Regularly Scheduled Series (RSS) REFERENCE MANUAL

Transcription

1 Regularly Scheduled Series (RSS) REFERENCE MANUAL TABLE OF CONTENTS Page number Introduction/General Information Planning Form Risk Management Credit Professional Practice Gap (Learner Needs) Verification of Identified Learner Needs (Needs Assessment) Competencies Desired Results Knowledge, Competence, Performance, Outcomes Areas of Improvement and Learner Objectives System Barriers Evaluation Disclosure/Conflict of Interest National Faculty Education Initiative Commercial Support Timeline / Records Submission Record Keeping Additional Resources RSS Reference Manual TUSM OCE med-oce@tufts.edu Page 1 of 18

2 Introduction/General Information: Tufts University School of Medicine (TUSM) Office of Continuing Education (OCE) ensures that all educational activities certified for AMA PRA Category 1 Credit by TUSM OCE meet the standards and criteria set forth by the Accreditation Council for Continuing Medical Education (ACCME). See for more information on accreditation requirements. The ACCME defines a Regularly Scheduled Series (RSS) as an activity that is 1) planned as a series with multiple sessions that occur on an ongoing basis (offered weekly, monthly, or quarterly); and 2) is primarily planned by and presented to the accredited organization's professional staff. Examples of RSS include recurring educational activities such as Grand Rounds, Morbidity and Mortality conferences, Journal Club, Ethics Rounds, etc. These educational sessions must also take place within the institution. Please note: Annual events hosted by hospital departments are NOT considered RSS, and require submission of a separate educational planning form, adherence to additional accreditation requirements, and have corresponding fees for accreditation. See: Activities Each year, TUSM OCE accredits approximately 150 RSS. TUSM OCE adheres to all ACCME requirements for RSS and other educational programs, including the Standards for Commercial Support. TUSM physicians who attend RSS can earn CME credit. TUSM OCE conducts annual orientation sessions to educate RSS organizers regarding the required procedures and forms. If this is the first time you are applying for accreditation of for your RSS, and you were not able to attend an orientation session, please contact Donna Dung at or donna.dung@tufts.edu so that we can review the accreditation requirements with you and add you to our database. RSS Planning Form: When completing the planning form, please keep in mind that a series is the entire RSS and a session is one conference within the series. RSS planning materials for the year are due to the OCE by July 1, For each series you must submit the following materials: Planning form Course director and planning committee member(s) disclosure forms and CVs ( /mail/fax is ok) Verification of Identified Learner Needs Documentation (at least 2 separate documents) Preliminary budget (if applicable) Follow-up/Impact of Education on Outcomes Document (for repeat RSS only) Page 1 of the RSS Planning Form may be completed by the administrative contact or the course director. Pages 2-10 MUST be completed by the course director. RSS Reference Manual TUSM OCE med-oce@tufts.edu Page 2 of 18

3 All pages must be completed in full and required documentation must be attached in order for your application to be reviewed. TUSM OCE cannot retroactively certify RSS for AMA PRA Category 1 Credit. Certification of your RSS is contingent upon adherence to the CME requirements and guidelines as noted in this manual and as set forth by the ACCME. Failure to fulfill these requirements will result in denial of AMA PRA Category 1 Credit for your RSS. NOTE: If commercial support is likely or you have a grant application in process, please read information on page 15 and contact TUSM OCE immediately. Overview: Please keep this in mind when completing the planning form: Continuing education activities must be planned and implemented in accordance with the Accreditation Council for Continuing Medical Education (ACCME) Essential Elements and Areas as follows: 1. An appropriate NEEDS ASSESSMENT identifies the LEARNING GAP(S) to be addressed. Educational content is developed that addresses the stated need(s). 2. The activity GOAL AND OBJECTIVES are established and are derived from the identified needs, and are communicated in advance to participants. 3. An appropriate EDUCATIONAL DESIGN has been developed to meet the educational needs and objectives of adult learners. 4. All CME activities include a meaningful EVALUATION that links the stated goals and objectives to the effectiveness of the educational activity. 5. Full DISCLOSURE AND COMMERCIAL SUPPORT information is provided (and resolved, if necessary) and communicated to all participants prior to activity implementation. Risk Management Credit: Under Massachusetts (MA) regulations, topics appropriate for risk management credit include: medical malpractice prevention, medical ethics, quality assurance, medical-legal issues, patient relations, non-economic aspects of practice management or courses designed to reduce the likelihood of medical malpractice through means other than increasing the learner s medical education and technical expertise. In order for your RSS to receive Risk Management credits, the following procedures must be executed: Objectives must be session-specific. Please list them on the Monitor Verification Form. All Risk Management sessions must be evaluated by the participants, either after each session or quarterly. RSS Reference Manual TUSM OCE med-oce@tufts.edu Page 3 of 18

