Building a Business Case for E-Learning

Transcription

AFMC Funding Opportunity Announcement &
Request for Proposals for the
Development of Virtual Patients
Early Brain & Biological Development and Addictions (EBBDA):
Funding award for the development of virtual patients for undergraduate medical
learners and educators
Catherine Peirce, Project Manager e-Learning
Association of Faculties of Medicine of Canada
265 Carling Avenue Suite 800
Ottawa, ON K1S 2E1
613-730-0687 ext. 239
[email protected]
Page 1 of 8
AFMC Funding Opportunity Announcement & Request for Proposals for the Development of Virtual Patients on EBBDA
Table of Contents
A. Introduction................................................................................................................... 3
About AFMC.................................................................................................................................................................. 3
Virtual Patients (VPs) ................................................................................................................................................... 3
Background Information and Sample Cases ........................................................................................................... 4
B. Vendor Instructions ...................................................................................................... 4
Deadline for response to RFP
June 11, 2012 ................................................................................................ 4
Information required from the Vendor ................................................................................................................... 4
Contact Information .................................................................................................................................................... 4
Notifications................................................................................................................................................................... 5
Award .............................................................................................................................................................................. 5
C. Basis of Award ............................................................................................................... 5
D. Detailed Specifications for Proposals ......................................................................... 5
Audience ......................................................................................................................................................................... 5
Areas of Focus ............................................................................................................................................................... 5
Contextual Components ............................................................................................................................................ 6
Core Competencies..................................................................................................................................................... 6
Design Team/Individual ............................................................................................................................................... 6
Expression of Need ...................................................................................................................................................... 6
Virtual Patient Structure ............................................................................................................................................. 7
Target Hardware, Software & Platform .................................................................................................................. 7
Acknowledgements ...................................................................................................................................................... 7
E. Responsibilities: ............................................................................................................. 7
F. Contracting & Pricing ................................................................................................... 8
G. Proposed Work Plan .................................................................................................... 8
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A. Introduction
The Association of Faculties of Medicine of Canada (AFMC) is announcing the launch of an AFMC
funding opportunity for the development of virtual patients incorporating research on early brain and
biological development and its connection to addiction. This initiative is a partnership with the Norlien
Foundation, a proactive private foundation with offices in Calgary and Edmonton, Alberta.
This funding opportunity is part of the larger Addiction e-Learning Project for Undergraduate Medical
Education. The goal of the project is to create a suite of e-learning tools to support medical education
curriculum for improving awareness, clinical practice and patient care related to addictions.
The objectives of this AFMC funding award are to:
 Align medical education competencies with emerging research on experience-based brain and
biological development as it relates to early childhood development and its lifelong impact on
addiction
 Support subject matter experts in Canada
 Build connections among researchers, subject matter experts, and e-learning experts at
Canadian faculties of medicine
 Create a new, innovative resource relevant to undergraduate medical educators and learners in
Canada.
About AFMC
Founded in 1943, AFMC represents Canada’s 17 faculties of medicine and is the voice of academic
medicine in this country. We act to support medical education, health research, and clinical care in our
faculties of medicine. Canada’s medical faculties graduate over 2,400 MDs a year with an enrolment of
over 10,500 undergraduate medical students and supervise the training of over 14,500 post-MD
trainees.
Virtual Patients (VPs)
Applicants may submit proposals to develop one or more virtual patient(s). The VPs will be created for
first and second year undergraduate medical students. Applicants should choose from among one or
more basic concepts as they relate to early brain and biological development and the manifestation of
addictive behaviours, including: interactive nature of genes and the environment; epigenetics and
executive function; brain plasticity; biological embedding of early experiences (adverse childhood
experiences); neurobiology of reward and addictions; long-term consequences of stress; gender; and
parenting skills education. Proposals can also address the basic concepts of clinical implications for
addiction (e.g. process and multiple addictions, trauma-informed, gender-sensitive treatment, parenting
skills education and addiction); chronic disease management and continuum of care (e.g. physician health
programs, shame in addiction treatment and recovery). Please note, for the purposes of this proposal,
addictive behaviors include drug, alcohol abuse, gambling, food, sex, work and other human behaviours.
The pedagogical framework for each virtual patient will be based on medical education competencies
identified in the Medical Council of Canada (MCC) Objectives for the Qualifying Examination. Generally,
each case scenario should focus on one MCC Objective (e.g. mood disorders, panic and anxiety,
obstetrical complications, etc…) as the primary learning competency.
In addition, a connection should be made with The Royal College of Physician and Surgeons
CanMEDS Physician Competency Framework and the College of Family Physicians of Canada CanMEDSFMU: Undergraduate Competencies from a Family Medicine Perspective.
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Virtual patient cases should (a) represent interesting clinical scenarios; (b) show creativity and
innovation in presenting cases that will help to improve the care and treatment of patients; (c)
demonstrate the use of sound pedagogical principles, and (d) identify relevant learning objectives.
