You will choose two of the following sessions during registration; one for your 9:45 breakout and one for your 11:00 breakout. You will not be able to choose the same session for both breakout rotations.
Please see the What’s New at ACCME 2020 page for more information about our Pathways.
Pathway: Teaming
Pathway: Learning Science
Pathway: Patient-Partners
Pathway: Health & Well-being
Pathway: Strategic Planning
Pathway: Commendation
Pathway: Assessment
During our afternoon breakout sessions, you will have a chance to attend sessions facilitated by your educator colleagues. Below are the sessions that will be offered during the 2:45 time-slot on Wednesday, May 6th. You will choose one of these sessions to attend during registration; these sessions will not be repeated.
Medicare’s value-based payment models focus on pay for performance. In this case, a high level of performance is centered on better clinical outcomes and more efficient processes which are accompanied by guidelines and standards intended to support evidence-based decision-making. The same can be said for value-based education (VBE), which uses outcomes data to objectively discern knowledge/skill gaps, drive highly targeted education and then measure its efficacy. Cohorts in our example are anesthesia practices, and their constituent providers, whose quality data suggests knowledge or skills gaps. These descriptive gaps can be used to target specific content used to remedy group and provider gaps.
In this Value-based Education session, attendees will learn data assessment techniques that are useful in identifying knowledge or skills gaps, best practices associated with building educational modules to efficiently close those gaps, and how to measure the efficacy of the educational undertaking.
Marc Koch, MD, MBA President and CEO, Somnia Anesthesia
Stephen Songhurst Senior Manager of Quality and Research, Somnia Anesthesia
Shelley Sharma National Director, Acute Pain Services,Somnia Anesthesia
Health care is changing rapidly. New technologies, advances in care delivery, and scientific discoveries are happening at rates that make it challenging for teaching and learning practices across the continuum to keep up. Whether learners are at the beginning of their career or seasoned clinicians, new demands and advances in health care require them to acquire new competencies. The AAMC New and Emerging Curricular Areas in Medicine Series is a guide for everyone who develops curricula within the field of medicine and for people learning to practice or continuing their professional development.
Each set of new and emerging competencies, starting with Quality Improvement and Patient Safety, is developed by leaders from across the medical education and clinical practice communities and is intended to supplement existing competencies. The new competencies add depth to selected areas to help guide curricular and professional development, formative performance assessment, cross-continuum collaborations, and, ultimately, improvements in health care services and outcomes.
The modern patient safety movement is now 20 years old and despite advances in areas of healthcare, much work remains to shift our educational practices to meet the evolving demands of our complex systems of care. Over 18 months, the AAMC with key partners, including the ACCME, worked collaboratively with national experts in safety and quality to develop new QIPS competencies. During this session, these new competencies will be shared and participants will work interactively to consider how they relate to ACCME commendation criteria and to their local CME programming.
Lisa Howley, PhD Sr. Director of Strategic Initiatives and Partnerships, Association of American Medical Colleges
Most national accreditation and professional organizations have embraced improvement science as a core competency. Indeed the 2017 report of the National Collaborative for Improving the Clinical Learning Environment (CLE) challenged healthcare leaders to ensure that every new clinician is engaged in evidence-based patient safety. Factors leading to an effective QI system include “supportive and adequately resourced organizational structure, data-driven activities with interactive monitoring-analysis cycles, competitive benchmarking, team empowerment, and broad stakeholder engagement”. (Blouin, Medical Education, 2019).
Unfortunately, even when QI practices exist, they often are not visible and spread throughout organizations. Microsystem leaders are essential for a QI-grounded CLE. The challenge is how to develop and sustain these leaders when their daily clinical demands take an increasing toll on time, attention, and creativity. Individual improvement science knowledge, skills, even competence are necessary but not sufficient to realize the full impact of a high reliability, quality-driven organization. The CLE itself also needs to learn and adapt. This presentation outlines how far along one organization is in the multi-faceted journey of its journey to best outcomes.
Karen Heiser, PhD Vice President, Nationwide Children’s Hospital
Laura Lehman, MBA QIE/MOC Coordinator, Nationwide Children’s Hospital
Patient engagement and shared decision making (SDM) are important components of continuing medical education. However, implementing them presents challenges in an environment rich with new scientific and clinical trial data and multitude of beliefs and assumptions about patient-centered. Making ideas for patient engagement as compelling as new clinical advances requires seamless integration into the clinical discussion, while introducing effective decision aids as a viable resource for both clinicians and patients. Accordingly, the current session proposes to cover a variety of topics, including what is SDM, the value of SDM, the SDM process and a mock SDM interaction within a therapeutic area. We will draw upon our years of integrating SDM and patient engagement into continuing education programs to provide tips, traps, and insights into making patient engagement truly engaging.