4 Professional Practice Gap (Learner Needs): What is a practice gap? A practice gap is the difference between actual and ideal performance. Best Practice Available Practice Gap Current Practice Gaps are measured in terms of: Knowledge: awareness or understanding Ex. Read a book about flying a plane Competence: knowing how to do something; knowledge in the presence of experience and judgment = ability; but not yet put into practice Ex. Use a flight simulator Performance: Knowledge in practice; the skills, abilities and strategies one implements in practice Ex. Fly a plane The course director and planning committee must identify the practice gap(s) for their RSS and link these gap(s) to the needs that support the gap(s). The content must close the gap(s), using objectives and evaluation as the means to measure the effectiveness in closing the gap(s). On the planning form, please describe the need and method used to determine the need for your RSS series by answering the following questions. Please be sure to address the following: Who is the target audience for this series? Why is this series being planned for this audience? RSS Reference Manual TUSM OCE med-oce@tufts.edu Page 4 of 18

5 What are the gaps in clinical or organizational practice that will be addressed by your RSS series? NOTE: For M&Ms and Case Conferences, the gap is identified at the actual session during discussion and reflection, e.g., What happened that caused an unexpected outcome? This information should be documented and submitted to the OCE after each session. Please see our website for the form that should be used for submission. How are Practice Gaps identified? They are identified through needs assessment. Verification of Identified Learner Needs (Needs Assessment): What are Educational Needs? They are defined as the need for education on a specific topic identified by a gap in professional practice. The ACCME requires that the provider incorporates into CME activities the educational needs (knowledge, competence or performance) that underlie the professional practice gaps of their learners. So the need should be based on professional practice gaps in knowledge, competence and performance and should be designed to change competence, performance and/or outcomes. Indicate how you identified the gap in professional practice and attach supporting documentation. Your planning form will not be processed without attached documentation. If you cannot provide documentation, do NOT check that source. Competencies (ACGME, IOM, ABMS): Please indicate on the planning form the primary competency that your RSS series will address. Please also indicate up to two secondary competencies that your series will address. Patient Care (ACGME/ABMS) - provide patient care that is compassionate, appropriate and effective for the treatment of health problems and the program of health. Medical Knowledge (ACGME/ABMS) - demonstrate knowledge of established and evolving biomedical, clinical, epidemiological, and social-behavioral sciences. Practice-based Learning and Improvement (ACGME/ABMS) - investigate and evaluate the care of patients, appraise and assimilate scientific evidence, and continuously improve patient care based on constant selfevaluation and life-long learning. Interpersonal Skills and Communication (ACGME/ABMS) - demonstrate skills that are effective in the exchange of information and collaboration with patients, their families, and health professionals. Professionalism (ACGME/ABMS) - demonstrate a commitment to carrying out professional responsibilities and an adherence to ethical principles including ability to demonstrate: RSS Reference Manual TUSM OCE med-oce@tufts.edu Page 5 of 18

6 Compassion, integrity, and respect for others; Responsiveness to patient needs that supersedes self-interest; Respect for patient privacy and autonomy; Accountability to patients, society and the profession; Sensitivity and responsiveness to a diverse patient population, including but not limited to diversity in gender, age, culture, race, religion, disabilities, and sexual orientation. Systems-based Practice (ACGME/ABMS) - demonstrate an awareness of and responsiveness to the larger context and system of health care, as well as the ability to call effectively on other resources in the system to provide optimal health care. Desired Results: What do you expect the learner to do in his/her practice? How will the information presented impact the clinical practice and/or behavior of the learner? What are the desired outcomes in terms of changes in clinician performance/behavior or patient health as a result of this educational activity? These intended changes/impacts should be long-term & far-reaching. For example: It is anticipated that patient care will be improved because Example: Increased knowledge of current HIV treatment guidelines. Areas for Improvement and Learner Objectives (Educational Objectives): **Borrowed with permission from TUSM Office of Educational Affairs Educational Resources** Why are educational objectives so important? Setting observable and measurable educational objectives: Provides a structure for the learning and teaching process (i.e. teachers and students know what they are striving for) Guides teachers in planning the teaching (i.e. content and teaching strategies) Provides a basis for assessment (i.e. assessment strategies should be aligned with learning objectives in order to measure whether or not the objectives are achieved) OBJECTIVES: Precise statements that begin with an action verb. They characterize observable and measurable behaviors that you want learners to accomplish by the end of the course/rotation/lecture/small group session, etc. educational objectives guide and must be aligned with assessment strategies. EXAMPLES: At the conclusion of this educational activity, learners will be able to identify the basic mechanism of inflammation. At the conclusion of this educational activity, learners will be able to describe the therapeutic window and the overlap between efficacy and toxicity. RSS Reference Manual TUSM OCE med-oce@tufts.edu Page 6 of 18

