The ACEhp 2014 Awards Issue of the Almanac

32 Pages·2014·4.14 MB·English

2014 AWARDS
ISSUE
lmanac
A Member Benefit of the Alliance
VOLUME 36
NUMBER 3
APRIL 2014
2
2014 Frances Maitland
Memorial Lecture
In Recognition for
Significant Conttributions
to the Field of CE,
Particularly Through the
Role of Mentoring
“What an honor it is to be selected
to present the 2014 Frances Mait-
land Memorial Lecture! It is especially
meaningful to me in 2014 as I close
my chapter of 26 years of service . . .”
[READ THE FULL ARTICLE ON PAGE 2]
BILLIE DALRYMPLE (RIGHT) RECEIVES
THE FRANCIS MAITLAND MEMORIAL
AWARD, PRESENT BY SUZANNE ZIEMNIK
(LEFT) AT THE 2014 ALLIANCE ANNUAL
CONFERENCE IN ORLANDO, FL.
INSIDE 2014 William Campbell Felch 2014 Award for Outstanding Live
5 12
THIS Award for Outstanding CE Activity
ISSUE Research in Continuing Preparing A Multi-Disciplinary Team
Education (CE) for a Process Improvement Project
Improving the Effectiveness of CME through Launch
2014 Award-Winning Storyboard
a Technology-Enabled Adaptive Learning
2014 Award for Outstanding CE
Assessment Platform 15 Evaluating a PI CME Activity 22
Enduring Material
Designed to Improve Early
2014 Award for Innovation 8 Women and Depression: Navigating Intervention and Treatment of
in Continuing Professional the Clinical Course—An Online CME Sepsis
Development Case-Based, Branched Learning Game
Alliance 2014 Awards 23
The ABCs of Accredited CME
2014 Award for Outstanding CE Photos
18
2014 Award for Innovation Outcomes Assessment
10
in Continuing Professional Using Lean Processes to Gain
Development Efficiencies in an Air Force Family Upcoming Events 25
The ASCO Interactive Meeting Medicine Clinic
(AIM) Application to Enhance the Live
Alliance Members Give
Meeting Educational Experience Generously to Support Orlando 21 2014 Annual Conference 26
Service Project Supporters and Exhibitors
2014 Frances Maitland Memorial Lecture
Alliance Almanac In Recognition for Significant Contributions to the Field
of CE, Particularly Through the Role of Mentoring
Almanac Editors
Kolette Massy, MEd, CCMEP— Editor in Chief Adapted from Billie Dalrymple’s Speech at the 2014 Alliance Annual Conference
Marissa Seligman, PharmD, CCMEP—Immediate Past Editor in Chief Billie Dalrymple, Former Director of Continuing Medical Education, 1987–2013,
Texas Medical Association, Austin, Texas
Derek Dietze, MA, CCMEP, FACEHP—Associate Editor
Pam Beaton, BS, CCMEP—Assistant Editor
Jacob Coverstone—Assistant Editor What an honor it is to be selected to pres- lege of meeting her one time when she
Brooke Taylor, MPH, CCMEP—Assistant Editor ent the 2014 Frances Maitland Memo- spoke at the Texas CME Conference in
rial Lecture! the early 1990s as a representative of
Almanac Editorial Board
It is especially meaningful to me in the ACCME. I was just beginning my
Susan Connelly, PharmD, MBA, CCMEP, FACEHP
2014 as I close my chapter of 26 years position as CME Program Manager at
Pamela B. Edwards, EdD, MSN, RN-BC of service to the Texas Medical Asso- TMA and was serving as staff for the
Michelle Frisch, MPH, CCMEP ciation (TMA) in medical education conference. I was impressed that she
Kandi Hatmaker and continuing medical education. I was such a champion for the Essentials
Leslie Howell, BA, CCMEP consider it a privilege to have worked of Accreditation and wondered what
Michelle Montgomery, MA, CCMEP in a career that impacts the lifelong could be so important about these
Wendy Turell, DrPH, CCMEP learning of physicians to provide qual- Essentials that always began with a
Julie White, MS ity patient care. I have not taken for capital “E” and must be enforced by
granted the opportunities my career CME providers! Little did I know of
2014 Board of Directors
with TMA has afforded me to partic- the legacy she would leave for CME,
Destry Sulkes, MD, MBA—President
ipate in the larger continuing medical and really for all continuing education
Ed Dellert, RN, MBA, CCMEP—Vice President
education community such as the in the health professions. Dr. Barbara
Steven Kawczak, PhD - Treasurer Alliance for Continuing Education Schneidman, who presented this lec-
Gayla Bruner, RN, BSN, CCMEP—Secretary in the Health Professions (Alliance), ture in 2006, said Frances “embodied
Jack Kues, PhD, CCMEP, FACEHP—Immediate Past President the Accreditation Council for CME the essence of mentoring and passed
Robert Addleton, EdD, CCMEP, FACEHP (ACCME), and the Texas Alliance for along that knowledge to others.”
