What is in this article?:
columnist Steve Passin outlines what you need to know about the new AMA Learning from Teaching credits now available for academic CME providers.
The Planning Process
According to the, Learning from Teaching activities are essentially “personal learning projects designed and implemented by the learner with facilitation from the accredited provider.” The ACCME reinforces that these activities are expected to be developed in compliance with all applicable ACCME Criteria for Accreditation and policies, and that they must facilitate practice-based learning and improvement. In the case of Learning from Teaching activities, “practice-based” can mean the teacher’s professional teaching practice.
Importantly, the teacher-learners must document the gap in knowledge, competence, or understanding that required research, updating, reflection, or the development of materials relative to the teaching assignment (Criterion 2). Relative to Criterion 3 (the intended results of the activity), the ACCME suggests that such outcomes could include:
- Improved teaching skills
- Improved patient management
- Better understanding of pathophysiology
- Other types of improvements in the teacher’s competence or performance as a teacher
Likewise for Criterion 6 (universal competencies), Learning from Teaching activities are particularly germane to the ACGME Competencies, including:
- Medical knowledge
- Clinical practice/patient care and procedural skills
- Systems-based practice
- Practice-based learning/improvement
- Communication skills
See Figure 1 below for an example of a planning document uniquely related to Learning from Teaching activities.