Call for Interactive Learning Session Concept Notes (Deadline April 29, 2022)

The TEPHINET Advisory Scientific Committee is pleased to accept concept notes for Interactive Learning Sessions to be presented at the 11th TEPHINET Global Scientific Conference from September 4-9, 2022.

Basic ILS information

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The Conference typically has participants ranging in experience level from basic epidemiology trainees to advanced senior health officials. Please describe the target audience in terms of experience, learning goals, and existing skills.

Please provide a short bio of each facilitator(s), including their full name, current job title, and current institutional affiliation.

Quality Standards

ILSs must meet all of the following standards in order to be considered for acceptance. Consult the quality standards guideline for more information https://drive.google.com/open?id=1MsKt6xBc0xRrmKQrELl95LL6-VOT9c8g The lettered questions are meant to serve as a guide. An individual response to each point is not necessary.

Any learning content should fulfill a learning need or "gap" in its target audience. For this ILS that you are proposing: A) What is the instructional gap (i.e. what do the participants need to learn in order to solve a specific problem)? B) What are the learning competencies that this ILS is addressing? C) How does the delivery method or strategy align with fulfilling these needs?

What are the learning objectives for this ILS? Learning objectives should be described as SMART goals: Specific, Measurable, Achievable, Relevant, and Time-bound. If you described competencies in #1, please match the objectives with these competencies. If the participants require prerequisite knowledge and/or skills, please describe them here.

ILSs must contain content that is up-to-date, appropriate for the target audience, scientifically accurate, and unbiased. A) How up-to-date is this content? Does it contain real-world and current examples? (Keeping in mind that ILSs should ideally contain real-world examples that align with learning objectives and do not distract from the key points). B) How is the content aligned with scientific best practices and/or learning competencies? C) Are there any conflicts of interest to disclose? If so, please mention them here.

Please describe how this session includes opportunities for learner interaction and engagement. Ideally, ILSs would use adult learning principles, provide an opportunity for learners to receive feedback, include experiential or practice-based learning, and/or provide opportunity for learners to share experiences and learn from others’ experiences. In practice, this engagement may look like: knowledge checks, case studies, question & answer sessions, and exercises.

A) How will this proposed ILS ensure that materials are meaningful and work for the majority of users and learning styles? (This includes language considerations). B) How will facilitators make accommodations if needed? C) Please describe the type of technology that will be necessary, the type of technical support provided during the session, and plans to ensure that all links or web content is functional.

TEPHINET will provide a feedback survey to be completed immediately after the session. If your ILS session is accepted, you will have the opportunity to provide session-specific questions to add to the survey.

Please provide a plan which evaluates session impact 3 months after conclusion of conference.

We want to ensure that learners actually reached the learning objectives laid out in points #1 and #2. How will the facilitators of this ILS evaluate if learning was successful? Some suggestions to accomplish this could include: pre- and post-tests, knowledge checks throughout the session, graded exercises, observed practice, question & answer sessions, or problem-solving. In general, participants should receive feedback on their responses and be presented with scenarios where they can apply what they have learned.

We would like to provide learners with opportunities to continue engaging after the ILS. What opportunities do you intend to provide to learners after the session that reinforces content delivered? This support could be as simple or as complex as the facilitator/institution's availability permits. Examples of simple follow-up support could include: providing contact information for help, sharing tip sheets or other resources for more information, or creating an online community of practice with the ILS participants (for example, a WhatsApp or Facebook group). More involved follow-up support could include: conference calls, webcasts, coaching, and retention reminders (such as e-mails and quizzes provided some time after the ILS).

Optional information

If available, please provide a draft agenda of this ILS.

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Please share any final comments here.