In Case You Missed it
Evaluation Tool for CME that Counts for ABIM MOC
ACCME, American Board of Anesthesiology, and American Board of Pediatrics Announce Collaborations in Support of Physician Lifelong Learning
Representatives from the accredited CE community described the value of their educational efforts in supporting patient safety and addressing the opioid addiction crisis at the FDA public advisory committee meeting on the Extended-Release and Long-Acting (ER/LA) Opioid Analgesics REMS, held in May. Accredited CE providers, the Conjoint Committee on Continuing Education (CCCE), and the ACCME described the scope of CE in support of the ER/LA Opioid Analgesics REMS and offered their perspectives on how to maximize the benefit and reach of REMS CE.
Graham McMahon, MD, MMSc, President and CEO, ACCME, presented data showing that CE providers have delivered 647 ER/LA Opioid Analgesics REMS-compliant activities, educating close to 168,000 healthcare professionals, including physicians, physician assistants, advanced practice nurses, dentists, pharmacists, optometrists, and other clinicians. These activities were offered across the country, in a variety of face-to-face and online formats.
The diversity of the activities shows how CE has evolved to meet the changing needs of learners, Dr. McMahon explained. “While traditionally you might think of courses as being a sage on the stage, and Internet activities as narrated PowerPoint slides posted online, many of our courses now use case-based simulations, problem-solving, communities of learning, and other activities that drive quality in education,” he said.
The CE community has the expertise to engage the hearts and minds of the clinician community, Dr. McMahon said. “It’s easy to drive people through box checking behaviors and [have them] complete activities that aren’t meaningful for them for the sake of achieving numbers, but if you really want to change practice you need to create relevant, efficient, effective and meaningful education efforts to connect with clinicians for the long-term. That’s what drives behavior. Our CME community is designed to achieve just that. They know our learners because they are in their institutions, in their localities. They know the challenges they face, whether they are in New Mexico or Manhattan.”
Based on the lessons learned, Dr. McMahon provided suggestions for improving the FDA Blueprint for Prescriber Education for ER/LA Opioid Analgesics to better support educational effectiveness. “Our continuing education providers are at the elbows of their learners. They know their audiences the best and they are most likely to be successful when you give them the permission, flexibility, and liberty to adapt their education and the modular assessments to their learners’ needs. Our learners are incredibly diverse, and their needs are incredibly diverse, and the ways to create relevant meaningful educational engagement are incredibly diverse. I would recommend that we revise the blueprint to focus on high-level direction regarding risks without restraining educational providers’ abilities to meet learners’ needs,” he said.
Dr. McMahon also said that the ACCME fully supports the ongoing use of accredited CE as a delivery mechanism for prescriber training for the ER/LA Opioid Analgesics REMS. In addition, the ACCME believes that accredited CE can play a significant role in addressing the patient safety issues identified in other REMS, including pre-and post-approval REMS, and single product REMS, provided the proper controls are in place to ensure independence from commercial influence. The CE community is working every day to make a difference, he concluded, and supports the FDA’s efforts to improve public safety.
The ACCME and the European Board for Accreditation in Cardiology (EBAC) have recognized each other’s accreditation systems as substantially equivalent. This is the first mutual recognition of substantial equivalency between the ACCME and a CME accreditation system in Europe.
Substantial equivalency is a relationship between CME accreditors based on shared principles and values, while recognizing and accepting differences. The purpose of substantial equivalency is to foster international collaboration among CME accreditors, facilitate continuous improvement in accreditation, expand opportunities for physicians and teams to participate in high-quality CME around the world, and promote education that contributes to healthcare improvement for patients and their communities.
Read more in our news release.
UPCOMING EDUCATIONAL ACTIVITIES
Registration is open for the ACCME's 2016 CME as a Bridge to Quality™ Accreditation Workshop scheduled for August 3– 5 in Chicago. Designed for all levels, from CME novices to masters, the Accreditation Workshops offer participants the opportunity to work closely with ACCME staff, national CME leaders, and colleagues to learn practical strategies for complying with accreditation requirements and positioning CME as a Bridge to Quality within their organizations.
As we have done in previous years, we will hold a "Self-Study for Accreditation" session in conjunction with the workshop. Invitations to the both the April and August 2016 Self-Study Sessions were sent earlier this year for providers whose next accreditation decision is in July or November 2017 or March 2018. If you are one of these decision groups and have not received an invitation or would like it resent, please contact Melody Latham at email@example.com.
Special Session for August 2016 Workshop — CME that Counts for ABIM MOC: Staff from the ACCME and American Board of Internal Medicine (ABIM) will discuss the integration of Maintenance of Certification (MOC) and accredited CME, explore strategies for advancing CME in support of MOC, explain how to register CME activities and submit participant data for ABIM’s MOC program in PARS, and answer your questions about the ABIM’s Medical Knowledge Assessment Recognition Program requirements. For more information about the ACCME and ABIM collaboration, visit CME that Counts for ABIM MOC.
Feedback from Workshop Participants
"Dr. McMahon's presentations changed my perspective on the impact my job has toward the end result of better patient care. I will view my CME tasks as being world-changing."