Lily Zurkovsky, PhD Senior Medical Director, Forefront Collaborative
Jon Keevil, MD, EBSCO Health
This session is designed to provide ideas to strengthen the engagement of physicians in your continuing medical education program. The Massachusetts Medical Society has a robust committee structure that supports and is fully engaged with its CME program. We will discuss the advantages and challenges of working with committees, share ideas for recruiting physicians to help with the CME program, and outline how this engagement promotes and develops leadership skills.
Danna Muir, MBA Director, Accreditation and Recognition, Massachusetts Medical Society
Henry Tulgan, MD Chair, Committee on Continuing Education Review, Massachusetts Medical Society
Continuing Medical Education program planning success, now more than ever, depends on the ability to gather information and document how we change initiatives and create positive changes within our organizations and communities. Emory University School of Medicine Office of Continuing Medical Education will share tips, tools, and tactics that helped lead them from Probation status to Accreditation with Commendation. Whether your CME organization is a staff of 1 or 50, you will leave this session with how-to practical actions you can immediately put in place to achieve successful outcomes.
Karlotta Brown, MA, CMP Assistant Director, Programs, Emory University School of Medicine, Office of Continuing Medical Education
Shirley Miller Program Coordinator, Emory University School of Medicine, Office of Continuing Medical Education
SMEs. KOLs. Content experts. Planners. Whatever title you use, these members of your CE team serve critical roles in the development of your education. And while they may be at the top of their field, they need your expertise in planning and developing quality clinical education. We often discuss the process for working with faculty to develop their teaching skills, but how can we work with our planners so they can share their expertise and plan CE activities most effectively?
Every planning process is unique. For some, CE professionals are working with experts who convene for a one-time project. For others, we are supporting standing committees as they guide educational planning over multiple years. Yet for some of us, the process involves a single staff member and one or two experts. Yet, while the specifics vary from project to project, simple and practical educational planning steps can ensure successful educational development in all planning models.
In recognition of the vast range of educational providers and projects, we will explore core concepts of educational planning which can be applied to all types of planning models. Learners attending this session will learn practical strategies for convening and/or managing planning groups, developing planning processes, working with planners on planning educational content, and helping faculty deliver education that is true to the planning “vision.”
Ailene Cantelmi Director of Educational Development, The France Foundation
Although many people believe accreditation criteria to be rigid and prescriptive, the reality is that most criteria are written in a way that allows for and encourages creativity and innovation in program planning and delivery. All accredited organizations struggle with similar challenges regardless of provider type, but the way in which these challenges are addressed can vary greatly depending on many issues (e.g., setting, available resources, leadership involvement). What may be an appropriate solution for a medical specialty society may not work for a hospital or academic center, and vice versa. The National Comprehensive Cancer Network (NCCN) is a not-for-profit alliance of 28 leading cancer centers devoted to patient care, research, and education. The NCCN Office of Continuing Education is a department of seven individuals with both complementary and overlapping skill sets. As such, we benefit from the kind of brainstorming and collaboration that might not be as accessible to providers with smaller, even one-person, continuing education departments.
In this session, participants will hear about specific challenges faced by the NCCN CE department and the problem-solving processes that were utilized for each unique instance, focusing on NCCN’s transition from an ACCME/ANCC/ACPE-accredited provider to Joint Accreditation. Participants will then be provided with additional cases based on real-life examples, and will be tasked with developing solutions that would be appropriate for their own types of programs and settings. The NCCN team will share how they addressed each challenge and facilitate a conversation on different problem-solving approaches that ensure compliance with accreditation criteria. Participants will be encouraged to describe different challenges at their own organizations, what problem-solving process they utilized, and how their solutions were unique to their programmatic setting, content, or delivery method.
Karen Kanefield Manager, CE Accreditation & Program Operations, National Comprehensive Cancer Network
Kathy Smith Manager, CE Grant Writing & Program Management, National Comprehensive Cancer Network
How do you ensure your education team has the skills and knowledge to lead the educational mission? During this interactive teach and learn session, medical education specialists will have an opportunity to share with each other their unique approaches to demonstrate educational leadership. Facilitators will share their examples of how they are meeting Criteria 34, supporting the continuous professional development of their CME team.
Kristen Ndure Associate Director, EducationEndocrine Society
Amy Kane, CAE Director, Continuing Medical EducationAmerican College of Rheumatology
As part of the Medicare Access and CHIP Authorization Act of 2015, the Federal Government established the Merit Based Incentive Payment System (MIPS) combining PQRS, Meaningful Use and Value Based Modifier into one single program inside the Quality Payment Program. Roughly one million medical professionals now receive their Medicare reimbursement under MIPS. Starting in 2018 Centers for Medicaid and Medicare Services (CMS) established that by participating in CME improvement activities, clinicians could receive credit towards their MIPS payment score.
