ACCME Performance in Practice Structured Abstract A tool for preparing and demonstrating compliance through performance in practice

Transcription

1 ACCME Performance in Practice Structured Abstract A tool for preparing and demonstrating compliance through performance in practice Instructions: Complete this form for each activity selected for the ACCME s performance in practice review. Complete all sections applicable for the activity, and assemble attachments, marking each attachment with the appropriate number. If submitting material electronically, assemble a single PDF file that includes this form and the required attachments with each attachment bookmarked. Submit the abstract/attachments to the ACCME as instructed. ACCME Provider ID: Provider Name: XYZ Medical School Activity Title: Faculty Development Activity Date (mm/dd/yyyy): 9/1/2014 Activity Type: Learning from Teaching Providership: Direct Commercial Support Received: Yes State the professional practice gap(s) of your learners on which the activity was based (maximum 100 words). (C2) State the educational need(s) that you determined to be the cause of the professional practice gap(s) (maximum 50 words each). (C2) Knowledge need and/or Competence need and/or Performance need and/or State what this CME activity was designed to change in terms of learners competence or performance or patient outcomes (maximum 50 words). (C3) Explain why this educational format is appropriate for this activity (maximum 25 words). (C5) Our recent ACGME Clinical Learning Environment Review (CLER) visit provided feedback that, "teaching faculty are not adequately incorporating quality improvement (QI) principles and QI data into day to day instruction of residents." Our faculty members have varying levels of knowledge of QI principles. Several never received formal training in QI. Faculty need strategies for integrating QI principles and QI data use into their instructional curricula. Our goal is that faculty will incorporate QI principles into their teaching and effectively increase the use of QI data by residents (to ultimately benefit patient care). We believe that an individualized approach will help each faculty member to progress in their practice based learning and improvement to integrate the principles of QI into their curricula. Indicate the desirable physician attribute(s) (i.e., competencies) this activity addresses. (C6) ACGME/ABMS Competencies Institute of Medicine Competencies Interprofessional Education Collaborative Competencies Patient Care and Procedural Skills Provide patient centered care Values/Ethics for Interprofessional Practice Medical Knowledge Work in interdisciplinary teams Roles/Responsibilities Practice based Learning and Improvement Employ evidence based practice Interprofessional Communication Interpersonal and Communication Skills Apply quality improvement Teams and Teamwork Professionalism Utilize informatics Systems based Practice Other Competency(ies) (specify): For all INDIVIDUALS IN CONTROL OF CONTENT for the activity Complete the table below. If you have this information already available electronically, then simply include it as part of Attachment 2. For each individual in control of content, list the name of the individual, the individual s role (e.g., planner, editor, content reviewer, faculty) in the activity, the name of the ACCME defined commercial interest with which the individual has a relevant financial relationship (or if the individual has no relevant financial relationships), and the nature of that relationship. (Note: please ensure that when you are collecting this information from individuals, that you are using the most current definitions of what constitutes a relevant financial relationship and ACCME defined commercial interest.) (C7 SCS 2.1, 2.2, 2.3) Name of individual Individual s role in activity Name of commercial interest Nature of relationship Example: Jane Smythe, MD Course Director None Example: Thomas Jones Faculty Pharma Co. US Research grant Please see attached Page 1 of 7

