online education business plan - ncapa · 6 ! ncapa online education business plan • among those...

On l i ne Educa t i on Business Plan

Prepared for the North Carolina Academy of Physician Assistants

v1, delivered February 15, 2017 by

Tagoras, Inc. www.tagoras.com

Jeff Cobb managing director

t: 919.201.7460 e: [email protected]

http://www.tagoras.com

www.tagoras.com ! 800.867.2046

2 ! NCAPA Online Education Business Plan

Table of Contents !Introduction .................................................................................................................................. 3!Executive Summary ..................................................................................................................... 4!Situational Analysis ..................................................................................................................... 5!Strategy Statement ....................................................................................................................... 8!Products ......................................................................................................................................... 9!

Summer Meeting Singles and Bundles ................................................................................. 9!Online Recertification Course .............................................................................................. 10!Specialty Titles ........................................................................................................................ 10!Webinars .................................................................................................................................. 11!Future Offerings ..................................................................................................................... 12!

Marketing .................................................................................................................................... 13!Resources ..................................................................................................................................... 15!Financial Considerations ........................................................................................................... 16!Conclusion .................................................................................................................................. 17!



Introduction he contents of this document are based on work with NCAPA that began in November 2016. The work on which this document is based includes:

• Numerous discussions and e-mail exchanges with NCAPA staff • A meeting and phone calls with representatives of NCAPA’s board • A Web-based survey of NCAPA’s audience in which 549 individuals

participated (summary results included as Appendix A) • Phone interviews with representative NCAPA members, non-members, and

other stakeholders (e.g., academic program directors) • Review of a variety of education-related data and documents provided by

NCAPA • Independent research to better understand NCAPA’s market and the

environment in which it operates

The primary objective this work was intended to address was:

• To formulate a strategy and business plan for an online learning program to complement and extend NCAPA’s current CME programming

The following pages provide our recommendations for meeting this objective.

Jeff Cobb Managing Director Tagoras

T



Executive Summary he following pages summarize the plan for launch and growth of NCAPA’s online education business based on a range of inputs that include, but are not limited to, review of extensive materials provided by NCAPA, discussions with staff and

representative members – including board members – a survey of NCAPA’s membership, and secondary research to assess the competitive landscape and general market environment.

Based on broad assessment of the market, it is clear that online CME is an established fact among the broader medical community. Based on conversations with and a survey of its stakeholders, it is also clear that NCAPA is far from exempt from this trend: the vast majority of NCAPA’s audience is regularly taking advantage of online CME.

While the market for online CME is relatively crowded and competitive, there are signs that higher quality offerings would be well received. NCAPA’s current face-to-face events in combination with its access to talent from highly regarded North Carolina institutions represent a path to developing such offerings. Additionally, NCAPA’s reputation within North Carolina and surrounding regions helps to ensure the organization can enter the market in a strong position and capture significant market share.

The plan outlined in this document relies primarily on capturing video from NCAPA’s summer meeting as well as its annual recertification conference and taking appropriate steps to configure this content cost effectively into high-quality on-demand course offerings. NCAPA would also introduce a series of specialty titles in topical areas for which there appears to be strong demand for self-paced online content. Finally, a free bi-monthly Webinar series would be introduced as a content marketing tactic as well as a means of delivering time-sensitive education.

In addition to Webinars as a form of content marketing, NCAPA would also emphasize marketing to employers and would focus its messaging on the key value factors identified by survey respondents: overall reputation and experience of presenters, demonstrable improvement in knowledge or performance, and minimal time away from practice. In general, NCAPA online education would be positioned as a “peer-led, peer-driven antidote to boring online CME.”

The resources required to successfully launch and grow online education include licensing and implementation of a learning management system (LMS) to facilitate management and delivery of education offerings, hiring of an additional, entry-level staff person to manage the LMS and coordinate content development, contract video capture and editing services, and funds for engaging contract marketing services.

The projected investment in year one is approximately $70,000. The program would be revenue positive by either year two, based on moderate-to-aggressive revenue projections, or year 3, based on conservative revenue projections. While there would certainly be risk involved, the risk appears to be manageable and the entrance into online education represents a major opportunity to serve members and the field better, attract new members, and generate new revenue.

T



Situational Analysis Key points about the broader CME market in which NCAPA operates include:

• A wide range of online CME opportunities are available – and NCAPA members are accessing a wide range of sources – suggesting that there is clearly a market for online/digital CME.

• At the same time, the bar is relatively low as far as quality of user experience and instructional design goes. The vast majority of CME available online is journal-based, self-assessment, and/or unenhanced meeting capture.

• There is often not a lot of rhyme or reason to what is offered – i.e., the content mix of most of the online providers is not particularly cohesive or targeted.

• In general, marketing efforts across the market are relatively unsophisticated. There is little effective use of branding, social proof (e.g., high quality testimonials), or other key marketing tactics for attracting and converting prospective learners.

