1) Data was gathered and analyzed to identify practice gaps compared to benchmarks. 2) Educational activities and interventions were designed to address gaps in knowledge, competence, or performance in order to change behaviors and improve patient outcomes. 3) The content of educational programs was tailored to match the current or potential scope of practice of the learners.

1. 2006 ACCREDITATION CRITERIA What everyone needs to know about CME credits for educational programs

2. SO WHAT? ACCME: Accreditation Council on CME ACCME sanctions our CME program New expectations for CME providers Criteria have been developed To maintain accreditation we must keep to the spirit and word of the criteria

3. WHO CARES? ACCME requires adoption of new criteria CME Office is under a mandate to accept The Health System benefits with improved competence and performance of the physicians and health professionals Physicians benefit by improved job satisfaction Patients have better outcomes

4. WHAT’S IN IT FOR ME? Educational programs developed to improve real problems Educational programs designed to correct the root cause of the identified gap Educational programs targeted to the correct audience Educational programs that demonstrate improved patient care More efficient use of time and effort Better patient outcomes

5. CRITERION 2 Professional practice gaps are identified Educational interventions and activities are designed based on educational needs Educational needs may require interventions that improve: Knowledge Competence Performance

6. CRITERION 2 (continued) Definition of a practice gap Current practice or outcome Achievable practice or outcome Requires benchmarking The provider working with the learner group determines using deduction Is lack of knowledge the cause? Is an effective strategy the cause? Is poor performance the cause?

7. CRITERION 2 (continued) What is an example of a professional knowledge gap? Management of hospitalized patients blood glucose (Knowledge alone is unacceptable must affect patient outcome) What is an example of a professional strategy gap? Anticoagulation safety initiative (Competence) What is an example of a professional performance gap? Hand washing and hospital acquired infections (What they actually do in practice)

8. CRITERION 2 (continued) What constitutes professional practice? Clinical Patient care Research Administrative

9. CRITERION 2 (continued) What is considered non-compliance? No evidence of gap analysis between current performance and desired performance Courses designed to help learners pass board examinations because they are not linked to a gap in physician knowledge Statistical data alone does not does not prove the provider identified knowledge, competence or performance was the root cause The educational activities have to be linked to the gap Literature and evaluations alone are unacceptable

10. SUMMARY CRITERION 2 Data gathering Analyze trended data Compare with benchmarks Deduce cause of gap Develop educational activity Examine trended data after the intervention

11. CRITERION 3 Educational design Designed to change behavior Competence Performance Patient outcomes Activities/educational interventions Mission statement contains goals

12. CRITERION 3 (continued) Implementation Criterion 2 Everything is based on practice gap Planning of CME must attempt to change Competence Performance Patient outcomes Knowledge alone is unacceptable Convert to change in competence, performance or patient outcomes

13. CRITERION 3 (continued) Educational design for changing competence Case based scenario learning with ARS Educational design to change performance Surgical skills lab with improved patient outcomes Educational design to change patient outcomes Gap analysis results in improved patient outcomes

14. CRITERION 3 (continued) What is considered non-compliance? Activities must be designed to change behaviors Competence, performance or patient outcomes Activities and programs that were designed only to change knowledge Competence, performance or patient outcomes

15. CRITERION 4 Content matches learners current or potential scope of professional activities What do the learners actually do in their practice Educational activities and interventions are congruent with learners practice

16. CRITERION 4 (continued) Align content with the learners scope of practice Psychiatrists don’t require training on the Da Vinci robot Match scope of practice Development of clinical guidelines is appropriate Don’t forget RSSs must be data driven

17. CRITERION 5 Educational format is appropriate Consider setting Consider objectives Consider desired results Activities and and interventions Didactic Small group Interactive Hands on skill labs

18. CRITERION 5 (continued) Formats are based on participant feedback or nature of content Utilize a variety of formats

19. CRITERION 6 Desirable physician attributes IOM competencies ACGME competencies Develop activities in terms of competencies Medical knowledge Specialty specific Consider individual and programmatic level

20. CRITERION 6 (continued) Activities may be based on Medical knowledge Evidence based practice Quality improvement Patient centered care Interpersonal and communication skills

21. CRITERION 6 (continued) What is considered non-compliance? RSS must have gap analysis Desirable physician attributes are included in self study and selected activities Must have evidence this was considered in planning process

22. CRITERION 6 (continued)