"The very first session for new CME learners was most helpful to me. It provided a comprehensive overview that made me feel ready to dive in."
"It was helpful to talk with my peers at other organizations about challenges and best practices. I came away with a lot of really good ideas and strategies that will help me going forward."
More information on the August workshop is available here.
If you have questions please contact Melody Latham, Coordinator of Education and Outreach, at firstname.lastname@example.org.
We are pleased to announce the ACCME 2017 Meeting: Evolution, Innovation, and Alignment, scheduled for April 24-27, 2017 in Chicago. Incorporating — and expanding – on our traditional April Accreditation Workshop, the ACCME 2017 Meeting will explore how the accreditation requirements support evolution, innovation, and alignment in continuing professional development. In response to feedback from previous events, we’ll include dedicated sessions for experienced CME professionals, as well as hands-on sessions for newcomers. The ACCME 2017 Meeting will bring together participants from across the CME and healthcare communities to share best practices in education, create action plans to drive innovation, explore opportunities for alignment among CPD systems, and develop strategies to advance CME’s contributions to healthcare improvement. Join us to celebrate our community’s achievements and to gain inspiration as we work together to shape the future of CME. More information will be available soon. (We will also hold our standard CME as a Bridge to Quality™ Accreditation Workshop in August 2017 to focus on the accreditation requirements and process.)
COLLABORATION AND ENGAGEMENT
The Coalition for Physician Accountability focused on the issue of well-being for the healthcare team in the clinical care environment at its May meeting, hosted by the ACCME at its Chicago offices. During the interactive meeting, participants explored the role of medical education, training, and practice in supporting clinician wellness, and identified ways the Coalition could contribute to reducing stress and building resiliency.
Graham McMahon, MD, MMSc, President and CEO, ACCME, facilitated a panel discussion, where a student, resident, nurse, physician, and patient described their experiences with stress and burnout in the clinical care environment. A panel of participants representing the medical education, training and practice continuum responded to the perspectives offered by the clinical care team. Breaking into small groups, participants representing the assessment, accreditation, certification, and licensure systems discussed how their areas could promote the wellness of physicians and teams.
The mission of the Coalition is to advance healthcare and promote professional accountability by improving the quality, efficiency, and continuity of the education, training, and assessment of physicians. The Coalition's members are the national organizations responsible for the oversight, education, and assessment of medical students and physicians throughout their medical careers. The ACCME is a charter member.
The Accreditation Council for Graduate Medical Education (ACGME) has released the Clinical Learning Environment Review (CLER) National Report of Findings 2016. It is published as a supplement to the May 2016 edition of the Journal of Graduate Medical Education (JGME). The report presents data from CLER visits to participating sites of nearly 300 ACGME Sponsoring Institutions and provides a first look at areas of focus in the clinical learning environments of resident and fellow physicians. An accompanying editorial, “The Importance of an Environment Conducive to Education,” by George E. Thibault, MD, President, Josiah Macy Jr. Foundation, provides an overview of the CLER initiative.
“The clinical learning environment is the educational home for many types of diverse healthcare practitioners and trainees. I commend the ACGME for producing this in-depth report, which provides key baseline data that will help us identify areas for improvement in education across the continuum,” said Graham McMahon, MD, MMSc, President and CEO, ACCME. “We share a common goal of leveraging the power of education to create effective teams, improve healthcare quality, and promote patient safety. The CLER report indicates a substantial variability in the awareness of and engagement with patient safety and quality improvement across institutions, a finding that has important implications for health professions education. We are partnering with ACGME and several other leadership organizations in the National Collaborative to Improve the Clinical Learning Environment (NCICLE) to work collaboratively to address these challenges, and identify key steps to achieve safe, timely, equitable, effective, and efficient care. At ACCME we aim to build bridges across the education continuum and create an environment that encourages students and professionals to work together to fulfill our shared commitment to lifelong learning and to improving care for the patients we serve.”
The ACCME is working with ACGME to identify areas for alignment and collaboration, with the objective of easing learners’ transition from graduate medical education to CE and enhancing faculty development. The ACCME has joined the ACGME and 20 other organizations as a partner in Pursuing Excellence in Clinical Learning Environments, a four-year initiative designed to promote transformative improvement within the clinical learning environments of ACGME-accredited Sponsoring Institutions and their residency and fellowship programs.
For more information about education across the continuum, see our video interview series, ACGME’s Next Accreditation System. In the four-part series, Timothy P. Brigham, MDiv, PhD, Chief of Staff and Senior Vice-President, Department of Education, ACGME, discusses how the ACGME’s Next Accreditation System (NAS), supports physicians’ continuous professional development and explores opportunities for medical education accreditors and hospital leaders to collaborate to improve health care safety and quality.
IN CASE YOU MISSED IT
- Evaluation Tool: This resource includes examples of evaluation approaches that CME providers can use in activities that count for ABIM MOC.
- ACCME, American Board of Anesthesiology, and American Board of Pediatrics Announce Collaborations in Support of Physician Lifelong Learning