CME 101: Debbie Platek, MS Remembering the Basics President, CME Mentors
Where we’re going today (and how fast) Fly through the CME accreditation/credit systems Jog through some principles of adult learning Walk through the Accreditation Criteria Camp on a few of the Accreditation Criteria
The CME/CE Landscape (and where you fit in)
A Mult lti-layered Landscape
A Mult lti-layered Landscape ACCME AAFP FMA The AOA CME/CE AMA World ACPE ANCC
• ACCME = Accreditation Council for Continuing Medical Education FMA “Alphabet • AMA = American Medical Association Soup” • AOA = American Osteopathic Association • AAFP = American Academy of Family Physicians
• CME = Continuing Medical Education • Physicians • CE/CNE/CEU = Continuing Education for: “Alphabet • Nurses, Advanced Practice Nurses, Physician Assistants Soup” • Pharmacists • Other health professionals • IPCE = Interprofessional Continuing Education • CPD = Continuing/Continuous Professional Development
Your Name In In your Organization and Role Groups How long in CME Share: Type(s) of credit given
Educational Path for r Physicians Graduate Medical Continuing Medical Undergraduate Education Education Medical Education “GME” “CME” “UME”
Physicians use CME credit for: • Medical Licensure • State Licensing & Regulations • Board Certification • “MOC” • Hospital Credentialing • Privileges
• American Academy of Family Physicians (AAFP) - 1947 • AAFP Prescribed and Elective Credit U.S .S. . CME • American Osteopathic Association (AOA) - 1973 Credit • AOA 1A, 1B, 2A and 2B Credit Systems • American Medical Association (AMA) - 1968 • AMA PRA Category 1 Credit ™ • AMA PRA Category 2 Credit ™
• Developed and owned by the AMA • Monitored by the AMA • AMA Council on Medical Our Focus: Education determines the AMA PRA requirements and formats for AMA PRA credit Credit System • Credit = “Currency” • Awarded by the AMA and by other “accredited providers”
• Controls the Accreditation System that allows providers to award AMA PRA Category 1 Credit TM • Has requirements providers must meet: ACCME • ACCME Accreditation Criteria • ACCME Standards for Commercial Support SM • ACCME Policies
ACCME Accreditation System ACCME Recognized State Medical Society Accreditors
A Mult lti-layered Landscape ACCME AAFP FMA The AOA CME/CE AMA World ACPE ANCC
Next xt Up Jog through some principles of adult learning
How Do Adults Learn? What Makes Adults Change?
Effective Adult Learning Practices … Support active participation Draw upon learners’ experiences Allow learners to set goals Provide practice with realistic examples Support self-directed learning Provide feedback to learners Facilitate learner self-reflection Role-model behaviors Adapted from Mary Martin Lowe, PhD
3 Theories: How Adults Learn and Change • Malcolm Knowles: Self-directed Learning • David Kolb: Experiential Learning • Donald Schön: Reflection in/on action
Malcolm Knowles: S Self-Directed Le Learning Don’t just tell I want to be me. involved. Engaged Experience Problem- Relevant & oriented Impactful Will this solve a How does this problem I have? matter to me?
Malcolm Knowles: S Self-Directed Le Learning Don’t just tell I want to be me. involved. Engaged Experience Self-directed Learning Problem- Relevant & oriented Impactful Will this solve a How does this problem I have? matter to me?
David Kolb: Experience Learning Practice Reflection Experiential Thoughts & Le Learning Concepts
Schön: Refl flection in in Actio ion v. . Refl flectio ion on on Actio ion Now What? So what? what?
Effective Adult Learning Practices … Support active participation Draw upon learners’ experiences Allow learners to set goals Provide practice with realistic examples Support self-directed learning Provide feedback to learners Facilitate learner self-reflection Role-model behaviors
• Your leaners are trying to solve the real problems they encounter Experience: • Experience is the link Why is is it it so because it: cri ritical to • Gives context to the le learning? problem • Allows time for practice • Aids in problem solving
Provide case-based learning examples Allow for discussion between learners What can you do? Use simulation, role- playing and modeling Other ideas?