Debra Curran, MA, RN CME (TACME). These opportunities You have a biography of Frances in
Bina George, MS, CCMEP enabled me to serve on committees, your mentor/mentee materials, but I
Debra Gist, MPH, FACEHP organize and present educational ses- want to emphasize the highlights of
Barbara Huffman, MEd, FACEHP sions, and network with individuals in her career. Coming from Ontario,
the continuing education profession Canada, in the 1980s, she began her
Chitra Subramaniam, MS, PhD
as appropriate–all important training career in the United States in Chica-
Beverly P. Wood, MD, MSEd, PhD
for becoming a leader and mentor in go at the American Academy of Or-
Alliance Staff our profession. To the Texas Medical thopedic Surgeons, then moved on to
Robin R. King, CAE—Executive Director & CEO Association, I say THANK YOU! the Council on Medical Specialties,
Christine Amorosi, RN, MHSA—Division Director, Quality & Innovation And, to the Alliance Awards and Mem- which housed the ACCME at that
Valerie Campbell, CPA—Assistant Director, Finance, Accounting & ber Recognition Committee, I also say time. As assistant and acting director
Administration THANK YOU for selecting me for the of the ACCME, Frances took the lead
Queirra Fenderson—Assistant Director, Membership Services Frances Maitland Memorial Lecture. in developing and administering the
James Leist, EdD, FACEHP—Advisor, CEhp Education & Faculty I have to say that I am humbled to accreditation system nationally. The
join an impressive list of individuals credibility of the ACCME under her
Mary Martin Lowe, PhD—Advisor, Professional Development
who have received this award, many of leadership established the CME com-
Maxine McIntosh—Manager, Membership & MSC
whom are in this room tonight. munity as the primary regulatory body
Sarah Ngueyem—Staff Accountant & Office Manager
Frances Maitland, who passed away of the CME industry. She was also
Carmen Nogales—Executive Assistant
in 1999, had a deep commitment and instrumental in allowing commercial
Jessica Romano Stout—Assistant Director, Education
dedication to the mentoring process. entities to be involved in CME in a
Wendy Turell, DrPH, CCMEP—Research Program Consultant
The Memorial Lecture was established supporting role. While still working
The Almanac is published by the Alliance for Continuing Education in by the Alliance in 2000 with the ex- at the ACCME in the early 1990s,
the Health Professions, 4720 Montgomery Lane, Suite 900, Bethesda, press purpose of conveying the value Frances accepted the position of the
MD 20814-3451; Phone: [phone]; Fax: [phone]; email: acehp@ and importance of having a mentor first Executive Director of the Alliance
acehp.org; ISSN#1076-3899. The views expressed in the Almanac are and eventually becoming a mentor for CME. She increased the visibility,
to newcomers in our profession. Like membership, and professional stature
those of the authors and are not intended to represent the views of
many of you here this evening, I did of the organization.
the Alliance or its membership.
not have a personal relationship with
© Copyright 2014 by the Alliance for Continuing Education in the Frances. I did, however, have the privi-
Health Professions. All rights reserved.
››
CONTINUED
ALLIANCE FOR CONTINUING EDUCATION IN THE HEALTH PROFESSIONS • ALMANAC • VOLUME 36, NO. 3 • APRIL 2014 2
Find a Mentor, Be a Mentor Are You My Mother? . . . grams such as the Alliance Mentor/
Ugh, I Mean Mentor? Mentee Program are equally as valu-
As mentioned before, the purpose of
able. Congratulate yourself if you are
this lecture and the Alliance mentor The personal experience I just shared
new in your position and signed up
program is to convey the value and about asking Dr. Raszkowski for advice
to be part of the program this year!
importance of having a mentor and illustrates the idea of finding a men-
That is the first step toward success,
eventually becoming a mentor to new- tor. If you have just willingly accept-
and your assigned mentor is here to
comers in our profession. In thinking ed a position in CME with no prior
guide you and set you on your path.
about how to convey the value of men- experience or were “assigned” CME,
Following are some of the benefits you
torship, I decided to consult experts in or CNE, or CPE, this may be the first
will enjoy:
the field. I could not resist Googling sign that you need to find a CME
Your mentor will take a personal interest in
“mentor” to see what Wikipedia had to mentor.
and help you as the inexperienced person in
say about the word. Wikipedia defines I was amused recently when I read a
the relationship;
a “mentor” as an advisor, dating back chapter of the book, Lean In by Sher-
Your mentor will serve as a role model, coach,
to Greek mythology to a character yl Sandberg, the CEO of Facebook.
listener, and confidant;
named Mentor, but adopted in English Lean In discusses the characteristics of
Your mentor will offer knowledge, insight,
as someone who imparts wisdom to women leaders, including the import-
perspective and wisdom useful to you; and
and shares knowledge with a less-ex- ant role of mentorship. Ms. Sandberg
While helping you become successful, your
perienced colleague. Merriam-Webster relates the experiences of the baby bird
mentor will learn new skills as well.
