1. New Product Training Plan Template
Insert Product Photo

2. Strategy: 5 Key Elements
Themes:
Personalization & Lifelong Learning
Pathways
Partnerships
Technology and E-Learning
Educational Model & Theory
Metrics & Assessment
Customer First Focus

3. The Model - Educational Levels1 3 2 4
(Model should build as each level/stage is described below)
(Potentially make this a more modern, robust graphic while keeping same general look since its in use in many different places right now)
(Could be interactive exercise wherein they select the level and get a written description and corresponding voiceover)
In order to provide different learning opportunities for different customers based on the their needs and level of expertise, the Zimmer Institute develops it courses in alignment with an educational model, shown here.
The model progresses from more basic concepts in the Knowledge Acquisition stage, through Skill Development, Skills Enhancement, and finally to higher level topics and practice at the Mastery stage.
Knowledge acquisition: This foundational level represents basic science, technology, and operative concepts that form the requisite base of knowledge required for more complex exploration of surgical skills. Product is covered in factual overviews related to concrete concepts.
Skill Development: The second level of educational programming builds on previous skills and knowledge and involves the comparison of various surgical and treatment approaches, as well as application of basic principles/techniques in closed environments. Product is incorporated as a solution to surgical problems/issues.
Skill Enhancement: As a more advanced level, level 3 represents the application of more complex skills and knowledge in more open environments. Participants are exposed to in-depth discussion and technically demanding practical applications in high-fidelity training scenarios.
Mastery: The most advanced level of education focuses on the refinement of skills and knowledge through real-time problem-solving activities, focusing on advanced theory and practice of surgery. Emphasis is placed on the development of strategies and the refinement of skills to the expert level.
The goal, with respect to customers, is to align their current skills and educational needs with the appropriate level of education based on this model.
To simplify this, we can align the various levels of the model with different skill and knowledge levels, or different experience levels.
Let’s take a look at this concept.

4. Course Nomenclature Instructional Course* MasterClass*
Expert Interactions*
Surgeon-To-Surgeon
* Can be cadaveric or non-cadaveric
(Potentially same interactive nature as on previous screen)
Zimmer Institute courses also correspond in name to the levels of the educational model.
So essentially, you can align experience level with the names of the courses.
The Instructional Course aligns with the Knowledge Acquisition and Skill Development levels of the educational model. Based on the previous description of experience levels, Instructional courses are geared more towards Residents and fellows, or surgeons with less experience with the given topic, product, or surgical technique. Instructional courses might also be considered for surgeons shifting focus, for example, from trauma or sports medicine to joint reconstruction. Nurses and other allied health professionals also are well suited to the Instructional Course level.
At the next level, Masterclass programs align with the Skill Development and Skill Enhancement levels of the educational model. These programs are for more experienced customers related to the given topic, or attendees who have previously attended an Instructional Course or another course related to topics being addressed. In many cases, the ideal candidate for a MasterClass is the individual who is comfortable with a specific topic but wants to become more proficient.
Expert Interactions courses align with the Skill Enhancement and Mastery levels of the educational model. These programs are for the more highly experienced product and procedure users. They have often used a similar product or the actual product extensively, or have substantial procedural experience. Optimal candidates for Expert Interaction programs are looking to become experts in the given topic, improve efficiencies with the product or procedure, or work on a particular issue they’ve been having related to the product or procedure.
Surgeon-To-Surgeon training programs represent the highest, or Mastery, level of the educational model. Highly experienced customers in the specific product or procedure being covered typically require Surgeon-To-Surgeon programs to gain the insight of the faculty expert. Customers who want to see the complete operating room function related to a specific product or procedure are also good candidates for these programs.

5. Level of Experience No to very low experience1 3 2 4
No to very low experience
High to very high experience
Resident (PGY 1-2)/Junior Medical Trainee
Resident (PGY 3-5)/Graduate Medical Trainee
Fellow
Practicing surgeon/Consultant (low experience; not familiar with product/procedure)
Practicing surgeon/Consultant (moderate experience; somewhat familiar with product/procedure)
Practicing surgeon/Consultant (high experience; familiar with product/procedure)
(Could be straight build or potentially interactive exercise – roll over levels in upper left corner brings up or highlights level of experience)
As you can see, the different levels of the educational model are now applied to different levels of surgeon experience.
If you correlate the levels, a PGY 1-2 resident is in the Knowledge Acquisition and Skill Development stages of learning for most topics.
This is, of course, a generalization, but it gives a mechanism to start thinking about how to categorize different learner groups.
It’s not to say that an experienced surgeon doesn’t need content in the skill development area if the topic is completely foreign to him or her.
It’s important to discuss the surgeon’s needs and prior experience with them when trying to determine what educational opportunity is best.
An even simpler way to look at this concept is to think of the model as a continuum from lowest experience level to highest experience level, as you can see in this diagram. (Transition to second concept on this slide)

