Embracing Visual Trends and Patient Voices: A New Era in Medical Education with Caroline Halford

Embracing Visual Trends and Patient Voices: A New Era in CME with Caroline Halford
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[00:00:00] Introduction to Independent Medical Education
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[00:00:00] As continuing medical education professionals, we face the challenge of delivering education for learners that's not only informative, but also accessible, engaging, and adaptive that meets learners where they are.

[00:00:13] Welcome to Wright medicine. I'm your host Alex House. 

[00:00:16] Guest Introduction: Caroline Helford
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[00:00:16] And today we're exploring the world of independent medical education through the lens of education and publishing joining us as Caroline Helford business development director for independent medical education at Springer healthcare. 

[00:00:30] Fresh Approaches to Medical Education
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[00:00:30] This episode explorers fresh approaches to medical education that can help you transform your continuing medical education content. And better serve your learners. 

[00:00:40] You'll gain insights into ways to engage with your partners. As a crucial step in effective independent medical education. Techniques for incorporating patient voices and perspectives into CME activities. And approaches to using digital platforms for enhanced learner engagements. Join us. 

[00:01:01] I'd love it. 

[00:01:02] Caroline's Background in Medical Publishing
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[00:01:02] If you could tell right medicine listeners a little bit about your background in medical publishing and how that experience shapes what you currently do for Springer in independent medical education. Oh, well, it's a great question, actually, Alex. And you know, as, as you know, I spent about 15 years working for the publishing bit of Springer Nature, and I honestly think that publishing experience has been the best background to help me with IME. Because I started off in at spring and nature in gosh, 2007.

[00:01:35] But when I started off, I was very much brought in just to do the, well, just doing the copy editing, the over sync typesetting, and getting the manuscripts online after that.

[00:01:47] peer review. Over time, my role kind of evolved into a journal development role. So I had a small suite of medical peer review journals, and my role was to encourage authors and funders to publish their best research and their reviews in my journals. So, whether that's clinical research or systematic reviews because, you know, for the publishing world we live or die by our metrics.

[00:02:16] So the better data we could publish in the journals and the best reviews we could publish meant that more, more readers, more learners, more readers. More citations, more social shares, and hopefully more opportunities to change clinical practice for the better. So, that background in publishing helped, I was quite shy when I started off in publishing, but it really forced me to get out there and talk to those on the cutting edge of the field.

[00:02:45] of clinical research. You know, the, the HCPs, the doctors, the physicians that were doing the clinical trials and those doing the drug development as well. Basically those that were working had their fingers on the pulse of medicine. [00:03:00] So I had to really find out where the key areas of research growth were.

[00:03:04] What were the hot topics at each field? Where was the research happening that could change the face of patient care? And then really talk to those stakeholders. And it's the same thing with review articles as well. I used to work very closely with the commissioning editors of the journals and their role was to Lots of commissioned reviews from that from their editorial board members.

[00:03:29] So I used to accompany them to the medical conferences. And we used to have this brilliant editor in diabetes. And we always used to go to duo to EASD and ADA. And at every conference, she would sit down with her editorial board members and find out, okay, What's the consensus in your area of diabetes?

[00:03:51] You know, what's needed in the literature? What are you seeing within your patient population? What needs clarity? And during the conference, you'd see she would maybe have about 15 different editorial board meetings and get a real sense of the trends and themes. And once she started to know where the literature and education gaps were, she would convince her.

[00:04:15] board members to write reviews on them. So then her commissioning plan was done and she knew that she was going to have some great articles that were going to bring in readership and citations. And then the next phase of that within publishing was then we'd love to track the metrics. Okay, once the article's gone through peer review, once they're online, what's the most read article?

[00:04:38] of the month or the year. Where are the citations coming from? Our social media started to get more important. You know, what were the old metrics called in the articles? Oh, so, so interesting. So, you could really see, I mean, readership's great because you know that you're reaching an audience that's Excited to read the data that you published.

