Content Validity

High-quality continuing education courses provide information and training that is current, accurate, and based on the best available evidence.

What It Looks Like

Instructor Expertise

Those involved in course content creation must have current knowledge and expertise in the course topic. The instructor selection process should include a resume or curriculum vitae review, along with any research, clinical, and/or teaching experience in the content area. Instructors should strive to remain current through ongoing professional development. This may include taking continuing education courses, engaging in research and the peer review process, reviewing articles and research, formal mentorships, participating in on-the-job training, and more.

Content Review

ASHA CE reviews the public-facing information about courses, including descriptions, learning outcomes, and assessment methods/satisfactory completion requirements. It is the Provider’s responsibility to review the full course content that will be shared with learners.

There is no one way to review content. Much will depend on Provider personnel and the courses being created. If the Continuing Education Administrator (CEA) is an audiologist or speech-language pathologist and is a subject-matter expert, then they may conduct the review. If the CEA does not work in the professions, or does not have the necessary expertise, then they may engage others to review content. Some examples include the following:

• Having the ASHA CE Content Consultant review content.
• Convening a continuing education committee to review content.
• Conducting peer reviews by other experts.
• Consulting with Accessibility experts and using ASHA resources, such as Accessibility and Inclusivity Guidelines: Creating Continuing Education for AUDs and SLPs
• Analyzing learner feedback about course content and making changes, as needed.
• Using ASHA resources, such as the Practice Portal and Evidence Maps, to verify content validity.

Providers should have a process in place to ensure that all course content is reviewed by at least one other person besides the instructor. The course content review template may help you develop processes and procedures. Providers must keep documentation of the content review for the required retention period.

When It Happens

Instructor Expertise

Instructors should be vetted after the needs assessment is completed and learner outcomes are drafted. In addition to reviewing expertise and experience, Providers must also review and mitigate (if needed) instructor relationships noted during the disclosure process.

Content Review

The question of when content reviews occur depends on the subject area and instructional level. For some topics, frequent changes happen with new research or service delivery options. An example is courses that included information about COVID, which rapidly evolved and required frequent updates. Other topics may be more “evergreen” and will not require frequent updates. Also, introductory-level courses may not require updating as often as would a course with more advanced content. At a minimum, all courses must be reviewed towards the end of the 5-year validity period, before being resubmitted.

How It Supports Compliance

Providers are responsible for determining what content is appropriate—based on learner needs, course objectives, and intended outcomes. Standard 4 outlines what Providers are expected to do to ensure that course content

• is current;
• reflects best practices;
• meets learners’ needs;
• is supported by evidence, when appropriate; and
• is developed by those with expertise and ongoing professional development in the subject matter.

Supporting policies discuss how content should be reviewed and what types of content is not acceptable for ASHA continuing education units (CEUs).

Why It Matters

Instructor Expertise

Course participants are eager to learn from experts. They expect that courses offered for ASHA CEUs provide information and experiences from people who are knowledgeable and respected in their field of study.

Content Review

As noted in the Standards, continuing education content must include the latest advances in scientific evidence and technology relevant to the learners’ practice and educational needs. The goal should be to provide content that

• is culturally responsive;
• contributes to the learners’ knowledge, competency, and performance; and
• enhances the quality and safety of care provided to patients/clients and their families.

Course planners and instructors should incorporate, when appropriate, the three components of evidence-based practice:

1. clinical expertise/ and/or expert opinion
2. client/patient/care partner perspectives
3. internal and external evidence

There is no “one way” to discuss evidence, and the instructor should decide how and when it is appropriate to include this information. Resources exist to help instructors explain levels of evidence.

Bottom Line

Providers should use available resources to ensure that the courses they offer are led by instructors with expertise and contain high-quality content that is regularly reviewed and updated.