• Faculty Guidance
    & Agreement
  • Complete this faculty agreement in order to participate as a speaker for a TSHP Joint Provider Organization.
     
    THIS FORM CANNOT BE COMPLETED FOR ANY EVENT SCHEDULED WITHIN 45-DAYS OF SUBMISSION. IF YOU HAVE MISSED YOUR SUBMISSION WINDOW WE RECOMMEND YOU CONTACT YOUR HOST ORGANIZATION IMMEDIATELY.
     
    Instructional documentation, resources, best-practices, and templates may be obtained or reviewed on the TSHP Education Resources page of the website here: https://tshp.org/page/cpe-resources. TSHP recommends all faculty review the available resources in advance of preparing your activity submission.
  • FACULTY INFORMATION
     
  • Personal information provided will appear in promotional materials (excluding: mailing address, email, and phone number)
     

  • Resident Presenters: You must have your presentation data reviewed for accuracy and perceived bias by your Preceptor. You will be asked to provide your preceptor's name and email address.

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  • CURRICULUM VITAE AND BIOGRAPHYSubmit a detailed CV via the link below and write a short biography below for inclusion in onsite faculty introduction and conference materials.
     
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  • Credit Claiming:

    Please note you are eligible to receive CPE credit for your participation in this activity as a presenter. Please follow the credit claiming procedure as you would if participating as an attendee. Thank you.

  • ACTIVITY DETAILS
     
  • Please provide the details of the activity.


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  • AUDIO/VISUAL
    Please indicate the additional equipment you request for your session. Appropriate microphones will be provided.
     

  • Meeting Room Set-Up: All meeting rooms will be set to maximize seating in compliance with fire code regulations. Please indicate below if you require specific seating due to interaction involved in the presentation, thereby potentially limiting seating. Your preferred seating cannot be guaranteed
  • EDUCATIONAL NEEDS ASSESSMENT AND GAPS IN KNOWLEDGEFaculty, along with the Joint Provider & TSHP, should identify the challenge or clarify the need (gaps in knowledge), the current state of pharmacy practice and the desired state of pharmacy practice. This should be evidence-based facts, rather than assumptions, and should be used to formulate what should be learned in order to move learners from their current state of practice to the desired state and assist in developing learning objectives. References and citations should be provided where appropriate. 
     
  • DEVELOP AND CLARIFY THE NEEDWhat is the problem (potential or actual) that needs to be addressed? Or, what new process or procedure (current or future), recent change or expected changes are happening that will affect this group?
     
  • CURRENT STATE OF PRACTICEWhat is the audience doing now that could or has led to this problem based on facts, rather than assumptions? Provide references or citations. Or, where is the audience currently in this skill, training, process, or procedural aspect?
     
  • DESIRED STATE OF PRACTICEWhat should or could the audience be doing instead to solve or prevent this problem? Or, what information, skill or technique will the audience need to attain in order to implement this new process or procedure?
     

  • PHARMACY COMPETENCIES
    Use the "2022 AACP Curricular Outcomes and Entrustable Professional Activities (COEPAs) for Pharmacists" documentation to identify the learning domains included in your presentation. In addition, please consider these educational outcomes when determining your learning objectives.

    Download 2022 AACP Curricular Outcomes and Entrustable Professional Activities (COEPAs) for Pharmacists Document

    Download Guidance on CE for Pharmacy Technicians Document - Use to help determine technician objectives.



  • LEARNING OBJECTIVESTexas Society of Health-System Pharmacists (TSHP) will attempt to accredit your activity for pharmacists and pharmacy technicians either by following the ACPE accreditation standards that meet pharmacist requirements or by the PTCB continuing education standards that meet the certification guidelines for pharmacy technicians. Programs that benefit pharmacists and pharmacy technicians must have specific and separate learning objectives for each audience. If the continuing pharmacy education activity benefit only pharmacists, only pharmacy technicians or both, please complete the appropriate learning objective section below.  View the Criteria for  Learning Objectives document for details.
     