7 Tips for Writing Objectives Know the learners to align the course objectives with their developmental stage, abilities, experiences and educational needs. Precede your list of objectives with the following statement: At the conclusion of this educational activity, learners will be able to: Include two basic elements in the statement: -A verb that describes an observable action, e.g. identify (see key words mentioned below) -The acceptable performance level, e.g. identify the four main causes of Use clear and concise words to describe student behavior (avoid the use of verbs open to many interpretations). Words Open to Many Interpretations: To know To understand To appreciate To learn To enjoy To believe To recognize Words Open to Fewer Interpretations: To write To compare To identify To sort To solve To build To recall EXAMPLE: At the conclusion of this educational activity, learners will be able to understand the biosynthesis and function of leukotrienes. EXPLANATION: The act of understanding is not an observable and measurable behavior per se. There are different levels of measurable cognitive abilities that promote the achievement of understanding. (See chart below). Learners can manifest their development towards understanding of a core concept by (1) identifying/recalling it; (2) applying it into daily practice; (3) analyzing its components; (4) integrating it into a new idea/plan. Therefore, the objective mentioned above could be rephrased as follows: At the conclusion of this educational activity, learners will be able to distill the biosynthesis and function of leukotrienes. RSS Reference Manual TUSM OCE med-oce@tufts.edu Page 7 of 18

8 Each level of cognitive ability will in turn be aligned with a specific assessment strategy. For example, closed questions could be used to recall concepts, and case vignettes can be used to assess learners application of concepts. Identify whether you are writing cognitive, attitudinal and/or skills objectives. Chart for Writing Cognitive, Attitudinal and Skills Objectives Cognitive Objectives Cognitive Level (from less to more complex) Knowledge: Recall or identify information, ideas, and principles in the approximate form in which they were learned. Comprehension: Understands the meaning, translation, interpolation, and interpretation of instructions and problems. States a problem in one's own words. Key Words defines, describes, identifies, labels, lists, matches, names, outlines, recalls, reproduces, selects, repeats, records, states. converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, illustrates, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates. Example Identify the various segments of the nephron and their relationships to the structure of the kidney. Describe the histological organization of the lymphoid and organs. Explain the relationship between glomerular filtration rate, absorption rate, secretion rate and the rate of excretion of a compound in the urine. Distinguish ethologic factors of cardiovascular diseases. RSS Reference Manual TUSM OCE med-oce@tufts.edu Page 8 of 18

9 Application: Uses a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the clinical workplace. Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. Synthesis: Originates, integrates, and combines ideas into a product, plan or proposal that is new to him or her. Evaluation: Assesses, appraises, or critiques on a basis of specific standards and criteria. applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. breaks down, categorizes, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, illustrates, infers, outlines, relates, selects, separates. categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, invents, develops, hypothesizes, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes. appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, recommends, summarizes, supports. Apply anatomical knowledge to clinical diagnostic problemsolving. Calculate how acidic and basic drugs dissociate and distribute themselves at different ph values. Diagram the short loop and long loop negative feedback secretory control of the anterior pituitary hormones. Break down the biosynthesis and function of lipoxins. Compare and contrast the surface membrane procoagulant reactions of the platelet and endothelial cell. Develop mathematical predictions of drug behavior in a variety of clinical circumstances. Predict the functional loss and cutaneous areas affected by a given nerve injury to the hip and posterior thigh region. Assess the clinical significance of different stages of atherosclerosis. Interprets major consequences and complications of myocardial infarcts. RSS Reference Manual TUSM OCE med-oce@tufts.edu Page 9 of 18

