Videos

		Can I base my activities on non-clinical problems in my learners' practices, such as their needs related to their work in research, administration or teaching?
		How should I handle planning activities using confidential information about patients, physicians or our organization?
		Can you share some examples of what is considered a professional practice gap and what is not?
		Who needs to disclose relevant financial relationships to me and to the learners who participate in my activities?
		What do I need to understand about conflicts of interest (COI?)
		Do I need to fulfill all 22 of the ACCME Accreditation Criteria in every CME activity?
		Does the planning process for a CME activity have to follow the ACCME’s Criteria in order or in any special sequence?
		Do we need to have a unique professional practice gap for each session of a Regularly Scheduled Series (RSS)?
		What insights can you share about planning and documenting Regularly Scheduled Series (RSS) in a strategic way?
		Do I need to measure professional practice gaps in my own learners?
		Do I have to use the exact words "competence, performance, or patient outcomes" when defining the expected results in our program's mission statement?
		What involvement can industry have in the planning and implementation of CME?
		What's the difference between "knowledge," "competence," "performance" and "patient outcomes"?
		What can I show the ACCME from my CME planning process to document compliance with ACCME's accreditation Criteria?
		Does “professional practice,” as referenced in Criterion 2, mean only patient care?
		How do providers use non-educational or adjunctive strategies to creatively enhance change beyond CME activities?
		Can you explain how a provider may “operate in a manner that integrates CME in to the process for improving professional practice?”
	December 31, 2013	How can my learners benefit from the identification of "factors outside of the provider's control that impact on patient outcomes?"
		Why should providers engage within a system or framework for quality improvement?
		What are the ACCME’s expectations for providers regarding collaboration and cooperation, as articulated in Criterion 20?

Can I base my activities on non-clinical problems in my learners' practices, such as their needs related to their work in research, administration or teaching?

How should I handle planning activities using confidential information about patients, physicians or our organization?

Can you share some examples of what is considered a professional practice gap and what is not?

Who needs to disclose relevant financial relationships to me and to the learners who participate in my activities?

What do I need to understand about conflicts of interest (COI?)

Do I need to fulfill all 22 of the ACCME Accreditation Criteria in every CME activity?

Does the planning process for a CME activity have to follow the ACCME’s Criteria in order or in any special sequence?

Do we need to have a unique professional practice gap for each session of a Regularly Scheduled Series (RSS)?

What insights can you share about planning and documenting Regularly Scheduled Series (RSS) in a strategic way?

Do I need to measure professional practice gaps in my own learners?

Do I have to use the exact words "competence, performance, or patient outcomes" when defining the expected results in our program's mission statement?

What involvement can industry have in the planning and implementation of CME?

What's the difference between "knowledge," "competence," "performance" and "patient outcomes"?

What can I show the ACCME from my CME planning process to document compliance with ACCME's accreditation Criteria?

Does “professional practice,” as referenced in Criterion 2, mean only patient care?

How do providers use non-educational or adjunctive strategies to creatively enhance change beyond CME activities?

Can you explain how a provider may “operate in a manner that integrates CME in to the process for improving professional practice?”

How can my learners benefit from the identification of "factors outside of the provider's control that impact on patient outcomes?"

Why should providers engage within a system or framework for quality improvement?

What are the ACCME’s expectations for providers regarding collaboration and cooperation, as articulated in Criterion 20?

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