  • READ THIS IMPORTANT NOTICE - Do NOT use the following in your objectives: Understand, Recognize, Believe or Be Aware of. Any objectives with these verbs will be rejected. See the document linked above for the prohibited verbs and appropriate replacements.

  • Pharmacist Learning Objectives: A minimum of three objectives is required. The majority of the objectives should be structured to meet identified educational gaps in knowledge that will move learners to a desired state of practice. 
     
  • Technician Learning Objectives: Note: Due to new PTCB rules technicians are no longer able to claim “P” credit. TSHP prefers all sessions applicable to technician education be accredited as a "T" as well. A minimum of three objectives is required.
     
    Please complete a specific and separate set of objectives below; do NOT provide same objectives as pharmacists - these should be specific to the learning level of a technician.  
     

  • ACTIVITY TYPE

    Please indicate the appropriate activity type. Please note the learning assessment and feedback requirements and additional information needed based on the activity type.

  • Knowledge-based Activity – These activities primarily transmit knowledge (i.e. facts). The facts must be based on evidence as accepted in the literature by the health care professions.

    • Learning Assessment – Each activity in this category must include a multiple choice post-test (to be conducted electronically).
    • Assessment Feedback – The joint provider organization hosting the continuing educational activity or TSHP will provide participants with answers to post-test questions, along with an explanation of why the correct answers are the most appropriate.

  • Application-based Activity – These activities are primarily constructed to apply the information learned in the time frame allotted. The information must be based on evidence as accepted in the literature by the health care professions.

    • Learning Assessment – Each activity in this category must include case studies structured to address application of the principles learned, or another hands-on approach.
    • Assessment Feedback – Feedback should be provided by faculty during delivery of the activity and include correct evaluation of case studies and rationale for correct responses.
  • Active Learning TechniquesActivities must include active participation and involvement of the audience. Refer to the Using Active Learning Techniques document for appropriate teaching and learning methods based on the activity type.
     

  • LecturePanda Audience Response Tools:

    The following documentation is provided as a resource to familiarize yourself with the Interactive Tools available for your use through TSHP’s learning management system LecturePanda.

    Use of the LecturePanda tools is optional. TSHP automatically retains any data obtained through the LecturePanda system. However, if you choose to use an alternative service, you are required to provide TSHP any data collected for our ACPE records via email to education@tshp.org.

    Details about LecturePanda’s Audience Response and Speaker Tools: https://tshp.org/resource/resmgr/docs/LP_Introduction.pdf


  • ACTIVITY MATERIALS HandoutIn an effort to enhance the participants" knowledge of this topic, you are required to develop and submit a handout, such as PowerPoint® slides, and an outline, references or key points (limited to one page). See the Developing and Presenting Visual Aids document to assist you in developing appropriate handouts or visual aids. An outline, references and key points example is located here. Your handout and outline, references or key points are due 20 days in advance of the activity. Post-testTo evaluate the level of competency attained during knowledge-based activities, a post-test will be provided to participants. Faculty should submit questions in the multiple choice format and include only four possible answer choices (unless true/false, in which case, only two choices are needed). Post-test questions should be directly related to the learning objectives. See below for the required number of questions, based on how long the activity is. Faculty should provide feedback after each question explaining why the chosen answer is correct. Below is an example. A post-test is not required for an application-based activity. Post-test questions, answers and feedback must be submitted no later than 20 days in advance of the activity. Hours Per Activity Required Number of Q&A1 – 1.75 42 – 3.75 84 – 5.75 12 Example Post-test Question with Correct Answer and Feedback1. To have a positive CAM-ICU, patients must have all four delirium characteristics: acute onset and fluctuating course, inattention, disorganized thinking and altered level of consciousness. a. True b. FalseFeedback: Answer B is the most appropriate response because patients must have three out of four characteristics. To have a positive CAM-ICU screen, patients must have acute onset and fluctuating course, evidence of inattention and either signs of disorganized thinking OR altered level of consciousness. Case StudiesFor Application-based activities, case studies must be submitted no later than 20 days in advance of the activity.
     