In this session we will review what constitutes a MIPS improvement activity (IA) and explore how to include MIPS credit as part of your regular CME activities. Topics discussed will include: what are the MIPS improvement activity requirements; criteria for selecting which CME activities make good candidates for MIPS IA; finding and selecting the quality measures; examples for gathering MIPS data; designing pre-tests and post-tests for MIPS IA; 30 day and 90 day follow up surveys; reporting MIPS IA in PARS; reporting MIPS IA to CMS; informing learners about MIPS; reviewing sample slide content for both live and enduring activities; and potential changes in 2021 to the MIPS program that include bundling multiple activities and reporting criteria. After a panel presentation, participants in this session will break into small groups and create an improvement activity utilizing a worksheets and links to quality measures.
Thomas Sullivan, BS President, Rockpointe
Terry Glauser, MD Medical Director, Potomac Center for Medical Education
Academic detailing (AD), also known as clinical outreach education, is a concept used widely in Canada and parts of the US. The concept of AD is simple: curate the best evidence-based recommendations, develop a tool to deliver the information to clinicians, and get the clinician to commit to practice change.
Clinicians identified components of what "valuable education" means to them. Educational activities need to be 1) timely 2) individualized and 3) easy to access. Additionally, evidence suggests that offering education/information in multiple venues, modalities, and occurrences will aid in retention and practice change. This session will explore how AD can be utilized as a an educational format that will allow the CME office to meet clinicians where they are at and follow up on traditional methods of education.
Kelsey Bolton CPD Consultant, Gundersen Health System
Inspired by achieving Joint Accreditation, Cincinnati Children’s Hospital Medical Center’s (CCHMC) physician, nursing, nurse practitioner, and pharmacy continuing education teams created an Interprofessional Continuing Education (IPCE) team. The team’s first initiative was to utilize LEAN methodology to standardize processes and reduce the number of process steps/median number of days to on-board requests for new education. The team successfully reduced number of process steps (four to one) and median time for the team to on-board new education (17 to 8 business days). In this session, the learner will simulate the IPCE team's problem state and solution state to cement and experience the benefits of LEAN methodology.
Andrea Thrasher, MEd Project Manager, CME, Cincinnati Children’s Hospital
Rebecca Kolb, MA Project Manager, CME, Cincinnati Children’s Hospital
Podcasts are being used for patient education, education of trainees and for continuing medical education. The platform is well suited to broad distribution at low cost to motivated learners. Educators may be interested in producing content but discouraged by technical and logistical barriers. It is the goal of this session to provide hands-on experience in producing a brief educational podcast. The session small groups will plan and record a brief podcast with the assistance of their small group coach, who will be an experienced academic podcaster. Participants should leave equipped to produce and distribute content in their own areas of expertise. NOTE: Attendees are encouraged but not required to come to the session with a topic that would be amenable to a short ~5-minute dialog format audio presentation.
Tony Tarchichi, MD Assistant Professor/Pediatric HospitalistUPMC Children's Hospital of Pittsburgh
Michael Patrick, MD Medical Director of Interactive Media for Nationwide Children's Hospital, and an Assistant ProfessorNationwide Children's Hospital
There are many benefits to being part of a high-functioning team; not the least of which would be growth in the team's performance, as well as an improvement in the overall working environment. Like anything worth doing however, developing a cohesive and effective team takes both practice and work.
The purpose of this session is to explore strategies for building trust and fostering authentic communication among team members, in the hopes that it might lead to greater performance outcomes. Utilizing the Enneagram Personality Test and the principles of Conscious Leadership as a foundation for discussion, the session will focus on how personality types impact team dynamics, identifying common areas of conflict and how to overcome them, promoting communication, and why you should prioritize team building in busy schedules.
Rachel Andes, MBA CPD/CME Coordinator, University of South Carolina School of Medicine Greenville
Shannon Cook University of South Carolina School of Medicine Greenville
During our afternoon breakout sessions, you will have a chance to attend sessions facilitated by your educator colleagues. Below are the sessions that will be offered during the 4:00 time-slot on Wednesday, May 6th. You will choose one of these sessions to attend during registration; these sessions will not be repeated.
CME and CPD take place in every country in the world every day. Healthcare professionals worldwide commit to lifelong learning and establish their personal learning networks in order to address their professional needs and gaps. Providers of CME and CPD in the United States are sometimes tasked with developing and implementing activities in other countries and, often, within other systems. While the basic principles of planning and delivering CME/CPD activities are generally global, the systems in which they take place in other countries differ widely if they exist at all.
This interactive workshop-style session will provide participants with: a general overview of CME/CPD systems around the world, practical tips and tricks for providers interesting in expanding into the provision of global CME/CPD activities, and best practices in working in the global environment. Real-world actual case studies will also be used to facilitate small group interactivity and to address the specific needs and gaps identified. Cases will cover multiple regions around the world, and will highlight challenges and opportunities with (but will not be limited to): accreditation systems (when they exist), translation vs localization, single-country vs regional education, cultural sensitivity, collaboration vs keeping it close to home, faculty selection and location, communication, and commercial support (in some cases).
