page 71... ...
2. Increase the number of clinicians, nurses, and scientists pursuing careers in pediatric ophthalmology, vision science, and visual rehabilitation: Create 25 pediatric ophthalmology training opportunities for pediatri • cians, nurses, and scientists Offer specialty seminars, ophthalmology grand rounds, and basic sci • ence courses in ophthalmology simulation skills, clinical observer ships, and clinical fellowships 3.
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From page 72... ...
Finally, by training and supporting health care providers and scholars in pediatric ophthalmology, the program builds capacity and potential for research into children's vision problems. Regarding the issue of sustainability, Curley noted that it is a 5-year grant program, but there is the expectation that the grantee will generate revenue with the program, and this revenue will be sufficient to run the program for at least an additional 5 years.
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