Vivacity Consulting

Bringing energy and experience to your CME activity

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Who Me, Provide MOC?

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Steps to Provide MOC to Your Learners

MOC. It’s everywhere in the medical education world! Physicians seem to hate it, your colleagues are confused by it, and you have a mandate from your director to “figure it out.” Where to start?

1. Visit the ABMS website.

http://www.abms.org/Maintenance_of_Certification/

Of particular interest are the pages entitled, “The Value of MOC” and “ABMS Evidence Library.” These pages include information that will help you understand and provide evidence to demonstrate that a Maintenance of Certification program does link to improved clinical performance and outcomes.

2. Review the Four Parts to MOC.

If you work in a CME Office, you are probably being asked to provide CME that meets Part II or Part IV requirements for MOC.  Part II is life-long learning and self-assessment or, “Educational and self-assessment programs determined by your Member Board.” Part IV is practice performance assessment or, “Demonstrate your use of best evidence and practices compared to peers and national benchmarks.”

Part II can sometimes be accomplished through the addition of an assessment at the conclusion of an activity.

Part IV is sometimes accomplished in conjunction with the Quality Department, if you have one at your institution. Many medical specialty societies have launched Part IV programs (visit ASTRO’s website to see an example that satisfies the American Board of Radiology’s requirements.)

3. Visit the relevant Board website.

Depending on the specialty, every Board has their own rules.

This is where it may get more complicated. Some Boards, such as the American Board of Pediatrics, have a formal application for approval for 1 program at a time. Other Boards, such as the American Board of Surgery, allow providers to demonstrate compliance with their requirements.

4. Consider a vendor.

Many vendors provide useful services to simplify this for your learners. I have investigated many and have found a few that I really like. You can demo one vendor, the World Continuing Education Alliance, by accessing my free educational site here. You can create a free account and play around with the system. Let me know if you have any questions!

Vivacity Consulting Invited to Present at 2015 ACEHP

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Ms. Schwarz to Present at the 2015 ACEhp Meeting

Ms. Schwarz has been invited to present two times at the ACEhp (Alliance for Continuing Education in the Health Professions) Conference in Grapevine, Texas, January 14 – 17, 2015.

Ms. Schwarz will participate as part of a panel entitled, “Mapping Success for the Learner, the Supporter, and the Organization” on Thursday, January 15th at 1:15 pm with the following co-presenters:

Content Development
Kristen Flemming, Manager, Self-Assessment and CME Publications, Endocrine Society
Erin Schwarz, CEO, Vivacity Consulting

Faculty Management
Claire MacDonald, Associate Director, Clinical Education, Endocrine Society
Pam Beaton, BS, CCMEP, Manager, Educational Accreditation and Certification, American College of Chest Physicians

Outcomes Reporting
Dennis R. Harris, PhD, Manager, Educational Research and Outcomes, Endocrine Society
Erik Brady, PhD, CCMEP, Director of Analytics, Reporting and Outcomes, Clinical Care Options, LLC

Program Assessment
Tonya McFadden, Manager, CME Accreditation and Practice Improvement, Endocrine Society
Derek Dietze, MA, FACEHP, CCMEP, Improve CME, LLC

In addition, Ms. Schwarz will present an abstract during the Research Abstract Cluster #2 entitled, “A Comprehensive Process for Identifying and Managing Conflicts of Interest Reduced Perceived Bias at a Specialty Society Annual Meeting.” This presentation will take place on Friday, January 16th at 9:45 am.

Please contact Ms. Schwarz for more information about these presentations.

Quality Improvement (QI) and Me

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Stretch Assignment: 5 toe touches and a QI Initiative

We CME professionals often go about our day, working feverishly to ensure compliance for upcoming events and to finish the file for completed events. We all know that there is change brewing in healthcare, but if we have a chance to think about the big picture, it may not include the idea that quality improvement (QI) is in our wheelhouse. Well, some have suggested IF NOT US, THEN WHO?! 

Remember: the ACCME/IMQ requirements are not just rules we have to follow. They are designed to facilitate the planning of education which will enable/inspire physicians to do their jobs better.

During a recent webinar regarding the ACEhp’s Education Initiative, Jack Kues defined quality improvement as the process by which current practice is moved towards best practice. Isn’t that what we CME professionals do all day, every day?

In the same webinar, Robin King stated that we need to remember to help practitioners implement best practices in their practice setting if we are going to initiate any change. This is our stretch assignment, because although we think about barriers to implementation, how many of us actively plan to address these barriers? We still buy-in to Francis Bacon’s statement that knowledge is power. (He was an Elizabethan from the 17th century. We now know it takes more than knowledge to change behavior.) 

As we CME professionals take ownership of this QI issue, or at least, an appropriate portion of the ownership, we can be part of the change. I’m ready. Are you?