2 (If there are additional individuals in control of content for the activity, please attach a separate page using the same column headings.) If the activity was COMMERCIALLY SUPPORTED Complete the table below. If you have this information already available electronically, then simply include it as part of Attachment 8. List the names of the commercial supporters of this activity and the $ value of any monetary commercial support and/or indicate in kind support (C8 SCS ). Name of commercial supporter Amount of monetary commercial support In kind Example: XYZ Pharma Company $5,000 Example: ABC Medical Device Company Please see attached (If there are additional commercial supporters, please attach a separate page using the same column headings.) ATTACHMENTS Attachment 1 Attachment 2 Attachment 3 Attachment 4 Attachment 5 Attachment 6 The activity topics/content, e.g., agenda, brochure, program book, or announcement. (ACCME Definition of CME) The form, tool, or mechanism used to identify relevant financial relationships of all individuals in control of content. (C7 SCS 2.1) (NOTE: See instructions on page 1 include table or attachment with relevant financial relationships of all individuals in control of content for this activity.) Evidence that you implemented your mechanism(s) to resolve conflicts of interest for all individuals in control of content prior to the start of the activity. (C7 SCS 2.3) The disclosure information as provided to learners about the relevant financial relationships (or absence of relevant financial relationships) that each individual in a position to control the content of CME disclosed to the provider. (C7 SCS , 6.5) The data or information generated from this activity about changes achieved in learners competence or performance or patient outcomes. (C11) The ACCME accreditation statement for this activity, as provided to learners. (Appropriate Accreditation Statement) If the activity was COMMERCIALLY SUPPORTED The income and expense statement for this activity that details the receipt and expenditure of all of the commercial Attachment 7 support. (C8 SCS 3.13) Attachment 8 Each executed commercial support agreement for the activity. (C8 SCS ) Attachment 9 The commercial support disclosure information as provided to learners. (C7 SCS ) Page 2 of 7

3 Note: If this activity is an enduring material, journal based CME, or Internet CME, please include the actual CME product (or a URL and access code if applicable) with your performance in practice. Page 3 of 7

4 Attachment 1 AGENDA Orientation Webinar Learning from Teaching Activity for Faculty July 23, 2014 XYZ Medical School I. Introduction What s this all about? Course Director, Dr. Smith, will explain the purpose of this activity a continuing professional development opportunity to enhance the ways in which our faculty teach and engage residents in Quality Improvement (QI). II. Process How do I get started? We ll review the process for your self directed learning, including: Step 1: Reflecting on your own practice, Identifying areas for improvement you would like to address. Step 2: Self directed learning using educational materials, web resources and tools included in the Quality Improvement and Content Packet ( ed to you). Step 3: Change and Improvement reflect on what new strategies you are going to incorporate into your teaching and curricula. How can we help you measure your improvement? III. IV. Completion How do I demonstrate the learning that occurred? Using the fill in form we will provide, summarize your observations regarding key questions surrounding the self directed activity. Completed forms should be submitted by to course_director@medicalschool.org no later than October 1, Question and Answer Attachment 2 and 3 When faculty participants (learners) are oriented to this self directed Learning from Teaching activity, our office communicates its expectations for what educational sources are acceptable for use in their education via the letter shown below. Since we (1) prohibit the use of content that is from commercial sources, (2) limit the content to pre approved sources, and (3) no teacher is involved, the participant s financial relationships with ACCME defined commercial interests are not relevant; no conflict of interest needs to be resolved. Page 4 of 7

5 Summary of communications to Learning from Teaching activity participants: Participant Letter Sent Attended 7/23/14 Action Taken Orientation Webinar Sarah Long, MD 3/25/2014 Yes N/A Les Peterson, MD 4/12/2014 Yes N/A Doug Anderson, DO 6/17/2014 No Conducted follow up phone call with Program Director on 7/30/14 Veronica Ealy, MD 6/22/2014 Yes N/A Melissa Wagner, MD 7/10/2014 Yes N/A Pat Keller, DO 8/2/2014 Yes N/A Introductory Letter to Participants March 25, 2014 Sarah Long, MD 123 Maple Street West City, XX Dr. Long, We are pleased that you have taken advantage of our offer to participate in a Learning from Teaching CME activity to support your professional development as a member of our faculty. The organization is interested in improving systems of care, reducing health care disparities, and improving patient outcomes through the use of quality improvement (QI) data. One way to accomplish this goal is to incorporate instruction on the use of quality data across all of our educational offerings including resident training. Through this professional development activity, we encourage you to develop an awareness of the importance of instruction around use of quality improvement data, identify sources for this data that are available within our organization, and develop strategies to incorporate instruction on meaningful use of QI data within your curricula for residents. XYZ Medical School is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians. In order to ensure this self directed learning activity is independent of commercial interests, we expect the ACCME Standards for Commercial Support will be applied in the following ways: We expect that you the learner will be solely responsible for your participation in this activity. We expect that you will use educational resources only from the Quality Improvement Bibliography and Content Packet that we provide to you. (These educational materials have been reviewed and prepared by the course director.) We expect that you will not use educational resources or information from ACCME defined commercial interests (ie, any entity producing, marketing, re selling, or distributing health care goods or services consumed by, or used on, patients. The ACCME does not consider providers of clinical service directly to patients to be commercial interests.) Page 5 of 7