Within this context:

• NCAPA has had notable success with its annual summer meeting, attracting significant attendance, including many attendees from beyond the borders of NC. Nonetheless, a significant portion of NCAPA’s prospective audience does not attend the annual meeting (43% of survey respondents, but a much larger percentage of NCAPA’s overall.) Online access to annual meeting content – as well as content from other face-to-face educational events – represents a significant opportunity for NCAPA.1

• NCAPA is well positioned as the primary source of knowledge for the latest regulations and other issues specifically impacting North Carolina PAs. This position can be leveraged to offer regulatory and issue-based online education as a powerful form of content marketing – which can be used for promoting both online and face-to-face offerings.

• NCAPA clearly has traction in closely related fields – nurse practitioners, in particular. Online education offers a significant opportunity for increasing penetration into these related fields.

• The vast majority (more than 90%) of NCAPA’s audience make use of online CME, and most – 52.29% of survey respondents – participate in online CME more than 5 times per year. Clearly there is receptivity to online education formats.

1 While there is often a fear of “cannibalization” – i.e., losing face-to-face attendees to online – in such situations, we have usually seen organizations experience the opposite. Online offerings tend to raise awareness of face-to-face offerings and vice-versa, generally increasing overall market penetration.



• Among those who participate in online CME, on-demand courses perform well

in terms of both participation and perceived value. At the same time, the value associated with journal-based CME – the most commonly used format – is much lower than the participation levels. In general, there seems to be significant potential for providing more on-demand course options. Additionally, there may be opportunities for mobile formats, based on the participation/value ratios for podcasts and app-based education.

Participation Most Valuable Journal-based CME for which some portion of the experience is completed online

72.78% 345 47.06% 216

Live web conference or live video of an educational program that you log onto a specified date and time

26.79% 127 16.90% 78

Recorded web conference or education program video that you view at your own convenience

35.23% 167 31.81% 146

Self-paced online course that you work through at your own convenience

52.53% 249 56.64% 260

Facilitated/Instructor-led online course in which there are assignments that you must complete within a certain timeframe and/or an instructor is giving feedback

4.43% 21 10.46% 48

Audio or video podcasts that you listen to or view on a mobile device at your convenience

30.38% 144 29.63% 136

An app which you use on your mobile device at your convenience (possibly partnering on this)

19.83% 94 24.40% 112



• While it is common for NCAPA’s audience to pay for online CME (71 percent of respondents indicated they pay sometimes or always), the expected price point aligns with generally low price points in the CME market with the vast majority of respondents expecting an hour of online CME to cost $25 or significantly less. Even so, the fact that learners do generally expect to pay – and that employers support payment in the vast majority of instances – is encouraging.

• NCAPA has tremendous access to talent through its longstanding relationships with its high quality speakers and with major teaching institutions in North Carolina. This access should facilitate the development of high quality content. Additionally, survey data suggest that the reputation of the presenter is the factor that learners give most weight to when determining whether to participate in a specific educational experience.

Overall, it seems clear that with the right offerings and appropriately cost effective approaches to online distribution of these offerings, there is sufficient market potential for NCAPA to make online education a sustainable part of its business.



Strategy Statement A strategy statement should capture the strategic advantage the organization has – specifically in the area of continuing education and professional development – and what the key actions are to maintain that advantage and differentiate from the alternatives available to the target audience. In NCAPA’s case:

• NCAPA’s strength lies in its positioning as an authoritative source for PAs in NC and the surrounding regions and its relationships with academic programs in NC. Online offerings should capitalize on these strengths and, to the greatest extent possible, differentiate from the journal-based CME and unenhanced meeting recordings that currently crowd the market – a “peer-led, peer-driven antidote to boring online CME.”



Products NCAPA’s situation and strategy suggest key elements of the overall approach to developing and delivering successful online education. These include:

• An emphasis on on-demand courses. The situational analysis suggests that on-demand courses attract participation, are perceived as valuable, and that there may be unmet demand for them. The downside to on-demand courses is that they generally involve more design – and commensurately more costs – than articles or recordings. The downside can be lessened significantly, if not entirely, through the approaches that follow.

• For both speed-to-market and cost-effectiveness, it makes sense to leverage existing NCAPA CME activities as a source of content, but NCAPA will want to take steps wherever possible to enhance the user/instructional experience when producing and delivering this content.

• To a significant extent, the thoughtful organization and presentation of captured content within an attractive, user-friendly learning management system (LMS) is a source of differentiation. The platform itself should be treated as a high-value offering, a place where NCAPA’s audience can easily find CME opportunities as well as track CME activities and maintain a transcript.

• An emphasis on video capture of content – as opposed to the audio capture common with much meeting-based content – is also a point of differentiation. (While the use of video does not, in itself, improve the instructional effectiveness of an experience, it often does elevate perception of quality and enhance the overall user experience.)

• Modest efforts to “curate” content – e.g., forefront high-rated sessions, package together related content – can also support differentiation.