The complexity of the VPs in this series will be commensurate with the learner’s expected abilities. For
example, the VPs may be linear in design (i.e. interactive or exploratory applications which limit the
number of choices a student may consider), or branching in design, incorporating a range of clinical
variables such as situational awareness, decision making and communication skills. The VPs should
include background information on the relevant subject (e.g. addictions, epigenetics, etc). The virtual
patients should also include self-assessment tools and links to supporting resources. The use of video or
audio is optional. Submissions for cases of a simple design are encouraged.
Specifications for each virtual patient are provided in section D.
Background Information and Sample Cases
A sample of the relevant framework for base knowledge is the lecture series from the Alberta Family
Wellness Initiative’s Symposia on Early Brain & Biological Development (EBBD) and Recovery from
Addiction.
Information on developing virtual patient cases can be found here: CHEC-CESC links to more
information. Some virtual patient samples are A bird at hand, Mrs B, Iris B. Dee, and A Peripheral
Predicament. In addition, Cases by Shared Canadian Curriculum in Family Medicine* are good examples
of foundations for building virtual patients (*These cases have been provided as samples of clinical
scenarios that include associated learning objectives and follow up questions for the learner. They are
not interactive cases.).
B. Vendor Instructions
Deadline for response to RFP
June 11, 2012
Information required from the Vendor
Provide a statement of interest, resume, proposal, quote, and references. Submissions should also
include letter(s) of support from one or more faculty member(s) stating the relevance of the pedagogical
tool within the institutional setting and their commitment to evaluate and review the new resources
throughout the development process and at the conclusion of the project.
 Provide contact information for the principal individual(s) to be contacted regarding the
information in this RFP
 Indicate the total number of team members/employees, by location (if appropriate) and function
(subject matter expert, instructional designer, creator, etc.).
 Please attach any additional information that you feel will provide helpful information about your
company’s products and services.
Contact Information
Please submit the proposal, including supporting documentation, to:
Catherine Peirce
Association of Faculties of Medicine of Canada
265 Carling Avenue Suite 800, Ottawa, ON, K1S 2E1
Phone: 613-730-0687 ext. 239
E-mail: [email protected]@afmc.ca
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Notifications
Vendor will be notified regarding the status of their proposal by June 25, 2012.
Funding will commence upon signing of the contract.
Award
The total amount available for this funding opportunity is $50,000. Submissions for multiple virtual
patients are welcome. The maximum total cost for any single virtual patient is $20,000 (including
relevant provincial sales tax). $5,000 will be reserved for virtual patients related to process addictions.
AFMC retains the right to award all, part, or none of this project to any vendor or vendors.
C. Basis of Award
Submissions will be evaluated based on the vendor’s ability to develop and meet the following
requirements:
 Completeness of response to the detailed specifications outlined in this RFP
 Timely and complete response to RFP
 Flexibility and degree of difficulty of product implementation
 Implementation plan and support, including risk analysis and mitigation
 Ability of respondent to provide sufficient time for feedback from supplier at each stage
 Ability of respondent to meet the project’s cost requirements
 Acceptable vendor client reference
Decisions will also be based on our need to create a suite of VPs that touch on a broad range of themes.
D. Detailed Specifications for Proposals
Submissions for funding to develop a virtual patient or virtual patients should include the following
considerations:
Audience
Primary: 1st and 2nd year undergraduate medical students.
Areas of Focus
All resources must be designed with the purpose of creating an awareness and basic understanding of
early brain and biological development and its connection to addiction. Resources will be designed with
capacity to horizontally integrate into undergraduate curriculum. The resources should focus on, where
appropriate, history taking, review of clinical and lab findings, differential diagnosis, and creation of an
effective plan of care as related to the core competencies.
Additional areas of focus may include:
 Introducing neuroscience model of addictions with community/public health
 Screening and detection of individuals at increased risk of addiction
 Treatment and continuum of care of individuals and families with addictions
o Include concurrent disorders
o Apply the chronic disease model
o Integrate Interprofessional settings to illustrate
o Improve awareness of avenues for treatment
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Contextual Components
Addictions as they relate to the following (including but not limited to):
1. Neuroscience of addiction
 Adverse childhood experiences – early brain development, brain plasticity and biological
embedding of early experiences
 Genetic expression and addictions
 Long-term consequences of stress
 Neurobiology of reward and addiction
 Gender and addiction
 Parenting skills education in the continuum of addiction
2.
Clinical Implications
 Applying a chronic disease management model to addiction with care, continuity and
contingency
 Process and concurrent disorders
Core Competencies
The pedagogical framework for the e-learning tool will be based on medical education competencies
identified in the Medical Council of Canada (MCC) Objectives for the Qualifying Examination. Each
virtual patient should focus on one MCC Objective (e.g. mood disorders, panic and anxiety, obstetrical
complications, etc) as the primary competency.
In addition, a connection should be made with the Royal College of Physician and Surgeons
CanMEDS Physician Competency Framework and the College of Family Physicians of Canada CanMEDSFMU: Undergraduate Competencies from a Family Medicine Perspective.
Design Team/Individual
It is anticipated that the project will require expertise in the following areas: subject matter, virtual
patient development, and educational/instructional design. The individual or team will be responsible for
identifying the relevant core competencies, establishing specific learning objectives for each virtual
patient, writing the patient case, writing the narrative for the virtual patient, developing a self-assessment
component (formative or summative), liaising with AFMC and the advisory committee, producing the
virtual patient according to the specifications provided and as negotiated through the development and
consultation with advisory committee, and delivering the virtual patient(s) in a universal file format.