Lawrence Sherman, FACEHP, CHCP International Development, Association for Medical Education in Europe
The goals for this session are to 1) describe academic detailing, a peer-to-peer outreach method providing information and training for specific purposes, in a focused, customized manner, as a primary method, or as a supplemental method to traditional lifelong learning activities and 2) present an example demonstrating key elements of a successful academic detailing initiative.
After participating in this session, participants will be able to:
Peter Bistolarides, MD Chief Academic Officer, MidMichigan Health
Teresa Oliver, MSA CME Specialist, MidMichigan Health
This session will utilize classic and modern adult learning principles to help participants understand the adult learner, classic and modern adult learning theories, and design an active learning event using a specific model. The workshop will use the framework of the 8 Steps and 4 A's by Vella et al. and the University of North Caroline active learning toolkit. Finally, the ACCME requirements will be matched to the corresponding 8 Steps and 4 A's to ensure the completed learning event will meet ACCME accreditation requirements.
Douglas Maurer, DO, MPH, FAAFP Deputy Director, Medical Education US Army Medical Command, US Army Medical Education Directorate
With a shift in focus in CME to outcomes-based approaches, new approaches to understanding learner needs is required beyond traditional approaches of identifying knowledge gaps. Participation in accredited CME is one of the most important support systems that helps practicing physicians drive improvements in practice and optimize the care, health, and wellness of patients. The role of CME in the delivery of the highest quality healthcare extends beyond helping physicians to stay current but also in assisting them in meeting requirements for maintenance of licensure, maintenance of certification, credentialing, membership in professional societies, and other professional privileges. Particularly in CME’s new role, learning and change are not optional.
This session will provide tools/approaches that CME providers can employ in their new and expanding role of CME from an educational role to a training role to an outcomes focused activity. We will focus on how to best assist learners in making change as well as provide a connection between the identified impediments and approaches to instruction that are both theory and evidence-based. The session will include discussions on 1) what and how information can be gathered to inform course content and teaching methods that are most effective in supporting learners’ change, 2) tools that will allow the CME provider to identify the types of impediments to learning and change, including data and audit and feedback driven strategies, and 3) methods for implementing these approaches based on theory and our own personal experiences. We will utilize multiple instruction methods including faculty modeling, didactic lecture, experiential learning, small group interaction, creating a change plan, and pre/post assessment with follow-up. The session will use cases from the experience of the facilitators as well as soliciting participants experiences and providing feedback on different approaches to take in the future.
Betsy Williams, PhD, MPH Clinical Program Director, Professional Renewal Center
David Wiljer, PhD Associate Professor, University of Toronto
Step into an interactive session about the joys, yes joys, of being a joint provider! Talk with other providers about barriers, desired changes, and ways to improve your processes. Leave the session feeling excited about change you can implement directly in your program!
Lindsey Schneider Education and Events Coordinator, Minnesota Medical Association
Lyndsey Aspaas, CHCP Manager of Education and Events, Minnesota Medical Association
Altarum has implemented CME/MOC Part IV programs designed to strengthen clinicians’ capacity to address depression, responsible opioid stewardship, medication non-adherence, and complex trauma. The Altarum approach to PI-CME with MOC Part IV credit results in demonstrably improved physician performance and patient outcomes; programs have reported as much as a 70-90% increase in the use of identified patient care strategies. Across all of the programs, several key themes for success have been identified.
This session will explore our model of implementation of MOC Part IV, as well as alternative strategies to achieve similar outcomes, which can be adapted to your own program based on your available resources.
“Eileen Bailey, MS, CHCP Director, Continuing Education, Altarum
Yam Hoon Lim, MEd Accreditation Manager, Altarum
In this breakout session, we will focus on getting started with MOC by examining our organization’s experience with adding MOC to RSS. With an emphasis on supportive relationship building with series, our initial meetings serve as starting points with follow ups. We’ll demonstrate strategies we have utilized, going over what has and has not worked for our program and then we’ll practice what we have learned as we workshop approaches for MOC.
After this session, you should have a good frame work for initiating MOC into RSS and building value to your CME office, while adding some more tools to your MOC belt for those that have already jumped in with MOC.
Sahar Pastel-Daneshgar CME Program Assistant and MOC Coordinator, University of Utah
Implementing a new record tracking system is one of the most daunting, time consuming, expensive, and risky endeavors a continuing education provider can undertake. This session is designed to share lessons learned from two large providers that recently implemented a new record tracking system. Stanford University and the Cleveland Clinic will share their missteps, do-overs, tips and tricks, and triumphs during their respective journeys implementing a new continuing education record tracking system. Their journey will include procurement, contracting, staffing, prepping, training, data conversion, testing, going live, and more. If you are considering purchasing a new system or intend to implement a new system anytime soon this session is for you. The concepts will be provided in a rapid format intended to cover a large amount of information in a short amount of time.
After this session, learners will be in a better position to implement a new continuing education record tracking system. With information gained from this session, learners will likely find implementing a new system less daunting, time consuming, expensive, and risky. DISCLAIMER: Both Stanford University and the Cleveland Clinic are using the same tracking system, however this session is not intended to be specific to that system and every effort will be made to ensure that the session is applicable to the implementation of any new continuing education record tracking system.