[00:04:58] Citations are brilliant because it shows that the research is reputable and is being used in the next tranche of research or reviews. But social shares and the commentary from the different platforms was great because you got the feedback from the readers about whether they agreed, whether they disagreed, to really get a sense of what the debates were.

[00:05:22] And then that could lead on to other reviews. Say, there were certain topics that were always going to cause a controversy. And I think diabetes years ago, it was like low carbohydrate diets. Oh yeah, yeah. If you ever publish something on that, there would be a debate on that. Lots of people disagreeing or agreeing.

[00:05:43] And that's brilliant because then you want to know, okay, clarity is needed. And that might lead to a commission's expert perspective or maybe a clinical debate. So, the publishing was brilliant because you got to commission. You got to bring [00:06:00] in research that was going to inform clinical practice. And IME, it's helped me so much to have that background because You know, as you know, every proposal starts, has to start with a robust needs assessment.

[00:06:14] And I was reading your blog last night, actually, your brilliant blog on refreshing your needs assessments. And it's just so brilliant. I was just nodding along reading it because what you're saying is absolutely correct is that you need to get, to get a fully rounded needs assessment, you need to get the holistic view.

[00:06:34] So same as publishing, we, you know, when I'm working with my team on a proposal, We have to then look at the literature really look at what's been published. What are the guidelines? What are the diagnostic techniques? What are the established treatments, the forthcoming treatments? As you were saying on your blog you really need to talk to the experts as well, because literature is not going to really tell you what's happening within clinics.

[00:07:01] So those conversations in journals, Really help us in IME because we sit down with our experts and the same way we do with our editorial board members to find out, okay, what is happening? You know, there may be great diagnostic and treatment pathways, but that doesn't tell us whether those are being used or not.

[00:07:20] And what are the barriers to these techniques and the treatments? We often now talk to patient advocacy groups. So, so important. So yeah, the publishing background has been brilliant to really get that holistic view. And of course, using social media as well, really finding out where the discussions are happening you know, where the gaps are so that when we do a proposal, we can make sure that we're capturing all sides and finding where the true gaps are.

[00:07:49] That's a terrific overview of publishing, and I can see how there's a lot of alignment between what you've been doing. In publishing and how that translates into independent medical education. 

[00:08:00] Defining Independent Medical Education
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[00:08:00] How do you define independent medical education?

[00:08:04] So, great question, Alex. So from my perspective, so I work very much within the firewalled IME stroke CME division of Springer Healthcare, part of Springer Nature.

[00:08:16] So yeah, of course we have to be completely firewalled. So how we work is it's all entirely grant funded. Independence grant funded education, so it works you know, as we either respond to RFPs from providers or a lot of the time with our background in in medical sort of programs. publishing and research, we, we do unsolicited proposals.

[00:08:41] So there's no contact with the funder. It's very much we, you know, we look independently at the educational needs. We develop a proposal and submit it through the portals. So no opportunity for feedback. It's, it's purely I know there are other divisions of Springer Healthcare [00:09:00] that work more within, you know, the med comms and medical education fields, but to me, in my division, it's the IME end.

[00:09:07] accredited CME division. 

[00:09:10] The Role of Social Media in Medical Education
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[00:09:10] You talked a little bit about social media. Are you engaged in the process of sentiment analysis at all? So collecting social media data and processing it in a rigorous qualitative or quantitative way. I'm just curious if you're using any tools to do that. 

[00:09:27] Yes. Yeah, we are. I mean I, I must say, I say, we, the Royal we not me personally, people much brighter and clued into social media than I, et cetera. at Springer Healthcare. Yet we, we do, we have certain tools that we use both on the the research side, when we're doing a proposal where we have tools where we'll find the platforms where the conversations are happening.

[00:09:52] And that's different in different therapeutic areas and really track what's being said, like say sentiments lots of qualitative data as well as quantitative but I think there's a lot of value in the qualitative the, the rich detail. But also when we're delivering a program as well we really like to track, you know, the comments or the engagements before or after the programs just to see where the conversations are happening.

