CME Provider Webinar

Transcription

1 CME Provider Webinar October 19, p.m. Welcome & Introductions All phone lines will be muted, please press the raise your hand button or use the typed question feature if you have a question or comment. Questions/comments are welcomed! 2 1

2 It s Essential 2017 SAVE THE DATE! It s Essential November 29 Sheraton Madison Hotel Registration now open! 3 It s Essential Agenda 4 2

3 ACCME/AMA Alignment FAQs AMA PRA booklet AMA/ACCME Glossary of Terms and Definitions 5 ACCME/AMA Alignment Applies to all providers in the ACCME system (state and ACCME accredited) AMA core requirements and ACCME accreditation requirements are aligned no new rules for CME providers. AMA simplified and reduced learning format requirements for more flexibility. CME providers may use blended or new approaches to drive meaningful learning and change, as long as the provider abides by the AMA requirements. CME providers may designate an activity format as other if it does not fall into one of the established format categories. Providers will demonstrate their compliance with the AMA s core requirements by demonstrating compliance with the ACCME s accreditation requirements. 6 3

4 Webinar Archive 7 New Menu of Criteria for Accreditation with Commendation 8 4

5 Achieving Accreditation with Commendation Any 7 Criteria 1 from Achieves Outcomes 8 Total Criteria 9 Program Size Indicated by the number of CME activities your program has offered in the current accreditation term: Small Medium Large Extra Large < >

6 Calculating Your Program Size 1. Login to PARS 2. Click on the Activities Tab 3. On the left sidebar, click Download All Activities 11 Society Implementation Timeline Decisions between December 2018 to May 2019 can choose Option A or Option B: Option A: Includes seven criteria (Criteria 16-22) that demonstrate engagement with the health care environment. Option B: Provides a menu of 16 criteria (Criteria 23-38) from which providers must select and present evidence for eight criteria (including at least one from Achieves Outcomes ). Decisions after May 2019 must use Option B. 12 6

7 Designed to reward accredited providers who engage interprofessional teams, patient/public representatives, and/or students of the health professions in planning and delivering continuing education Promotes Team-Based Education 13 Criterion 23: Members of interprofessional teams are engaged in the planning and delivery of interprofessional continuing education (IPCE). Rationale Critical Elements The Standard Interprofessional continuing education (IPCE) occurs when members from two or more professions learn with, from, and about each other to enable effective interprofessional collaborative practice and improve health outcomes. This criterion recognizes accredited providers that work collaboratively with multiple health professions to develop IPCE. Includes planners from more than one profession (representative of the target audience) AND Includes faculty from more than one profession (representative of the target audience) AND Activities are designed to change competence and/or performance of the healthcare team. Attest to meeting this criterion in at least 10% of activities (but no less than two) during the accreditation term. At review, submit evidence for this many activities:* S: 2; M: 4; L: 6; XL:

8 Demonstrating Compliance 1. Attest: Include the following statement, with the name of your organization and the individual responsible for your CME program. On behalf of [organization name], I attest that our organization has met the Critical Elements for C23 in at least 10% of the CME activities (but no less than two activities) during the accreditation term. [INDIVIDUAL NAME, title] 2. Submit evidence for the number of activities that matches the size of your CME program, (small: 2; medium: 4; large: 6; extra large: 8). For each example activity you present, please provide the name/date/type of the activity and describe the professions of the planners and faculty, as well as a brief description of what the activity was designed to change in terms of the competence or performance of the healthcare team. 15 Poll 1 ABC Hospital s CME Committee is made up of an interdisciplinary membership that includes primary care physicians as well as specialists such as cardiologists, endocrinologists and nephrologists who work to plan, implement and serve as faculty for its CME activities. Does this count toward meeting Criterion 23? 16 8

9 What is an interprofessional team? An interprofessional team is comprised of team members from two or more different professions (e.g., nurses and physicians, physicians and community health workers, social workers and psychologists, pharmacists and respiratory therapists) who learn with, from, and about each other to enable effective collaboration and improve health outcomes. 17 Poll 2: Compliance or Noncompliance? ABC Hospital s Symposium on Violence was planned by a steering committee comprised of public health professionals, law enforcement personnel, social workers, case managers and Emergency Department health professionals. The focus of the symposium was to share best practices to help community-based teams better coordinate and integrate services to address and prevent violence against women and children. Educational sessions were co-facilitated by peer leaders from several professional perspectives and addressed topics such as Getting to Better Outcomes: How to Improve Event Reporting During ED Visits and Safe at Home: Essential Strategies to Coordinate Services After Leaving the ED. 18 9

10 C23 FAQs Is C23 limited to professions within health care? What is the definition of planners and faculty in interprofessional continuing education? 19 Criterion 24: Patient/public representatives are engaged in the planning and delivery of CME Rationale Critical Elements The Standard Accredited continuing medical education (CME) is enhanced when it incorporates the interests of the people who are served by the healthcare system. This can be achieved when patients and/or public representatives are engaged in the planning and delivery of CME. This criterion recognizes providers that incorporate patient and/or public representatives as planners and faculty in the accredited program. Includes planners who are patients and/or public representatives AND Includes faculty who are patients and/or public representatives Attest to meeting this criterion in at least 10% of activities (but no less than two) during the accreditation term. At review, submit evidence for this many activities:* S: 2; M: 4; L: 6; XL:

