Individuals or groups of learners can self-report and/or self-assess their communication skills, but the accredited provider must also include external observation with feedback to the learner – for example with a faculty member, a...
evaluation
Last Revised:
March 30, 2017
Published on:
Thursday, March 30, 2017
Published on:
Thursday, March 30, 2017
The hospital’s orthopedic department hired a surgeon with expertise in a novel approach to total hip replacement that was needed for the patients the unit served. The department invested in a new surgical...
Last Revised:
March 30, 2017
Published on:
Thursday, March 30, 2017
Each learner in an activity would be expected to have been observed and given feedback to meet the criterion.
Last Revised:
March 30, 2017
Published on:
Thursday, March 30, 2017
Overview of Criterion 29 from the ACCME Menu of Criteria for Accreditation with Commendation by Dr. Graham McMahon.
>>McMAHON: In order for us to make a real difference in the lives of our patients, not only do we have to practice great medicine and have great competence in being able to do that, but we have...
Last Revised:
March 30, 2017
Published on:
Thursday, March 30, 2017
No. Feedback can be provided in person or virtually, in writing or orally – and can be provided to the individual learner or to a group (for example during a team simulation).
Published on:
Thursday, March 30, 2017
The provider offers a regularly scheduled series of Basic Life Support and Advanced Cardiovascular Life Support courses. Each course is a combination of online learning followed by an in-person skills...
Last Revised:
March 30, 2017
Published on:
Thursday, March 30, 2017
Overview of Criterion 30 from the ACCME Menu of Criteria for Accreditation with Commendation by Dr. Graham McMahon.
>>McMAHON: Ultimately, many of our interactions with patients are based on technical and procedural skill, whether it's operative skill, procedures, physical examination...
Last Revised:
March 30, 2017
Published on:
Thursday, March 30, 2017
Yes - the intent of this criterion is to have the content/format of the activity support the observation of, and feedback to, learners on their communication skills, so that each participant can derive personal value from the...
Published on:
Thursday, March 30, 2017
A provider described collaboration with their emergency preparedness and education and program committees, and the local fire department to develop training sessions for learners to decontaminate patients...
Last Revised:
March 30, 2017
Published on:
Thursday, March 30, 2017
Yes, if the skill is an observable psychomotor skill that requires expertise and practice.
Published on:
Tuesday, November 1, 2016
No, the ACCME has the expectation that accredited providers evaluate the impact of their activities on learners’ knowledge, strategies/skills, performance, and/or patient outcomes. Different assessment...
Last Revised:
May 5, 2017
Published on:
Tuesday, April 26, 2016
This resource includes examples of evaluation approaches that CME providers can use in activities that count for ABIM MOC.
For more information, please visit ...
Last Revised:
November 2, 2016
Published on:
Wednesday, September 30, 2015
Fill-in-the-blank questions refer to items that are completed by the learner(s). The format includes a leading statement with a missing word or words that are then completed by...
Last Revised:
November 2, 2016
Published on:
Wednesday, September 30, 2015
Longer form tests refer to assessment instruments that comprise several different testing modalities, such as multiple-choice items, items that require the learner to draw a...
Last Revised:
November 3, 2016
Published on:
Wednesday, September 30, 2015
The American Board of Internal Medicine (ABIM) Medical Knowledge...
Last Revised:
November 2, 2016
Published on:
Wednesday, September 30, 2015
Multiple-choice questions can be used in a variety of ways. They are typically used as mini-case simulations that present a clinical vignette and a question (the "lead in") followed by a discrete range of possible responses, one of...
Last Revised:
February 27, 2014
Published on:
Thursday, February 27, 2014
An exploration of the ACCME's expectations for accredited providers to evaluate and improve their CME programs as outlined in ACCME Criteria 11-13 by Murray Kopelow, MD, ACCME Past President.
This video was produced to be...
[MUSIC]
>>KOPELOW: A fundamental construct of the ACCME requirements is that it’s an algorithm for change and improvement. It’s the PDSA cycle, both for you as accredited provider, and for the learners and for the...
Last Revised:
October 26, 2012
Published on:
Friday, October 26, 2012
Rani Gereige, MD, Director of Medical Education at Miami Children’s Hospital discusses CME as a bridge between practice improvement, GME faculty development, and institutional goals, in an interview with ACCME Director of Education...
>>SINGER: Hi, I’m Steve Singer, I’m the director of Education and Outreach at the Accreditation Council for Continuing Medical Education.
>>GEREIGE: My name is Rani Gereige I’m the Director of Education at Miami’...
Published on:
Saturday, October 22, 2011
As part of its planning process, the provider ensures that each activity is designed to change physician strategies that can be applied to practice. The provider measures this outcome by including an evaluation component that asks...
Published on:
Saturday, October 22, 2011
In its self-study report, the provider indicated that its CME program is primarily comprised of jointly provided activities in which joint providers identify educational needs for activities, develop educational curricula and...
A CME provider must ensure that the following decisions were made free of the control of a commercial interest. (See www.accme.org for a definition of a "commercial interest"...
Submit Your CME Success Stories
We’ve heard from our community of CME providers that it would be helpful for the ACCME to facilitate sharing of best practices. Beginning in 2016, we will post brief, best-...