[00:10:17] Well, it's so interesting when you do that, because those conversations are relatively unfiltered and you're getting beyond that polite response to whatever you've been writing about or whatever the conference is focusing on or the article and so on. So that's always a bit more interesting, especially with people who have strong personalities and. Put forth, whatever they're thinking in real time. 

[00:10:40] Importance of Visual and Accessible Content
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[00:10:40] I know you write a blog and you've written about accessibility and the importance of visual content. In both medical publishing and in independent medical education. So, I wonder if you could share some of your insights around. The kind of visual content that you find works for your readers, for your members and in the independent medical education world. how should we be thinking about accessibility?

[00:11:03] Oh, it's a, it's a brilliant question and such an exciting, movable conversation as well. So yeah, accessible and visual content. Something again, starting with my publication, background. That's something that I started to get really into. Gosh, it's done from about 10 years ago because I remember doing a project with another colleague where we had to start looking at what was the learning journey of readers of our journals.

[00:11:31] So what were their pain points? What did they gravitate towards in articles? What did they like and dislike? So we ended up doing a project where we interviewed Quite a few editorial board members that we knew read the journals and looking at, okay, when you're looking for journals, when you're looking for articles, what's, you know, what, what do you need?

[00:11:53] We started to find probably this will be so obvious to us now, but 10 years ago, it was still sort of [00:12:00] new that they just want, they wanted to skip to the punchline, they wanted the deep dive of the data that was super important to have that. rich methodology in the data sets, but time was so short for our readers that they, they first would go to the abstracts, then they might skip to the results.

[00:12:19] They were looking for what came up a lot from what I remember was that they were looking for key tables and figures. They were looking at things that could summarize the journal experience, the article experience you. quickly. So, love shortcuts to learning, love summaries. So, on the publishing side, that started to let us offer things like summary slides video abstracts, infographics, alongside journal articles.

[00:12:47] And it was quite slow to sort of start off with. We were trying to encourage authors to do it, but of course, you've got to, That's just another thing for them to do on top of writing the article, but it really took off, and we saw, we saw a real uptake of video abstracts and infographics particularly, and lots of other public, not just Spring of Nature, lots of publishers are now doing this you can see a real move towards visual.

[00:13:15] accessible content and quite a lot of studies are now showing that visual accessible content actually can lead to more views of articles. Certainly there's a great study by Brent Bennett and Simon publishing plus one that showed that plain language summaries and video abstracts that only increase the understanding of the data and retention of knowledge, but also the enjoyments of learning.

[00:13:43] So yeah, on the journal side, we, that's what we do. Where we really started to pivot and, and I know now in publishing, again across lots of publishers, but also by ISMAP, the International Society for Medical Publishing Professionals, they now encourage all original research to have a plain language summary with an article, and I know lots of funders, quite a few funders have now started to implement this.

[00:14:07] I know Pfizer do, Ipsen several other ones, GSK, I think So, yeah, in terms of accessible content and publishing, that's something that I've seen shift a lot in the last 10 years. Plain language, which makes sense when you think about it with articles being open access. You're not just reaching your specialist audiences now.

[00:14:28] Such a broader range of learners. So, it's, it's important that they're, everyone can understand and not misinterpret the data. But in terms of IME, you know what, in publishing, you're really limited to publishing formats, which is great in a way. You either have text, or you have a short video, or you have a graphical abstract.

[00:14:49] In IME, it's so much more complicated because the sky's the limit. So, in terms of accessible content, it's a key part of all our programs [00:15:00] now. We have to really think about the formats that we choose. But it's a lot more of a process of thinking about the specific therapeutic area. Like, who are the learners?

[00:15:09] Who will we try to reach? What does their day look like? What does their schedule look like? How do they like to learn? And then work backwards and try to find the formats. And we did some research at Springer Nature a couple of years ago where we, we asked all of our learners, you know, how do you like to learn?