10 Attitudinal Objectives Attitudes Key Words Example Shows awareness, willingness to hear, and selected attention Participates actively by attending, reacting and showing awareness. Listen, follows, replies, uses. answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes. Listen to others with respect Participate in discussions. Give a presentation. Question new concepts, models to fully understand them. Accepts the importance of the attitude; displays behavior consistent with a belief or attitude demonstrates, displays, differentiates, relates, selects, explains, justifies, proposes, reports, formulates, follows, forms, initiates, invites, joins, cooperates, shares, works, adheres, alters, accepts, defends Treat cadavers with professionalism and decency. Show sensitiveness to individual and cultural differences. Accept responsibility for his/her behaviors. Accept professional ethical standards. Display a professional commitment to ethical practice on a daily basis. Cooperate in group activities (displays teamwork). Change behavior in light of new evidence. RSS Reference Manual TUSM OCE med-oce@tufts.edu Page 10 of 18

11 Skills Objectives Skills Key Words Example Perception: Uses sensory cues to guide performance Observation: Observes visual information chooses, describes detects, distinguishes, identifies, isolates, selects describes, looks, sees, observes, examines, Detect non-verbal communication cues. Observe the superficial arteries and veins. Describe the patient s body language. Imitation: Repeats what is done Practice/Manipulation: Exercises skills following guidelines does, imitates, repeats, replicates, recaps practices, exercises, reproduces, rehearses, carries out, performs, follows, prepares Distinguish primary, observable, confirmable visual information from secondary, derived inferences. Replicate a procedure as demonstrated by the instructor. Make skin incisions. Practice how to perform a physical exanimation. Mastery: Performs skills perfectly in different contexts (e.g. simulation, real patient). performs, displays, shows Show ability to conduct a complete mental examination regardless of patient peculiarities RSS Reference Manual TUSM OCE med-oce@tufts.edu Page 11 of 18

12 Adaptation: Modifies patterns to fit a particular situation or specific problem arranges, combines, creates, initiates, makes, develops Develop a new dietary routine to meet the patient s specific needs. References Albanese MA, Mejicano G, Mullan P, Kokotailo P & Gruppen L. Defining characteristics of educational competencias. Medical Education 2008; 42: Diamond, R. (1998). Clarifying Instructional Goals and Objectives. In Diamond, R. Designing and Assessing Courses and Curricula. A practical Guide (2 nd. ed., pp ). San Francisco, CA: Jossey-Bass. Huitt, W. (2004). Bloom et al.'s taxonomy of the cognitive domain. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved June 2008, from (Contributed by Dr. Ralph Aarons) Thorndike RL, Hagen EP. Measurement and Evaluation in Psychology and Education, 4 th ed. New York: John Wiley & Sons 1977; 200 in Albanese et al Potential or real system barriers facing your target audience if the need or gap is to be addressed: Barriers are events outside your control that can prevent the expected result from being realized. The course director should employ strategies to overcome or eliminate identified barrier(s) in the RSS. Evaluation: Evaluating the effectiveness of CE activities in meeting identified educational needs is an essential component of educational planning and ongoing quality improvement. Evaluation provides an opportunity to analyze changes in learners (competence, performance, and/or patient outcomes) achieved as a result of the CE activity as well as learner commitment to change, barriers to change, and activity quality. A post-course evaluation is required. These may be conducted at the end of every session or quarterly. Note: If your session has commercial support, an evaluation must be conducted immediately after. A semi-annual summary of these evaluations is due to the OCE in December and June. RSS Reference Manual TUSM OCE med-oce@tufts.edu Page 12 of 18

13 Impact of Education on Outcomes/Follow-up: In addition to the post-course evaluation, your department should measure the relevance and impact of your series on practice application, clinician performance or health outcomes through an Impact of Education on Outcomes/Follow-up evaluation. This can be accomplished in various ways including: Post-course test/assessment Focus group Post-course participant survey (Survey Monkey instructions available on OCE Website) Certification exam outcome Patient satisfaction survey New system, practice or policy (specify) Quality assurance data/review Utilization management data Morbidity/mortality data Claims data/review Maintenance of certification outcome Other audit/review (specify; e.g., Joint Commission) Disclosure: ACCME s Standards for Commercial Support require that all persons in control of content, including faculty presenters, course directors, moderators, planning committee members, reviewers, staff and editors, must complete and sign a disclosure form stating the presence or absence of relevant financial relationships. These forms must be submitted to the course director well in advance of the session for his/her review. Resolution of Conflict of Interest (COI): In cases where there is a relevant financial relationship, the course director must resolve the conflict prior to the beginning of the session and document the resolution of COI in the session file. The Resolution of COI form is available on the TUSM OCE website and explains how COI can be resolved. All disclosure information, including lack of relevant financial relationships, must be disclosed to learners prior to the beginning of the activity. This information must be included on the accreditation slides and/or in the handout material. It is also recommended that this information be announced verbally at the beginning of the session. RSS Reference Manual TUSM OCE med-oce@tufts.edu Page 13 of 18

