2006 ACCREDITATION CRITERIA What everyone needs to know about CME credits for educational programs
May 25, 2015
2006 ACCREDITATION CRITERIA
What everyone needs to know about CME credits for educational
programs
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
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
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
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
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?
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)
CRITERION 2 (continued)
• What constitutes professional practice?– Clinical– Patient care – Research– Administrative
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
SUMMARY CRITERION 2
• Data gathering• Analyze trended data• Compare with benchmarks• Deduce cause of gap• Develop educational activity• Examine trended data after the
intervention
CRITERION 3
• Educational design• Designed to change behavior
– Competence– Performance– Patient outcomes
• Activities/educational interventions• Mission statement contains goals
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
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
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
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
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
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
CRITERION 5 (continued)
• Formats are based on participant feedback or nature of content
• Utilize a variety of formats
CRITERION 6
• Desirable physician attributes– IOM competencies– ACGME competencies
• Develop activities in terms of competencies– Medical knowledge– Specialty specific
• Consider individual and programmatic level
CRITERION 6 (continued)
• Activities may be based on– Medical knowledge– Evidence based practice– Quality improvement– Patient centered care– Interpersonal and communication skills
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
CRITERION 6 (continued)