Online defines “mentor” as someone in the children’s book, Are You My
As the mentee in the relationship,
who teaches or gives help and advice to Mother? It is the story of a baby bird
you should be eager to learn and re-
a less-experienced and often younger that emerges from its shell to discover
ceptive to feedback.
person. an empty nest. The baby bird heads off
My experiences involved needing to
I can go along with both these defi- in search of its missing mother, asking
know more about specific topics, such
nitions, as they confirm the value of a kitten, a hen, a dog, and a cow the
as adult learning principles, particu-
mentorship. But, I believe the most burning question: “Are you my moth-
larly overall program evaluation. For
meaningful definition of mentorship er?” Each animal responds, “No.” The
this, I reached out to Marcia Jackson,
in the context of continuing education baby bird grows more desperate, even-
whom I had met in other settings and
was expressed by Dr. Bob Raszkowski tually shouting, “Are you my mother?”
knew she was an expert on the topic.
in 2003 when, as part of his Memo- at a car, a boat, a plane, and even a
She was more than happy to answer
rial Lecture, he said that mentorship steam shovel, which can only respond
my questions and even come to Texas
is the “established tradition of CME. with a loud “Snort!” Stuck in the shov-
to present a workshop for Texas CME
It requires no contract, no long-term el’s jaws, the baby bird appears doomed
providers.
commitment. It is the tradition of free- until, miraculously, the shovel lifts the
As many of you know, as Director
ly sharing insights and ideas.” That is bird back to its nest. The mother re-
of CME for TMA I had oversight of
what we do in CME … and CNE and turns and the baby announces, “You
the Texas accreditation program. The
CPE and other areas of health edu- are a bird, and you are my mother.”
state system of accreditation holds a
cation. Just by having a conversation The message of this children’s tale
special place in my heart, and I have
with a colleague about the educational is similar to the professional question,
worked diligently over the years with
process, whether it is about regulatory “Are you my mentor?” If someone has
my state colleagues in other state med-
issues or best practices in adult edu- to ask the question in these words, the
ical societies and at ACCME to ensure
cation, we are acting as mentee and answer is probably, “No.” Mentoring
there is a national system of accredi-
mentor. Our role changes depending relationships often come about nat-
tation. We have mentored each other
on the topic and the level of experience urally in conversations with others,
to ensure that accreditation practices
of the participants in the conversation. again “freely sharing insights and
in CME are fair and supportive of all
Dr. Raszkowski was one of my ear- ideas.” Sharing challenges and asking
accredited CME providers, regardless
ly mentors. One of my first tasks in for input is not a sign of weakness but
of geographic location. The group has
my first CME position was to write often the first step in finding a path
included Melissa Carter from Flori-
the application for reaccreditation by forward. And, like the baby bird, it
da, Frank Berry of Maryland, Jackie
ACCME. It seemed daunting, and I is such a relief to find someone who
Lehman of Utah, Joann Wojak of
needed someone to give me some tips understands your predicament and
Colorado, Sandy Deeba of Oklahoma,
and just tell me that I could actually can provide protection, comfort, and
Marcella Hollinger and Debbie Platek
accomplish this task. I was at an Al- encouragement.
of Illinois, Leslie Howell of Pennsylva-
liance annual meeting and attended a
Finding a Mentor nia … and the list goes on! Our ideas
session led by Dr. Raszkowski – I de-
could not have come to fruition with-
cided he was the one to ask. He did While naturally occurring relation-
out the mentorship and support of
not disappoint. He was supportive and ships, sometimes known as “informal
ACCME staff, Dr. Murray Kopelow,
had a bounty of good information. mentoring methods” or “friendships,”
Kate Regnier, Dr. Steve Singer, Mar-
Our meeting led to many sessions of are effective in establishing mentoring
››
“freely sharing insights and ideas.” relationships, formal mentoring pro-
CONTINUED
ALLIANCE FOR CONTINUING EDUCATION IN THE HEALTH PROFESSIONS • ALMANAC • VOLUME 36, NO. 3 • APRIL 2014 3
cia Martin, Sharon Nordling, and early an ACCME surveyor—you will serve performance expectations, and career
in my work with ACCME, Dr. Mary your peers while learning new things. growth. Behaviors for each competen-
Martin Lowe. If your job description or annual goals cy area are described for three levels:
do not include mentoring, include that beginner, proficient, and expert. And,
Be a Mentor
area. as a bonus, you might notice that the
Over the course of your career “freely And, I hope you will volunteer to competencies follow closely the ex-
sharing insights and ideas,” you will participate in formal, organized men- pectations of the CME accreditation
find that you become a mentor with toring programs, such as the one of- requirements as well as nursing and
time. As a mentor you will be avail- fered by the Alliance. pharmacy requirements.
