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Activity Planning: Improving the Process to Align with Accreditation Criteria (Brillinger)


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Activity Planning: Improving the Process to Align with Accreditation Criteria (Brillinger)

  1. 1. Activity Planning: Improving the Process to Align with Accreditation Criteria Beth Brillinger, CCMEP Director of Accreditation March 20, 2014
  2. 2. Education with Integrity. Beth Brillinger, CCMEP l  An ACCME accredited provider's perspective l  Director of Accreditation at CME Outfitters l  18 years in CME l  Academic perspective –  Abington Memorial Hospital –  Jefferson Medical College l  Medical Education Companies (All ACCME Accredited) –  Vox Medica (ICHE) –  The FCG Institute for Medical Education –  DIME l  CME Outfitters, LLC achieved AwC for last two cycles l  Multiple joint sponsor activities
  3. 3. Education with Integrity. Excellent Resources l ACCME Examples of Compliance and Noncompliance l Accreditation Requirements and Descriptions of the ACCME – Updated 2/25/14 with new Simplification l – search box upper right
  4. 4. Education with Integrity. CME Planning Document Process l Addresses Criteria 2, 3, 4, 5, 6, 17, 18, and 19 l Use the planning doc to – Document a systematic planning process for each of your CME activities – document compliance with criteria during survey
  5. 5. Education with Integrity. Criterion 2 l The provider incorporates into CME activities the educational needs (knowledge, competence, or performance) that underlie the professional practice gaps of their own learners. l When found to be noncompliant, description states, “ACCME could not find evidence that a professional practice gap was identified.”
  6. 6. Education with Integrity. C2: How Practice Gaps are Identified
  7. 7. Education with Integrity. C2: How the Needs that Underlie Practice Gaps are Identified
  8. 8. Education with Integrity. C2: Statement of Need is Developed
  9. 9. Education with Integrity. C2: Application of Gaps to Content
  10. 10. Education with Integrity. Knowledge, Competence, and Performance Needs/Gaps are Incorporated into the Activity with Learning Objectives
  11. 11. Education with Integrity. Criterion 3 l The provider generates activities/ educational interventions that are designed to change competence, performance, or patient outcomes as described in its mission statement. l Implementing Criterion 2 – provider attempts to change a physician’s competence, performance, or patient outcomes
  12. 12. Education with Integrity. C3 (and C2): Planners Indicate What Changes the Content is Anticipating
  13. 13. Education with Integrity. Criterion 5 l The provider chooses educational formats for activities/interventions that are appropriate for the setting, objectives, and desired results of the activity. l Why was a format (didactic, interactive, small group) chosen? l Will the format help to change competence, performance, and/or patient outcomes?
  14. 14. Education with Integrity. C5
  15. 15. Education with Integrity. Criterion 6 l The provider develops activities/ educational interventions in the context of desirable physician attributes [eg, Institute of Medicine (IOM) competencies, Accreditation Council for Graduate Medical Education (ACGME) Competencies].
  16. 16. Education with Integrity. C6: (cont’d) l What are desirable physician attributes? – Institute of Medicine (IOM) Core Competencies – Accreditation Council for Graduate Medical Education (AGCME) Core Competencies
  17. 17. Education with Integrity. C6: (cont’d) l “In the context of desirable physician attributes” – Providers must show that there is active recognition of desirable physician attributes in the planning process.
  18. 18. Education with Integrity. C6: Physician Competencies & Attributes
  19. 19. Education with Integrity. Criterion 17 l The provider utilizes non-education strategies to enhance change as an adjunct to its activities/educational interventions (e.g., reminders, patient feedback). l Specifically, my example will use the strategy “reminders as tools to enhance, or facilitate, change”
  20. 20. Education with Integrity. C17: Non-Educational Strategies
  21. 21. Education with Integrity. Criterion 18 l The provider identifies factors outside the provider's control that impact on patient outcomes. l In our document, planners identify factors outside of their control that may have an impact on patient outcomes
  22. 22. Education with Integrity. C18: Identify Barriers
  23. 23. Education with Integrity. C18: Identify Patient Safety Issue
  24. 24. Education with Integrity. Criterion 19 l The provider implements educational strategies to remove, overcome or address barriers to physician change.
  25. 25. Education with Integrity. C19: How will barriers be addressed?
  26. 26. Education with Integrity. C19: How will patient safety considerations be discussed?
  27. 27. Education with Integrity. Example of What these Sections Look Like for an Activity
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  37. 37. Education with Integrity. Criterion 13 l The provider identifies, plans and implements the needed or desired changes in the overall program (eg, planners, teachers, infrastructure, methods, resources, facilities, interventions) that are required to improve on ability to meet the CME mission.
  38. 38. Education with Integrity. C13: (cont’d) l What needs to change? The planning process and how it is documented l You are here, if you learn anything new, implement it, and you have changed your program with an improvement to your process
  39. 39. Education with Integrity. C13: (cont’d) l Just by viewing this presentation – right now! – you may have identified a practice gap and determined that you can improve your performance as a provider. l You may decide to make a change in your overall program such as developing a new method…
  40. 40. Education with Integrity. C13: (cont’d) l Like using a planning document to capture several accreditation criteria planning steps l And improving your program planning process
  41. 41. Education with Integrity. Beth Brillinger, CCMEP l l 614-328-4523