Katie for Speakers, Moderators & Organizers

The Katie program promotes effective knowledge translation for clinicians via effective continuing education and other professional development activities.

The success of the Katie program is dependent on influencing not only clinician learners but also speakers and moderators. If you are an invited speaker (or moderator) at an upcoming Dalhousie continuing education program you are encouraged to familiarize yourself with the Katie program including its tools and expectations of speakers. Doing so will help you prepare your presentation and know what to expect at the program.

Know your audience

Participants at Dalhousie continuing education programs are likely to have already been introduced to the Katie program. If so, they will be familiar with its goals, expectations of speakers and learners, and tools including the Katie Card (Katie’s Knowledge Translator and Katie’s Appraisal Tool). Please note, they will also be provided with a copy of the Katie Card at the meeting and encouraged to use it as a tool to help them optimize the learning opportunity. Also, they may have some specific expectations of you and your presentation that may be different than with other audiences. For learners, we hope that the Katie Program will stimulate a culture of effective, critical, action-oriented learning at continuing education programs. To achieve this, it is helpful when presenters ensure that their content and presentation format is supportive of this learning.

Suggestions and tools for speakers

  1. Know the specific aims of the Katie program and consider how this will influence your content, format, and presentation style.
  2. Familiarize yourself with the content of the Katie Card and use it to shape your presentation.
  3. Use Katie images, logos, and messages [PPT - 3.5 MB] in your presentation to promote appraisal and application dialogue.
  4. Apply the Katie program Tips for Speakers [PDF - 191 kB]
  5. Review the examples of how to incorporate the Katie program's tools, images, and tips into your presentations:

The moderator: much more than a time keeper

At a recent symposium of a well-attended international meeting the moderator played a pivotal role in promoting what the Katie program aims to achieve (and he had never heard of the Katie program). After the speaker finished giving his detailed presentation of a study that had been published in the Lancet several months earlier he polled the audience on who had read the study. A paultry number had. He then asked the investigator if he believed in his profound, practice-altering results. He did. The moderator then asked the audience "based on the information presented do you anticipate changing your prescribing practice?" Though the findings went against well entrenched beliefs most of the audience indicated that the results would change their practice. Next the moderator asked "ok, a few of you didn't raise your hand. Can you let us know why you wouldn't change your practice?"  Several clinicians in the audience indicated why they were not yet convinced. Others then spoke up and indicated why they were. Valid points were raised on both sides that clearly helped ALL who were in attendance translate the evidence into their practice settings.

This example shows the potential influence of the moderator, influence that is often left untapped. We encourage moderators to actively promote the exchange of knowledge between the presenter and audience to ensure that clinician learners are given the opportunity to appraise and think about how to apply the information discussed.

The Q & A

Audience interaction and contribution is of critical importance. Just one question or one stated opinion by a learner, brought forth by an effective moderator or interactive speaker, can have a profound effect on the learning of all clinicians in the audience (and the speaker too).

There are many ways to facilitate an effective Q&A. While these will not be reviewed here, one option merits mentioning as it can help to get at the most important clinical issues. Presentation duration is often less than desired by speakers and this can be limited further by low priority questions and comments. For large group learning the use of written questions or comments can help to alleviate this concern. These can be collected during the presentation and vetted by the moderator who can then go on to select the most important questions or comments that promote patient-oriented knowledge translation. Sometimes this technique is used in a way that quells audience participation. On the contrary, the speaker or moderator is encouraged to have the questioner discuss their question or comment further if appropriate. As such, we encourage that the question/comment slips used include the option for the clinician's to provide their name.


For more information for organizers, please contact Dal CPE:
 or 902-494-3461