able, patient, diplomatic, respectful The National Learning Competen-
A New Resource
of differences, supportive, and a good cies have been approved by the Alli-
listener. Many times just listening to a I would be remiss if I did not tell you ance CEhp Board of Directors and
person articulate a problem gives light about the Alliance’s National Learning will be introduced at this conference.
to a solution. Competencies, a great new resource for Conference sessions are designed to
Signs that you have arrived as a men- you, the new continuing education support the competencies. You can
tor might be a call from a colleague professional. I had the privilege of find the National Learning Compe-
who says he or she wants to “pick your chairing the workgroup that reviewed tencies on the Alliance website under
brain about something,” or a CME the 2003 Competencies for CME Resources.
newbie asks if you have a form or pro- Professionals, and recommended re- I hope you enjoy the conference and
cess to share, or an associate wants to vised competencies and behaviors for take advantage of the collegiality and
know if you know someone who could practitioners of continuing education guidance your mentor provides. Wel-
help with a particular problem. These in the health professions. The Alliance come to continuing education and the
are all examples of giving back to the changed its focus to support interpro- Alliance!
profession in very small . . . but mean- fessional education, so it followed that
ingful . . . ways. competencies for its members must
You will find that as people change also represent education that supports
positions in or retire from your organi- team-based patient care. The compe-
zation, institutional history and mem- tency areas are as follows:
ory may be lost. Take the responsibility 1. Using adult and organizational
to train/mentor others in your organi- learning principles,
zation who need to know. As you keep 2. Designing educational
current in the ever-changing education interventions,
environment, ensure that those who 3. Measuring the effectiveness of
need to know are informed. CEhp activities and the overall
Get involved wherever you can. If impact of the CEhp program,
there is a local continuing education 4. Collaborating and partnering
organization in your area, join it and with stakeholders,
serve the members in some capacity. In 5. Managing and administering
my own state of Texas, we have offered the CEhp program,
a mentor/mentee program in conjunc- 6. Leading the CEhp program,
tion with the Texas CME Conference 7. Engaging in self-assessment
sponsored by TMA and the Texas Al- and lifelong learning, and
liance for CME. It has proved benefi- 8. Engaging in systems
cial for all CME professionals in the thinking in CEhp.
state, especially those who are not able The eight competency areas can
to be involved in national profession- guide your performance, professional
al organizations. If the Alliance asks development, and career aspirations.
you to participate on a committee or They describe the abilities needed
workgroup, consider it an opportunity for success, outline professional de-
to be a mentor. If you enjoy participat- velopment pathways, and serve as a
ing in regulatory settings, sign up to be framework for position descriptions,
ALLIANCE FOR CONTINUING EDUCATION IN THE HEALTH PROFESSIONS • ALMANAC • VOLUME 36, NO. 3 • APRIL 2014 4
2014 William Campbell Felch Award for
Outstanding Research in Continuing Education (CE)
Improving the Effectiveness of CME through a Technology-Enabled
Adaptive Learning Assessment Platform
Authors:
KARYN D. RUIZ-CORDELL, MA, PHD (ABD); STEVEN HAIMOWITZ,
MD; BRIAN LEE PHARMD; ANTHIA MANDARAKAS
THE AUTHORS ALSO ACKNOWLEDGE MARC MOSIER, MD OF PRI-
MED FOR HIS CONTRIBUTIONS TO THE CURRICULUM.
Introduction
Educators are increasingly challenged to create curricula
that effectively address the needs of a healthcare provider
audience that is diverse in their mastery levels, treatment ap-
proaches, years in practice, and patient population. Ideally,
educators would be able to create scalable, individualized
curricula for a large audience using available, often limit-
ed, resources. The goal of this study was to assess a tech-
nology-enabled CME platform, the “Learner Assessment Felch Award for Outstanding Research in CE Recipients (L to R):
Platform” (LAP), which was designed to help educators ef- Jennifer Thompson, Alliance Awards Committee; Steven Haimowitz,
ficiently provide an individualized educational experience Karyn Ruiz-Cordell, Anthia Mandarakas, Brian Lee.
that targets identified learning gaps.
