Programme - Requirements and Guidelines
The concept and curriculum adhere to the following formal requirements and guidelines:
• European Credit Transfer and Accumulation System ECTS of the European Commission- User´s Guide 2009
• Formal Requirements and Regulations of the University of Zurich
• The Mission of the European School of Oncology
• ESMO Clinical Practice Guidelines, NCCN and ASCO Guidelines
• Accreditation Council of Oncology in Europe ACOE, Belgium: Guidelines for CME providers (e-learning materials and live events) on 04/22/2010
• Swissuni: Recommendations for quality development in university continuing education programmes, approved by the General Assembly on 10/02/2009
• Qualifikationsrahmen für den schweizerischen Hochschulbereich nqf.ch-HS vom gemeinsamen Leitungsausschuss der drei Rektorenkonferenzen vom 23.11.2009
Quality of Learning Outcomes
The formative and summative programme evaluation considers different aspects to define if the Programme achieved the learning outcomes (Kirkpatrick 1993, 2011):
Reaction and satisfaction: to what degree participants react favourably to the Programme
Learning: to what degree participants acquire the intended knowledge, skills, attitudes, confidence and commitment based on their participation
Behaviour: to what degree participants apply what they learned during the Programme in their own professional field
Result: to what degree targeted outcomes occur as a result of the Programme and subsequent reinforcement
The achievement of the different levels includes a comprehensive analysis of the following aspects:
Level 1 and 2:
Self-evaluation by the participants (existing and acquired knowledge, skills, competences)
Structured evaluation of the modules and courses (content, lectures, presentation, structure, usability)
Online tests at the end of each e-learning module and a certificate exam at the end of the Programme.
Level 3 and 4:
Online presentation (e.g. case-presentations, videoconferences)
Workshops in the seminars
The Programme chairs will regularly review the structure and the programme and continue to develop the curriculum
Ethical, Medico-legal and Legal Requirements
Where applicable, these must include consent by patients and other participants for inclusion in the contents, confirmation of confidentiality for patients and other participants, in compliance with research ethical requirements, data-protection legislation and copyright arrangements. It is essential to ensure that patients are not, and cannot be identified in any of the materials presented.
Regular Annual Reviews
The processes and activities in the Programme will be reviewed by the Executive Committee and the scientific directors once a year. This includes the timeliness and validity of the lectures and accompanying material.
Conflict of Interests
In view of the participation in the Programme, the attention of the chairs, the directors, and the lecturers (for Modules and Seminars) is drawn to potential conflicts of interest.
General CME (Continuing Medical Education) policy requires that faculty members disclose financial interests that might influence their presentation or participation.
Moreover, it is important that lecturers and speakers delivering presentations or contributing in other ways to the Programme are able to do so, based upon the best available evidence, without the influence or bias due to their commercial relationships.
Whereas it is inevitable that faculty members may have financial relationship with commercial entities, it is expected that their participation is set based on best available science and clinical judgment, independently of personal gain or other motivations aside from serving the interests of the patients. Therefore, all involved persons are asked to disclose any conflicts of interest.
Potential conflict of interests are considered any of the following:
• Any financial interest in or arrangement with a company whose products or services are discussed in the lecture.
• Any financial interest in or arrangement with a competing company.
• Any other financial relationship, direct or indirect, or other situations that might raise the question of bias in the work presented, including pertinent commercial or other sources of funding for the faculty member or for the associated department or organisation, personal relationships or direct academic competition.
The list of disclosed conflict of interests, or their absence, will be published in the learning platform.
Furthermore, lecturers and speakers are requested to disclose potential conflicts of interest on a slide at the beginning of their presentation.
Quality of Transfer
Upon completion of all units and modules, participants will have to complete an online evaluation by answering a structured questionnaire. The results of the questionnaire will be reviewed by the chairs.
The following criteria will be reviewed:
• Course topics (quality, preparation, timeliness, relevance for practical work)
• Theory-practice transfer
• Course documentation
• Lecturers’ competence
• Individual needs
Quality of Mentoring
Participants will be supported by a two-level tutoring support:
• Scientific-related support will be provided by the lecturer within a discussion forum and by each of the chairs who follow a group of participants.
• Technical-related support will be provided by e-mail by the IT-provider Soon-Systems GmbH.
Quality of Media
Media quality will be assured by an e-Learning Style Guide, providing the standards to be followed when developing computer-based learning contents for the Programme. The guide focuses on the following areas:
• Global Module Architecture
• Instructional Design Standards
• Graphical User Interface – Menu and Navigation
• Media Standards
• Writing Standards
• Evaluation Standards
• Quality Assurance
Learning Platform and SCORM Considerations (Shareable Content Object Reference Model)
The learning system launches learning content, keeps track of the learner’s progress, figures out in what order learning objects are to be delivered, and reports participants mastery through the e-learning units and modules. To standardise the learning contents and the tracking of the progress, the SCORM-standard is used by all methods within the Programme platform. The SCORM-standard consists of three parts: Overview, content aggregation model and run time environment.
Upon completion of each Unit and Module, learners will have to complete an online evaluation according to the learning system by answering a structured questionnaire.
The following criteria will be reviewed:
• Tutoring and support