• Additional approaches to differentiation including “chunking” content – e.g., breaking video into segments – adding self checks and other simple interactions, and providing supplemental documents – e.g., job aids, checklists, related articles.

• Finally, the above approaches would be enhanced significantly by a concerted effort to work with presenters in shaping and structuring meeting sessions content so that it lends itself to these approaches – i.e., making presenters aware of the need to and advantages of chunking content, being thoughtful in advance about potential opportunities for including self checks, related documents, etc.

These approaches would apply to specific instructional offerings, which may include:

Summer Meeting Singles and Bundles

There is an opportunity to “mine” the best of the content presented at NCAPA summer meeting and offer it as single activities as well as to “curate” it into targeted CME packages, and enhance the content through capabilities available in a LMS (e.g., general organization and presentation, assessments, associated documents).

It is likely that NCAPA will need to experiment with multiple approaches to identifying the best content and capturing content in order to arrive at the approach that best



balances quality and costs. For example, content to be captured may be identified in advance of the meeting where it will be delivered – based on the judgment of NCAPA staff and volunteers. Under this scenario, there could be one or two dedicated rooms at the meeting in which the target content will be delivered and video-captured. Alternatively, it could be identified based on attendance and evaluation at the meeting, with capture arranged in more of a “studio” environment at NCAPA’s offices at a designated time after the meeting. This approach offers potentially greater overall quality control, but obviously would present more logistical challenges and the potential for additional travel and honoraria expenses for faculty.

Online Recertification Course

Survey results suggest strong potential for an online version of the recertification course (60.26 of respondents indicated they would be likely to register for an online version.) Additionally, the logistics of the recertification conference lend themselves well to cost-effective content capture – there are no concurrent sessions, so only a single-room camera set-up would be required, and it would likely be possible to capture this content well live, rather than re-scheduled after the fact.

Specialty Titles

While leveraging meeting content represents a potentially cost effective way to accelerate entrance into online education, NCAPA should also leverage its online capabilities to offer experiences with broad and/or perennial appeal that may or may not be available as part of meeting content. We recommend that NCAPA experiment initially by piloting one clinical and one non-clinical title.



Based on survey input, either “Resiliency/Burnout Avoidance” or “How to Transition Specialties” would be the strongest choices for initial non-clinical titles. While the former ranks higher in expressed demand, the latter ranks higher in demand for on on-demand, online version. NCAPA will need to weigh these factors against the availability of an appropriate subject matter expert and content to determine which represents the best initial choice.

For an initial clinical topic, “Pharmacology” and “Opioid Training Requirement” are the strongest choices based on survey input. The former ranks higher in expressed demand, the latter ranks higher in demand for on on-demand, online version. Again, NCAPA will need to weigh these factors against the availability of an appropriate subject matter expert and content to determine which represents the best initial choice.

The production approach for these pilots would be similar to that for meeting content – e.g., a combination of video, cost-effective interactions like self-checks, and supporting documents – but these should be presented as a branded product line, with a name and “look and feel” that distinguishes them from the meeting-based offerings.

Webinars While survey data suggests that overall participation in live Webinars is modest (26.79%), they are nonetheless a very cost effective medium for delivering – and recording – time-sensitive content or content on mission-related topics for which it may be difficult or inadvisable to charge.

Just as importantly, Webinars double as extremely effective content marketing when – as we recommend – they are offered for free. They should deliver high quality educational content, but with a clear focus on supporting overall marketing goals for NCAPA education. (Every Webinar should, for example, contain at least one slide highlighting a related online course or face-to-face educational event.)

Going forward, we recommend NCAPA offer a Webinar every other month. Initial topics may include two of the topics that rated high with survey respondents: “Understanding NCCPA Recertification Requirements” and “NC Documentation Required to Practice.” Additional topics may include any emerging regulatory issues or changes.

NCAPA should provide both the live and the recorded versions of the Webinars at no charge to both members and non-members (market penetration is the goal). However, registration for and access the Webinars should be provided via a learning management system (discussed further below), so that contact data is captured efficiently and NCAPA has the opportunity to familiarize learners with other offerings by drawing them into the LMS environment. To the extent that doing so does not create any conflicts of interest or regulatory issues, NCAPA may also want to consider sponsorship for all or some portion of the Webinars.



Future Offerings

Finally, while we do not recommend it as an initial focus, it may also be valuable, based on survey responses, for NCAPA to explore mobile options for delivering CME – e.g., podcasts and/or app-based education. In the nearer terms, it would make sense to ensure that the products discussed above can be accessed effectively via mobile devices (i.e., via a learning management system that supports mobile delivery).



Marketing As suggested in the Situational Analysis, the overall market for online CME is quite competitive and NCAPA stakeholders already avail themselves of a range of options.

Within this competitive environment, NCAPA’s overall marketing approach to drive sales will need to include:

• Strong positioning as a “peer-led, peer driven antidote to boring online CME” and, within the NC target audience, the best source for NC PAs.