6. Model, Experience Levels, and Course Names
Checklist for New Product Launches
(Build and introduce each one as it is discussed in voiceover)
So far we’ve discussed the Zimmer Institute educational model, which you see on the left of this diagram; the different experience levels of customers, as shown in the middle portion of this diagram, and the course naming structure, shown on the right.
As you can see, you can correlate the Zimmer Institute educational model with various levels of expertise and with the different types of courses.
And within the first three types of courses, Instructional, MasterClass, and Interactions, there are a variety of formats, such as regional and national meetings, bioskills courses, and online training available.
Now let’s look at an example of how to determine the best opportunity for a customer.

7. Checklist for New Product Launches
Dialogue and decision making prospective (9-12 months pre launch)
Is this a global or regional launch?
What is the anticipated timing of the launch/region? Is this a phased release?
Where is the surgeon expertise base – OUS or Local?
Is this a complex product or a line extension?
What is the market and are there any sub markets?
What is the customer segmentation landscape?
Training and Education (Faculty and Method)
If expertise resides outside of US what is the “train the trainer” (TTT) plan for US faculty – if not, what is the OUS plan for TTT?
Is HCP training mandatory?
What level of training and what modality is required?
What is the expected delivery method of training?
How many faculty are needed to provide the training? Existing or New?
If initial training must be provided outside of home region – what is the Inter Regional Plan and expected timing?
Training and education Content
What assets exist that can be leveraged for MT&E?
What content needs to be created and by when?
Is the content clinically relevant and statistically significant?
Does the content reflect important clinical outcomes data?
What is the learning pathway?
Logistics, equipment, aND Costs
What are the resource needs?
When will product be available to ZI and how much?
What is the anticipated budget required?
Any modifications needed to ANA

8. Potential Participants to ZI Courses
Engage by expected outcomes
Does product require a “No Train, No Use” for all surgeon customers? (example TM Ankle)
Is training by invitation only?
Does product require a Bioskills course prior to getting product? (example TM Ankle)
What does the surgeon want to achieve (know or do)?
What are their goals? Surgical technique? Clinical issues?
Align course selection with experience based on education model
(Need to have some visual example, such as implant/instruments for goal of wanting to learn new system, or x-rays for wanting to learn about clinical issues, etc.)
The first step in aligning a customer’s needs to the appropriate Zimmer Institute Training and Education program is to figure out what they want to achieve.
This can relate to a product, starting or perfecting a new surgical procedure, or other topics, like patient outcomes or improving their OR team.

9. Customer Vetting and Prioritization Considerations
Example of Ideal customer that should be vetted and prioritized for a New Product Engagement include:
Orthopaedic M.D Surgeon Profile :
Fellowship-trained in…
Actively perform xxx procedure…
Currently do 10+ competitive xxx per year…
Engagement: Top focus for the first phase of the launch
Surgeon Profile for different training pathways
example “tire kickers” – local meeting

10. Sample Course Selection Progression
“What does the surgeon want to achieve (know or do)?”
Learn to implant the ZUK system
“How much experience do they have?”
Surgeon with moderate experience
Has never used ZUK but has used alternative unicondylar systems
“What course is most appropriate for them?”
Wants to learn implantation – need hands on (BST or sawbones)
Low to moderate experience – would benefit from knowledge acquisition and skill development in a realistic setting (cadaveric)
Solution: ZUK Masterclass BST Course
(Not sure how to structure this – maybe a build based on the answers to each question – probably need images to reinforce)
Let’s use this example to demonstrate the discovery process.
The surgeon in question wants to learn to implant the ZUK System.
You determine in talking to them and knowing their background in the OR that they have moderate experience in the uni knee area. They have used other uni systems but not the ZUK System.
Based on the fact that they want to learn to implant the ZUK device and have no experience with it, but moderate overall uni experience, it makes sense to look for a hands-on course. In this case, a cadaveric course would likely be best.
As you look through the Zimmer Institute’s set of ZUK offerings, you see a ZUK Instructional Medical Education course, which is non-cadaveric, a ZUK Instructional Bioskills Training course, and a ZUK MasterClass Bioskills Training course, both of which are cadaveric-based programs.
Given that the surgeon already has some uni knee experience, it makes the most sense to start them in the second level MasterClass BioSkills Training program. The Instructional Course BioSkills Training course would be more appropriate for someone who has little to no uni knee or ZUK experience at all. If they were highly experienced with a competitive uni knee product and wanted to switch, a Surgeon-To-Surgeon program combined with a Proctored Zimmer Cadaveric Practice Workshop might be more suitable than a BioSkills Training course.