Note: The project lead at AFMC will be responsible for coordinating meetings between the advisory
committee and the design and development team/individual.
Expression of Need
Submissions will be required to demonstrate an expression of need for the resource they intend to
develop. For the expression of need, applicants must:
 Identify how this tool will be relevant to their local, regional, distributed, and/or national
population of student?
 Identify one to two educators who will act as: a) advisors during development, b) test the beta
version of the resources and provide feedback, and c) potentially integrate the resource in their
teaching.
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Virtual Patient Structure
The virtual patient must comply with the following criteria:
 Realistic clinical experience or encounter (case scenario)
 Defined audience
 VP design (e.g. linear or branching) is commensurate with the learner’s expected abilities.
 Clearly defined and measurable learning objectives
 Interactive methods for effective learning acquisition and/or simulation of multidimensional
teaching situations for their learners
 Opportunity for individualized approaches to learning
 Interactive, formative learning opportunities
 Intuitive and logical navigation
 Provide background information on the subject
 Provide links to supplementary resources, research and information
 Self-assessment and/or evaluation options for the learner based on the learning objectives
 The use of video or audio is optional. Submissions for cases of a simple design are encouraged.
 Users provided ways to contact authors to provide feedback or suggestions for improvements.
Target Hardware, Software & Platform
Each virtual patient is to be designed as a secure, stand-alone electronic case. The software choice for
the virtual patients should be defined and justified technically by the respondent. The VPs would ideally
be portable across Windows and Apple operating systems and mobile platforms. The VPs must be
openly accessible/free-to-use through a Creative Commons licence.
Please identify and explain any limitations if your proposal does not meet one or more of the design
criteria listed above.
Acknowledgements
The e-learning tool will include acknowledgements to the developers, funding partners, advisory
committee and any additional subject matter experts as approved by AFMC.
Quote/Budget
Please provide a detailed timeline based on the proposed work plan and a quote commensurate with the
work required. Submissions will be accepted for one or more virtual patients. A budget must be
provided per virtual patient.
E. Responsibilities:
AFMC will:
 Coordinate a review of Virtual Patient content and technical specifications throughout the
project (AFMC will coordinate consultation with an advisory committee of stakeholders and
subject matter experts)
 Host the final Virtual Patients on CHEC-CESC.ca
The vendor shall:
 Provide regular progress updates to AFMC
 Provide narrative, learning objectives, self-assessment, and links to core competencies
 Participate in consultations with the advisory committee
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 Coordinate an additional review process from one faculty member (in addition to the project
advisory committee). This independent faculty member should provide an evaluation and review
throughout the process and at the conclusion of the project. Ideally the faculty member will
work in the area of addiction and mental health.
 Provide the architecture, design, layout, programming, and product delivery (Navigational and
graphic design provided by vendor in consultation with AFMC. AFMC to approve all branding)
F. Contracting & Pricing
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Provide a breakdown of the pricing for your proposed solution. Provide a separate timeline and
budget for each virtual patient case based on the work plan provided in the RFP.
What costs can AFMC control?
Are there any suggestions you can make to reduce the overall cost?
Outline proposed payment terms, identifying any up-front “set-up” payments, one-time costs, annual
leases, etc.
How do you bill for your services (monthly, quarterly, annually, etc.)? How are bills itemized? What
level of cost detail do you provide?
Are there any back-end costs after completing the contract? Describe.
Note: All virtual patient cases will be produced as the exclusive intellectual property of the AFMC
and will be shared under the creative commons licensing agreement Attribution, Non-Commercial,
Share alike.
G. Proposed Work Plan
Task
Design & Consultation (outline for VP) Jun – Aug 2012
Responsibility
Award and signing of the contract
AFMC/ VENDOR
Identify specific learning objectives, topic and focus of case
Develop content outline of virtual patient(s) and initial technical specifications
Consultation on outline (feedback from Advisory Committee, discussion by
teleconference)
Make revisions as necessary to the outline and technical specifications
Write first draft of script/storyboard including background, self-assessment questions,
and identify supplemental resources
Consultation on script/storyboard (feedback from Advisory Committee, discussion by
teleconference)
Make revisions as necessary to the outline and technical specifications
Beta Version of Virtual Patient(s) – Sept – Nov 2012
Production of the virtual patient(s)
Deliver Beta version via CHEC-CESC
Testing & feedback (with Advisory Committee & CHEC-CESC community)
Incorporate changes & deliver final product
Final Production of Virtual Patient(s) December 2012
Production and refining of the virtual patient(s)
Deliver final version via CHEC-CESC
Distribution & use of virtual patient(s)
VENDOR
VENDOR
AFMC/VENDOR
VENDOR
VENDOR
AFMC/VENDOR
VENDOR
VENDOR
VENDOR
AFMC
VENDOR
VENDOR
VENDOR
AFMC/VENDOR
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Building a Business Case for E-Learning

Transcription

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