• In marketing communications, clear emphasis on the top value factors indicated by survey respondents: overall reputation and experience of presenters, demonstrable improvement in knowledge or performance, and minimal time away from practice. The first can be supported with clearly visible information about the presenter, and all three should be attested to in testimonials captured from NCAPA stakeholders. We recommend a minimum of three testimonials per product line, each including the name, title, and organization of the individual providing the testimonial, and a photograph. Ideally, at least one of the testimonials for each product line should be a video. (Note: Face-to-face events are an ideal environment for capturing multiple testimonials.)

• Effective marketing to employers as well as to individual learners. Among survey respondents, employers paid for online education either full or partly in 81.25 percent of cases. Selling course enrollments in bulk to employers is by far the most efficient way to jump start an organization’s online education business. In addition to targeted e-mail and phone/meeting campaigns for key employers, it should also be easy for employers to find information about NCAPA online learning on the NCAPA Web site – and this area of the Web site should include testimonials targeted specifically at employers.

• As noted above, Webinars should be used as a key marketing tactic to leverage NCAPA’s strength as a key source of information and learning for North Carolina practitioners.

• Through e-mail and one-on-one conversations, NCAPA should ensure that program directors of each of the North Carolina physician assistant programs are fully aware of the available online offerings and know where to point faculty and students for additional information.

• As is generally the practice for association educational offerings, NCAPA should offer a member discount for purchases of online education as a way to highlight the benefits of membership and potentially attract new members.



Resources NCAPA will, of course, need appropriate resources to ensure the success of the proposed online education offerings. The major resources needed are for technology, contract video capture, and additional NCAPA staff. NCAPA will also incur additional honoraria costs for compensating faculty to develop online versions of their meeting sessions. Recommended resources include:

• License and implementation of a learning management system (LMS) A learning management system is necessary to efficiently manage registering users for online learning experiences, enabling access to those experiences, and tracking and reporting on learner activity. A learning management system also facilitates the assembling of different components of an online learning product – e.g., video, text, assessments – into a cohesive, user-friendly experience. Annual license costs for an LMS are likely to range from $12,000 annually to $25,000 annually depending on actual enrollment growth. Implementation costs in year 1 – to address set-up, branding, minor customizations, and integration with NCAPA’s membership database – have been estimated at $25,000 based on similar engagements. A follow-up action to this business plan will be to formalize a set of requirements for NCAPA and recommend the vendors that NCAPA should vet.

• Contract content capture and basic editing services for product development Whether on site at meetings or at NCAPA’s offices, videography services will be needed for capturing presentations for use in creating online education products. Additionally, while the aim would be to keep editing to a minimum, basic editing would likely be needed to divide captured video into segments as well as to insert and synchronize any slides associated with a presentation.

• A full-time staff person to manage the LMS and online learning products This should be an individual with capabilities for administering the learning management system and performing basic tasks related to editing and configuring learning content. Our view is that this does not need to be a highly skilled, highly experienced person. A recent college graduate with solid Web technology skills and a willingness to learn would be fully capable of playing this role.

• Contract marketing resources to support launch of online education While NCAPA has very capable marketing staff in place, we recommend supplementing current resources to ensure that the demands of successfully launching a new line of business can be met rapidly and effectively. Contract resources may be leveraged for developing branding, creating appropriate collateral, copywriting for Web pages and e-mail campaigns, etc.



Financial Considerations The projected investment in year one is approximately $70K and the program would begin generating revenue in year two. The program would be revenue positive by either year two, based on moderate-to-aggressive revenue projections, or year 3, based on conservative revenue projections. Under either scenario, it would be net revenue positive at the end of five years. Detailed financials will be provided as a companion document. While there would certainly be risk involved, the risk appears to be manageable and the entrance into online education represents a major opportunity to serve members and the field better, attract new members, and generate new revenue.



Conclusion While it is clear that the market for online CME is competitive, it is equally clear that there is room in the market for higher quality offerings and for content that leverages NCAPA’s success with its face-to-face events and its unique position as an authoritative resource for practitioners in North Carolina and surround regions. While there is risk in pursuing online education, there is likely greater risk in not acting as the market continues to evolve rapidly. Now is the time to capitalize on NCAPA’s past success and unique positioning to ensure the organization remains a relevant, highly-valued resource for its membership base and broader audience.



Appendix A: Survey Summary Results

44.81% 246

42.44% 233

3.10% 17

3.64% 20

6.01% 33

Q1 How frequently do you participate as anattendee in face-to-face continuing medicaleducation from any source (i.e., not limited

to NCAPA)?

Answered: 549 Skipped: 0

Total 549

Once a year

2 to 5 times

per year

6 to 10 times

per year

More than 10

times per year

Never

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Answer Choices Responses

Once a year

2 to 5 times per year


More than 10 times per year

Never

1 / 44

NCAPA Education Survey

40.40% 202

1.40% 7

5.20% 26

39.60% 198

3.00% 15

2.00% 10

47.40% 237

Q2 Which of the following do you considerto be your main sources for face-to-face

continuing medical education? Check allthat apply.


