Going the Distance: Identifying Going the Distance: Identifying Going the Distance: Identifying Going the Distance: Identifying Gaps & Documenting the Gaps & Documenting the Gaps & Documenting the Gaps & Documenting the Implementation of the Implementation of the Implementation of the Implementation of the ACCME ACCME ACCME ACCME’s Updated Criteria Updated Criteria Updated Criteria Updated Criteria Thursday, November 19, 2009 2:00 – 3:00 PM ET
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Going the Distance: Identifying Going the Distance: Identifying Going the Distance: Identifying Going the Distance: Identifying
Gaps & Documenting the Gaps & Documenting the Gaps & Documenting the Gaps & Documenting the
Implementation of the Implementation of the Implementation of the Implementation of the ACCMEACCMEACCMEACCME’’’’ssss
Robert Robert Robert Robert BartelBartelBartelBartel, , , , MScMScMScMSc, Director of Education, Director of Education, Director of Education, Director of Education
• Nothing to disclose
Wanda Johnson, CMP, CAE, Wanda Johnson, CMP, CAE, Wanda Johnson, CMP, CAE, Wanda Johnson, CMP, CAE, Senior Director of Meetings & EducationSenior Director of Meetings & EducationSenior Director of Meetings & EducationSenior Director of Meetings & Education
Only 55% of participants in ESAP 2007 showed proficiency in diagnosing and treating glucocorticoid-induced diabetes
Endocrinologists need to be able to manage glucocorticoid-induced diabetes and other atypical presentations of diabetes
Gaps/Needs (C2, C3)Summarize the educational or professional practice gap(s) that underlies the need(s) that the activity will addres s. The “gap” is defined the difference between the current state of knowledge, skills, competence, practice, or patient outcomes a nd the ideal ordesirable state. Note that the gap should be target-audience specific.
Activity Planning Checklist
� Planning/steering committee meeting notes
or minutes
� Planning/steering committee or faculty
communications
� Literature search
� Peer-reviewed scientific/clinical publications
� Survey data
� Epidemiologic data
� Clinical practice guidelines
� Evaluation data
� Exam performance analysis (eg, ESAP or
ABIM performance analysis)
� Quality improvement guidelines
� Public health data
� Government mandates/legislation
� Expert input (identify expert[s]):
� Other (specify):
Gaps/Needs (C2, C3)What sources were used to identify the professional practice gaps (gaps in the target audience’s knowledge, competence, per formance) underlying the need for this activity? (Check all that apply/minimum of 2 sources; at least one source should be evidence-based. Copies of the sources used must be included in the activity file.)
Briefly explain the need(s) for this activity based on the gap(s) identified above (1-2 sentences per gap).
Activity Planning Checklist
Barriers (C18, C19)
What barriers to physician change and/or factors outside What barriers to physician change and/or factors outside What barriers to physician change and/or factors outside What barriers to physician change and/or factors outside
TESTESTESTES’’’’ssss control (control (control (control (egegegeg, costs of care, reimbursement issues, , costs of care, reimbursement issues, , costs of care, reimbursement issues, , costs of care, reimbursement issues,
patient compliance, physician misconceptions about patient compliance, physician misconceptions about patient compliance, physician misconceptions about patient compliance, physician misconceptions about
treatment, patient misconceptions about treatment, treatment, patient misconceptions about treatment, treatment, patient misconceptions about treatment, treatment, patient misconceptions about treatment,
physician resistance to change) were identified in planning physician resistance to change) were identified in planning physician resistance to change) were identified in planning physician resistance to change) were identified in planning
this activity?this activity?this activity?this activity?
Briefly explain how the activity addresses the Briefly explain how the activity addresses the Briefly explain how the activity addresses the Briefly explain how the activity addresses the
Based on the gaps/needs identified above, what are the learning Based on the gaps/needs identified above, what are the learning Based on the gaps/needs identified above, what are the learning Based on the gaps/needs identified above, what are the learning objectives for objectives for objectives for objectives for
this activity?this activity?this activity?this activity?
Classify each learning objective according to whether its fulfilClassify each learning objective according to whether its fulfilClassify each learning objective according to whether its fulfilClassify each learning objective according to whether its fulfillment would lment would lment would lment would
represent a change in physician competence, physician performancrepresent a change in physician competence, physician performancrepresent a change in physician competence, physician performancrepresent a change in physician competence, physician performance, or e, or e, or e, or
patient outcomes. patient outcomes. patient outcomes. patient outcomes. (For each objective, check all that apply.)
Etc. � Competence � Performance � Patient Outcomes
Need Learning objective1.
2.
Etc.
Activity Planning Checklist
Content Development (C2, C3)• The gaps/The gaps/The gaps/The gaps/need(sneed(sneed(sneed(s) identified in the needs assessment have been incorporated into) identified in the needs assessment have been incorporated into) identified in the needs assessment have been incorporated into) identified in the needs assessment have been incorporated into
the activity and all learning objectives are addressed in the cothe activity and all learning objectives are addressed in the cothe activity and all learning objectives are addressed in the cothe activity and all learning objectives are addressed in the content. ntent. ntent. ntent. Include sample
materials in the activity file.
