The science of medicine. The art of healing.

Housekeeping
Turn cell phones to silent/vibrate Bathroom

Karen Bertke has no relative financial relationships or affiliations with commercial entities that may affect the balance, independency, objectivity of this presentation.
(SCS 6.2 For an individual with no relevant financial relationship(s) the learners must be informed that no relevant financial relationship(s) exist.)

Turning Point
Note: this presentation uses audience response devices On slides that have a question and the image above Press the number button on the device that corresponds to your answer A green light appears that shows your answer is logged

Document Imaging
As of November 8, there are over 1500 documents scanned & keyworded Black & white scan No staples

Sample

Calendar
http://med.wright.edu /fca/cme/calendar
Specialize calendars IM Faculty Development Pediatric Psychiatry MVH GSH

Different Views

Subscribe to a weekly digest

Event Screen
Add to Calender Forward Share Email

QR code on new flyer points to this calendar

New application?
Seven pages Contains the same information as paper application Working on approval queue

2014 Changes?
ACCME is simplifying provider responsibilities Removes redundant requirements
needs assessment (appropriate content and scope vs. professional practice gap of knowledge, competence, performance) Improving professional practice Identifying barriers that impact patient outcomes Who influences scope & content

Choices for path to Accreditation with Commendation

Proposed Additions
routinely demonstrates and promotes interprofessional collaborative practice in the operation of its CME program and in the design and implementation of its educational activities routinely incorporated patient data (for example data from registries or electronic health records) into the process for identifying professional practice gaps and educational needs. conducts assessments of the individual's professional competence and performance and designs and implements individualized learning activities to address the needs that were identified through assessments

Standards for Commercial Support

No commercial corporate logos, trade names, etc. in the CME activity or documents Disclosures must not contain corporate logos

Governence
Change from the term sponsorship to providership (change in the brochure statement?) Remove certain requirements
Enduring Materials CME Internet CME Journal CME RSS

ACCME
ACCME.org Application materials must comply with essential areas & elements AND standards for commercial support

Gap Analysis

When planning an activity, do your planning committee members

A. Consider the audiences needs B. Consider quality improvement data C. Think of a speaker they know before planning the activity D. Identify a gap before planning content E. Walk into your office start talking

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How to identify professional practice gap (4:02)

http://www.youtube.com/watch?feature=player_embedded&v=5i n8yOzgWuQ

ACCME Expectations
E2.1 Use a planning process(es) that links identified educational needs with a desired result in its provision of all CME activities. E2.2 Use needs assessment data to plan CME activities.
Criteria 2-6 provides steps on how to accomplish these expectations

The difference between knowledge, competence, performance, and patient outcomes (3:27)

http://www.youtube.com/watch?feature=player_embedde d&v=x4ML26g4xTI

Desired result: Recognize primary immunodeficiency in patients that present chronic infections is a gap in

A. Knowledge B. Competence C. Performance D. Patient Outcomes

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Desired result: to better understand treatment of myasthenia gravis is a gap in

A. Knowledge B. Competence C. Performance D. Patient Outcomes

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Desired result: to provide learners with the latest information concerning the proper diagnosis and work of malignancies is a gap in

A. Knowledge B. Competence C. Performance D. Patient Outcomes

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Desired result: to provide treatments to breast cancer patients that are most current and evidence-based recommended practices is a gap in

A. Knowledge B. Competence C. Performance D. Patient Outcomes

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Using Effective Formats (2:47)

http://www.youtube.com/watch?feature=player_emb edded&v=lBIpU3mnDhE

Why do we always think lecture?

(select all that apply)

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A. Fast B. Easy C. Little Effort D. One way communication E. Efficient F. Great RIO

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Adapting Traditional Needs Assessment (4:57)

http://www.youtube.com/watch?feature=player_emb edded&v=dMfZnFBHXmE

Questions to Consider
Who is your learner? What is the learners professional practice gap? What problems does your learner encounter? Why does the gap exist? How do you know the gap exists? Is the underlying need a in gap knowledge (facts), competence (strategy), or performance (implementation)? What do you want the learner to be able to do competence (new strategy), performance (implementing strategy), outcomes (results)? How to you build from knowledge and skills to competence and performance?