Total Respondents: 500

American

Academy of...

Georgia

Association ...

North Carolina

Medical Society

North Carolina

Academy of...

South Carolina

Academy of...

Virginia

Academy of...

Other (please

specify)

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


American Academy of Physician Assistants

Georgia Association of Physician Assistants

North Carolina Medical Society

North Carolina Academy of Physician Assistants

South Carolina Academy of Physician Assistants

Virginia Academy of Physician Assistants

Other (please specify)

2 / 44


57.00% 175

23.45% 72

32.90% 101

Q3 Which of the following NCAPA face-to-face educational events have you attended

in the past year? (Check all that apply)



Annual summer

conference

Annual

recertificat...

Regional/local

workshop

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Annual summer conference

Annual recertification conference

Regional/local workshop

3 / 44


8.81% 46

32.18% 168

21.26% 111

31.03% 162

6.70% 35

Q4 Frequency of Participation on Category1 Online CME


Total 522

Once a year

2 to 5 times

per year

6 to 10 times

per year

More than 10

times per year

Never

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Once a year



More than 10 times per year

Never

4 / 44


45.44% 219

44.61% 215

35.48% 171

30.71% 148

20.54% 99

18.67% 90

Q5 Please indicate your main sources foronline continuing medical education. Check

all that apply.


Up To Date

AAPA

Medscape

MyCME

Other (please

specify)

CME4Life

PriMed

NetCE

Practicing

Clinicians

Cleveland

Clinic

MedPage Today

Johns Hopkins

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Up To Date

AAPA

Medscape

MyCME


CME4Life

5 / 44


15.98% 77

12.66% 61

6.64% 32

4.98% 24

4.36% 21

3.11% 15


PriMed

NetCE

Practicing Clinicians

Cleveland Clinic

MedPage Today

Johns Hopkins

6 / 44


72.78%

345

26.79%

127

35.23%

167

52.53%

249

4.43% 21

30.38%

144

19.83% 94

Q6 In what forms of online education haveyou participated? Check all that apply.



Journal-based

CME for whic...

Live web

conference o...

Recorded web

conference o...

Self-paced

online cours...

Facilitated/Ins

tructor-led...

Audio or video

podcasts tha...

An app which

you use on y...

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Journal-based CME for which some portion of the experience is completed online


Recorded web conference or education program video that you view at your own convenience

Self-paced online course that you work through at your own convenience

Facilitated/Instructor-led online course in which there are assignments that you must complete within a certain timeframe and/or an instructor is giving

feedback


An app which you use on your mobile device at your convenience

7 / 44


47.06%

216

16.99% 78

31.81%

146

56.64%

260

10.46% 48

29.63%

136

24.40%

112

Q7 What forms of online education do youconsider to be the most valuable? Check all

that apply.



Journal-based

CME for whic...

Live web

conference o...

Recorded web

conference o...

Self-paced

online cours...

Facilitated/Ins

tructor-led...

Audio or video

podcasts tha...

An app which

you use on y...

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Journal-based CME for which some portion of the experience is completed online


Recorded web conference or education program video that you view at your convenience after the live event has taken place

Self-paced online course that you work through at your convenience

Facilitated/Instructor-led online course in which there are assignments that you must complete within a certain timeframe and/or an instructor is giving

feedback


An app which you use on your mobile device at your convenience

8 / 44


3.43% 16

36.48% 170

45.71% 213

13.30% 62

1.07% 5

Q8 In your opinion, which of the following isthe optimal amount of time to spend

engaged in a single session or unit ofonline learning to earn Category 1 CME

(from the time you sit down at the computeruntil the time you get up)?


Total 466

0.25 hour

0.5 hour

1 hour

From 1 to 2

hours

2 hours or more

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


0.25 hour

0.5 hour

1 hour

From 1 to 2 hours

2 hours or more

9 / 44


29.40% 137

41.63% 194

28.97% 135

Q9 Have you or your employer, on yourbehalf, paid to participate in online

continuing medical education?


Total 466

Yes, always

Yes, sometimes

No, never

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Yes, always

Yes, sometimes

No, never

10 / 44


53.56% 173

31.89% 103

11.15% 36

3.41% 11

Q10 Which of the following price rangesbest corresponds with the price you havebeen willing to pay, on average, for one

hour of Category 1 online CME in a topicrelevant to your needs?


Total 323

Up to $15

Between $15

and $25

Between $25

and $50

Greater than

$50

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Up to $15

Between $15 and $25

Between $25 and $50

Greater than $50

11 / 44


17.74% 88

42.14% 209

39.11% 194

1.01% 5

Q11 Who typically pays for yourparticipation in continuing medical

education – whether face-to-face or online?


Total 496

Myself

My employer

A combination

of myself an...

Other (please

specify)

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Myself

My employer

A combination of myself and my employer


12 / 44


16.46% 81

5.49% 27

12.20% 60

24.80% 122

18.29% 90

22.76% 112

Q12 What is the total annual budget for yourcontinuing medical education activities

(including any travel costs)?


