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Accreditation Criteria
Further explanation:
One of our CME courses is an intensive hands-on course that trains physicians to perform vascular interventions in a laboratory setting. The training is primarily about newer medical devices...
No. Criterion 21 requires that the provider, "participates within a institutional or system framework for quality improvement", but does not specify the manner in which this is achieved. Criterion 21...
It is expected that CME providers will enhance the impact of CME in their system, or micro system, when they are in collaborative or cooperative alliances with other stakeholders in...
No, you do not. Some Criteria address your overall CME program, while others relate to CME activities. For each CME activity, you need to demonstrate compliance with Criteria 2 -...
This is an ACCME adaptation of an Agency for Healthcare Research and Quality (AHRQ) definition of a gap in the quality of patient care where the gap is "the difference...
Yes. CME providers can offer activities designed to change knowledge. The emphasis now is on the CME provider knowing the "educational needs that underlie the professional practice gaps of their...
Criterion 2 requires that the educational needs that underlie the professional practice gaps of learners be incorporated into the CME activities. However, the CME provider does not have to collect...
No. Previous activity evaluations may contain expressions of need that underlie professional practice gaps.
Needs assessment is about understanding the basis for a 'professional practice gap' - in terms of an underlying problem with knowledge, competence or performance-in-practice. A provider may want to further...
Through self-assessment or self-audit, the physicians in an ACCME accredited group practice might identify the following professional practice gap:
Professional Practice Gap = "We are not identifying any patients in our...
Yes... at this point an assessment of change is required for each CME activity. The information is then analyzed by the CME provider in the context of the overall program's...
Yes, evaluation of learners' change in competence, performance or patient outcomes is required.
Let us say a CME provider set its mission so that the expected result of its program of CME was to change competence and was, "To enable learners to develop...
Examples of a "non-educational strategy to enhance or facilitate change as an adjunct to activities or educational interventions" would be, 1) implementing a mechanism to send reminders to participants following...
The ACCME does not require accredited providers to measure patient outcomes -- neither in their CME Mission (Criterion 1), activity planning (Criterion 3), nor evaluation of CME activities (Criterion 11)....
Providers should always take the position that the ACCME’s Criteria shouldn’t limit them in what they’re doing, but should offer them the opportunity to do what makes sense and what’s...
The ACCME requires accredited providers to understand the issues with knowledge or competence or performance that underlie a professional practice gap. Problems with knowledge, competence or performance that underlie a...
Providers should always take the position that the ACCME’s Criteria shouldn’t limit them in what they’re doing, but should offer them the opportunity to do what makes sense and what’s...
In Criterion 3, ACCME is looking for the providers to proactively design their educational activities to address competence, performance or patient outcome issues. This is about objectives. This is the...
C6 talks about desirable physician attributes. There’s a range of attributes. We chose this term so not to restrict anyone to the ACGME or ABMS competencies. Institute of Medicine articulated...
So there’s two parts to it. There’s the process of it and there’s the content of it. You go out and seek information, you find information, you interpret information that’s...
Inside the problem, inside the challenge, is your answer. In the professional practice gap for educational devices that no one knows how to use, is that no one knows how...
Criterion 2 asks the accredited provider to identify the professional practice gaps of their own learners. It’s important to recognize that this moves us beyond handing surveys to our learners...
It’s also important to understand how to use our traditional tools for needs assessment using these 2006 Updated Criteria. For many, many years we’ve stopped Docs in the hallway and...
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