Can you provide me with some solid examples of the type of data that would be acceptable in meeting 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."

Last Revised: 
November 11, 2011

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 practice that are drug dependant or addicted and we know 10% of the people in our community are addicted." (Source: Office of National Drug Control Policy) The mission of the accredited provider includes an expression of expected results of the CME program in terms of changes in competence and performance and patient outcomes. The provider decides that they would like to, and does, develop a series of educational interventions, varying in format and content, designed to change each of competence and performance and patient outcomes - with respect to the care of addicted patients.

To assess changes in competence, the provider might ask the physician learner: "What questions will you ask your patients now regarding drug dependence and addiction that you were not asking before the activity?"

To assess changes in performance, the provider might ask the physician learner: "In your audit of 40 charts, how many times did you ask each of the required questions?"

To assess changes in patient outcomes, the provider might ask the physician learner: "In what percentage of your patients have you identified drug dependence or addiction? How many patients in the last year have you referred for specialized care for drug dependence?"

The aggregated data from these responses will contribute to the provider's analysis of changes in learners' competence, performance, or patient outcomes achieved as a result of the overall program's activities/educational interventions.

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