The LAP methodology evaluates learners’ proficiency that learners categorize as either consistent with, or incon-
on specific parameters in a set of “Tier l” activities, from sistent with, their current practice approach. It is adminis-
which learners are directed to “Tier 2” activities designed tered prior to the first activity of the curriculum (baseline),
to address the identified learning gaps. Using a curriculum following each completed activity of the curriculum, and
focused on the management of atrial fibrillation and a val- then in a follow-up assessment (on average, ten weeks after
idated quantitative marker of clinician performance, the curriculum completion). For each subsequent administra-
LAP method was evaluated by comparing the performance tion of the RealIndex question, learners are given the op-
gains resulting from LAP learning with non-LAP learning. portunity to refine their responses based on their progressive
Our results show that the LAP learners achieved signifi- learning. Additionally, because the identical RealIndex is
cantly higher performance gains across the curriculum than utilized in all activities of a curriculum, the different activity
non-LAP learners, and that this improvement extended to sequences or tracks learners take to their final intervention
the follow-up assessment ten weeks after curriculum partic- can be compared, allowing for learner gains to be measured
ipation. LAP learners achieved additive incremental gains progressively from Tier 1 to Tier 2 and enabling a direct
during each activity they participated in and overcame the comparison of LAP vs. non-LAP performance.
learning saturation threshold experienced by non-LAP par-
Curriculum Studied
ticipants, suggesting a mechanism for the impact of the LAP
methodology. “Advances in the Treatment of Atrial Fibrillation (AF): In-
tegrating Current Guidelines and Novel Therapies to Opti-
Methods: LAP methodology
mize Patient Outcomes” was a curriculum focused on safety
In a LAP-based curriculum, an evaluation of learner defi- and efficacy guidelines and specific treatment approaches
cits on designated parameters is conducted in one or more for AF, and was targeted towards cardiologists and primary
Tier 1 activities and used to direct learners to a second set care providers (PCPs). Tier 1 of the LAP (the assessment
of Tier 2 activities designed to target identified learning tier) consisted of five activities; Tier 2 (the remediation
gaps. This assessment involves an automated mapping sys- tier) consisted of two activities. One of the Tier 2 activities
tem and proficiency filters to measure learners’ scores in was designed to remediate deficits in learners’ proficiency
Tier 1 activities and identify the appropriate remediation on safety and efficacy guidelines for AF management; the
Tier 2 intervention(s). An automated alert system provides other Tier 2 activity was designed to remediate deficits on
learners with the recommended Tier 2 activities via email, specific treatment approaches. All activities were available
and re-contacts them after a specific time period with a on the Pri-Med website (www.pri-med.com), and data was
post-curriculum assessment to measure learning retention. collected over the course of twelve months (from January
All activities in tTier 1 and Tier 2 include the same per- 2012 to January 2013).
formance metric (Moore’s Level 5) called the RealIndex. The
RealIndex is a multidimensional question that presents par-
ticipants with a clinical scenario related to the curriculum’s
››
learning objectives that is followed by a series of statements CONTINUED
ALLIANCE FOR CONTINUING EDUCATION IN THE HEALTH PROFESSIONS • ALMANAC • VOLUME 36, NO. 3 • APRIL 2014 5
Results: Comparison of the Performance Comparison of the Performance
of LAP and non-LAP learners Retention of LAP and non-LAP learners
When the total population of learners was separated into The difference between the performance gains of LAP and
LAP (n = 989) and non-LAP (n = 1,635) learner groups, non-LAP learners also extended to the follow-up assessment
both showed statistically significant gains (p < .0005) on the that learners completed ten weeks after their participation
RealIndex performance metric from baseline to their final in the curriculum. A 36% net gain (baseline vs. follow-up
intervention; however, the LAP learners demonstrated a assessment) was measured for LAP learners and an 18% net
greater improvement (41%) compared to non-LAP learners gain for non-LAP learners. Again, the LAP learner group
(23%). The baseline performance score of the LAP learners demonstrated an average baseline score that was lower than
was slightly lower than that of the non-LAP group; however, the non-LAP group; however, the LAP group showed higher
due to their greater improvement, the LAP group earned a average scores by their final activity and the PCA.