CME Consultant Musings: If I Ruled the World

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Caution: CME Consultant at Work

If I ruled the world, educational activity objectives would be measurable every time. The word “understand” would be outlawed.

If I ruled the world, disclosure forms would be turned in 2 weeks BEFORE the deadline, completely filled out, signed and dated.

If I ruled the world, all of my activity data would batch upload into PARS at the ACCME the first time.

If I ruled the world, hospital IT departments would seamlessly allow emails about upcoming CME activities to flow, and would allow CME staff to participate in webinars using any webinar software the vendor suggests.

If I ruled the world, every ACCME Progress Report and IMQ Interim Report issued would also come with a box of See’s Candy dark chocolate covered mint patties. (That’s only fair.)

If I ruled the world, every Quality Department in the hospital would talk to the staff in the Medical Education office and figure out how they could help each other reach their goals.

If I ruled the world, the public would understand that continuing medical education is NOT a vehicle to get more money into doctor’s pockets but instead the best possible way to ensure health professionals are providing best-practice, evidence-based care to them and their loved ones.

Whoops, there’s that word understand. I guess I would outlaw that word for everyone but me, if I ruled the world!

(Musing: A product of contemplation; a thought.)

Perspectives on PARS

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The ACCME’s PARS – Program and Activity Reporting System

Ready or not, it’s time to get ready for another year of data input into PARS. PARS is the online data input system all ACCME providers and soon, all state providers, must use to input detailed date regarding their CME program. It’s a lot of data.

What happens to all of this data? Why are we, providers, required to enter so much information (even more in 2014!)

According to the ACCME, the data entered “will provide a more detailed and comprehensive picture of the national CME enterprise and assist the ACCME, accredited providers and other stakeholders in demonstrating the value and scope of CME.”

My opinion is that much of this data probably is useful to the ACCME behind the scenes, in the way that providers’ individual activity data can be useful as a guide to the development of overall educational curriculum. (See my post about Criterion 6 as an example of this.)

However, I think it’s providers who ultimately will need to make the argument on behalf of accredited CME. I want to call out a fantastic presentation from the recent Alliance for CE in the Health Professions Annual Conference. I didn’t get t see it live, but I saw a Tweet from Erik Brady, PhD about it, and so I downloaded the slides when I got home.  The talk is titled, “Estimating Healthcare Cost Savings Resulting from CME Activities Using the Outcomes Impact Analysis Model.” It was presented by Dana Ravyn, PhD, MPH, Scientific Director, and Rob Lowney, BA, MBA, Managing Director, CMEology, West Hartford, CT, West Hartford, Connecticut. In a nutshell, “CME-related learning, when favorably affecting clinical practice, can yield substantial cost savings…” in this instance, over $5 MILLION as a result of the decrease in surgical bleeding-related complications and reoperation for bleeding.

$5 MILLION! 

How would you like to walk into your Director or CEO’s office and tell them you can potentially save your organization millions??? Obviously, we have a ways to go before we get there. But in the meantime, kudos to CMEology, don’t forget to enter your data into PARS, and then let’s get to work!

Using Data to Improve Medical Education

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A Case-Study: Using Data From Participant Evaluations

When the ACCME came out with the new Criteria (back in the 2000s!), many of us from  non-hospital-based organizations struggled to understand how to incorporate the concept of using data into our planning process. I remember whining a lot. “We’re a specialty society. We don’t have patient data!”  Not only that but, “we only see our attendees one time a year!”

Flash forward 7 years. The SAGES Continuing Medical Education Committee is pleased to announce the publication of the article entitled, “Evolution of practice gaps in gastrointestinal and endoscopic surgery: 2012 report from the Society of American Gastrointestinal and Endoscopic Surgeons (SAGES) Continuing Education Committee.” In this article, we describe the process by which we have collected data from our attendees through post-activity surveys, analyzed this data by “Learning Themes,” and then identified potential practice gaps which have or may be addressed at future educational activities.

If you have a subscription, you can access the article here:

http://link.springer.com/article/10.1007%2Fs00464-013-3263-2

I just read that some journal publishers are getting tougher about copyright violations, so message me if you would like me to send you a “draft” version of the paper. I’ll present a summary of this work during CMEPALOOZA, a web-conference being held March 20, 2014.

And congrats to my co-authors who did the bulk of the data work,

  • John T. Paige, MD
  • Timothy M. Farrell, MD
  • Simon Bergman, MD
  • Niazy Selim, MD
  • Alan E. Harzman, MD
  • Yumi Hori,
  • Jason Levine,
  • Daniel J. Scott, MD

Turns out specialty societies actually do have the ability to collect valuable data, and there are ways of using this data to, dare I say, improve the education delivered.