Kurt Snyder, JD Director of CME, Stanford University
Molly Mooney Administrative Director, Cleveland Clinic
Project ECHO (Extension for Community Healthcare Outcomes) is a movement to demonopolize knowledge and amplify the capacity to provide best practice care for underserved people all over the world. The ECHO model is committed to addressing the needs of the most vulnerable populations by equipping communities with the right knowledge, at the right place, at the right time. The ECHO model is not traditional “telemedicine” where the specialist assumes care of the patient, but is instead telementoring, a guided practice model where the participating clinician retains responsibility for managing the patient.
MNI Great Lakes ECHO was founded in February 2017 and is the first private practice operated ECHO in Michigan. The focus of MNI Great Lakes ECHO, up to this point, has been on: 1) bone health (osteoporosis management) and 2) chronic pain and addiction medicine (opioid epidemic focus). We will be starting a mental health teleECHO clinic in the near future, with emphasis on physician burnout.
During this session, we will conduct a mock ECHO session - starting with a short didactic regarding the impact of Project ECHO on provider education followed by open discussion - modeling how a live ECHO session is run Participants from across the country will join in for the discussion for a demonstration on the ECHO session process.
Caramarie Brock, MS Academic Coordinator, MNI Great Lakes ECHO, LLC
Avery Jackson, MD, FACS, FAANS Founder/CEO, MNI Great Lakes ECHO, LLC
For years Continuing Medical Education was seen by many as a burden of requirements intended to keep a practicing physicians up to date with new and updated information. It often times resulted in these clinicians developing a short hand on learning, who were driven by “checking the box” and attending to their continuing education as a tedious task to get through. This also resulted in a different group of professionals whose goals were to maintain the status on these “checked boxes”, but left little room for their meaningful professional development. Both professionals were left with a protracted vision of what continuing education was and could be. Over the last few years though ACCME’s has put forth a conceited effort to change this perception about continuing education being an administrative task and has undertaken the challenge to change the culture on continuing medical education. They have begun to invest time and resources in helping the CME community to understand that continuing education and development is about robust learning and that it takes on various formats and forms, and that it can assist with changing the whole of an organization through mechanisms like quality improvement. With this reinvigoration and envisioning of the field, it has also called to action those individuals who have historically administered these programs with seeing how they also must be invested in their own continuous development.
This session will take a look at how CME programs can invest in training and development of their staff. For our department it meant investing into a team who were hired under different Position Descriptions and now challenging them with more nuanced and rooted roles as Continuing Professional Development "specialists". We would like to share with you what this challenge has meant to our department and how we have navigated this new commendation criteria and what places we envision under the goal of continuous professional development of the CME team.
Cynthia Juarez, MA, MSC Senior Director, Texas Tech University Science Center El Paso
Cynthia Ogaz, DBA Unit associate Director, Texas Tech University Science Center El Paso
Developing and honing clinical skills is important to healthcare professionals, but delivering the hands-on learning that is most effective can be challenging for CME providers. Among some of the difficult aspects of providing skill-enhancing activities are creating space for individualized instruction, and procuring the (often expensive) supplies.
How do we plan and implement CME that meets our learners’ needs for improving clinical skills? How do we procure supplies for workshops without breaking the budget? We will address these and other questions through a discussion of our organization’s experiences in developing what has become a major attraction at our annual meeting, a center entirely devoted to teaching and honing the clinical skills of our learners. We will explain how our program began with a couple of workshops in one conference room and has grown to an exhibit-hall-sized center with over 200 sessions covering 19 skill areas.
Elizabeth Nettleton, CHCP CME Program Manager, American College of Physicians
Noreen Duffey, CHCP CME Program Administrator, American College of Physicians
This session will provide learners with lessons "from the trenches" and timelines designed to help them prepare for reaccreditation over a longer timeframe. We will share examples of key tasks with defined milestones to show that the reaccreditation process doesn't have to feel so overwhelming. We will cover the "ideal state" of beginning to plan 2-3 years prior to reaccreditation and the importance of developing a process that is both efficient and effective for each individual CME provider.
Jen Hurley, CHCP, CPHQ Accreditation & Education Manager, American Neurological Association
This session will provide educational professionals a reflective, interactive, informative forum to discuss and develop skills that they can use to transform subject matter experts into effective educators for continuing education activities. Many times educational professionals do little more than engage with their subject matter experts whom they select as faculty about some of the more mundane and logistical aspects of the activity they are planning. Rather than dwelling on the T's (such as, time, travel, tender, tushies, taste, technology, and tax ID), educational professionals should talk to their subject matter experts around content specificity and process efficacy.
This session will focus on helping participants conduct more meaningful conversations with the subject matter experts whom they select as the teachers and faculty of their educational activities. By engaging with the teachers and faculty around the concepts of "content specificity" and "process efficacy", they can become change agents and the educational outcome will be more impactful and lasting.