significantly higher (p < .001) final score compared to the
Comparison of LAP and non-LAP learners
non-LAP group. When the performance of different spe-
based on number of activities completed
cialty cohorts (cardiology and primary care) was analyzed,
the results showed that cardiologists demonstrated a higher To distinguish whether the impact of the LAP methodology
initial proficiency than PCPs across both LAP and non-LAP is due to the multiple-activity participation and serial learn-
methodologies. In contrast, the PCPs from the LAP learner ing as opposed to the directed and individualized sequence
group demonstrated substantially greater improvement on of activity progression, LAP and non-LAP learners were
the RealIndex when compared to the non-LAP group of compared based on the number of activities they completed
PCPs and achieved a comparable level of mastery as cardi- (see Table 1). Among learners who completed two interven-
ologists. These findings demonstrate the efficacy of the LAP tions, LAP learners showed a 40% improvement in perfor-
methodology for targeting the learning deficits of initially mance score from baseline; non-LAP learners showed a 24%
less proficient learners. improvement. And among learners who completed three
interventions, again, LAP learners demonstrated the greater
improvement—41% vs. 32% by non-LAP learners. These
findings indicate that the impact of the LAP methodology
is related to the specific activities learners participate in, and
not simply a reflection of multiple-activity participation.
TABLE 1: PERFORMANCE SCORE PROGRESSION OF LAP AND NON-LAP LEARNERS
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CONTINUED
ALLIANCE FOR CONTINUING EDUCATION IN THE HEALTH PROFESSIONS • ALMANAC • VOLUME 36, NO. 3 • APRIL 2014 6
Performance progression of LAP
and non-LAP learners
To better understand how the LAP methodology impacts
learning outcomes, learners were separated into seven dis-
tinct groups (see Table 1), based on the number of activi-
ties completed (one to five) and whether they were in ac-
cordance to the LAP methodology or not. The individual
Performance scores of these groups were then compared as
they progressed through the curriculum.
As shown in Figure 1, at baseline, no significant differ- FIGURE 1: LAP AND NON-LAP LEARNER PROGRESSION PATHWAYS
ences were observed among the scores of the LAP (in red)
and non-LAP (in blue) groups, and during their progression
through the curriculum, all tracks showed progressive incre-
mental gains from baseline to learners’ final activity, with
the greatest gains achieved during the first intervention.
However, following the first intervention, differences in the
incremental gains of LAP and non-LAP learners were ob-
served as LAP learners’ performance scores continued to in-
crease while non-LAP learners plateaued. The findings show
that the greatest impact of the LAP methodology occurs
after learners’ initial intervention when LAP learners appear
to overcome the learning saturation threshold observed for
non-LAP learners. The findings suggest a mechanism for
why LAP learners gained the maximum benefit from mul-
tiple activity participation and explain the increased perfor-
mance score gains of the LAP learner groups (37% to 45%)
compared to non-LAP learners (23% to 32%).
Discussion
This curriculum utilized a technology-enabled adaptive
Learner Assessment Platform (LAP) that assessed learners’
proficiency in tier 1 activities and then automatically di-
rected them to one or multiple activities in tier 2 based on
their scores. The number of learners who participated in
the LAP indicates that learners are receptive and responsive
to this type of “guided engagement” through a curriculum.
The results indicate that while all learners (LAP and non-
LAP) earned statistically significant and progressive gains
on the RealIndex performance metric (Moore’s level 5)
from baseline, learners who completed the LAP pathways
achieved greater serial performance gains over the curric-
ulum through follow-up (ten weeks after curriculum par-
ticipation) when compared to non-LAP learners who also
completed multiple activities. These findings show that the
Learner Assessment Platform is a successful methodology
for not only substantially improving learner performance
and maximizing the impact of serial learning, but also for
sustaining this improvement.
The data highlights the importance of individualizing
curricula for improving performance outcomes and that
technology can greatly assist in achieving this goal. Indi-
vidualizing pathways can help learners achieve greater value
from the time that they spend engaging in a curriculum,
and extend the benefits of serial learning. Furthermore,
the concept of an individualized pathway appears to be a
motivating factor for learner engagement. As educators are
increasingly responsible for planning curricula for the entire
care team, the model demonstrated in this study should
contribute to their success.
ALLIANCE FOR CONTINUING EDUCATION IN THE HEALTH PROFESSIONS • ALMANAC • VOLUME 36, NO. 3 • APRIL 2014 7
2014 Award for Innovation in Continuing
Professional Development
The ABCs of Accredited CME . . .
An Online Educational Activity for Planners and Speakers
Jennifer Green, Director, Educational Development, The France Foundation
Debra L. Gist, MPH, FACEHP, Senior Director, Education, American Academy of Dermatology
Christine Presta, Senior Manager, Enduring Materials, American Academy of Dermatology
Theodore Bruno, MD, Chief Medical Officer, The France Foundation
Overview
Effectively navigating the myriad of
guidelines and requirements from the
multiple stakeholders in CME can be
a challenge for even the most seasoned
professional, let alone a newcomer.
Consider the perspective of a faculty
member who is trying to understand
our “CME language.” These situa-
tions, among others, are encountered
by CME professionals on a daily basis.