Professional Practice Gap

http://www.youtube.com/watch?feature=player_embe dded&v=GQUd9pCoEPs

Practice

Dealing with Disasters: A Mental Health Perspecitve

Goal: Inform providers from broad spectrum of disciplines regarding the immediate and protracted mental health consequences of man-made and natural disasters. We will be looking at intervention strategies for general as well as special populations and discussing the role of training to improve resilience

Learners Targetted
Psychiatrist, Primary Care physicians, psychologists, social workers, counselors, nursing, and other behavioral health professionals

Gap Analysis Work Up

Identified Gap To be informed of the mental health consequences of disaster To train mental health providers in helpful interventions following disasters To create ongoing relationships among local and regional agencies to provide mutual assistance in time of disaster Desired Result An informed network of providers An informed cadre of providers An informed network of providers among local agencies Type of Gap Knowledge

Knowledge

What is this activity designed to change?

A. Competence B. Performance C. Outcomes

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Can this gap analysis be improved?

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Needs Assessment/Gap Analysis of Dealing with Disaster: A Mental Health Perspective

Mental health issues during times of disasters are overlooked and rarely researched. First responders are taught to deal with fixable and predicable problems such as fire, acute injuries, and rescue. Mental health issues are not as predictable or have standard fixes. Also there is a stigma with having mental health issues especially in first responder careers. When surveyed by the National Center for Disaster Preparedness, first responders report that they are ill prepared to deal with their emotions and the emotions of those that are injured. They are not taught to deal with the emotions from death and disasters. First responders generally do not discuss or seek help because no one wants to admit they cannot handle the emotional impact that surrounds their jobs.

Case Conference
Goal: The general goal of this activity is that the participants should be able to discuss options in care delivery in similar cases and review statistical data to compare the number of deliveries to current cesarean section rate. Specific objectives will be submitted when the cases are chosen for review. Intended Audience Pediatricians / Obstetricians / Neonatologists / Perinatologists Registered Nurses / Advanced Practice Nurses

Case Conference
Identified Gap What are the learners needs? (Current Practice vs. Optimal Practice) Proven needs: Epidemiological data; Quality assurance/audit data; Surgical procedures statistics. Inferred needs: Opinion/experience of planning committee. Verbalized needs: Patient problems and complications based on request from target audience and of low volume and high risks. Desired results (Best or Evidence-Based Practice) Enhance awareness of comparative data for best practice within the area. Enhance and identify best practice issues. Type of Gap Knowledge Gap

Knowledge Gap

Provide for the target audience evidence-based practice for identified issues with patient complications.

Knowledge Gap

Designed to change: Patient Outcomes

Does the goal, gap analysis and outcome align?

My suggestions
Identified Gap What are the learners needs? (Current Practice vs. Optimal Practice) Learner does not know the current local Epidemiological data; Quality assurance/audit data; Surgical procedures statistics. Desired results (Best or Evidence-Based Pracitice) Type of Gap
Learner will understand comparative data and how certain areas of their practice can be improved

Knowledge Gap

Inferred needs: Opinion/experience of planning committee. Verbalized needs: Patient problems and complications based on request from target audience and of low volume and high risks.

Improve identification of strategies to implement best practice issues in professional practice. Improve evidence-based practice for identified issues with patient complications.

Knowledge Gap Competence Gap

Performance Gap

Case Conferences
Tumor Boards are educational case conferences discussing specific cancer cases that represent difficult management problems, have an adverse outcome, or unusual manifestations of cancer. A multidisciplinary approach to cancer care have shown improvements in quality of patient care and coordination of care. These conferences are planned by and presented to the institutions professional staff on a daily, weekly, or monthly basis. The multidisciplinary health care team involved in the treatment of the chosen case is invited to the conference to discuss relevant current literature, ethical implications, and practice guidelines. A multidisciplinary approach to patient care has been proven to have more positive outcomes for the patient.

What are some of your issues?

How does a CME activity really start? Is there really a planning process behind it? Are they just going through the motions? What is the big idea of any CME activity?

Resources
http://med.wright.edu/fca/cme/needs QI committee Searching a disease state Medical Library (hospital, WSU, etc.) Surveys

Remember the tool to collect the data needs to be analyzed