Jeffrey Mallin, MD CME Consultant and Regional CME Committee Member, Southern California Permanente Medical Group
Kim Tran, MD Regional Assistant Medical Director for CME, Southern California Permanente Medical Group
“We learn wisdom from failure much more than from success. We often discover what will do by finding out what will not do; and probably he who never made a mistake never made a discovery.” —Samuel Smiles
Have you ever attempted a project you saw online, confidently thinking “I can do that!” only to be grossly disappointed in your performance? Sometimes the first step in learning is to recognize that you don’t know as much as you think you do, or that knowing what to do and actually being able to do it are very different things. Yet once you recognize your educational needs, how do you go about gaining the knowledge and competence necessary to really get it done?
Failure as a way to encourage growth and behavior change is a learning methodology that can be overlooked and underutilized in CME/CPD. Providers/Educational designers should explore ways in which they can add opportunities for uncovering personal learning needs within CME/CPD activities, think through potential barriers to creating safe learning environments for skills acquisition and refinement, and devise strategies to overcome those barriers. Upon completion of this session, participants will be better able to: 1) apply educational design and adult learning principles to create multifaceted interventions that effect changes in participant knowledge, competence, and performance and 2) develop assessment plans to measure the impact of activities that employ multiple educational methods.
Annette Schwind, MS, CHCP Senior Director, Educational Design and Outcomes, Paradigm Medical Communications, LLC
Audrie Tornow, CHCP Vice President, Educational Strategy and Partnerships, Paradigm Medical Communications, LLC
Pathway: Commendation | Teaming
During our afternoon breakout sessions, you will have a chance to attend sessions facilitated by your educator colleagues. Below are the sessions that will be offered during the 2:45 time-slot on Thursday, May 7th. You will choose one of these sessions to attend during registration; these sessions will not be repeated.
Storytelling has been a buzzword these past years, but what does it mean to us in continuing medical education? In this session, we will discuss the importance of storytelling, visit the components of story structure, and explore opportunities to enhance learning experiences with storytelling.
Nancy Tieu Chan Sr. Learning Consultant, Southern California Permanente Medical Group
Joy Miike Group Lead, Southern California Permanente Medical Group
Do you want to go engage learners more than you have? Do you have faculty who want to speak at the audience for their entire presentation? We do, and we have found successes (and failures) with altering educational delivery methods.
During this session, we will provide case examples of how our medical society invigorated our annual meeting and how we went beyond the didactic at our "smaller" meetings (100-300 people) to provide more interactive learning. This session will cover not only the new design methods employed, but also how we “managed up” to our physician leadership to not only accept change, but encourage their peers to these changes.
In this session, you can expect sharing of personal experiences from the presenters as well as sharing your own experiences in small- and larger-group discussions of how all of us have encouraged our CME programs to go beyond the didactic.
Michelle Klinke Director, Education, Endocrine Society
Samantha Tierney Associate Director, Program Innovation & Development, Endocrine Society
As adult learning tries to address learner attention spans, emerging technologies and learner engagement, educational activities are constantly innovating to include creative concepts that keep learners interested while making education stickier. However, as education becomes more creative, certifying education that doesn't follow the traditional classroom lecture can become less straightforward. How do you determine educational gaps for adaptive and individualized education that determines the educational gap as part of the education? How do you write learning objectives for education based on real world patients that are not pre-determined like tumor board case discussions? How do you measure outcomes when each learner is following an individualized curriculum? During this session, we will review case examples of innovative education and discuss practical challenges calculating number of credits, writing learning objectives, collecting meaningful outcomes, etc. Learners will be encouraged to bring their own examples for discussion.
Sapana Panday, MPH Director of Educational Development, The France Foundation
How can you determine the impact of your online education when you are not affiliated with a healthcare facility or have limited access to outcome data? As an online education company, this was our challenge. Standards C11, 12, and 13 focus on measuring improvement and all three can be connected through a robust annual evaluation process. This presentation will use an experiential approach to demonstrate the process we used to show the improved impact of our education using a statistical measurement of effect size. Data analysis and statistics may be intimidating to some, but we’ll start with the basics. For maximum participation, bring your laptop or smart phone with internet capability.
Sharon Cusanza, MSN, RN, NEA-BC Senior RM Education Specialist, Lammico
Patient cases are a cornerstone approach in medical education and are widely used in online learning activities. More often than not, such patient cases are tedious and difficult to read, and key learning points can be missed. Are you tired of developing linear online patient cases that do not engage learners? It's time to change that and give your patient cases an extreme makeover!
Learn a variety of research-based learning techniques, including branching logic, spaced learning and reflective learning, as well as formatting and design strategies to reduce cognitive load. Together, these approaches will enhance the storytelling of patient cases and engage your learners. With revamped patient cases, knowledge retention and the ability to apply it to new clinical situations can be improved. Leave this session with an understanding of the pros and cons of these techniques, as well as practical steps to implement them to transform the patient cases in your online learning offerings.