[00:15:26] What time of day? What formats? And there was literally no consensus. It was a great experience because it taught us that even within one therapeutic area, there are so many different ways that people like to learn.

[00:15:39] So for our IAB programs now, we really have to think about multiple formats for each learning activity even for example, a really good example of this is when we release podcasts and this was the same within the journals as well. Audio formats, really, really popular. People can listen in the car or they can have it on in their office while they're, you know, annotating.

[00:16:02] But so many people really prefer the, the text transcripts so that they can follow on Or they can get to the right bit of the text. Or they just like to print off the transcripts and annotate. So, even with something as simple as a podcast, the downloadable text is Yeah, it's definitely the case that educational research seems to fairly consistently show that a multimedia approach is most effective. If you're offering, as you say, if you're offering audio, then also offer the text version or some pictures, some infographics to illustrate key points in the text. Having just a different way to reinforce what the key messages are, is really helpful. I know myself, I'm a big podcast listener and I always look for the transcript or at least the summary notes. And I also like that clickability so you can click into the audio and listen to things because often you don't get things on the first go around, or at least I don't, you need that reinforcement. 

[00:16:59] So it's interesting to hear that. And I'm curious, I suspect you probably have a lot of podcasts or podcasts episodes. What are you seeing on the backend of that in terms of how you're measuring, how people are learning? What do the trends that you're seeing there? Because at the moment, the research seems to be. That it's pretty challenging to get that sense of learning outcome. 

[00:17:20] You know, people. Like podcasts, if you're a health professional, you can listen on the go. But how are we measuring learning with that kind of format? Is Springer doing something that's new or different or interesting, or are you having that struggle as well? 

[00:17:33] Yeah in a nutshell, yes, I think we are, I think we're all cognizant of the fact that, yeah, it's a challenge, for sure it's it's, I'm just trying to think of the, well, I don't, we're not doing anything completely different than what everyone else is doing, but how we're trying to measure learning is by trying to make them as bite sized as possible to try and embed interactivity if possible.

[00:17:59] I mean, [00:18:00] it's not possible on the Spotify platforms, of course, but if, if you can try and When we host them on our, on our websites, on our IME platforms, try to incorporate that interactivity to sort of check learning, check, you know, like the pre and the post just to try and you know, capture what we can, where we can.

[00:18:19] It's, yeah, it is, it is a challenge and I think that goes across multiple formats as well, doesn't it? It's just the, our attention is being pulled in lots of different directions and how, what's the best way to engage and measure change. Absolutely for sure. 

[00:18:35] Engaging Patients in Medical Education
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[00:18:35] So one of the things you mentioned at the beginning of our conversation was when you're in your needs assessment process, you speak to experts, you speak to patient advocates, experts in their own experience. So patient voices obviously have become much more important in both publishing and medical education. And on the accredited side of things are part of accreditation criteria for commendation. What are some of the key changes that you've seen in relation to engaging with patients and patient advocates in both publishing and in independent medical education?

[00:19:06] It's a really exciting time, I think in both publishing and IME for, for patient engagement. I think from the publishing side I think around about 10 years ago we started to see there was an article, a new article type that was launched called the Patient Physician Perspective where where for those of you that have not come across those before, it really, the first half is written by a patient or, or it could be perspectives of, of, of a few patients where It's really the patient talking directly about their lived experience or any aspect about their condition that they wish to share.

[00:19:46] So sometimes it could be challenges in the getting a diagnosis or just their lived experience quality of life, treatment pathways, maybe challenges in communicating with their doctors. So Yeah, that's the first half. And then the second half is written by a physician because these articles are, are really written for healthcare professionals to sort of learn what the patient experience is and how to do better.