While the Accreditation Council for
Continuing Medical Education (ACC-
ME) and the Alliance for Continuing
Education in the Health Professions
(ACEHP) provide multiple resources
and support for CME providers, the with The France Foundation and with AWARD FOR INNOVATION IN CPD RECIPIENTS
American Academy of Dermatology support from Astellas. (L TO R): CHRISTINE PRESTA, JENNIFER GREEN,
THEODORE BRUNO.
(AAD) sought to create a curriculum ABCs of Accredited CME was released
NOT PICTURED: ILONA FRIEDEN, DEBRA GIST, ROBERT
designed not just for the CME pro- in April 2012 and covers complex is- KIRSNER, CHRISTOPHER SPOCK, ERIK STATMAN.
fessional, but also as a comprehensive sues essential to the CME process in
overview of CME for faculty and oth- practical webinars. Working with sub-
er planners involved in medical ed- ject matter experts in both the CME
ucation. The result was the ABCs of and dermatology communities, ten To access the ABCs of
Accredited CME—a free online edu- (10) modules were developed that col- Accredited CME Modules,
cational activity (www.abcsofcme.org) lectively provide the participant with visit: www.ABCsofCME.org.
developed by the AAD in conjunction critical information on the principles
TABLE 1 OVERVIEW OF MODULES AND PARTICIPATION
MODULE TITLE PRESENTER VIEWS (APRIL 2012 TO
DECEMBER 2013)
1 Who Are the Players in CME, Maintenance of Certification, and Maintenance of Licensure Norman B. Kahn, Jr, MD 605
2 Backwards Planning for Continuing Medical Education: Starting with the END in Mind Joseph S. Green, PhD 495
3 Integration of the ABMS Core Competencies into CME Activities Robert S. Kirsner, MD, PhD, FAAD 388
4 Designing CME to Change Competence, Performance and Patient Outcomes Christopher R. Spock, MD 451
5 Independent, Fair Balanced CME Robert S. Kirsner, MD, PhD, FAAD 327
6 The CME Educational Format: What Works and What Doesn’t Bryan E. Anderson, MD, FAAD 447
7 Performance Improvement CME and Its Potential Impact on Patient Care Arthur J. Sober, MD, FAAD 374
8 HIPAA and Continuing Medical Education Mark D. Kaufmann, MD, FAAD 320
9 Addressing Patient Safety in Continuing Medical Education James S. Taylor, MD, FAAD 312
10 PowerPoint 101: Creating Effective Educational Materials Erik Stratman, MD, FAAD 356
ALLIANCE FOR CONTINUING EDUCATION IN THE HEALTH PROFESSIONS • ALMANAC • VOLUME 36, NO. 3 • APRIL 2014 8
of adult learning (andragogy), ACC- of Accredited CME. Some comments that the ABCs of Accredited CME
ME “vocabulary”, educational design include: activity has been able to impact the
and evaluative concepts and resources planning and implementation of CME
ABMS Core Competencies
that enable them to work within the activities in the following ways:
• Integrate these core competencies
CME framework with confidence (Ta- • The principles of adult learning
into evaluations and surveys where
ble 1) . From the website’s launch in are being utilized more in CME
feedback identifies knowledge gaps
April 2012 through December 2013, planning and implementation;
• Will educate CME planners on
524 users have registered for the cur- • CME activities are more often
the use of Practice-based Learning
riculum yielding 4,075 total module based on the professional practice
and Improvement competency
views. gaps of the target audience
• I think there are opportunities
The modules, which were approved and the educational needs
for more instruction towards the
for AMA PRA Category 1 Credits™, that underlie these gaps are
systems-based core competency
were developed to be comprehensive articulated in terms of knowledge,
Designing CME to Change
yet practical overviews for each topic competence, performance
and range from 4 minutes to 40 min- • Will assist me in developing and/or patient outcomes;
utes to complete. Each module con- CE for nurse practitioners • CME planners are more often
sists of slides which are automatically • Help planners better integrate utilizing the optimal educational
advanced in synch with the audio pre- these concepts into our activities format(s) that best supports
sentation. Backwards Planning the learner’s achievement of
• Planning activities need to the learning objectives and
Practical Uses for the
be based on the ideas we are desired results; CME activities
Content
filling the gaps in knowledge being developed will be more
The AAD uses the ABCs of Accredit- • I am better suited to teach my balanced and the information
ed CME in their planner and faculty faculty how to develop objective- presented scientifically rigorous;
confirmation processes and provides based content. This will be a • CME activities will result in
the link to the modules. A link to the great course for them to help more measurable changes in
program is also included in the AAD’s them design the content learner knowledge, competence,
Faculty Manager System along with • I will help facilitate the educational and performance;
other resources. The AAD’s Scientific session planning process to • CME activities are more
Assembly Committee, which plans the better follow the models shown grounded in ABMS/IOM
annual and summer meetings of the in this learning activity Core Competencies; and
AAD, also utilizes the program as an • I would like to attempt more • Educational activities are certified
educational resource for remediation backwards planning in order for both CME and MOC credit
of speakers who have received a cer- to better address the gaps and more often (as appropriate).
