Best Practices of an Accredited Provider of CE/CME in Multiple Professions

Transcription

1 Best Practices of an Accredited Provider of CE/CME in Multiple Professions Diana Durham, PhD, FACEhp Associate Director for Accreditation VHA Employee Education System US Department of Veterans Affairs October 7, 2016

2 Your Faculty for this Session Diana J. Durham, PhD, FACEhp Associate Director for Accreditation Veterans Health Administration Employee Education System U.S. Department of Veterans Affairs

3 Dedication to Major Charles Robert (Rob) Soltes, Jr., O.D. Despite all luxuries, true Americans realize that freedom is not free and that is necessary to fight if need be to die in defense of freedom in the world. -Charles Robert Soltes, Jr., February, 2004

4 Disclosure Dr. Durham reports that she has no conflicts of interest with any commercial interests that provide goods or services used in direct patient care.

5 COPE s BIG ANNOUNCEMENT THE DAILY NEWS DailyNews.com EXTRA! EXTRA! May 2015 READ ALL ABOUT IT COPE Adopts ACCME Criteria for Accreditation, May 2015

6 COPE CE Committee s Momentous Decisions COPE will model its future processes on the Accreditation Council for CME (ACCME) Criteria for Accreditation COPE will fully implement ACCME Accreditation Criteria by 2017

7 COPE CE Providers work in a wide variety of organizations---at this meeting, we represent 20 from Optometry/Medical Schools 14 from State/Regional Optometric Associations 3 from Insurance/Health Benefits Companies 5 from Media/Journals 18 from Ophthalmology Practices 8 from National CE Providers 3 from Medical Education Companies 4 from International CE Providers Others --State Boards (ARBO s members), COPE Committee, ARBO Board of Directors

8 Our Objectives for this Session: As COPE CE professionals you will be able to: Take home an overview of COPE s newly adopted ACCME criteria for planning and delivering high quality CE to Optometrists Adopt/adapt a model workflow for planning a COPE activity with the ACCME (now COPE criteria) in mind Describe the Best Practices from VHA EES in planning CE activities--- both for COPE activities and for COPE + Interprofessional activities

9 COPE Adopts ACCME Accreditation Criteria: What are the Key Questions? What does this mean to COPE CE Administrators? What does this mean to Doctors of Optometry, our learners?

10 Why Am I Here Speaking Today? VHA EES has a streamlined, integrated process for CE planning that I am here to share with you today!

11 VHA Employee Education System s (EES) Story

12 EES Manages these National & State Accreditations in Healthcare NATIONAL: AAA AAPA ACCME ACHE ACPE ADA ANCC AOTA APA ASHA ASWB CDR CRCC* COPE NBCC *in partnership with Veterans Benefits Administration STATE: CA BRN NYSED SW

13 COPE VHA EES Team Members Dr. Diana Durham, PhD, FACEHP Associate Director for Accreditation Carol Rykhus. MSEd COPE National Accreditation Specialist VETERAN James Jimenez US Air Force Dr. Barbara J. Hetrick, OD, FAAO Certified TeleRetinal Reader/SME Eye C&P Examiner VHA COPE Accreditation Liaison Cheryl D.L. Roberts, MAEd Project Manager for COPE

14 All Continuing Education Addresses these Same Questions. What problem(s) need solving? Did we get the results we wanted? What result(s) are desired? How we will get those results? What do we need to do to get those results?

15 ADDIE EVALUATE (Revise materials based on formative evaluation, determine if training met strategic goals via Summative evaluation) ANALYSIS Needs Assessment, identification of Gap, evaluation review, planning will include instructional goal and objectives MODEL DESIGN (PM team builds education project plan, confirm team and training requirements) IMPLEMENT (make training product available depending on learning option) DEVELOP (Planning Committee constructs content, transfer strategies, evaluation plan)

16 Let Me Do a Quick Tour. Let s Match Up the ADDIE Model Components to the new COPE CE Criteria for Accreditation, as adopted from ACCME

17 A Analysis / Training Needs Assessment ADDIE Definition of organizational and individual performance results Identifying performance measures for the competencies/tasks to be trained Identifying skill/knowledge requirements Determining level of instruction needed based on performer analysis Creating an evaluation strategy for the training COPE Accreditation Criteria Criterion 1: The provider has a CE mission statement for the organization that includes the expected results articulated in terms of changes in competence, performance or patient outcomes that will be the result of the program. Criterion 2: The provider incorporates into CE activities the educational needs (knowledge competence, or performance) that underlie the professional practice gaps of their learners.

