activity planning: improving the process to align with accreditation criteria (brillinger)

Activity Planning: Improving the Process to Align with Accreditation Criteria

Beth Brillinger, CCMEP Director of Accreditation March 20, 2014

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


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 ACCME.org – search box upper right


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


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.”


C2: How Practice Gaps are Identified


C2: How the Needs that Underlie Practice Gaps are Identified


C2: Statement of Need is Developed


C2: Application of Gaps to Content


Knowledge, Competence, and Performance Needs/Gaps are Incorporated into the Activity with Learning Objectives


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


C3 (and C2): Planners Indicate What Changes the Content is Anticipating


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?


C5


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].


C6: (cont’d) l What are desirable physician

attributes? – Institute of Medicine (IOM) Core

Competencies – Accreditation Council for Graduate

Medical Education (AGCME) Core Competencies


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.


C6: Physician Competencies & Attributes


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”


C17: Non-Educational Strategies


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


C18: Identify Barriers


C18: Identify Patient Safety Issue


Criterion 19 l The provider implements educational

strategies to remove, overcome or address barriers to physician change.


C19: How will barriers be addressed?


C19: How will patient safety considerations be discussed?


Example of What these Sections Look Like for an Activity


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.


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


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…


C13: (cont’d) l Like using a planning document to

capture several accreditation criteria planning steps

l And improving your program planning process


Beth Brillinger, CCMEP l [email protected] l 614-328-4523