tain threshold of feedback indicating meet the desired outcome
Conclusion
perceived commercial bias. • Use survey results and guidelines to
Completion of the ABCs of Accred- choose appropriate topics; ie, gaps These modules are applicable to the
ited CME by the speaker is considered novice in CME as well as the seasoned
Who Are the Players in CME
when the speaker is up for renewal or professional and have shown to be
• Will focus more on performance
selection. Additionally, whenever there useful for those in the role of planner,
improvement goals
is a new member to the Council on faculty, and implementer. Professionals
• I will research the PCIP and
Education and Maintenance of Certi- specializing in areas of clinical practice
National Quality Forum more
fication or any of the committees, task or health care who may be tangentially
to see if I can help CME
forces, and work groups underneath involved with CME can use this pro-
planners utilize the evidence-
the council they receive information gram to gain a working knowledge of
based performance measures to
on the ABCs of Accredited CME. CME. This knowledge can help par-
identify gaps in their performance.
In addition to use by the AAD, The ticipants understand the process, avoid
I will also be better able to
France Foundation (co-sponsor of the mistakes, and seek further education
articulate the components of
activity) encourages faculty and plan- where warranted. Search time is saved
Maintenance of Licensure and
ners to participate in the modules. because the resources are organized in
the role that CME plays in it
Lastly, through announcements at the one place and the participant is assured
• Assign it to my Medical
ACEHP annual meeting and other that the relevant topics are thoroughly
Education staff
promotion of the ABCs of Accredited covered by the clear labeling and slides.
• Encourage our organization’s
CME we have seen that many other
leaders to apply greater awareness Acknowledgements
society and academic personnel are
of the CME environment and Special thank you to Robert Kirsner, MD, PhD,
accessing the content.
the regulatory changes our Ilona Frieden, MD, Erik Stratman, MD, and Chris-
Through evaluations, we have been
members are experiencing as they topher Spock, MD, (volunteers for the AAD) who
able to ascertain specific changes that all served as the workgroup for the develop-
discuss future programming
module participants intend to make as ment of the modules.
a result of participating in the ABCs Indications from the outcomes reveal
ALLIANCE FOR CONTINUING EDUCATION IN THE HEALTH PROFESSIONS • ALMANAC • VOLUME 36, NO. 3 • APRIL 2014 9
2014 Award for Innovation in
Continuing Professional Development
The ASCO Interactive Meeting (AIM) Application to
Enhance the Live Meeting Educational Experience
Anne Grupe, MS Ed. and Bernie Khoo, American Society of Clinical Oncology
Jonathan Merril, MD, Astute Technology
Large, live CME activities have a rep-
utation for passive learning, leading to
learner disengagement and low expec-
tations for learning outcomes. With
over 25,000 oncology professionals in
attendance, the American Society of
Clinical Oncology successfully intro-
duced an innovative service to enhance
the live meeting experience.
Our Solution?
The ASCO Interactive Meeting (AIM)
is a web/mobile-based application de-
veloped by ASCO’s Integrated Media
and Technology group. This app was
piloted during the 2012 ASCO Annu-
al Meeting; based on positive attendee
feedback, AIM moved forward with an
official debut at the 2013 ASCO An-
nual Meeting. AIM can be described
as a “remote control” for the attend-
ees—a highly interactive resource to
be used in conjunction with the live
meeting. Although similar kinds of ap-
plications exist within other multime-
dia entertainment (such as “interactive
extras” in TV/movies or live sporting
events), to our knowledge this is the
first application of its kind that has
been applied to continuing medical
AWARD FOR INNOVATION IN CPD RECIPIENTS
education. (L TO R): ANNE GRUPE, JON MERRILL. NOT PICTURED: BERNIE KHOO.
A key AIM function includes a
searchable interactive itinerary that
allows attendees to:
• Scroll and browse for sessions
similar to channel surfing, find
sessions by keyword, content
area, speaker or abstract ID
• Perform proximity searches
and find “nearby” sessions
that are close to the current
session location within
the convention center
• Direct links to session-related
manuscripts or abstracts, as well
as links to supplemental author
publications or past virtual
meeting videos by the presenter
• Request CME credit and
complete a session evaluation
from within the application
ALLIANCE FOR CONTINUING EDUCATION IN THE HEALTH PROFESSIONS • ALMANAC • VOLUME 36, NO. 3 • APRIL 2014 10