Post on 05-Jul-2020
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: jcobb@tagoras.com
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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!
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3 ! NCAPA Online Education Business Plan
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
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4 ! NCAPA Online Education Business Plan
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.
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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.
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6 ! NCAPA Online Education Business Plan
• 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
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7 ! NCAPA Online Education Business Plan
• 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.
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8 ! NCAPA Online Education Business Plan
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.”
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9 ! NCAPA Online Education Business Plan
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
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10 ! NCAPA Online Education Business Plan
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.
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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.
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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).
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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.
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• 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.
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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.
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16 ! NCAPA Online Education Business Plan
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.
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17 ! NCAPA Online Education Business Plan
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.
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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
6 to 10 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.
Answered: 500 Skipped: 49
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%
Answer Choices Responses
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
NCAPA Education Survey
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)
Answered: 307 Skipped: 242
Total Respondents: 307
Annual summer
conference
Annual
recertificat...
Regional/local
workshop
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Answer Choices Responses
Annual summer conference
Annual recertification conference
Regional/local workshop
3 / 44
NCAPA Education Survey
8.81% 46
32.18% 168
21.26% 111
31.03% 162
6.70% 35
Q4 Frequency of Participation on Category1 Online CME
Answered: 522 Skipped: 27
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%
Answer Choices Responses
Once a year
2 to 5 times per year
6 to 10 times per year
More than 10 times per year
Never
4 / 44
NCAPA Education Survey
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.
Answered: 482 Skipped: 67
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%
Answer Choices Responses
Up To Date
AAPA
Medscape
MyCME
Other (please specify)
CME4Life
5 / 44
NCAPA Education Survey
15.98% 77
12.66% 61
6.64% 32
4.98% 24
4.36% 21
3.11% 15
Total Respondents: 482
PriMed
NetCE
Practicing Clinicians
Cleveland Clinic
MedPage Today
Johns Hopkins
6 / 44
NCAPA Education Survey
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.
Answered: 474 Skipped: 75
Total Respondents: 474
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%
Answer Choices Responses
Journal-based CME for which some portion of the experience is completed online
Live web conference or live video of an educational program that you log onto a specified date and time
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
Audio or video podcasts that you listen to or view on a mobile device at your convenience
An app which you use on your mobile device at your convenience
7 / 44
NCAPA Education Survey
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.
Answered: 459 Skipped: 90
Total Respondents: 459
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%
Answer Choices Responses
Journal-based CME for which some portion of the experience is completed online
Live web conference or live video of an educational program that you log onto a specified date and time
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
Audio or video podcasts that you listen to or view on a mobile device at your convenience
An app which you use on your mobile device at your convenience
8 / 44
NCAPA Education Survey
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)?
Answered: 466 Skipped: 83
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%
Answer Choices Responses
0.25 hour
0.5 hour
1 hour
From 1 to 2 hours
2 hours or more
9 / 44
NCAPA Education Survey
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?
Answered: 466 Skipped: 83
Total 466
Yes, always
Yes, sometimes
No, never
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Answer Choices Responses
Yes, always
Yes, sometimes
No, never
10 / 44
NCAPA Education Survey
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?
Answered: 323 Skipped: 226
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%
Answer Choices Responses
Up to $15
Between $15 and $25
Between $25 and $50
Greater than $50
11 / 44
NCAPA Education Survey
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?
Answered: 496 Skipped: 53
Total 496
Myself
My employer
A combination
of myself an...
Other (please
specify)
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Answer Choices Responses
Myself
My employer
A combination of myself and my employer
Other (please specify)
12 / 44
NCAPA Education Survey
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)?
Answered: 492 Skipped: 57
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%
Answer Choices Responses
No specific budget – determined as need
Up to $500
Up to $1000
Up to $1500
Up to $ 2000
Greater than $2000
13 / 44
NCAPA Education Survey
Q13 Factors in Assessing CME Value
Answered: 483 Skipped: 66
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
NCAPA Education Survey
Q14 What other factors are criticallyimportant to you when deciding whether toparticipate in a specific CME experience?
Answered: 344 Skipped: 205
15 / 44
NCAPA Education Survey
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?
Answered: 474 Skipped: 75
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
NCAPA Education Survey
Q16 In which format would you be mostlikely to enroll in the courses in which you
indicated interest?
Answered: 450 Skipped: 99
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
NCAPA Education Survey
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?
Answered: 469 Skipped: 80
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
NCAPA Education Survey
Q18 In which format would you be mostlikely to enroll in the courses in which you
indicated interest?
Answered: 451 Skipped: 98
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
NCAPA Education Survey
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?
Answered: 240 Skipped: 309
20 / 44
NCAPA Education Survey
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?
Answered: 462 Skipped: 87
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%
Answer Choices Responses
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
NCAPA Education Survey
18.79% 87
41.47% 192
39.74% 184
Q21 Likeliness to register for an on-demand, online version of Recertification
Exam Review conference?
Answered: 463 Skipped: 86
Total 463
Likely as
add-on
Likely instead
Not likely
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Answer Choices Responses
Likely as add-on
Likely instead
Not likely
22 / 44
NCAPA Education Survey
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?
