Posts Tagged ‘physician competence’

December 3rd, 2011  Posted at   Writing

The Accreditation Council for Continuing Medical Education (ACCME) began to use Updated Criteria (effective November 2008) to set the accreditation status of all accredited CME/CPD providers. These new criteria have significantly affected the design, implementation, and evaluation of CME/CPD.

Continuing medical education and continuing professional development (CME/CPD) must meet new standards which mandate that all CME/CPD providers assess their activities to determine the degree to which they improve physician competence and practice performance, and result in better treatment outcomes and patient care.

In order to comply with ACCME’s Updated Criteria, CME/CPD providers must engage in evidence-based educational practice. Evidence-based educational practice refers to CME that is based on research results, accepted principles, and best practices of effective continuing education.

These include the following:

A. Needs Assessments: Conducting comprehensive assessment of the needs of the target audience and identifying potential barriers that block or discourage physician change.

B. Barriers to Change: Indentifying potential barriers, providing strategies for learners to overcome them providing clinicians with examples of successful implementation of the changes being presented, and addressing systems issues that might otherwise inhibit implementation.

C. Stages of Change: Recognizing that physicians make changes in stages and ongoing efforts to change practice may be required rather than depending on a single exposure to relevant content during a CME activity.

D. Educational Formats: Tailoring educational activities to meet the needs of the learner by offering a variety of educational formats/strategies to accommodate clinicians at different stages of change and with different preferred learning styles.

E. Teaching Strategies: Designing multifaceted educational activities incorporating multiple teaching strategies (e.g., didactic presentations and case-based discussion) using active rather than passive learning strategies that engage learners.

F. Learning Translation: Incorporating program elements designed to assist clinicians with translating new knowledge into clinical practice (such as opportunities to practice using new counseling skills, and practical clinical tools (such as tear sheets and medication charts).

G. Self-Assessment: Using self-assessment tools to help learners reflect on their practice and identify their individual needs.

H. Assessment: Using data to assess the impact of the performance change that is directly related to CME programming. (more…)