Christina Lorenzo, MS e-Learning Instructional Designer, American College of Chest Physicians
Lada Krilow, PhD Senior Specialist, Clinical and Scientific Digital Content, American Society of Clinical Oncology
This introductory to intermediate level session will provide the CME professional with a foundation of skills to support development of interactive learning activities when you don't have an instructional designer on your team. The goal of the session is for the CME professional to create more effective learning activities that may improve clinical practice by supporting clinical decision-making skills. Together, we will utilize the principles of the ADDIE Model for instructional design and a modification of Moore's Learning Outcomes as frameworks to create case-based learning that include a variety of learner engagements that mimic a patient encounter. Additionally, we will discuss software and methods for developing interactive modules to fit any budget.
Karen Innocent, DNP, RN, CRNP Executive Director, Lippincott CME Institute, Inc
Providing interactive and engaging education for a life-saving therapeutic intervention to a broad, diverse, and geographically disparate audience, including both healthcare and non-healthcare professionals, patients, and families, requires non-traditional modalities, especially when time and resources are limited. Web-based learning is becoming an increasingly vital part of the continuing education field for large and interprofessional target audiences.
This case-based session will cover best practices, use of a PDSA cycle of continuous improvement with particular focus on Accreditation, Budget and Cost, LMS and Platform, Content, Publicity, and Contingencies. A PDSA (Plan, Do, Study, Act) cycle of continuous improvement facilitated quick adjustments to the program content and delivery of a web-based activity. We will include small group collaboration and large group facilitated discussion regarding a real case scenario in planning a broad web-based activity for multiple stakeholders including healthcare and non-healthcare professionals. The lessons learned in the design and execution of the case scenario enduring material may save other CE professionals time, money, and resources by anticipating, preventing, and mitigating challenges and establishing clear expectations for all stakeholders.
Andrea Zimmerman, EdD Learning Engineer, University of Virginia
Kathleen Bunch Menses, MS Portfolio Manager, University of Virginia
Funding models for Continuing Medical Education (CME) are varied and there is continuing debate on the appropriate role of industry in the context of providing CME. Pharmaceutical and medical device companies have resources that may be vital to critical education and successful patient care. While there are CME providers that do not seek or accept support from industry, there are ample examples of CME providers that have successfully partnered with industry to offer quality educational programs void of bias or conflict of interest. This session will explore ways to partner with industry in order to offer quality educational programs and meaningful outcomes, while adhering to the purpose behind the Standards for Commercial Support. We will engage participants in evaluating potential conflicts of interest, analyzing the dos and don’ts of commercial support/promotion and identifying best practices for collaborating with industry.
Alisa Nagler, JD, MA, EdD Assistant Director, Accreditation, Validation and Credentialing, American College of Surgeons
Through partnerships with the ACCME, the process for offering MOC points for CME-certified activities is greatly simplified. However, the realities of implementing an MOC program for a large provider (and across multiple different activity types) can present a challenge. In this session, education managers from Harvard Medical School will discuss lessons learned from their MOC program, which started as a pilot of seven live courses offering ABIM MOC credits, and has grown to include more than 40 activities per year offering MOC across 5 specialty boards. A major focus will be transitioning Course Directors and faculty from traditional self-assessment evaluation methods to more qualitative options to allow for broader application to our courses, including RSS.
Jillian West Manager, Educational Development & Accreditation, Harvard Medical School
Raynor Denitzio Associate Director, Educational Planning and Accreditation, Harvard Medical School
CME professionals should model the behavior change expected from the health professionals they educate. To more effectively work with SMEs to develop content that goes beyond knowledge transfer to behavior change, CPD for the CME professionals must translate adult learning principles from theory to practice. To that end, UT Southwestern's Office of Continuing Medical and Public Education created an ongoing educational series entitled, “LUNCH, LEARN & LAUNCH." This series provides the educational platform for the CME team of professionals to dive deeper into instructional design theories and provide a safe space to practice skills with peers. After participating in this session, learners will be able to: 1) Confidently, integrate instructional design principles around program design discussions with SMEs, 2) Integrate interactive tools into course implementation, and 3) Utilize debriefing and reflective practice to continuously improve skills and impact CME course outcomes.
Ericka Harden-Dews, J.D., CHCP Director, Office of Continuing Medical and Public Education, UT Southwestern Medical Center
The purpose of this session is to assist CME professionals, at educational institutions, medical centers, hospitals, and other organizations, with important tips and techniques for successful CME webcast creation. Together, we will explore strategies and tips for creating a successful workflow in the production of a weekly CME webcast as well as the process of working with moderators, presenters, production teams, and technical professionals. Finally, you will learn first-hand how to create professional-looking webcasts that facilitate a great viewer experience. Not only will this session teach you about best practices for creating your CME program, you will also get helpful information about tools and products that will help you move your own CME webcast forward.