Total 492

No specific

budget –...

Up to $500

Up to $1000

Up to $1500

Up to $ 2000

Greater than

$2000

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


No specific budget – determined as need

Up to $500

Up to $1000

Up to $1500

Up to $ 2000

Greater than $2000

13 / 44


Q13 Factors in Assessing CME Value


0.83%

4

3.73%

18

17.81%

86

50.52%

244

27.12%

131

483

3.99

1.67%

8

8.35%

40

31.11%

149

44.47%

213

14.41%

69

479

3.62

5.81%

28

16.39%

79

30.50%

147

33.40%

161

13.90%

67

482

3.33

4.97%

24

19.67%

95

32.09%

155

34.99%

169

8.28%

40

483

3.22

5.60%

27

22.61%

109

37.55%

181

31.74%

153

2.49%

12

482

3.03

19.50%

94

22.41%

108

19.71%

95

30.50%

147

7.88%

38

482

2.85

12.27%

59

28.27%

136

32.43%

156

22.87%

110

4.16%

20

481

2.78

15.35%

74

31.54%

152

28.01%

135

22.41%

108

2.70%

13

482

2.66

Presenter

Proven results

Minimal time

away

Access to

expert

Recommended by

peers

Tailored to PAs

Hands-on

practice

Interaction

with peers

0 1 2 3 4 5 6 7 8 9 10

Not at all important Somewhat important Important Very Important Critical Total Weighted Average

Presenter

Proven results

Minimal time away

Access to expert

Recommended by peers

Tailored to PAs

Hands-on practice

Interaction with peers

14 / 44


Q14 What other factors are criticallyimportant to you when deciding whether toparticipate in a specific CME experience?


15 / 44


Q15 Assuming reasonable costs and noschedule conflicts, how likely would you beto enroll an NCAPA educational offering -whether online or face-to-face – in any of

the following areas?


19.45%

92

30.23%

143

33.40%

158

15.86%

75

1.06%

5

473

2.44

29.00%

136

36.46%

171

24.31%

114

9.17%

43

1.07%

5

469

2.12

26.75%

126

32.91%

155

26.96%

127

9.55%

45

3.82%

18

471

2.12

32.42%

153

33.69%

159

22.46%

106

11.02%

52

0.42%

2

472

2.11

31.84%

149

31.20%

146

22.01%

103

11.54%

54

3.42%

16

468

2.06

33.97%

160

31.85%

150

22.51%

106

8.28%

39

3.40%

16

471

1.98

54.84%

255

23.66%

110

15.91%

74

4.73%

22

0.86%

4

465

1.69

Resiliency/burn

out avoidance

How to

transition...

Understanding

NCCPA...

How to become

a leader in ...

PA contract

negotiation

NC

documentatio...

Interviewing

skills/Resum...

0 1 2 3 4 5 6 7 8 9 10

Not

likely

Somewhat

likely

Very

likely

Sign me

up!

Not

Applicable

Total Weighted

Average

Resiliency/burnout avoidance

How to transition specialties

Understanding NCCPA recertification requirements

How to become a leader in the profession

PA contract negotiation

NC documentation required to practice (such as scope of practice,

supervisory agreement, etc.)

Interviewing skills/Resume development

16 / 44


Q16 In which format would you be mostlikely to enroll in the courses in which you

indicated interest?


24.83%

73

19.39%

57

55.78%

164

294

2.31

25.70%

83

20.74%

67

53.56%

173

323

2.28

26.32%

85

21.36%

69

52.32%

169

323

2.26

30.88%

63

21.57%

44

47.55%

97

204

2.17

30.33%

91

23.00%

69

46.67%

140

300

2.16

32.26%

120

20.97%

78

46.77%

174

372

2.15

32.38%

102

23.49%

74

44.13%

139

315

2.12

NC

documentatio...

Understanding

NCCPA...

How to

transition...

Interviewing

skills/Resum...

PA contract

negotiation

Resiliency/burn

out avoidance

How to become

a leader in ...

0 1 2 3 4 5 6 7 8 9 10

Live, face-

to-face

Live, online (e.g., Webinar,

Webcast)

On-Demand

Online

Total Weighted

Average

NC documentation required to practice (such as scope of practice,

supervisory agreement, etc.)

Understanding NCCPA recertification requirements

How to transition specialties

Interviewing skills/Resume development

PA contract negotiation

Resiliency/burnout avoidance

How to become a leader in the profession

17 / 44


Q17 Assuming reasonable costs and noschedule conflicts, how likely would you beto enroll an NCAPA educational offering -whether online or face-to-face – in any of

the following areas?


6.19%

28

26.99%

122

44.03%

199

22.79%

103

0.00%

0

452

2.83

14.41%

67

26.67%

124

35.05%

163

22.80%

106

1.08%

5

465

2.64

19.13%

88

24.35%

112

33.70%

155

21.30%

98

1.52%

7

460

2.54

29.36%

123

30.31%

127

26.97%

113

11.69%

49

1.67%

7

419

2.18

Pharmacology

Opioid

Training...