Answered: 156 Skipped: 393
23 / 44
NCAPA Education Survey
36.21% 168
25.86% 120
37.93% 176
Q23 Are you a member of NCAPA?
Answered: 464 Skipped: 85
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%
Answer Choices Responses
Yes
No, but I have been in the past
No, I have never been a member
24 / 44
NCAPA Education Survey
71.35% 122
6.43% 11
4.09% 7
18.13% 31
Q24 Please indicate yourNCAPA membership category:
Answered: 171 Skipped: 378
Total 171
Fellow
Associate
Affiliate
Not sure
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Answer Choices Responses
Fellow
Associate
Affiliate
Not sure
25 / 44
NCAPA Education Survey
78.88% 366
17.67% 82
0.00% 0
2.37% 11
0.65% 3
0.43% 2
Q25 What is your current primaryoccupation?
Answered: 464 Skipped: 85
Total 464
Physician
Assistant
Nurse
Practitioner
Physician
Academic
Faculty
Student
Other (please
specify)
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Answer Choices Responses
Physician Assistant
Nurse Practitioner
Physician
Academic Faculty
Student
Other (please specify)
26 / 44
NCAPA Education Survey
81.82% 9
0.00% 0
0.00% 0
18.18% 2
Q26 Are you also a practicing PA, nursepractitioner, or physician?
Answered: 11 Skipped: 538
Total 11
Yes, physician
assistant
Yes, nurse
practitioner
Yes, physician
No
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Answer Choices Responses
Yes, physician assistant
Yes, nurse practitioner
Yes, physician
No
27 / 44
NCAPA Education Survey
1.97% 9
12.91% 59
10.50% 48
11.16% 51
63.46% 290
Q27 How many years have you practiced?
Answered: 457 Skipped: 92
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%
Answer Choices Responses
Less than 1 year
1-3 years
4-5 years
6-9 years
10 years or more
28 / 44
NCAPA Education Survey
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?
Answered: 459 Skipped: 90
Total 459
Family Practice
Orthopaedics
Internal
Medicine
Cardiology
Emergency
Medicine
Other (please
specify)
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Answer Choices Responses
Family Practice
Orthopaedics
Internal Medicine
Cardiology
Emergency Medicine
Other (please specify)
29 / 44
NCAPA Education Survey
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?
Answered: 459 Skipped: 90
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%
Answer Choices Responses
Single-site private practice
Multi-site private practice
Community health center
Hospital/medical center
Academic institution
Other (please specify)
30 / 44
NCAPA Education Survey
61.77% 286
1.94% 9
0.86% 4
2.81% 13
32.61% 151
Q30 In what state do you live?
Answered: 463 Skipped: 86
Total 463
North Carolina
South Carolina
Georgia
Virginia
Other (please
specify)
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Answer Choices Responses
North Carolina
South Carolina
Georgia
Virginia
Other (please specify)
31 / 44
NCAPA Education Survey
Q31 In what county do you live?
Answered: 284 Skipped: 265
Alamance
Alexander
Alleghany
Anson
Ashe
Avery
Beaufort
Bertie
Bladen
Brunswick
Buncombe
Burke
Cabarrus
Caldwell
Camden
Carteret
Caswell
Catawba
Chatham
32 / 44
NCAPA Education Survey
Cherokee
Chowan
Clay
Cleveland
Columbus
Craven
Cumberland
Currituck
Dare
Davidson
Davie
Duplin
Durham
Edgecombe
Forsyth
Franklin
Gaston
Gates
Graham
Granville
Greene
33 / 44
NCAPA Education Survey
Guilford
Halifax
Harnett
Haywood
Henderson
Hertford
Hoke
Hyde
Iredell
Jackson
Johnston
Jones
Lee
Lenoir
Lincoln
Macon
Madison
Martin
McDowell
Mecklenburg
Mitchell
34 / 44
NCAPA Education Survey
Mitchell
Montgomery
Moore
Nash
New Hanover
Northampton
Onslow
Orange
Pamlico
Pasquotank
Pender
Perquimans
Person
Pitt
Polk
Randolph
Richmond
Robeson
Rockingham
Rowan
Rutherford
35 / 44
NCAPA Education Survey
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%
Answer Choices Responses
36 / 44
NCAPA Education Survey
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
NCAPA Education Survey
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
NCAPA Education Survey
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
NCAPA Education Survey
0.22% 1
21.52% 99
38.48% 177
33.70% 155
6.09% 28
Q32 Into which category does your age fall?
Answered: 460 Skipped: 89
Total 460
Under 25
25-34
35-49
50-64
65+
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Answer Choices Responses
Under 25
25-34
35-49
50-64
65+
40 / 44
NCAPA Education Survey
26.19% 121
72.08% 333
1.73% 8
Q33 What is your gender?
Answered: 462 Skipped: 87
Total 462
Male
Female
Prefer not to
specify
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Answer Choices Responses
Male
Female
Prefer not to specify
41 / 44
NCAPA Education Survey