11 Demonstrating Compliance 1. Attest: Include the following statement, with the name of your organization and the individual responsible for the CME program. On behalf of [organization name], I attest that our organization has met the Critical Elements for C24 in at least 10% of the CME activities (but no less than two) during the accreditation term. [INDIVIDUAL NAME, title] 2. Submit evidence for the number of activities that matches the size of your CME program, (small: 2; medium: 4; large: 6; extra large: 8). For each example activity you present, please provide the name/date/type of the activity and describe in what way the planners and presenters of the activity represent the patient or public, along with the role they played in the planning/presentation of your CME activity. 21 How might patient/public representatives serve as faculty and planners For example, a patient or public representative could serve on a planning committee to advise the provider, could be a speaker, or could be a participant in a case-based discussion during an accredited CME activity

12 Poll 3 For Criterion 24, do patients and/or their family members who are involved in the planning and delivery of CME activities need to disclose all relevant financial relationships with any ACCMEdefined commercial interest to the provider? 23 C24: Compliance Example Due to the rise in awareness about sports concussions in recent years, a medical specialty society began holding an annual conference dedicated to prevention and treatment. The planning committee included experts in clinical neurology research, athletes who had experienced sports concussions, and coaches from all levels of competition from youth to professional athletes. During the conference, one of the professional athletes and several coaches participated in a panel sharing their first-hand experience about the lifelong effects of concussions on athletes physical, mental, and emotional health

13 Criterion 25: Students of the health professions are engaged in the planning and delivery of CME Rationale Critical Elements The Standard This criterion recognizes providers for building bridges across the healthcare education continuum and for creating an environment that encourages students of the health professions and practicing healthcare professionals to work together to fulfill their commitment to lifelong learning. For the purpose of this criterion, students refers to students of any of the health professions, across the continuum of healthcare education, including professional schools and graduate education. Includes planners who are students of the health professions AND Includes faculty who are students of the health professions Attest to meeting this criterion in at least 10% of activities (but no less than two) during the accreditation term. At review, submit evidence for this many activities:* S: 2; M: 4; L: 6; XL: 8 25 Demonstrating Compliance 1. Attest: Include the following statement, with the name of your organization and the individual responsible for the CME program: On behalf of [organization name], I attest that our organization has met the Critical Elements for C25 in at least 10% of the CME activities (but no less than two) during the accreditation term. [INDIVIDUAL NAME, title] 2. Submit evidence for the number of activities that matches the size of your CME program, (small: 2; medium: 4; large: 6; extra large: 8). For each example activity you present, please provide the name/date/type of the activity and describe the health professions students involved in the activity, including their profession and level of study (e.g. undergraduate medical students, nurse practitioner students, residents in general surgery) and how they participated as both planners and faculty of the activity

14 Who s included in students of health professions? Includes students across the continuum of healthcare education, including professional schools (e.g., nursing, medical, pharmacy schools) and graduate education (e.g., residency and fellowship programs). Examples could include students of: Medicine, nursing, pharmacy, physician assistant, public health, physical therapy, social work, chiropractic, dentistry, etc. 27 Poll 4 For Criterion 25, can staff nurses who are continuing their education toward a Bachelor s Degree in Nursing (BSN) count as students of the health professions? 28 14

15 C25: Compliance Example The provider developed a webinar for rural physicians to identify opportunities to use health clinics and community health workers to address low vaccination rates. The activity was planned by the clinicians who oversee area health clinics, including undergraduate medical and nursing students who work in the clinic. The clinicians and students were the presenters in the webinar, sharing information about the clinics locations, services, and hours of operations. In addition, the students shared their lessons learned from their experiences working together with community health workers in the free clinics to address issues that include crisis prevention and intervention, preventative health promotion, and developing a community vaccine program. 29 Addresses Public Health Priorities Designed to reward accredited providers that leverage education to support improvements in public health

16 Criterion 26: The provider advances the use of health and practice data for healthcare improvement Rationale Critical Elements The Standard The collection, analysis, and synthesis of health and practice data/information derived from the care of patients can contribute to patient safety, practice improvement, and quality improvement. Health and practice data can be gleaned from a variety of sources; some examples include electronic health records, public health records, prescribing datasets, and registries. This criterion will recognize providers that use these data to teach about health informatics and improving the quality and safety of care. Teaches about collection, analysis, or synthesis of health/practice data AND Uses health/practice data to teach about healthcare improvement Demonstrate the incorporation of health and practice data into the provider s educational program with examples from this number of activities:* S: 2; M: 4; L: 6; XL: 8 31 Demonstrating Compliance 1. Describe how your organization incorporates health and practice data into your educational program through teaching about the collection, analysis, or synthesis of health/practice data AND how your organization uses health/practice data to teach about healthcare improvement. 2. Submit evidence for the number of activities that matches the size of your CME program, (small: 2; medium: 4; large: 6; extra large: 8). For each activity you present, please provide the name/date/type of the activity and for each activity, describe how the activity taught learners about collection, analysis or synthesis of health/practice data and how the activity used health/practice data to teach about healthcare improvement