  • COPYRIGHT 
    TSHP shall not be responsible for any damages resulting from an author's infringement upon copyrighted materials. Further, TSHP does not condone the unlawful use of copyrighted materials. TSHP will refer any agency seeking damages for use of copyrighted materials directly to the faculty member. Please refer to the documented copyright laws of the United States for more information.
     
     
  • SPONSORSHIP 
    In accordance with the commercialism policy, no funds can go directly from the commercial supporter to the speaker; therefore, the joint provider organization hosting the continuing education activity and/or TSHP will not be held responsible for signing grant requested or funding application of any kind should you seek funding on your own.
     
  • DISCLOSURE
    TSHP is required by ACPE to obtain and resolve potential conflicts for all individuals that may be in a position to influence the planning, faculty selection, delivery, or evaluation of accredited education (planner, staff, speakers, etc). Each individual must complete the disclosure form relevant to the past 24 months. The Joint Provider Organization requesting the education accreditation must submit all disclosures through this form. Individuals whose relevant conflicts are unable to be resolved may not participate in educational activities. Organizations that are unable to obtain disclosures from all relevant individuals will be denied accreditation services.
     
    Download the Disclosure Form
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  • Commercial Interest What I Received My RoleExample: Company "X" Honorarium Speaker 
  • COMPENSATION Faculty shall be compensated in the following manner, as agreed upon by the joint provider organization hosting the educational activity. 
     
  • DEADLINES 
    Read the accompanying deadlines below. Failure to provide the required information by the stated deadlines may result in revocation of accreditation. CPE activities missing any required information at the time of the live presentation will not be awarded credit regardless of participation. Faculty is responsible for providing all of the required materials by the stated deadlines. 
     
    All documentation indicated below should be submitted via email to education@tshp.org. Please copy your event coordinator on all submissions.

    20-Days Pre-Session:

    • Submit to TSHP the audience handout you intend to use, or as an alternative submit a preliminary PowerPoint or other presentation materials, or at a minimum submit a one-page summary document outlining key points and references for your learning activity. (See an example of one-page summary document at “Activity Outline, References & Key Points Example” under “Speaker Resources” at https://tshp.org/page/cpe-resources)
    • Knowledge-based Activities: Submit to TSHP multiple-choice posttest questions, answers and feedback explaining why chosen answers are correct for each activity (see the faculty agreement for the number of required posttest questions) please note, post-test may be completed on paper, electronically or verbally. Please record the responses and provide the results to TSHP post activity.
    • Application-based Activities: Submit to TSHP case studies and/or other supplemental materials used in each activity for accreditation records

    In-Session:

    • Knowledge-based Activities: Conduct Post-Test Activity, record results to provide to TSHP post-event.
    • Disclose to participants potential faculty conflicts of interest (even if none exist).
    • Provide "Credit Claim" code to participants (will be provided to you by the event organizer, should they be utilizing TSHP's Education Portal for credit submission)

    20-Days Post-Session:

    • Submit to TSHP activity pre- & post-test results.
    • Submit to TSHP your final program marketing (onsite program which details the full ACPE information for participants).
    • Submit to TSHP your final PowerPoint or other presentation materials. Large files may be uploaded to the TSHP Google Drive account here: https://drive.google.com/drive/folders/0B3NA1RqE2ZhZS2M2OXh2NWEzUW8?usp=sharing
  • AGREEMENT 
    I, hereby, confirm all information as set forth above, as true and correct, and agree to deliver the activity as I have stated above in both a professional and educational manner. I also acknowledge and accept the compensation as outlined above as payment in full for my services. TSHP reserves the right to withhold reimbursement should an activity lend itself to a biased nature. Changes or alterations to this agreement are not valid unless initiated by both parties. 
     
    I further warrant and represent that this activity is my own original work, that I have the authority to enter into this agreement and that I am the sole copyright holder, or that I have obtained all necessary permissions or licenses from any persons or organizations whose material is included or used in my presentation. 
     
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