11. Potential Participants Considerations
The Zimmer Institute and marketing team reviews the surgeon targets and how these meet criteria (see Customer Targeting/Priority)
Team agrees on training pathways available to potential participants
Type of Training – mandatory bioskills – invite only, S2S
What is the surgeon profile for each modality
Marketing confirms that product approval and pricing will be established at the invited surgeon’s hospital(s) prior to training

12. ZI T&E Decision Model
(Would be nice to have this be an interactive exercise where they select a choice and it leads them down that path – one selection causes the rest of the chart to “gray out”)
This flow chart outlines the decision making process for selecting the appropriate Zimmer Institute course based on the needs and experience level of the customer.
The bottom boxes on the flowchart illustrate the various learning opportunities both from the Zimmer Institute and from field-based activities such as Zimmer Cadaveric Practice Workshops. (have the bottom row highlighted in some manner)
Use this flow chart to help guide the discussion with a customer. (Have print function so the sales associate can have a hard copy)

13. The Zimmer Institute Confidence Pathway
Late Career
Clinical Research ZI
Accelero
Expert Interactions Course or S2S
ZIO
Collaborative Case Site
In-service ZI
Cadaveric MasterClass
ZIO
Intermediate E-Learning
Marketing Campaign ZI
Local Instructional Course
As a surgeon progresses through their career, Zimmer and the Zimmer Institute can be there to provide learning and other opportunities to help them progress in their career.
A surgeon might take classroom and online learning with Zimmer, while at the same time the field sales organization is providing product support and in-servicing to them and their staff.
Later, as the surgeon builds a practice, they may work with Accelero to enhance efficiency in their practice, or work with Zimmer on a clinical research project.
The underlying message is that we cannot look at the surgeon in isolated instances, but rather should view them as a partner for life, providing them opportunities to learn and grow along the entire continuum.
So what areas has the Zimmer Institute determined are key to focus on in relation to personalized experiences and lifelong learning?
Let’s take a look.
ZIO
Basic
E-learning
Early Career

14. Example TM Ankle Confidence Pathways - Bioskills
Attend National Bioskills TM Ankle Course
Schedule “next step” follow up ZCPW prior to first case or S2S visit with developer surgeon
Schedule DCR with Developer prior to first case – review results post op
Mastery
Skill Enhancement
Skill Development
Skill Acquisition
Surgical Technique review

15. ZI Offerings and Guidelines
The previous section of the training covered the Zimmer Institute educational model, the course naming structure, and how to align a customer with a specific program.
This next section covers the specifics of the various course types, associated processes and procedures, and potential expenses for each program.
Much of the material in the following sections can be found in the Zimmer Institute Cadaveric and Non-Cadaveric Offerings and Guidelines book.
You will find links throughout the following sections to this book and will be able to print a copy if you choose to do so.

16. ZI Cadaveric Offerings and Guidelines
Cadaver Practice Workshop (CPW)
2-4 HCPs
1-2 Cadaver Specimen
Distributor Supplied Instrumentation
No Facilitator
2-4 hours
Proctored Practice Cadaver Workshop
1 Facilitator
ZI Local Meeting followed by Proctored Practice Cadaver Workshop
5-10 HCPs
2-4 Cadaver Specimen
1-2 Facilitators
4-5 hours
Proctored Practice Cadaver Workshop in conjunction with a ZI S2S
1-2HCPs
1 Cadaver Specimen
2 hours PP
2-4 hours ZI S2S
Zimmer Mobile Lab (MZI)
6-8 HCPs at a time
3 Cadaver Specimen (one specimen for every 2 HCPs
Weekly Rental M-F 8-5PM
Zimmer Mobile Lab (MZI) Proctored
3 Cadaver Specimen (one specimen for every 2 HCPs)
4-5 hours
ZI Bioskills Course
8-10 HCPS
4-6 Cadaver Specimen
2-3 Facilitators
1 day
ZI Cadaveric Offerings and Guidelines