This activity has been designed to change competence, performancThis activity has been designed to change competence, performancThis activity has been designed to change competence, performancThis activity has been designed to change competence, performance, or patient e, or patient e, or patient e, or patient
outcomes outcomes outcomes outcomes (check all that apply).
� CompetenceCompetenceCompetenceCompetence
List design elements (eg, case-based discussion, ARS, pre-test/post test focused on
clinical decisions) incorporated to help change competence:
� PerformancePerformancePerformancePerformance
List design elements (eg, hands-on training) incorporated to help change
List design elements (eg , performance improvement questionnaire with follow up)
incorporated to help change patient outcomes:
Activity Planning Checklist
Content Development (C4, C6)
This activity includes content that fits the current or potentiaThis activity includes content that fits the current or potentiaThis activity includes content that fits the current or potentiaThis activity includes content that fits the current or potential scope of l scope of l scope of l scope of
professional activities for the target professional activities for the target professional activities for the target professional activities for the target audience(saudience(saudience(saudience(s). ). ). ). Check the appropriate boxes
below.
� The content covers one or more of the areas of knowledge or clinical judgment in
which an endocrinologist should demonstrate a high level of competence, as
defined by the American Board of Internal Medicine (ABIM) or similar authority.*
� The content is covers one or more areas of knowledge or clinical judgment in which
[other primary target audience] should demonstrate a high level of competence, as
defined by The ABIM, American Board of Family Medicine (ABFM), American Board
of Pediatrics (ABP), or similar authority.*
*Include the ABIM certification exam blueprint in Endocrinology Diabetes and
Metabolism or similar outline, with topic areas highlighted, in the Activity File.
� This activity incorporates one or more desirable physician attriThis activity incorporates one or more desirable physician attriThis activity incorporates one or more desirable physician attriThis activity incorporates one or more desirable physician attributes (butes (butes (butes (egegegeg, ACGME, , ACGME, , ACGME, , ACGME,
What formats and tools will be used to ensure that learners are What formats and tools will be used to ensure that learners are What formats and tools will be used to ensure that learners are What formats and tools will be used to ensure that learners are fully fully fully fully
engaged and objectives are achieved? engaged and objectives are achieved? engaged and objectives are achieved? engaged and objectives are achieved? (Please try to incorporate at least 2
of the following into planning)
� Lecture
� Panel discussion
� Question & Answer
� Slide presentation
� Audience response system (ARS) or similar audience polling system
� Case-based/Problem-based discussion
� Hands-on practice/workshop
� Small group discussion
� Debate
� Pre-test/post-test
� Other (please describe): __________________________
Activity Planning Checklist
� Pre-registration survey
� Pre-test
� Post-test
� Post-activity evaluation form
� Audience response system technology
� Follow-up survey/assessment
� CME Reviewer evaluation
� Other:
Adjunct Strategies for Reinforcement (C17)
Check the evaluation method(s) to be used to assess outcomes.
List strategies or tools that will be provided to enhance desired
leave-behinds, patient education materials, access to interactive web tools, case-
based follow-up survey):
Collaborations (C20)
List any List any List any List any collaborator(scollaborator(scollaborator(scollaborator(s) involved in planning, approving, endorsing, or other ) involved in planning, approving, endorsing, or other ) involved in planning, approving, endorsing, or other ) involved in planning, approving, endorsing, or other
roles, if applicableroles, if applicableroles, if applicableroles, if applicable. (Examples include ABIM, APDEM, the Lawson Wilkins
Pediatric Endocrine Society, other specialty societies, medical schools, The
Hormone Foundation).
Evaluations (C11)
Activity Planning Checklist
Approval (C1)
� This activity is congruent with The Endocrine Society’s CME Mission
(Criterion 1).
� This activity has been reviewed and approved for certification. It is
17 Copy of bilingual patient fact sheets distributed in conjunction with a diabetes symposium
Copy of on-topic clinical practice guideline distributed in conjunction with a symposium on cardiometabolic risk
18 Survey data plus examples showing content that addresses challenges such as patient health literacy (patient fact sheets) and compliance with treatment (slide showing steps to encourage compliance)
19 Survey data plus examples showing content that addresses barriers such as reimbursement difficulty (Current Procedural Terminology [CPT] coding template)
20 Communications between TES and the Juvenile Diabetes Research Foundation identifying gaps to address in CME activity on continuous glucose monitoring
21 Addressed in the Self-Study narrative
22 Annual Meeting Steering Committee meeting minutes showing planning process, including gaps to be addressed in sessions
Examples of Documentation for Criteria 16 – 22
Keys to Success –
Organizing the Files
• Order documents logically
• Create a top sheet that shows what is in the file and
how it is organized, eg,
― Table of contents
― List of ACCME Criteria
• If documentation is missing, be up front about it and
include a brief explanation
Keys to Success –
Consistency with Self Study
• Contents of the performance-in-practice files need to be
consistent with what’s written in your Self Study, and
vice versa
Questions
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