2006 accreditation criteria
DESCRIPTION
Tool for developing educational activity acceptable for ACCME accreditationTRANSCRIPT
2006 ACCREDITATION CRITERIA
What everyone needs to know about CME credits for educational
programs
SO WHAT?
• ACCME: Accreditation Council on CME• ACCME sanctions our CME program • New expectations for CME providers• Criteria have been developed• To maintain accreditation we must keep to
the spirit and word of the criteria
WHO CARES?
• ACCME requires adoption of new criteria• CME Office is under a mandate to accept• The Health System benefits with
improved competence and performance of the physicians and health professionals
• Physicians benefit by improved job satisfaction
• Patients have better outcomes
WHAT’S IN IT FOR ME?
• Educational programs developed to improve real problems
• Educational programs designed to correct the root cause of the identified gap
• Educational programs targeted to the correct audience
• Educational programs that demonstrate improved patient care
• More efficient use of time and effort• Better patient outcomes
CRITERION 2
• Professional practice gaps are identified• Educational interventions and activities are
designed based on educational needs• Educational needs may require
interventions that improve:– Knowledge– Competence– Performance
CRITERION 2 (continued)
• Definition of a practice gap– Current practice or outcome– Achievable practice or outcome– Requires benchmarking
• The provider working with the learner group determines using deduction– Is lack of knowledge the cause?– Is an effective strategy the cause?– Is poor performance the cause?
CRITERION 2 (continued)
• What is an example of a professional knowledge gap?– Management of hospitalized patients blood glucose (Knowledge
alone is unacceptable must affect patient outcome)
• What is an example of a professional strategy gap?– Anticoagulation safety initiative (Competence)
• What is an example of a professional performance gap?– Hand washing and hospital acquired infections (What they
actually do in practice)
CRITERION 2 (continued)
• What constitutes professional practice?– Clinical– Patient care – Research– Administrative
CRITERION 2 (continued)
• What is considered non-compliance?– No evidence of gap analysis between current
performance and desired performance– Courses designed to help learners pass board
examinations because they are not linked to a gap in physician knowledge
– Statistical data alone does not does not prove the provider identified knowledge, competence or performance was the root cause
– The educational activities have to be linked to the gap – Literature and evaluations alone are unacceptable
SUMMARY CRITERION 2
• Data gathering• Analyze trended data• Compare with benchmarks• Deduce cause of gap• Develop educational activity• Examine trended data after the
intervention
CRITERION 3
• Educational design• Designed to change behavior
– Competence– Performance– Patient outcomes
• Activities/educational interventions• Mission statement contains goals
CRITERION 3 (continued)
• Implementation Criterion 2– Everything is based on practice gap
• Planning of CME must attempt to change– Competence– Performance– Patient outcomes
• Knowledge alone is unacceptable– Convert to change in competence,
performance or patient outcomes
CRITERION 3 (continued)
• Educational design for changing competence– Case based scenario learning with ARS
• Educational design to change performance– Surgical skills lab with improved patient outcomes
• Educational design to change patient outcomes– Gap analysis results in improved patient outcomes
CRITERION 3 (continued)
• What is considered non-compliance?– Activities must be designed to change
behaviors• Competence, performance or patient outcomes
– Activities and programs that were designed only to change knowledge• Competence, performance or patient outcomes
CRITERION 4
• Content matches learners current or potential scope of professional activities
• What do the learners actually do in their practice
• Educational activities and interventions are congruent with learners practice
CRITERION 4 (continued)
• Align content with the learners scope of practice– Psychiatrists don’t require training on the Da
Vinci robot• Match scope of practice
– Development of clinical guidelines is appropriate
• Don’t forget RSSs must be data driven
CRITERION 5
• Educational format is appropriate– Consider setting– Consider objectives – Consider desired results
• Activities and and interventions– Didactic– Small group– Interactive– Hands on skill labs
CRITERION 5 (continued)
• Formats are based on participant feedback or nature of content
• Utilize a variety of formats
CRITERION 6
• Desirable physician attributes– IOM competencies– ACGME competencies
• Develop activities in terms of competencies– Medical knowledge– Specialty specific
• Consider individual and programmatic level
CRITERION 6 (continued)
• Activities may be based on– Medical knowledge– Evidence based practice– Quality improvement– Patient centered care– Interpersonal and communication skills
CRITERION 6 (continued)
• What is considered non-compliance?– RSS must have gap analysis– Desirable physician attributes are included in
self study and selected activities– Must have evidence this was considered in
planning process
CRITERION 6 (continued)