17. ZI Non-Cadaveric Offerings and Guidelines
ZI Medical Education National/Regional Courses
40-80HCPs
4-8 Facilitators
1-2 days
ZI Local Meeting
15-30 HCPs
Usually at a restaurant location
1 Facilitator
Usually 6-9PM
ZI Surgeon to Surgeon (S2S)
1-3 HCPs guests
Face to Face in person event
2-5 hours
ZI Difficult Case Reviews (DCR)
1-2 HCPs
Conference Call
30min- 1 hour
Zimmer Institute Online (ZIO)
E-learning – Self Paced Programs
Segment Specific
Interactive Techniques and Surgical Videos
2 and 3 D
Open to Zimmer Sales and HCPs
ZI Non-Cadaveric Offerings and Guidelines
*note please include society meetings

18. Average Expense Per Type of Program
Approximate Meeting/ Travel Expense
Consultant Time and Travel Expense
Total Avg Expense
Average Distributor Expense
Local ZI Meeting
$125/person
$8000 time and $1,200 travel
20 person mtg = $11,700
80% of expenses = $9,360
Regional/National ZI Meeting
$1,200=$1,500/person
Covered by corporate
5 participants = $4,800-$7,500
BST Course
$1,200/person
2 participants = $2,400
Surgeon-To-Surgeon Program
1 participant = $1,200
Difficult Case Review
$0 (no travel w/ DCR) $0
ZCPW (4 HCPs)
$5,000
NA – no faculty
Proctored Practice (4 HCPs/1 faculty)
$2,000
$7,000
$6,600 (100% of mtg & 80% of SC)
Mobile ZI (ZCPW – 5 days of labs)
$29,500 (lab) and $10,000 (supplies)
$39,500
(Roll over function with ability to open entire table – Roll over each type of program to see the estimated expenses for each. Click on the “expand” button to view the entire table of estimated expenses)
With respect to the estimated cost of each event, the expenses for each type of program differ and the responsibility of the distributor also varies.
The information in this table represents estimates of the expenses associated with each type of program. These can change based on the number of participants, use of cadaveric specimens, and paid faculty member engagement.

19. The Zimmer Institute Online (ZIO)
The last educational opportunity we’ll cover is the Zimmer Institute Online, or ZIO.
This learning system for health care professionals can also be accessed by the field sales force at zimmerinstitute.zimmer.com.

20. Why Have An Online Learning System?
Value Proposition
Alternative way for HCPs to find solutions to their educational needs
Immediate access to surgical technique and product information
Self-paced programs for HCPs to improve skills and knowledge
Reach those who can’t or don’t wish to travel
Centralized, one-stop shop for all Zimmer educational material
Multi-device compatible to reach the widest audience
The ZI online learning system provides value to our business by providing:
Tool for sales reps to help HCPs find answers their educational needs and develop familiarity and comfort in our products and procedures – selecting the right educational tool, for the right person, for the right reason…not just sending them to a meeting.
Self-paced programs for HCPs to review side-by-side with their reps or to review on their own
For the SURGICAL TEAM!!! Residents, nurses, Pas, techs and others can’t always travel at will. Provides resources for these key audiences, as well as for those who simply don’t have enough time to travel. Nurse had to miss an in-service because he had a family emergency or soccer game? Provide them information about the online course.
Potentially increase efficiency, lower OR costs, and, most importantly, improve patient outcomes
Reduce anxieties of team/Improve OR dynamics by having the entire team on the same page…not just the surgeon knowing what is going on
A central location all of our educational resources, regardless of modality
Multi-device compatibility – content tested on PC, Mac, Android, Blackberry, iPhone, and iPad. E-Learning does not currently work on iPad, but steps are already underway to make our content compatible. We’ll cover that a little more in a few minutes.
Can setup organization-specific, scaled down “portals” for hospitals/institutions that have a large number of people to train on Z products and procedures. More information on this option will be available shortly.

