What is in this article?:
The Accreditation Council for CME proposed some changes to its system that are designed to simplify the process of becoming-accredited. We asked columnist Steve Passin and his colleagues at Steve Passin & Associates to outline and provide their perspectives on the proposed changes.
Analyzing the Changes
While these changes will simplify and consolidate the process of accreditation and reaccreditation, they also will require some additional sophistication be added to the skill sets required to truly manage one’s CME program. These skill sets were articulated by the Alliance for Continuing Education in the Health Professions, and they can be found on the Alliance Web site: acehp.org.
For example, performance-in-practice will now be demonstrated through a template to be provided by the. This format removes the label system and the need to cull a mountain of paper to assemble documentation. Instead, the format asks providers to assess and summarize how they complied with the applicable criteria. This will require abstracting, systems thinking, and understanding of educational interventions, etc. Members of providers’ staffs who merely copy and paste lengthy needs assessments from proposals to commercial supporters will now need a detailed working knowledge to truly comprehend the needs, or be engaged in selecting educational formats appropriate to the goals of the activity, or the analysis of outcomes of their education instead of just summarizing data. It will also require providers to demonstrate in a succinct manner their understanding of each criterion and to demonstrate their compliance with it.
The new emphasis on promoting interprofessional practice in the operation of the provider’s CME program requires a proactive approach on a systemwide basis. As providers seek to collaborate and share best practices across clinical and management operations, patient care will be improved.
Likewise, routinely incorporating patient data into the process for identifying professional practice gaps will require providers to consider the sources of relevant patient data from registries, electronic medical records, or the best way to incorporate informatics to support decision-making.
Similarly, assessing individual learners’ performance gaps and designing boutique CME experiences for individuals is available to all types of CME providers, but providers will have to optimize their creativity to develop systems and processes to enable this process to occur. This process naturally occurs in maintenance of competence processes conducted by all specialty boards as a part of recertification, as well as in AMA PRA-defined Performance Improvement (PI) activities.