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Table 4 Alternative data categories to consider with priority matrices in other CPD curriculum design processes

From: Development of an in situ simulation-based continuing professional development curriculum in pediatric emergency medicine

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   
  1. 1Utilized by authors in the described matrix in this matrix