Continuing Education

Jointly Provided By:

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The 2016 International Cancer Education Conference is jointly provided by USF Health and the American Association for Cancer Education. View all available accredited CEU types for this conference.

Target Audience

The target audience includes physicians, government cancer leaders, researchers, nurses, dentists, health educators, librarians, social workers, allied health professionals, public health professionals, students, and patient advocates. Attendance is encouraged by all professions focused in the field of cancer education. Previous participants have included attendees from the world’s academic medical centers and cancer care organizations responsible for developing, implementing, and evaluating cancer education curricula, research, and programs.

Statement of Need

While the US cancer death rates for the four most common cancers and cancer rates in general have decreased (National Cancer Institute 2012), there has been a rise in cancer-related health disparities and less common cancers, such as melanoma and pancreatic and renal cancer. In the followup report of the Institute of Medicine’s ten recommendations for improving the Quality of Cancer Care in America, it is clear that some cancer patients are not receiving ideal care, with the greatest challenges centering on how to define and implement nationwide solutions.

Action and education of providers and adoption of evidence-based innovations were suggested methods to accelerate improvements (Spanks et al. 2011). In an effort to continue the common cancer trend reductions and focus attention on reducing disparities and prevention, early recognition, and treatment of less common cancers, the professional work force must be educated and well-informed of the latest research and best practices.

Early in 2015, President Obama announced the Precision Medicine Initiative—a new effort meant to revolutionize medicine and generate scientific evidence needed to transport the concept of precision medicine into every day clinical practice. Precision medicine is an emerging approach for disease treatment and prevention that considers each person’s variability in genes, environment, and lifestyle. Significant advances in precision medicine have been made for select cancers. However, educators working within the field may need new skills and resources in order to educate patients and families about how individualized medicine works for them. Strong efforts are underway to help make precision medicine the norm rather than the exception (NCI 2015).

Practice learning gaps include the following:

  • Educational professionals, including students, need to have access to up-to-date information on best practice skills related to cancer disparities, diagnosis, treatment, and survivorship care.
  • Professionals working in the field of education are in need of new knowledge with a focus on innovative delivery models (including information technology and social media) to address the education, information, and resource needs of patients and families. Evidence shows that people are using technology to access care and treatment information. This activity will address the practice learning gap for educators.
  • Evidence has shown that cancer educators need to develop and build on skills related to health literacy and communication, forming community partnerships, and psychosocial education strategies with a specific focus on community outreach with special populations. This activity will close gaps in cancer educator knowledge on health literacy and communication and community outreach.
  • Cancer care and treatment is now being delivered with a focus on individualized or precision medicine. Educators in the field of cancer need to understand how genomics and cancer care are integrated to provide personalized care. This activity will build on knowledge in the field of genomics in cancer care.

Statement of Prerequisite Knowledge

There will be none.

Course Completion Requirements

Attendees will attest to the hours they attended and complete an evaluation.

Learning Objectives

After attending this conference, the participant shall be able to:

Healthcare Professional Education

1. Develop strategies related to research and programs on cancer education using effective and innovative formats (including novel information technology and social media platforms).

2. Identify opportunities to assist junior investigators and new educational practitioners from underrepresented minority populations to develop skills in education and scholarship in cancer through participation in the conference.

3. Increase knowledge of precise treatments, such as utilization of molecular analysis to predict treatment benefits, utilization of genomics to target distinct interventions, and contributing to/utilizing genomic-based clinical trials.

Patient and Family Education

4. Identify methods to provide cancer education programs based on communication that is culturally, linguistically, and literacy relevant.

5. Discuss creative approaches for utilizingmultimedia and technology for designing or evaluating cancer education programs.

6. Utilize best practices to educate patients and families on complex diagnosis, treatment, and survivorship issues with a focus on genomics, communication, and psychosocial aspects of care.

7. Summarize innovative education and support programs for specific major cancers such as prostate, breast, lung, skin, and other cancers.

Disparities, Special Populations, and Global Outreach

8. Identify opportunities for collaborating with partners to focus on disparities in cancer education.

9. Discuss how partnerships between national and international cancer education organizations can promote global cancer education initiatives.

10. Develop outreach strategies focused on cancer education collaborations and initiatives, mainly in special populations and underserved communities from a local as well as global perspective.

New this year, the National Commission for Health Education Credentialing, Inc. is requiring a detailed alignment of CHES/MCHES HESPA Competencies and Sub-competencies with conference learning objectives. The 2016 ICEC organizers are pleased to provide our CHES and MCHES attendees with our CHES/MCHES program alignment document.

Physician Competencies

  • Practice Based Learning and Improvement
  • Patient Care and Procedural Skills
  • Systems-based Practice
  • Medical Knowledge
  • Interpersonal and Communication Skills
  • Professionalism
  • Provide Patient-Centered Care
  • Work in Interdisciplinary Teams
  • Utilize Informatics

Course Co-Directors

  • Maria C. Bishop MD, BSN, University of Arizona, Tucson, AZ
  • Jackie Foster RN, MPH, National Marrow Donor Program/Be the Match, Minneapolis, MN

Agenda

The conference agenda and list of conference speakers is available on the Program page.

Registration

For information on fees, registration, refunds, and cancellations, please visit the Registration page.

Accreditations

Physicians:

This activity has been planned and implemented in accordance with the accreditation requirements and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint partnership of USF Health and the American Association for Cancer Education. USF Health is accredited by the ACCME to provide continuing medical education for physicians.

USF Health designates this live activity for a maximum of 19.0 AMA PRA Category 1 CreditsTM. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Nurses:

USF Health is accredited as a provider of continuing nurses education by the American Nurses Credentialing Center’s Commission on Accreditation.

A maximum of 19.0 contact hours may be earned by learners who successfully complete this continuing nursing education activity.

Certified Health Education Specialists (CHES):

USF Health has been designated as Multiple Event Provider (#FL0027, exp. 12/31/16) of category l continuing education contact hours in health education by the National Commission for Health Education Credentialing, Inc. This program has been reviewed and approved for up to 19.0 60-minute contact hours for CHES event number MR2017178.

Florida Licensed Clinical Social Workers, Licensed Marriage and Family Therapists, Licensed Mental Health Counselors:

USF Health is an approved provider of continuing education credits for clinical social work, marriage and family therapy, and mental health counseling. This program has been reviewed and approved for up to 22.50, 50-minute contact hours.

Florida licensed clinical social workers, mental health counselors, and marriage and family therapists: Attendees are encouraged to check with their local and state board to determine their acceptance of a Florida Accreditation Certificate.

This program is Approved by the National Association of Social Workers (NASW) (Approval # 886679014-0) for 19 Social Work continuing education contact hours. NASW is able to offer continuing education contact hours for social workers licensed in 37+ states other than Florida.

Faculty Disclosure

USF Health adheres to the ACCME and ANCC Standards regarding commercial support of continuing medical education. It is the policy of USF Health that the faculty and planning committee disclose real or apparent conflicts of interest relating to the topics of this educational activity, that relevant conflicts of interest are resolved, and also that speakers will disclose any unlabeled or unapproved use of drugs or devices during their presentation. Detailed disclosure will be made in the course materials.

Equal Opportunity

Events, activities, and programs of the University of South Florida are available to all without regard to race, color, marital status, gender, sexual orientation, religion, national origin, disability, age, Vietnam or disabled veteran status as provided by law and in accordance with the university’s respect for personal dignity.

Disclaimer

The information provided at this CME/CE activity is for continuing education purposes only and is not meant to substitute for the independent medical/clinical judgment of a healthcare provider relative to diagnostic and treatment options of a specific patient’s medical condition.