[00:20:16] So the, yeah, the second half written by a physician. Or maybe several and really speaking to that patient experience, reflecting on it and giving pointers as to how we can do better for patients. Quite a few publishers do these now and I know BNJ do something quite similar called what your patient is thinking, where they are, oh, really good, yeah, I yeah, if you've come across them, I'm, well, even if you haven't, anyone that's listening, I think Fully encourage you to go and read them led by patients and carers really designed to give a realistic patient experience.

[00:20:55] And I used to see a lot of these in the publishing sphere the metrics and the [00:21:00] impact can be so huge. And there's one of my favorite ones that's written the author, the patient author is a guy called Tony Collier and he has advanced prostate cancer. And. He was really telling his experience of he didn't get checked, you know, as a man of a certain age he should have gone for diagnostic tests at a certain age, and he didn't.

[00:21:22] He was like very much, well, I'm fit and healthy. I'm running marathons. I shouldn't need these things. So by the time he was diagnosed, where he just had a random injury after running a race, he was diagnosed with advanced prostate cancer. And it was a real journey for him. And so the other side of his article was written by there was a nurse, his nurse practitioner and his oncologist really speaking to his experience.

[00:21:50] And there was a mix of figures within it. Some of the figures were him running marathons going, I thought I was fit and healthy, little did I know. I was suffering with this condition. And some of the figures were like his bone scans showing how the disease had progressed. So quite a really different way of viewing a peer reviewed article.

[00:22:09] And if you, if you Google the article, Tony Collier is the author, is the main author. Have a look at the altmetrics, have a look at the citations, and you'll see that article that was published about 2021. It's still being shared and talked about now by the healthcare community as like lessons for patient and physician awareness.

[00:22:31] So lots of different articles like that, I think, that are changing the face of awareness. And it's the same in IME I, I've only been in IME for, gosh, over a year, just over a year now. And, having patients as part of our process, as part of the proposal, and their program delivery process is so key now so many of our programs. So yeah, we will always endeavor to engage patients now. So really in terms of, yeah, the needs assessment, as we were talking before, or if they're able to be part of the faculty and help deliver the program. Fantastic. We have lots of different formats. We've just launched one actually on muscular dystrophy this week, where It's a webcast and there's a carer of a patient doing a role play with a physician really talking about the do's and don'ts about how, how should you communicate diagnosis to a patient and how should it be done, how shouldn't it be done.

[00:23:34] So it's patient led education really. So that could be really good or just patients sharing their stories. We did, we've done some really great rare disease programs where it's the patients talking to their physicians. And it's just, I can't think of a better way to, to get messages across about awareness and you know, how to do the best that we can for patients.

[00:23:57] So, yeah, we do a lot of it and it's, it's been [00:24:00] great. Fantastic to see this being standard now as part of IME.

[00:24:05] Those patient physician perspectives are very, very powerful, especially when they're tethered, when it's two people who actually know each other and who've been in that therapeutic Alliance together. 

[00:24:16] And so they can kind of. Co-create the story around what it feels like to be the patient, what it feels like to be the person giving care or managing the patient's treatments. Can you talk a little bit about the process of involving patients in your education, you know, where do you start? Do you work with particular patient advocacy organizations? Just talk us through that process of involving patients a little bit. Yeah. Great question. There's two main ways that we go about it. One of the main ways is patient advocacy groups. I think they are so helpful an essential really to our development. Especially, especially in rare conditions, but they can be in any condition where, what, is important to do is make sure that you've got a holistic view of patients.

[00:25:02] I know every patient is different and will have a unique viewpoint, but patient advocacy groups are great. They have the best knowledge and information and can help you often identify patients that can, you know, are, number one, are willing to contribute to the program, because not every patient wants to I've been part of faculty and that's fine if they don't because we can have their help behind the scenes fully acknowledged But, you know, they don't have to have their name in there and their face, you know, attached.

[00:25:33] But yeah, we will normally get on the phone with the patient advocacy group, get their perspective on what they perceive is the deed and then yeah, find, find either patients or patient advocates or carers who will be part of the program. So that's the first route that we take. That we use, and that's really powerful.

