Joint Accreditation CE activity planning process documentation

The purpose and mission of CME Outfitters, LLC, is to deliver education that brings measurable change in health care professional competency with the goal of improving performance and patient outcomes.

  • If applicable
    Select all that apply—see Appendix for specific credit statements
  • 1. ESTABLISHING NEED


  • JAC 4 The provider incorporates into IPCE activities the educational needs (knowledge, skills/strategy, or performance) that underlie the practice gaps of the healthcare team and/or the individual members’ knowledge, skills/strategy, or performance as members of the healthcare team.
  • 2. SOURCES FOR IDENTIFYING GAPS IN KNOWLEDGE

    Must include at least 2
  • Max. file size: 100 MB.
  • 3. APPLICATION OF IDENTIFIED GAPS TO PLANNING CONTENT

    List each identified need with the result you anticipate to achieve relative to that need, and select the appropriate Content Focus box: knowledge, performance, competence, or patient outcomes

  • A professional practice gap is the difference between actual and ideal performance.
    Professional practice gaps are measured in terms of:
    Knowledge:
    Being aware of what to do
    Competence:
    Being able to apply knowledge, skills and judgment in practice (knowing how to do something)
    Performance:
    Having the ability to implement the strategy or skill (what one actually does)
    Patient Outcomes:
    A measurable change in patient health status.
  • 4. PREPARING LEARNING OBJECTIVES


  • Learning objectives are tools to assist you in identifying the specific steps that will be taken to address the gap between an identified need and the desired result (as identified above in question 3). Learning objectives also assist learners in understanding the specific result they can expect to achieve as a result of participating in the educational activity. Learning objectives should address what the learner will apply in the practice setting with the information gained through this educational activity and should also directly relate to the method of instruction. If constructed properly, learning objectives will enable you to prepare outcomes questions that will measure results (see Evaluation section).
  • 5. COMPETENCIES AND ATTRIBUTES


  • JAC 8 The provider develops activities/educational interventions in the context of desirable attributes of the healthcare team (e.g., Institute of Medicine competencies, professional competencies, healthcare team competencies: values/ethics, roles and responsibilities, interprofessional communication, teams and teamwork).
  • 6. EDUCATIONAL FORMAT


  • JAC 7 The provider designs education that promotes active learning – so that teams learn from, with, and about each other – consistent with the desired results of the activity.
    Select one of the following
    Select all that apply
  • 7. FACULTY SELECTION

    Faculty whom you select should have demonstrated expertise in the therapeutic field, strong presentation and communication skills, and the ability to address the needs and objectives expressed in this planning document. You should select faculty with the most expertise and teaching skills and the fewest conflicts of interest. Faculty chosen to achieve the objectives of this activity and their qualifications are (add more rows as necessary):
  • Max. file size: 100 MB.
  • Additionally, all persons with the ability to influence activity content must be identified and financial conflicts resolved. This includes Course Director, Planning Committee, Content Editors/Reviewer.
    Name | Role | Disclosures
    Scott Hershman, MD | Planning Committee | None
    Jan Perez | Planning Committee | None

  • (Peer Reviewer(s) may be inserted after the Planning Doc is final)
    ** Disclosures were obtained from the CME Outfitters, LLC staff: No disclosures to report.
  • 8. OUTCOMES

  • 9. EDUCATIONAL OUTCOMES MEASUREMENTS

    JAC 11 The provider analyzes changes in the healthcare team (skills/strategy, performance) and/or patient outcomes achieved as a result of its IPCE activities/educational interventions.
    Section 8 above describes the form of the outcomes plan. In this section, the core educational issues addressed in this activity are detailed and formulated into deliverables (in measureable terms).
  • Commitment to Change Questions (indicate questions that link to learning objectives): As a result of my participation in this activity, I commit to:
  • 10. SYSTEM/EDUCATIONAL BARRIERS AND OPPORTUNITIES

    JAC 10 The provider implements strategies to remove, overcome, or address barriers to change in the skills/strategy or performance of the healthcare team.

  • 11. TOOLS THAT SUPPORT LEARNERS IN ACHIEVING RESULTS * if applicable

    JAC 9 The provider utilizes support strategies to sustain change as an adjunct to its educational interventions (e.g., reminders, patient feedback).


  • 1. Tool: Follow-up email reminding of key educational conclusions
    Purpose of Tool: Reinforce messages and key points of activity


  • 2. Tool: Survey regarding the activity’s effect on practice and patient health
    Purpose of Tool: Determine effects


  • 3.Tool: Posting on Blogs
    Purpose of Tool: Reinforce messages and key points of activity


  • 4. Tool: Tweets/FB/LinkedIn
    Purpose of Tool: Reinforce messages and key points of activity

In accordance with APA Standards and Criteria for APA Credit:

In accordance with Criteria B, please provide the following:

  1. Educational Partner’s written procedures for addressing participant complaints in a reasonable, ethical, and timely fashion.

In accordance with Criteria C and D, please provide the following for each presentation:

  1. Title of presentation
  2. Faculty member(s)/Presenter(s) or Author(s)
  3. Learning Objectives
  4. Narrative linking Learning Objectives to presentation and references
  5. Minimum 3 references within the last 10 years in APA Style