• Your leaners are trying to solve the real problems they encounter Reflection: Why is is it it so • Reflection gives them a way to connect what is learned to: cri ritical to – their own experiences le learning? – their knowledge base – their “mental models”
Ask learners to make comparisons Show data about gaps, goals, progress What can you do? Show information from peers Other ideas?
Dis iscuss: A Adult lt Learn rnin ing Pri rincip iples and YOU! Now What? So what? what?
Group Debrief
So far r we took ti time to Fly through the CME accreditation/credit systems Jog through some principles of adult learning
Now let’s Walk through the Accreditation Criteria
Criteria Groupings (C (C 1- C13) Meeting Planning Ensuring Evaluating Meeting your Planning your Ensuring Evaluating your Mission Education Independence CME/Program (Criterion 1) (Criteria 2-6) (Criteria 7-10) (Criteria 11-13)
Criteria Groupings (C (Commendation) “Old” “New” Criteria 16-22 Criteria 23-38
Now let’s Camp on a few of the Accreditation Criteria
Let’s Discuss Planning Criteria 2 & 3 Criterion 2 • Educational needs • Professional practice gaps Criterion 3 • Designed to change competence, performance or patient outcomes
The “Professional Practice Gap” (What’s the Problem?) Actual Ideal Practice Practice “Now” “Then” Current Proposed
“Needs” (What’s the underlying cause?) Is it a lack of… “Knowledge” Information? “Competence” Strategies or Tools? Application of information, strategies “Performance” and/or tools?
Methods for Id Identify fying Problems in in Practice Evaluation Data from previous CME Activity Membership or Attendee Survey Data Scientific Literature (e.g., Journals, Reports) Consensus of Experts (e.g., Committees, Guidelines) Quality or Patient Data Legislative or Regulatory Change Board or License Requirement Public Health Data
Example: A Atrial Fib ibrillation (A (AFib or AF) “AF is the most common heart arrhythmia affecting an estimated 3 million people in the United States and an estimated 33.5 million people worldwide. AF patients are five times more likely to have a stroke than people without AF. Oral anticoagulants can significantly reduce the risk of ischemic strokes; however, remain underutilized in patients with AF who are at an increased risk for stroke. ” From a white paper published in the online version of Heart Rhythm and the National Stroke Association's Journal of Stroke and Cerebrovascular Diseases As reported in PRNewswire https://www.prnewswire.com/news-releases/knowledge-gaps-and-misperceptions-on-impact-of-atrial-fibrillation-and- stroke-exist-among-patients-caregivers-and-physicians-300082316.html
What’s the problem? What’s the underlying cause? What do you want to change? Dis iscuss Possib ible le Answers
Group Debrief
Let’s Discuss Ensuring In Independence: C Criterion 7 Criterion 7 • “The provider develops activities/ educational interventions independent of commercial interests. (SCS 1, 2, and 6).”
Which Standards relate to Criterion 7? Criterion 7 • “The provider develops activities/ educational interventions independent of commercial interests. (SCS 1, 2, and 6).”
Criterion 7 and SCS 1, 2 & 6 Standard 2: Standard 6: Standard 1: Resolution of Disclosures Relevant Independence Personal Conflicts of to Potential Interest Commercial Bias
Definition of a Commercial Interest “A commercial interest is any entity producing, marketing, re-selling, or distributing health care goods or services consumed by, or used on, patients. Note: The ACCME does not consider providers of clinical service directly to patients to be commercial interests.” -ACCME/FMA
501-C Non-profit organizations Government Organizations Non-health care related companies Liability insurance providers Not ACCME Commercial Group medical practices Interests For-profit hospitals, rehab centers, nursing homes Blood banks Diagnostic laboratories
A CME provider must ensure that the following decisions were made free of the control of a commercial interest • Identification of CME needs • Determination of educational Criterion 7 objectives Standard • Selection and presentation of 1.1 content • Selection of all persons and organizations that will be in a position to control content of the CME • Selection of educational methods • Evaluation of the activity
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