6 During the upcoming Orientation Webinar on July 23, I will explain how you will begin your self directed learning projects and answer any questions you might have about this Learning from Teaching activity. We thank you for your commitment to the education of the residents, students and staff at ABC Medical School. Please contact the Education Department at if you have any questions about your participation in this Learning from Teaching professional development activity. Warm Regards, Susan Smith Course Director XYZ Medical School Attachment 4 Activities delivered in this format will not involve teachers or planners who materially control the content of the CME, so that the identification or resolution of conflict of interest of teachers, authors, or planners were not applicable. The learner s own financial relationships are not relevant. Attachment 5 At the conclusion of their self directed activity, each participant submitted their reflections via e mail. Their responses are shown below. Name What did you learn? What impact did this learning have for you, your students and/or the care of patients? Sarah Long, MD I learned about the QI I now know that I have a partner in priorities of the medical accomplishing the organization s goals school. I now know who my to offer more instruction on use of QI best contacts are when data. I really didn t think before about requesting data to use and looking to our QI department staff for share in my instruction. guidance and the reports that contain the data we need to be teaching to. Les Peterson, MD Using the resources that I Following my first session using the Doug Anderson, DO Veronica Ealy, MD already use in my own day today practice, I developed an instructional outline on the incorporation of QI data for my residents. I learned about how the use of our Electronic Medical Record (EMR) can help us in our efforts to gather, report, and utilize QI data in practice. I have been encouraging the use of QI data in my curricula for residents over the past few years. However, students did not seem to act on the information I was providing. I discovered new ways of new outline, I learned that students were very receptive to the use of QI data. As high achievers, referring to a QI metric for improvement goals was attractive to the group. I had no idea that some data I was looking for was available directly from our EMR system. I m planning to promote the use of this tool by residents to help them develop shortterm research projects for improving QI measures. During our rounds together, residents were more engaged in discussions over real organizational data. They researched their own performance data in advance and, together, we took a look at our current organizational metrics in comparison to desired Other Comments? (i.e. Barriers, Challenges) Now that I know what I need and where to get it, I m struggling with how to present it in a way that is compelling to my residents. One limitation is simply the data that we have available to us and the amount of time I have with the residents. One barrier is that my residents have different levels of experience and proficiency with the EMR system. None. Page 6 of 7

7 Melissa Wagner, MD Pat Keller, DO presenting the data that are engaging and encourage selfreflection on the part of the learner. Where to find QI data for different clinical departments. How to analyze the data in comparison to other organizations and in comparison to national guidelines. I learned our system s strategic initiatives for QI indicators. I now know the areas that I need to target education around. performance goals. They discussed potential strategies to change practice. I now have a better grasp on what to do with the data that the medical school makes available to clinicians. I now feel more confident about speaking to QI data when rounding with students and residents. The system will benefit from education efforts being targeted around our strategic initiatives and goals for QI metrics. I have given 5 presentations on this subject. Every time, learners express that QI data they receive now holds more meaning and they know what they need to do with it. I have a lot more to learn. Right now I am limited by my lack of knowledge. I am not sure of any at this time. Attachment 6 Please refer to the 2 nd paragraph in the letter under Attachment 2 3. Attachment 7, 8, 9 Not Applicable No Commercial Support was received for this Activity Page 7 of 7