18 D Design ADDIE Creation of a learning strategy that includes: Learning objectives for each competency/task Assessments/tests to show mastery of the tasks Training prerequisites Sequence and structure of topics and lessons Selection of instructional delivery media/methods COPE Accreditation Criteria Criterion 3: The provider generates activities/educational interventions that are designed to change competence, performance, or patient outcomes as described in its mission statement. Criterion 4: The provider ensures that content of the CE is validated, the intervention has scientific and educational integrity and contains customary and generally accepted optometric and medical practices. (Standards for Commercial Support 5)

19 D Development ADDIE Production activity that includes creating: Planning committee consists of SMEs and Accreditation planners Participant learning materials (workbooks, practices, case studies, programmed e-learning) Facilitator guides (when appropriate) Visual aids (wall charts, PowerPoint slides, etc.) Test of materials (pilot test) COPE Accreditation Criteria Criterion 5: The provider chooses educational formats for activities/interventions that are appropriate for the setting, objectives, and desired results of the activity. Criterion 6: The provider develops activities/educational interventions in the context of desirable professional (i.e. optometrist) attributes. (e.g. Institute of Medicine s Core Competencies for Health Care Professionals, ABO/ACGME/ABMS Competencies, or ASCO Attributes of Students Graduating from Schools and Colleges of Optometry)

20 D Development (cont.) ADDIE Production activity that includes creating: Planning committee consists of SMEs and Accreditation planners Participant learning materials (workbooks, practices, case studies, programmed e-learning) Facilitator guides (when appropriate) Visual aids (wall charts, PowerPoint slides, etc.) Test of materials (pilot test) COPE Accreditation Criteria Criterion 7: The provider develops activities/educational interventions independent of commercial interests. (Standards for Commercial Support 1, 2, & 6)

21 I Implementation ADDIE Putting the training into action, including: An implementation plan for conducting the training Conducting the training COPE Accreditation Criteria Criterion 8: The provider appropriately manages commercial support. (Standards for Commercial Support 3) Criterion 9: The provider maintains a separation of promotion from education. (Standards for Commercial Support 4) Criterion 10: The provider promotes improvements in health care and NOT proprietary interests of a commercial interest. (Standards for Commercial Support 5)

22 E Evaluation ADDIE Review and revision, including: Review and evaluation of each ADDIE phase to ensure it is accomplishing what it needs to improve Evaluation of the instructional effectiveness of the training through assessments, observation of performance on the job, and measurement of organizational impact Revision of the training system COPE Accreditation Criteria Criterion 11: The provider analyzes changes in learners (competence, performance, or patient outcomes) achieved as a result of the overall program s activities/educational interventions. Criterion 12: The provider gathers data or information and conducts a program-based analysis on the degree to which the CE mission of the Provider has been met through the conduct of CE activities/educational interventions.

23 E Evaluation (cont.) ADDIE Review and revision, including: Review and evaluation of each ADDIE phase to ensure it is accomplishing what it needs to improve Evaluation of the instructional effectiveness of the training through assessments, observation of performance on the job, and measurement of organizational impact Revision of the training system COPE Accreditation Criteria Criterion 13: The provider identifies, plans, and implements the needed or desired changes in the overall program (e.g. planners, teachers, infrastructure, methods, resources, facilities, interventions) that are required to improve on ability to meet the CE mission.

