Synonymous with Practice-Based Learning and Improvement Activities are linked to practice-based needs (Updated Criterion 2) Content of CME matches the scope of the learner’s practice (Updated Criterion 4) Measurements of change in competence, performance or patient outcomes will be available (Updated Criterion 11)
ABMS MOC ™ Process Part I - Professional Standing Medical specialists must hold a valid, unrestricted medical license in at least one state or jurisdiction in the United States, its territories or Canada. Part II - Lifelong Learning and Self-Assessment Physicians participate in educational and self-assessment programs that meet specialty- specific standards that are set by their member board. Part III - Cognitive Expertise They demonstrate, through formalized examination, that they have the fundamental, practice- related and practice environment- related knowledge to provide quality care in their specialty. Part IV - Practice Performance Assessment They are evaluated in their clinical practice according to specialty-specific standards for patient care. They are asked to demonstrate that they can assess the quality of care they provide
ACCME Will Reward Providers That… Work towards understanding the healthcare environment in which their physicians practice Seek solutions beyond their own boundaries Identify and remove obstacles that stand between current care and best care for patients.
Institute of Medicine Directive Health Professions Education: A Bridge to Quality (2002) –A core-competency that health professionals “cooperate, communicate, and integrate care in teams to ensure that care is continuous and reliable”
An Endeavor For Medicine, By Medicine When CME fails to be exclusively oriented to measured gaps in the delivery of care we cease to be relevant to physicians-in- practice and we fail the needs of patient care.