21. Functions & Features Courses & Events E-Learning Surgical Videos
Surgeon-to-Surgeon
Sales Associate View
Account Registration & Access
(Need screen shots or links out to active pages of each of the following sections of the ZIO)
The ZI online learning system has many types of programs to offer our customers, including:
References to all live Zimmer Institute Courses & Events
Interactive E-Learning programs on product, surgical technique, and clinical issues
Surgical Videos including new 3D videos
Access to the Surgeon-to-Surgeon faculty and locations, as well as the registration process for an S2S program
The Sales Rep View, which gives you access to area like the Surgeon-To-Surgeon area, which customers cannot see
The Account Registration & Access area, where your customers can request a username and password to access the locked training programs
Finally, there is a the My Learning History & Account Information section, which tracks the training you and your customers have accessed, as well as you account information

22. Login Login to http://my.zimmer.com
Click the Zimmer Institute icon at the bottom of the screen
Will automatically log you into the ZI learning system
(Need screen shots or links out to active pages of each of the following sections of the ZIO)
For the sales force, access to the learning system has been integrated with my.zimmer.com so the username and password are the same. Login to my.zimmer.com and click the Zimmer Institute icon located on the bottom of the screen. For computer users, there will be two icons, for iPad users, there will just be one on the left.

23. Surgeon Faculty Train The Trainer Objectives
Developer Faculty teach Standard Consultant Faculty via instructor led course, webcast and hands on training *note Developer Faculty expertise may exist OUS and require OUS travel via Inter Regional Process
Developer Faculty provide further training to Standard Consultant Faculty via surgeon to surgeon (S2S).
Standard Consultants are able to teach ZI educational events
*Note: ZI should leverage opportunity to train our own faculty on new product introductions – example training knee SCs on Biologics as well as leveraging ZI partnership opportunities to feature new products in existing courses

24. TTT S2S Interregional Training Details
Determine Capacity Limitation for Interregional Training in Country
e.g. 2 visits/month/2 surgeons/visit = 4 surgeons/month trained in EMEA from US
Determine Length of Visit
e.g. 5-6 days total (includes 2 days of travel to and from France)
Tuesday/Wednesday – Travel to France – arrive in Clermont
Thursday – Case Discussions with Pr. Boisgard and staff
Friday – S2S Case Observations with Pr. Boisgard
Saturday/Sunday – Travel home (If Sunday, then surgeon pays for all lodging and expenses, including increase in airfare (if any), beginning Saturday morning)
Determine if Surgeon may travel with representative of Zimmer
Surgeon may not travel with family or friend

25. Need for Non Faculty S2S Interregional Training Rationale
Assumption:
Date of FDA approval is fast approaching
Limited expertise with the product with current in country faculty
Country faculty is being trained through TTT S2S modality and will able to train others in their own country as soon as they have enough clinical experience
Purpose:
Provide hands-on training country surgeons in a Region who need a face to face educational experience with a developing surgeon or other faculty with new product clinical experience
To help them feel confident on the safe and efficacious use of our product
2 visits/month/2 surgeons visit = 12 non faculty HCPs
Estimated based on capacity for interregional S2S and timing to gain clinical experience with new product

26. Proposal for Non Faculty S2S Interregional Training
Non-faculty surgeons follow same training schedule as faculty train the trainer schedule for training in the country where the expertise exists in terms of capacity limitation and length of visit
Those non-faculty surgeons considered for an exception should be those who have been approved by ZI in consultation with the business segment and will receive sets within 2 months of FDA Clearance
Exceptions to Interregional process be considered until Regional faculty have sufficient clinical experience with new product

27. Faculty Engagement and Utilization
ZI leverages developer faculty for ZI events while other ZI Standard Consultants are gaining clinical expertise
ZI collaborates with the business ZI to evaluate, select, and develop faculty needed to support a new product launch
From the perspective selecting and engaging faculty members, the Zimmer Institute has sole responsibility in this area.
The field can certainly suggest faculty, but no one from a distributor should make initial contact with a faculty member for any ZI program, not even to ask if they would be interested in teaching a particular type of course.
All of these regulations revolve around keeping the engagement and payment of health care professionals separate from the sales process and those involved in it.

28. Content Development
ZI develops content collaboratively with faculty and Zimmer subject matter experts based on specific objectives
Content is educational, not promotional
All content approved through standard ZI process
(Straight text with corresponding voiceover)
With respect to content, the Zimmer Institute develops content with our faculty members.
From an educational perspective we keep any promotional content out of our materials.
Faculty should not bring their own version of a presentation unless it is the final version and should not be given any materials to deliver from the sales personnel.