24 From 2013 to 2016, VHA Optometry has expanded to its staff to serve our Veterans Onboard VHA Optometry Service Professionals FEB- FY13 JAN- FY14 SEP- FY14 FEB- FY15 DEC-FY16 AUG 31, 2016 All VHA Optometrists DIRECTOR, OPTOMETRIC SERVICE OPTOMETRIST (CLINICAL) OPTOMETRIST OPTOMETRY RESIDENT RESEARCH OPTOMETRIST OPTOMETRY RESEARCH FELLOWS

25 VHA EES Accreditation Services Unit Associate Director Accreditation Specialists (9) Management Analyst (1) Accreditation Technicians (5) EES Accreditation Unit Organization Chart

26 VHA EES Continuing Education Team VHA National Optometry Service Office Education Activity EES Education Project Manager EES COPE Accreditation Specialist

27 VHA EES Workflow for CE in the Health Professions VHA Clinical program office contacts EES with an education request Accreditation Technician conducts compliance review then Assigns Specialist Accreditation Specialist assigned based on type of CE sought CE Activity is assigned a EES planner (Project Manager) EES PM submits Activity to EES Accreditation Unit for overall CE compliance Qualitative review conducted by Accreditation Specialist Needs Assessment, Target Audience, Course Objectives and Format selected Education Plan and Chart developed Upon approval CE assigned to activity and added electronically to Activity Code Interprofessional Planning Committee built based on target audience and content Accreditation Specialist consulted as indicated throughout process

28 VHA EES COPE CE Workflow National VHA Optometry Service contacts EES with an education request EES Planner/Project Manager submits Activity to EES Accreditation Unit for overall COPE CE compliance Accreditation Technician receives request and conducts quantitative review for compliance CE Activity is assigned a EES planner (Project Manager) COPE Education Plan and Chart developed Accreditation Specialist assigned based on COPE requirement VHA Doctor of Optometry (OD) is selected as SME and planning committee member COPE Accreditation Specialist consulted as indicated throughout process Accreditation Specialist conducts qualitative review Upon approval COPE CE assigned to activity and added electronically to Activity Code Planning committee can be: 1) Single focus on COPE CE 2). Inter-professional based on target audience and content Needs Assessment, Target Audience, Course Objectives and Format selected EES approved COPE activity is submitted to ARBO for COPE review Upon approval of COPEqualified course, (4-6 weeks) course is submitted for event number (2 weeks)

29 VA EES Accreditation Services COPE Job Aid States Requirements for: Planning Member: COPE- Qualified VHA OD Specific Course: Content, Outline, Brochure Target Audience: ODs must be a primary audience Learning Hour:.25 minimum Pilot Test: 3 VHA ODs (field-based at VAMCs) Post Test: required for all virtual/distance learning

30 VA/EES and Blind Rehab Services is proud to be able to offer the following 3 COPE Accredited Courses: These are all part of the Continuum of Care Low Vision and Blind Rehabilitation (there are 9 modules): 1. Introduction to Low Vision and Blind Rehab 2. Low Vision Exam Testing 3. Prescribing for Near 4. Prescribing for Distance 5. Prescribing for Intermediate 6. Psychosocial Issues Surrounding Visual Impairment

31 Advantages to COPE Professionals to adoption of ACCME s criteria: Utilizing an equivalent accreditation criteria system to ACCME offers COPE CE administrators a common or similar platform and guidelines to many other CE Accreditations in the healthcare professions ACCME for physicians, ANCC for nurses, ACPE for pharmacists APA for psychologists, ASWB for social workers, AOTA for occupational therapists Speaking a common CE language creates opportunities for COPE CE professionals to share their expertise easily with other CE professionals Like moving from high school to college, COPE CE professionals get to move on from single Course Submission to Accredited Provider Status

32 Advantages to Doctors of Optometry to COPE s adoption of ACCME s criteria: Adopting an Equivalent CE system allows our Doctors of Optometry to: Plan/participate with other clinicians in training, and Train one another in an Interprofessional Continuing Professional Education context the goal of Patient-Centered Care

33 Any Questions????? Ask Now! Send questions to and

34 CREDITS Amanda Alves, OD Optometrist Resident Specialty Care HCG Paula Matsuno, OD Staff Optometrist Specialty Care HCG Dr. Barbara Hetrick, OD, FAAO VHA COPE Accreditation Liaison Subject Matter Expert Teleretinal Reader Dr. Sally Dang, OD Chief of Optometry Service Long Beach VAMC Carol Rykhus, MS Ed. National Accreditation Specialist James Jimenez Accreditation Technician (US Air Force Veteran) Cheryl D.L. Roberts, MAEd COPE Project Manager