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Frequently Asked Questions

Below you can find answers to frequently asked questions about submitting a proposal for and presenting at the 2021 AACC Annual Scientific Meeting. If you have additional questions that are not covered below or in the How to Submit instructions, please contact education@aacc.org.

Can I edit my proposal once it is submitted?

No, a proposal cannot be edited once submitted. Please save progress and be sure to only submit once your proposal is finalized. Please contact education@aacc.org with any questions regarding changes to submitted proposals.

If my proposal is accepted, what is the per diem for speakers?

  • Scientific Session and AACC University Speakers will receive $363 per day for no more than 2 days. Per diem covers hotel, meals, and ground transportation while attending the meeting. Participation in multiple sessions held on the same day will not result in two per diem payments for any one day. If your institution or workplace is reimbursing you for expenses incurred at the AACC Annual Scientific Meeting, you may opt out of receiving your per diem.
  • All Scientific Session and AACC University Speakers and Moderators will also receive a complimentary registration for the AACC Annual Scientific Meeting.
  • Roundtable speakers will receive $50 onsite before delivering the presentation.
  • Moderators that do not also serve as a Speaker, Roundtable Speakers, and Disruptive Technology Award competition participants do not receive travel reimbursement or per diem compensation.
  • Per diem checks will be distributed onsite in the Speaker Ready Room, located in Hall E at the Anaheim Convention Center.
  • All speakers are responsible for making their own hotel arrangements.
  • Air travel must be arranged through AACC’s official travel agency. Travel agency information will be provided in the Speaker Resource Center once live. Speakers who wish to drive to the meeting will be reimbursed at the prevailing government rate of reimbursement as long as the cost does not exceed the cost of a round-trip airfare available 30 days prior to the meeting from their home to Anaheim, California.

How do I write a learning objective?

A clear objective identifies the desired outcome of the educational offering. It states what the learner will be able to do upon completion of a continuing professional education activity, in terms of knowledge, skills, or performance change. Here are some examples of good learning objectives:

  • At the end of this activity, participants will be able to: Cite examples of how AI is used today in IVD testing
  • At the end of this activity, participants will be able to: Evaluate the strength and potential issues with different experimental setups for selecting and validating a calibration model

To create learning objectives for your program, follow these three steps:

  1. Think of what you want an audience member to be able to do as a result of your instruction. All objectives should begin with, “At the end of this activity, participants will be able to:”
  2. Continue your objective with an action verb, i.e. a verb that describes an action that can be observed and that is measurable within the teaching time frame (for example, via a test at the end of the session). Some examples of action verbs can be found in the chart below.
  3. Conclude with the specifics of what the learner will be doing when demonstrating achievement or mastery of the objectives. Stress what knowledge or skills the participant will walk away with after the activity ends.

Level of Learning

Related Learning Actions

1. Knowledge

Define, identify, label, list, match, name, recall, recognize, record, relate, repeat, select, state

2. Comprehension

Classify, compile, conclude, discuss, describe, explain, express, give examples, identify, interpret, recognize, summarize, translate

3. Application

Apply, calculate, demonstrate, develop, interpret, locate, operate, perform, practice, predict, present, report, use

4. Analysis

Analyze, calculate, categorize, classify, criticize, compare, contrast, determine, differentiate, distinguish, examine, outline, test

5. Synthesis

Arrange, assemble, compose, construct, design, develop, diagnose, manage, organize, plan, propose, relate, summarize

6. Evaluation

Assess, compare, critique, decide, determine, establish, evaluate, judge, justify, measure, rate, recommend, select

The following words and phrases are not measurable and should be avoided when crafting learning objectives: appreciate, believe, improve, learn, approach, grasp the significance of, increase, think critically, become, grow, know, understand

What are some examples of different learning formats I can consider using for my session?

We encourage submitters to consider creative formats that will optimize the educational experience and attendee learning. Possible options include:

  • Case Studies - Reports of real-life events and problems. Discussions should be primarily audience driven.
  • Debate / Point-Counterpoint – Two or three debaters holding clearly differing points of view exchange insights on a topic of import to the audience. An abstract identifying the topic, why the topic is of interest, and the contrasting positions of the debaters should be made available to participants.
  • Expert Lecture - An expert speaker conveys information to a large group. A well-designed lecture can be effective, but if used too often or for too long, participants will lose interest. Most effective lectures incorporate audience interaction via an audience response system (ARS).
  • Lightning Talks - A series of short presentations, usually between 5-10 minutes in length. The short format forces the speaker to only include critical information. Several lightning talks will usually be delivered by different speakers in a single session. For sessions requiring slides, a fixed number may be set. Timekeeping is important for this type of session.
  • Panel Discussion – A small group of experts, led by a Moderator, discusses an issue from a variety of perspectives. Lends itself to better conversations than a lecture because it provides more varied opinions. Again, should not be used too often or for too long and audience interaction should be encouraged.
  • Roundtable – A structured system to provide peer engagement around specific topics. Each table has an established topic and facilitator. The facilitator frames the discussion and encourages participation from each person at the table. For this format, it is especially important to select a skilled facilitator.
  • Workshop or Breakout Session – Led by a moderator, it usually allows for more interaction. Engaging activities should be included.