Derrick Freeman Program Manager, OSU MedNet21 Webcast Producer, The Ohio State University's Wexner Medical Center
Barbara Berry, MA Director, Center for Continuing Medical Education, The Ohio State University's Wexner Medical Center
Data management is an important component of a CE program and yet, it is not typically highlighted as a desired skill in job descriptions. The description will more likely read, “Experience in Excel is desired.” What does experience in this context mean? Do I need to set up a spreadsheet? I can add up a column, but am I expected to calculate standard deviations? For many CE professionals, it is not realized that proficiency in Excel is a beneficial skill until there is a need to manage and analyze large sets of data. This session is designed to share how Excel is used in the Office of Continuing Medical Education at Baylor College of Medicine (BCM), particularly the use of Pivot tables within Excel to slice and dice data. Participants are encouraged to bring their laptops and participate in follow-along, hands-on work.
Anne Perch, MBA Senior Associate Director, Office of Continuing Education, Baylor College of Medicine
Cicely Simon Project Manager, Baylor College of Medicine
Adding educational technology tools within continuing education programs can seem confusing, daunting, expensive, and overwhelming. Where does one start? In our session, attendees will hear about various ways to add technology (before teaching, during, and after) to increase engagement in their activities, as well as the lessons learned from our experiences. Some of the tools we will cover are PollEverywhere, Event Apps, PlayPosit, Dropbox, GoogleSites, Wordpress, Video Librarys, etc. We will then open up a diagloue for others to share what they have tried and their experiences. At the end of this session we will provide learners a reference sheet of our experiences so they can try the ones that work for them after the conference.
Emily Cannon Director, Accredited Programs, Harvard Medical School
It can be lonely in the uniprofessional CE office. This session is designed to break down communication siloes between CE offices and provide strategies for participants interested in developing collaborative relationships with other health professions’ CE offices and providers.
Using a case study approach, participants will learn about the journey from collaboration to integration of three CE offices at one academic medical center, VCU Health, where our initial collaboration was initiated to support growth in interprofessional CE at the institution as well as eligibility for Joint Accreditation. Best practices and strategies to increase communication and collaboration as well as expand interprofessional CE activities will be provided to participants. The session facilitators will also outline tactics contributing to their success, providing participants with practical tools to utilize in their organization and journey to Joint Accreditation.
The intended outcome is for participants to leave with actionable next steps to cultivate collaborative relationships.
Andrea Perseghin, MEd Director, Continuing Education, VCU Health
Allison Scott, M.S. Ed. Program Manager, VCU Health
Since 2013 Boston University School of Medicine (BUSM) Continuing Medical Education has delivered safer opioid prescribing education via its two hour Safer/Competent Opioid Prescribing Education (SCOPE of Pain) program to over 165,000 learners from all 50 states and DC. Over the six years, we have compiled learner frequently asked questions (FAQ) from live meetings, webinars and the online program. To expand the national reach of this program, by increasing interest among prospective learners who were unresponsive to traditional recruitment approaches such as emails and banner advertisements, we implemented an innovative outreach strategy. Based on the FAQs, our team created a series of mini podcasts of two to four minutes in length presented by the Course Director. The mini podcasts provided micro learning opportunities with the aims of 1) succinctly addressing the most common safer opioid prescribing clinical challenges and 2) increasing interest in additional learning leading to completion of our free comprehensive two hour online SCOPE of Pain program.
Thinking out of the box, this session will encourage participants to explore what micro educational activities they might be able to provide that will engage the reluctant learner. What teachable moments are out there to be used as a springboard to more learning? Who do they have among their faculty and staff who can become the expert voice to reach their reluctant learners?
Julie White, MA Director, CME Office, Boston University School of Medicine
Ilana Hardesty Program Operations Manager, Boston University school of Medicine
According to a recent KPMG survey, most project failures are preventable. A CME program’s vision almost always includes improving educational and patient outcomes. As CME teams are typically engaged in multiple projects or initiatives to accomplish their program goals, strong tools are needed to eliminate bridges between various cross-functional and leadership teams to ensure successful outcomes. One of the simplest, yet underutilized tools in project management initiatives is a User Story. A User Story is a description of a business workflow from an end-user perspective and it should be understandable for everyone involved in the project. Many healthcare case studies illustrate the power of user stories in ensuring that projects meet a team’s vision while also satisfying user experience goals. This session will explore a few case studies and discuss best practices in developing user stories with case vignettes and group discussions. Remember - a vision not converted into measurable outcomes is only a dream!
Ariel Llizo, AA, UXC CME Specialist, Nicklaus Children's Hospital
Raja Venkata Akunuru, CHCP, PMP Director, Client Services, EthosCE LMS
You will choose two of the following sessions during registration; one for your 10:00 breakout and one for your 11:15 breakout. You will not be able to choose the same session for both breakout rotations.
Pathway: Patient-Partners | Commendation
Pathway: Public Health
Pathway: Commendation | Public Health
Pathway: Strategic Planning | Public Health | Teaming