Hands-On

Primary Care...

Coding (ICD-10)

0 1 2 3 4 5 6 7 8 9 10

Not

likely

Somewhat

likely

Very

likely

Sign me

up!

Not

Applicable

Total Weighted

Average

Pharmacology

Opioid Training requirement

Hands-On Primary Care Procedures (suturing, biopsies, joint

injections, etc)

Coding (ICD-10)

18 / 44


Q18 In which format would you be mostlikely to enroll in the courses in which you

indicated interest?


24.61%

94

21.99%

84

53.40%

204

382

2.29

28.37%

80

20.21%

57

51.42%

145

282

2.23

27.49%

113

23.36%

96

49.15%

202

411

2.22

77.68%

275

8.76%

31

13.56%

48

354

1.36

Opioid

Training...

Coding (ICD-10)

Pharmacology

Hands-On

Primary Care...

0 1 2 3 4 5 6 7 8 9 10

Live, face-to-

face

Live, online (e.g., Webinar,

Webcast)

On-Demand

Online

Total Weighted

Average

Opioid Training requirement

Coding (ICD-10)

Pharmacology

Hands-On Primary Care Procedures (suturing, biopsies, joint

injections, etc)

19 / 44


Q19 In what other topical areas would yoube highly likely to enroll in an education

event (whether online or face-to-face)offered by NCAPA?


20 / 44


24.68% 114

33.12% 153

42.21% 195

Q20 Assuming you find the cost to bereasonable, how likely to register for an on-demand, online version of NCAPA’s annual

summer conference?


Total 462

I would be

likely to...

I would be

likely to...

I would not be

likely to...

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


I would be likely to register as an add-on to the live event

I would be likely to register instead of the live event

I would not be likely to register

21 / 44


18.79% 87

41.47% 192

39.74% 184

Q21 Likeliness to register for an on-demand, online version of Recertification

Exam Review conference?


Total 463

Likely as

add-on

Likely instead

Not likely

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Likely as add-on

Likely instead

Not likely

22 / 44


Q22 Do you have any recommendationsfor NCAPA’s future educational offerings

or other activities NCAPA should pursue tofurther your professional development or

advance the field?


23 / 44


36.21% 168

25.86% 120

37.93% 176

Q23 Are you a member of NCAPA?


Total 464

Yes

No, but I have

been in the...

No, I have

never been a...

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Yes

No, but I have been in the past

No, I have never been a member

24 / 44


71.35% 122

6.43% 11

4.09% 7

18.13% 31

Q24 Please indicate yourNCAPA membership category:


Total 171

Fellow

Associate

Affiliate

Not sure

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Fellow

Associate

Affiliate

Not sure

25 / 44


78.88% 366

17.67% 82

0.00% 0

2.37% 11

0.65% 3

0.43% 2

Q25 What is your current primaryoccupation?


Total 464

Physician

Assistant

Nurse

Practitioner

Physician

Academic

Faculty

Student

Other (please

specify)

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Physician Assistant

Nurse Practitioner

Physician

Academic Faculty

Student


26 / 44


81.82% 9

0.00% 0

0.00% 0

18.18% 2

Q26 Are you also a practicing PA, nursepractitioner, or physician?


Total 11

Yes, physician

assistant

Yes, nurse

practitioner

Yes, physician

No

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Yes, physician assistant

Yes, nurse practitioner

Yes, physician

No

27 / 44


1.97% 9

12.91% 59

10.50% 48

11.16% 51

63.46% 290

Q27 How many years have you practiced?


Total 457

Less than 1

year

1-3 years

4-5 years

6-9 years

10 years or

more

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Less than 1 year

1-3 years

4-5 years

6-9 years

10 years or more

28 / 44


23.53% 108

8.06% 37

14.81% 68

2.61% 12

6.75% 31

44.23% 203

Q28 What is your primary area of specialty?


Total 459

Family Practice

Orthopaedics

Internal

Medicine

Cardiology

Emergency

Medicine

Other (please

specify)

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Family Practice

Orthopaedics

Internal Medicine

Cardiology

Emergency Medicine


29 / 44


26.14% 120

18.30% 84

4.79% 22

33.99% 156

6.54% 30

10.24% 47

Q29 Which of the following mostcorresponds with your current primary

work setting?


Total 459

Single-site

private...

Multi-site

private...

Community

health center

Hospital/medica

l center

Academic

institution

Other (please

specify)

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Single-site private practice

Multi-site private practice

Community health center

Hospital/medical center

Academic institution


30 / 44


61.77% 286

1.94% 9

0.86% 4

2.81% 13

32.61% 151

Q30 In what state do you live?


Total 463

North Carolina

South Carolina

Georgia

Virginia

Other (please

specify)

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


North Carolina

South Carolina

Georgia

Virginia


31 / 44


Q31 In what county do you live?