29. Goal of Content Development Process
Create consistency in educational curricula
Ensure key messaging is delivered via fully defined course objectives
Faculty able to personalize content within guidelines
Develop a library of content that can be used for any educational program related to TKA and the Persona system
Content Oversight Director reviews and approves any changes to content for courses
It is very important to keep in mind the goals of the content that were established last year. Create consistency, ensure key messaging….
In order to ensure the consistency of the educational experience we have decided to appoint a faculty member to oversee content. Dr. Scuderi has graciously agreed to take on this responsibility.

30. Content Oversight director responsibilities
Content Oversight Director (COD) calls conference call with upcoming course faculty to review course objectives, review areas of content that can be personalized and set deliverables for the upcoming course
Setting Expectations
COD reviews any personalized content based on objectives, messaging, appropriateness and timing
COD communicates any needed changes to faculty
Faculty Personalizing Content
COD calls webcast with all faculty to review course content and flow
COD leads faculty dinner prior to course
Delivering Quality with Consistency

31. Example Content Deliverables
Week 1
Marketing and ZI Review Existing Content
Determine:
“book ends”
key messaging for each module/slide/objectives
Assign Faculty topics
Schedule call with COD to review content output
Week 2
Review expectations and content modules with COD
Date to review content with faculty via webcast
Introduction to faculty regarding new process
Due dates for faculty deliverables
Week 3
Formally Introduce COD to developing Surgeons
Week 4
Execute content review Webcast with Faculty
Establish final due dates for any content changes that need to be made
Communicate expectations to faculty regarding faculty dinner

32. The Approval Process for Content
All material routed through following groups
ZI segment personnel responsible for content
Regulatory
Legal
Patents and trademarks
Marketing
Engineering (if necessary)
(Straight text with corresponding voiceover)
Before educational content can be used for Zimmer Institute programs, it need to be routed through a standard approval process.
The groups shown here look at the content from various perspective, all in an effort to produce the best possible content for our customers.
Let’s look more specifically at what each group looks for.

33. Why The Routing Process Is Important
ZI segment personnel responsible for content
Make sure it meets the objectives and aligns to learners
Regulatory
Ensures no off-label promotion and or inaccurate claims are made
Legal
Ensures content does not put Zimmer at risk for legal action
(Straight text with corresponding voiceover)
Zimmer Institute personnel are ultimately responsible for the educational quality of the content, making sure it aligns to customer needs.
Regulatory and Legal check to make sure no off-label promotion or inaccurate claims are being made in order to help avoid legal issues.

34. Why The Routing Process Is Important
Patents and trademarks
Ensures we are not misrepresenting a product trademark or violating other companies’ trademarks
Marketing
Helps to ensure accuracy of product information and any messaging associated with the product
Engineering (if necessary)
Will review if detailed scientific/product specification information is included in the content
(Straight text with corresponding voiceover)
The Legal group also checks the content for patent and trademark issues, particularly to ensure we are using Zimmer’s trademarks properly and to avoid violating other organizations’ trademarks.
Marketing and engineering help to ensure the accuracy of product and scientific information and provide references if necessary.

35. Product Availability and ZI dedicated Sets
How many sets will ZI receive
When will ZI receive the sets

36. Additional Training Options
Developer faculty located outside of the US are invited to facilitate Bioskills Course or PPZCPW (if applicable) in the US
For example:
Prof. Boisgard/France, Dr. Eid/Switzerland, Prim Graf/Austria added to US courses to teach Avenir Stem in AS hip courses until US faculty has clinical experience sufficient to teach in US
ZCPW: Cadaveric Practice Workshops can be conducted provided there is adequate product supply
ZI product inventory will not be used to support these activities
Web Conference with OUS Developer Faculty to train HCPs in US

37. Zimmer Cadaveric Product Workshops New Product Launch Considerations
Proctored or non proctored ZCPWs may be an alternative to instruct surgeons about the proper use of the product ONLY for surgeons that already perform XXX# and XXX type of surgeries per year and are proficient with the XXXX procedure. Surgeons that are new to the procedure of XXXX must attend a ZI course.
Qualified surgeons participating at a ZCPW event will be informed that the session may not be staffed by a non-physician member of the sales team that is proficient with the use of the product. They will also be given the option to attend a Surgeon to Surgeon session as the next step in their educational pathway if they wish to have further education on the product or the procedure
A review with of the ZCPW plan, proctored/non proctored, attendee list, and overall need must be discussed with the Marketing Director, and the ZI Director prior to scheduling an event.
ZCPWs instruments requirements must not interfere with scheduled ZI courses. Formal ZI coureses will take priority over ZCPWs