14 ACCME Information on Financial Relationships and Conflict of Interest: Financial Relationships: Financial relationships are those relationships in which the individual benefits by receiving a salary, royalty, intellectual property rights, consulting fee, honoraria, ownership interest (e.g., stocks, stock options or other ownership interest, excluding diversified mutual funds), or other financial benefit. Financial benefits are usually associated with roles such as employment, management position, independent contractor (including contracted research), consulting, speaking and teaching, membership on advisory committees or review panels, board membership, and other activities from which remuneration is received, or expected. ACCME considers relationships of the person involved in the CME activity to include financial relationships of a spouse or partner. With respect to personal financial relationships, contracted research includes research funding where the institution gets the grant and manages the funds and the person is the principal or named investigator on the grant. Conflict of Interest: Circumstances create a conflict of interest when an individual has an opportunity to affect CME content about products or services of a commercial interest with which he/she has a financial relationship. The ACCME considers financial relationships to create actual conflicts of interest in CME when individuals have both a financial relationship with a commercial interest and the opportunity to affect the content of CME about the products or services of that commercial interest. The ACCME considers content of CME about the products or services of that commercial interest to include content about specific agents/devices, but not necessarily about the class of agents/devices, and not necessarily content about the whole disease class in which those agents/devises are used. With respect to financial relationships with commercial interests, when a person divests themselves of a relationship it is immediately not relevant to conflicts of interest but it must be disclosed to the learners for 12 months. A conflict of interest (COI) is defined as when an individual who is in a position to control the content of an accredited CME activity has both 1) a relevant financial relationship with or interest in a commercial entity, and 2) has the opportunity to control the activity s content relevant to the commercial entity s products or services. National Faculty Education Initiative: TUSM OCE recommends that all faculty visit and participate in the free, online educational activity to become familiar with the responsibilities associated with involvement in certified educational activities. This activity explains the difference between certified CE activities and commercial marketing/promotional programs. RSS Reference Manual TUSM OCE med-oce@tufts.edu Page 14 of 18

15 Commercial Support: Please refer to ACCME s Standard for Commercial Support: All commercial support associated with an educational activity must be given with the full knowledge and approval of TUSM OCE. All commercial support fees must be documented in a written agreement between the commercial supporter and TUSM OCE. The Commercial Support Agreement must be signed by TUSM OCE. Please contact TUSM OCE for agreement templates. A commercial supporter s form may be substituted, pending OCE approval, if comparable to the OCE Commercial Support Agreement. Commercial interests shall not make support contingent on the acceptance of advice about speakers or educational matters, such as content, objectives or educational methods. Commercial support or lack thereof must be disclosed to learners prior to the beginning of the activity. Commercial Support Fund Distribution: A commercial supporter may never disburse payments directly to faculty. Only TUSM OCE, the joint provider, or designated educational partner may disburse faculty honoraria or reimbursement for out-of-pocket expenses, as per written agreement with TUSM OCE. Funds from commercial supporters must be in the form of an educational grant. 1) The grant should be made payable to Trustees of Tufts College and sent directly to TUSM. Please note that grants made directly to TUSM are subject to a 15% university O&M surcharge. 2) The grant can also be made payable to your department or division as an educational partner of TUSM. In this situation the following information must be included in the commercial support agreement: Tufts University School of Medicine (TUSM) Office of Continuing Education (OCE) designates [Name of educational partner] to receive $ from the educational grant from [Name of Commercial Supporter]. 3) Please retain all receipts for all expenses related to the educational activity and if applicable, submit to TUSM OCE for reconciliation of grant funds. RSS Reference Manual TUSM OCE med-oce@tufts.edu Page 15 of 18