Alamance

Alexander

Alleghany

Anson

Ashe

Avery

Beaufort

Bertie

Bladen

Brunswick

Buncombe

Burke

Cabarrus

Caldwell

Camden

Carteret

Caswell

Catawba

Chatham

32 / 44


Cherokee

Chowan

Clay

Cleveland

Columbus

Craven

Cumberland

Currituck

Dare

Davidson

Davie

Duplin

Durham

Edgecombe

Forsyth

Franklin

Gaston

Gates

Graham

Granville

Greene

33 / 44


Guilford

Halifax

Harnett

Haywood

Henderson

Hertford

Hoke

Hyde

Iredell

Jackson

Johnston

Jones

Lee

Lenoir

Lincoln

Macon

Madison

Martin

McDowell

Mecklenburg

Mitchell

34 / 44


Mitchell

Montgomery

Moore

Nash

New Hanover

Northampton

Onslow

Orange

Pamlico

Pasquotank

Pender

Perquimans

Person

Pitt

Polk

Randolph

Richmond

Robeson

Rockingham

Rowan

Rutherford

35 / 44


Sampson

Scotland

Stanly

Stokes

Surry

Swain

Transylvania

Tyrrell

Union

Vance

Wake

Warren

Washington

Watauga

Wayne

Wilkes

Wilson

Yadkin

Yancey

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


36 / 44


2.11% 6

0.00% 0

0.00% 0

0.00% 0

0.00% 0

0.00% 0

0.35% 1

0.35% 1

0.70% 2

0.35% 1

2.82% 8

1.06% 3

1.76% 5

1.41% 4

0.00% 0

1.06% 3

0.35% 1

0.70% 2

1.06% 3

0.00% 0

0.00% 0

0.00% 0

0.35% 1

0.70% 2

0.70% 2

2.46% 7

0.00% 0

0.35% 1

2.11% 6

0.70% 2

0.00% 0

3.87% 11

0.35% 1

9.15% 26

0.35% 1

Alamance

Alexander

Alleghany

Anson

Ashe

Avery

Beaufort

Bertie

Bladen

Brunswick

Buncombe

Burke

Cabarrus

Caldwell

Camden

Carteret

Caswell

Catawba

Chatham

Cherokee

Chowan

Clay

Cleveland

Columbus

Craven

Cumberland

Currituck

Dare

Davidson

Davie

Duplin

Durham

Edgecombe

Forsyth

Franklin

37 / 44


1.06% 3

0.00% 0

0.00% 0

0.35% 1

0.35% 1

8.45% 24

0.35% 1

0.00% 0

0.00% 0

0.35% 1

0.00% 0

0.70% 2

0.00% 0

1.06% 3

0.70% 2

0.00% 0

0.00% 0

0.00% 0

0.35% 1

0.00% 0

0.00% 0

0.00% 0

0.35% 1

1.06% 3

10.21% 29

0.00% 0

0.00% 0

1.06% 3

2.11% 6

4.58% 13

0.00% 0

0.35% 1

2.82% 8

0.70% 2

0.35% 1

Gaston

Gates

Graham

Granville

Greene

Guilford

Halifax

Harnett

Haywood

Henderson

Hertford

Hoke

Hyde

Iredell

Jackson

Johnston

Jones

Lee

Lenoir

Lincoln

Macon

Madison

Martin

McDowell

Mecklenburg

Mitchell

Montgomery

Moore

Nash

New Hanover

Northampton

Onslow

Orange

Pamlico

Pasquotank

38 / 44


0.70% 2

0.00% 0

0.00% 0

4.93% 14

0.00% 0

0.35% 1

0.00% 0

1.06% 3

1.06% 3

0.70% 2

0.70% 2

0.70% 2

0.00% 0

0.70% 2

0.70% 2

1.41% 4

0.00% 0

0.00% 0

0.00% 0

1.06% 3

0.35% 1

10.92% 31

0.00% 0

0.00% 0

0.00% 0

0.35% 1

0.70% 2

0.70% 2

0.35% 1

0.00% 0

Total 284

Pender

Perquimans

Person

Pitt

Polk

Randolph

Richmond

Robeson

Rockingham

Rowan

Rutherford

Sampson

Scotland

Stanly

Stokes

Surry

Swain

Transylvania

Tyrrell

Union

Vance

Wake

Warren

Washington

Watauga

Wayne

Wilkes

Wilson

Yadkin

Yancey

39 / 44


0.22% 1

21.52% 99

38.48% 177

33.70% 155

6.09% 28

Q32 Into which category does your age fall?


Total 460

Under 25

25-34

35-49

50-64

65+

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Under 25

25-34

35-49

50-64

65+

40 / 44


26.19% 121

72.08% 333

1.73% 8

Q33 What is your gender?


Total 462

Male

Female

Prefer not to

specify

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Male

Female

Prefer not to specify

41 / 44


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