[00:25:54] We, we also, as you mentioned about having that sort of tethered relationship, sometimes, particularly in the rare conditions, I'm thinking of examples where we'll get the expert faculty on board and they will, they will have patience. We did a program on a very ultra rare condition called fibrodysplasia ossificans progressiva.

[00:26:16] So, so rare where each faculty member had. patients that they had really long relationships with. It worked really well because we did a podcast series where each patient was interviewed by their physician. And they could talk about their journey and that worked brilliantly rather than going to a patient advocacy group.

[00:26:38] Because they could talk about their, their experience together. And oh, do you remember when you first came to my office and You know, this is what happened and, you know, what would you say to patients that don't have this support? And what would you say to experts that, you know, well, people that are coming in contact with these patients and how can we do better for you?

[00:26:58] So those are [00:27:00] the two routes that we tend to use and both are really successful, I think.

[00:27:04] It's a really powerful way. I think of engaging patients in continuing medical education. Our independent medical education. And we're definitely seeing more of that. Now we're trying to find different ways of involving patients. I'm curious how much you script those types of conversations between patients and providers. Or is it more of, uh, you know, providing talking points and free form conversation? It's definitely not scripted. So but yeah, when we're in the preparation stages and in this sort of the development of the content with the patients, we'll go through, okay, what are the points we want to cover, get some sort of talking points, which will help everyone feel a bit more, you know, secure so that, You know, it's not just that the camera goes on and it's like, go, so yeah, everyone has an idea, but it's very much freeform.

[00:27:56] We let the conversation go where it needs to go. You know, if, if the patients want to expand and talk about other aspects like there was one, there was a really good program on non small cell lung cancer that we did last year, actually. And that was it was a, patient oncologist conversation and it was about targeted treatments and it was very much about the shared decision making process, but there was a little bit of it early on, which wasn't in the agreed talking points, but to me it was one of the most interesting bits was quite early on the, the oncologist said to the patient, okay, well, we're going You know, to get the diagnostic tests, we need to do a biopsy and this was this your experience because the oncologist wasn't the treating physician of this patient and the patient said, Oh, well, luckily, in my case, we didn't need to do a biopsy.

[00:28:53] Because they could get the results through another means. And the oncologist said, oh, why do you say luckily? And then the patient said, well, I, well, as soon as I got the diagnosis, I went home and I Googled, what was going to happen. And this patient had read online that he'd heard that if you have a biopsy, it can make your cancer spread quicker.

[00:29:12] And that made him not want to have biopsy. tests. So, and this is something he hadn't shared with anyone before. It just came up naturally in our in our video. So the oncologist was able to address that in the video that it wasn't what we'd planned to cover, but he was able to reassure the patients and healthcare professionals that, that that's, that's not something that, You know the oncologist worded it, something like that's not something that we're concerned about.

[00:29:42] But it raised a really important point that wasn't scripted, which was that actually this patient might have refused diagnostic tests because of what he'd read, like misinformation on the internet. So that's a really good example to me of where we try not to. We try to let the conversation be organic where possible because [00:30:00] it's uncovered a very important thing that we could then add to our take home guide for oncologists to be aware of that and ask questions to make sure that the patients have the chance to air their worries .

[00:30:12] It's a really great example of how an education program can become like a ground round or a bedside consult when you're having that teaching moment in real time between. The patient and the, physician and, learners. And so the education that you're delivering, isn't just about the experiencing. The experience of diagnosing and treating a patient with lung cancer. 

[00:30:35] It's also about the communication and really humanizing that whole process, which is very powerful. Yeah, I totally agree. It's certainly something that's that I've learned a lot from watching all of our patient led content. It's that communication. It's, you know, the, the, the data about the diagnostics or the treatment pathways, it is what it is.