17 What does teaches about collection, analysis, or synthesis of health/practice data mean? You do not need to teach learners how to conduct an analysis or synthesis of data. You do need to show that your activities include teaching about the collection and/or analysis and/or synthesis of health and practice data. 33 Similar to Criterion 21 Criterion 21: The provider participates within an institutional or system framework for quality improvement

18 C26 Compliance Example A provider planned a series of activities utilizing data from a national cardiology registry. Member clinicians contributed data into the registry and then received information about how their performance compared to national norms. The provider facilitated a webinar with participating clinicians to review their data and plan and implement improvement practices. 35 Criterion 27: The provider addresses factors beyond clinical care that affect the health of populations Rationale Critical Elements The Standard This criterion recognizes providers for expanding their CME programs beyond clinical care education to address factors affecting the health of populations. Some examples of these factors include health behaviors; economic, social, and environmental conditions; healthcare and payer systems; access to care; health disparities; or the population s physical environment. Teaches strategies that learners can use to achieve improvements in population health Attest to meeting this criterion in at least 10% of activities (but no less than two) during the accreditation term. At review, submit evidence for this many activities:* S: 2; M: 4; L: 6; XL:

19 Demonstrating Compliance 1. Attest: Include the following statement, with the name of your organization and the individual responsible for the CME program: On behalf of [organization name], I attest that our organization has met the Critical Elements for C27 in at least 10% of the CME activities (but no less than two) reported during the accreditation term. [INDIVIDUAL NAME, title] 2. Submit evidence for the number of activities that matches the size of your CME program, (small: 2; medium: 4; large: 6; extra large: 8). For each example activity you present, please provide the name/date/type of the activity and describe the strategy or strategies used to achieve improvements in population health. 37 What is the definition of Public/Population Health? The ACCME does not require providers to use a particular definition of public or population health. As one suggestion, a 1988 Institute of Medicine (IOM) report offered a condensed definition of public health as fulfilling society s interest in assuring conditions in which people can be healthy. (Committee for the Study of the Future of Public Health, 1988, p.19) [Institute of Medicine (1988). The Future of Public Health. Washington, D.C.: National Academy Press.] 38 19

20 Similar to Criterion 18 Criterion 18: The provider identifies factors outside the provider's control that impact on patient outcomes. 39 Poll 5 If an activity teaches clinicians how to provide healthcare in a resource-constrained environment (e.g. disaster area), would this meet the Criterion 27? 40 20

21 Poll 6 Does teaching learners how to educate the public about community health meet the expectations of Criterion 27? 41 C27 Compliance Example The Director of Nutrition Services recognized the barriers facing many patients who are referred for nutrition counseling. The patients had limited access to affordable fresh fruits and vegetables, were not well educated on how to make good choices at the grocery store, and had limited insight on healthy cooking. The CME department, along with nutrition services, the medical library, and a local community Seed-to-Feed program, collaborated to start three regular programs for clinicians and their patients to participate in together: tours of a local vegetable garden; grocery store tours with a nutritionist; and accessing databases, books, journals, and websites containing evidence-based resources and recipes

22 Criterion 28: The provider collaborates with other organizations to more effectively address population health issues Rationale Critical Elements The Standard Collaboration among people and organizations builds stronger, more empowered systems. This criterion recognizes providers that apply this principle by building collaborations with other organizations that enhance the effectiveness of the CME program in addressing community/population health issues. Creates or continues collaborations with one or more healthcare or community organization(s) AND Demonstrates that the collaborations augment the provider s ability to address population health issues Demonstrate the presence of collaborations that are aimed at improving population health with four examples from the accreditation term. 43 Demonstrating Compliance 1. describe four collaborations with other organizations during the current term of accreditation and show how these collaborations augmented your organization s ability to address population health issues

23 Similar to Criterion 20 Criterion 20: The provider builds bridges with other stakeholders through collaboration and cooperation. 45 C28 FAQs Does collaboration have to be with organizations outside of the accredited CME provider? Do providers need to demonstrate compliance with Criterion 28 at the activity level? 46 23

24 Poll 7 If the hospital s CME department collaborates with several departments within the hospital or in another hospital within the same healthcare system, does that meet the expectation of Criterion 28? 47 C28 Compliance Example A provider with a strategic focus on prenatal care collaborated with the county health department. The health department shared data about community utilization of pre-natal care, and helped disseminate information about accessible clinic and resources for pregnant women into the community. The provider then deployed clinicians into the community areas of need to share information and support pregnant women, and reported utilization numbers back to the county health department

25 Remember Providers can use the same CME activity, or activities, to demonstrate compliance for multiple criteria from the Menu of New Commendation Criteria. 49 Questions? 50 25