16 Timeline/Record Submission: Prior to Series Implementation (Early Summer) Conduct Course Director and Planning Committee meeting and identification of practice gap/needs assessment, minutes/sources to be included with Planning Form Plan series based on ACCME Updated Criteria: Identification of practice gap (learner needs)/needs assessment, goals and objectives, educational design, and evaluation Standards for Commercial Support Interactive learning ACGME/ABMS competencies Review promotional or series materials with TUSM OCE before sending out to ensure appropriate accreditation language and information included Prior to Each Session Speaker(s) must be sent Information for Speakers, Course Directors, Planning Committee Members form, and a Disclosure form Speaker(s) must submit Disclosure form and CV to course director Resolve any conflicts (Course Director, in consultation with OCE if needed)- See Resolving Conflicts of Interest Form Conduct content review; content review form submission required for series/sessions with commercial support or speakers with conflicts of interest, otherwise keep on file in your department Update Sign-in sheet/accreditation slides with series/session objectives and accreditation information including disclosure and commercial support statements Update Disclosure Slide template for course director or speaker with disclosure information and session objectives. Send the slide to them and confirm that they put the slide at the beginning of their talk or plan to display it next to the sign-in sheet If the session is commercially supported or if it is approved for risk management credit, the disclosure form(s) of the session speaker(s) must be submitted to the OCE in advance For sessions offering Risk Management Credit, determine session specific objectives. During the Activity Provide verbal Accreditation Introduction using templates including: a) TUSM statements on providership, accreditation and AMA PRA Category 1 Credits b) Verbal disclosure of speaker COI or lack of COI c) Series and/or session objectives d) Acknowledge commercial support or lack thereof e) Description of how to obtain credit [Course Director or designee responsibility] Display the Accreditation Information with statements of a)-e) above at sign-in and/or on slides Have attendees complete sign-in sheet Collect evaluations, which include the series/session learner objectives, from all attendees at end of each session or designated quarter RSS Reference Manual TUSM OCE med-oce@tufts.edu Page 16 of 18

17 After Each Session Complete and submit RSS Monitor Verification Form to OCE (required for every session) If the RSS is a Case Conference or M&M: o Complete and submit a Practice Gap Form. If the session received commercial support: o Submit a copy of the content review form. o Submit a copy of the speaker s completed disclosure form. o Submit a copy of the Resolution of Conflict of Interest Form (if speaker had COI). Evaluation/End of Year Submit to TUSM OCE: Final schedule of all sessions and topics/speakers Semi-annual Evaluation Summary at mid-year and end of year using the Individual Session or Quarterly Evaluation form as templates for compiling your summary results. Final budget/reconciliation of expenses Activity Summary Sheet Electronic CME Credit Summary report (accepted only via in Excel spreadsheet) with the total number of credits earned for each participant seeking a CME certificate. TUSM OCE will generate certificates and send them to your department for distribution to your attendees. Please note that departments cannot issue certificates; only TUSM OCE can issue certificates. Complete annual online evaluation survey (to be sent to course directors from OCE) Impact of Education on Outcomes/Follow-up evaluation (sent to participants 8-10 weeks after end of the series) summary results Record Keeping: Keep the following original documents or copies on file in your department in a secure place for at least 6 years for each RSS. Please note: Series/session files are subject to periodic audit by TUSM OCE. RSS Planning Form supporting documentation and planning notes Disclosure Forms from course director, planners, all speakers, and any other people involved in the content of your RSS series Summary of Disclosure Information (electronic slide or hardcopy) for all sessions Speaker, course director and planner CVs Content review forms Resolution of Conflict of Interest forms Final list of topics/speakers Sign-in sheets for all conferences (with goals, objectives and required accreditation information listed) Evaluations- Individual Session or Quarterly attendee evaluations AND semi-annual Evaluation Summaries Commercial Support Agreement, if applicable Preliminary Budget and Final Reconciliation of Expenses; including copies of honoraria checks and expense receipts RSS Reference Manual TUSM OCE med-oce@tufts.edu Page 17 of 18

18 Completed RSS Monitor Verification Form(s) Practice Gap Sheets for M&Ms and Case Conferences Activity Summary Sheet Additional Resources: RSS Forms and Templates: OCE information for non-rss activities: Activities Accreditation Council for Continuing Medical Education (ACCME): ACCME s Standard for Commercial Support: American Medical Association: RSS Reference Manual TUSM OCE med-oce@tufts.edu Page 18 of 18