[00:30:56] And there's a lot to be said about How you communicate that to patients, but so much of that patient experience seems to come down to yeah, the communication and, and needing, needing for them to feel heard and have an empathic voice and have, have that. Shared decision making and space really to have that conversation to make the right decisions for them.

[00:31:19] And it's wonderful to see that happening now. 

[00:31:23] Future Trends in Medical Education
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[00:31:23] So we're kind of wrapping up here with a crystal ball question. We've talked a little bit about accessibility. We've talked a little bit about the visualization of data and information then how we can do that in independent medical education. And we talked a bit about involving patients. Thinking about the next five or 10 years. 

[00:31:43] What are some of the things that you think might be a merging in. CME and continuing education, independent medical education that are going to be either game changing or we're all going to have to think about more carefully as something to include in our activities at approach to education design.

[00:32:01] Oh, that's a brilliant, brilliant question. I, I think similar to what we've already discussed, if I, If I could wave a magic wand and make this happen now, I'd love to but I think we're going to have to start being more adaptive to learners needs. I think alluding to what we were discussing before about different formats, I think AI, I, I hope it will be more doable with AI, but what I think and what I hope will happen is that learners will go into a the educational format and it will adapt to the formats that the learners need.

[00:32:41] So for example, you know, if I'm a visual learner, I, I hope that education will, I'll be able to click a button and it will translate the education to that visual format. But for others, they might see it in a more text formats. I'm seeing that happens with some programs that we're [00:33:00] doing at the moment where, for example, even if something as simple as conference coverage some of our programs will have, you know, we'll have text, we'll have video interviews, infographics, podcasts, but I, I'd like to see, and again, I'm sure AI will have a part in this an adaptability, because I know that it's being investigated, certainly with in the more med comms world, where I know that there are, there are Stakeholders trialing platforms to create more accessible contents based on the user, for example, plain language stories.

[00:33:34] So I think adaptable content will be key. Interactivity as well, I think is also going to be key. Thinking about what we're talking about in terms of like learning and how we're tracking learning. Interactivity within contents within educational platforms to keep the learners engaged, to keep that learning experience going getting data throughout the program to really track, track outcomes.

[00:34:00] And again, I'm seeing this with, Programs all the time now with gamification and things like escape rooms and, you know things like that. So yeah, interactivity, but also definitely accessibility as well. I can see that having to be the case, especially with so many programs now that are really focused on the multidisciplinary teams, to launch a program that's going to have to deal with so many different stakeholders.

[00:34:27] I think accessibility of content is going to become a must and. How that happens, we're going to have to work it out, but I think those are the three things I think we're going to see more of.

[00:34:38] 

[00:34:39] Conclusion and Key Takeaways
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[00:34:39] And that wraps up our conversation with Caroline Helford business development director for IME at Springer about the evolving landscape of independent medical education and publishing. We explored her visual content, patient voices, and interactive technologies are reshaping the way we create and deliver continuing medical, continuing education. Here's some of the main takeaways for me. First visual and accessible content in the continuing education has never been more important shifts in both publishing and medical education. Continuing education. Toward more visual content like video abstracts, infographics, and plain language summaries. Can really enhance the understanding retention and value. Of information for learners. Second patient voices need to be haired in independent medical education. Patient physician perspective articles and patient involvement in educational programs provide unique insights and improve the effectiveness of continuing education. 

[00:35:46] And third one area in which AI might Excel. Is in helping us create adaptive, personalized, and interactive content and [00:36:00] formats. To make continuing education, more engaging and tailored. Individual learner's needs. What's one episode from this episode. What's one idea from today's episode that struck a chord for you, or you could implement in your next educational activity. 

[00:36:17] If you find value in today's episode, please share it with your colleagues and community. 

[00:36:22] And don't forget to subscribe to right medicine for more insights on revolutionizing. Continuing education. 

[00:36:30] Continuing education for health professionals. Until next time. Keep learning, keep pushing the boundaries of what's possible in continuing education and keep it fresh.