From the Ground Up: Building an effective continuing education system for Egypt’s clinicians and community Prof. Graham McMahon, MD MMSc President and CEO, ACCME September 25, 2017

Regulatory Roles in the USA State Licensure (FSMB) Appropriately qualified, staying current and safe to be licensed Certification Boards (ABMS) Adequate professional training and ongoing skill to be a specialist Hospital/Health System Credentialing Meets local requirements for practice ACCME sets and enforces the standards for the education that counts for these regulators and reports learner data to them

Milestones 1981 ACCME founded 1992 Standards for Commercial Support 1998 Essential Areas and their Element (System98) 2004 Updated Standards for Commercial Support 2006 Updated Accreditation Criteria 2016 Menu of Criteria for Accreditation with Commendation

Scope of the Enterprise 2016 reporting year Scope of the Enterprise Physician Interactions 15,164,072 Other Learner Interactions 12,122,110 Activities 158,707 Hours of Instruction 1,129,833 Providers SMS-Accredited 1,147 ACCME-Accredited 686

Meeting Learners’ Needs Health professionals want a learning system that is: Personalized Rewarding Effective Efficient Relevant

Education can be Transformative Change Better Health Improvement Self-Awareness Relationships Engagement

Needs of CME Stakeholders Clinicians want To be able to find activities to help them build a skill To know if they can trust that the education is appropriate A mechanism to complain about a provider To be able to share their learner data record Educators want Clear rules with consistent, fair and impartial implementation Manageable fees Program flexibility through trust and verify (rather than review and approve) Activity flexibility Straightforward technology A connection with colleagues

Diversity of Learning Opportunities ACCME 2016 Annual report data Diversity of Learning Opportunities

Quality & Safety Priorities Making Connections Evidence-based Independent Meets a need Evaluated Educational Expertise Quality & Safety Priorities Public Health Priorities Local Gaps & Needs Licensure Certification Credentialing Learner Community CPD Educator

Building the Value of CME C-Suite Leadership values accredited CME Leaders in Quality and Safety Educational leaders Providers have flexibility American Medical Association American Board of Medical Specialties boards Center for Medicare and Medicaid Services Food and Drug Administration The output is recognized State Licensing Credentialing authorities

Evolving What Counts for Credit… broad permission ACTIVITY FORMATS Evolving What Counts for Credit… broad permission Bedside learning Virtual reality Social media Blended quality improvement and skills-based activities Gamification in learning Providers can designate credits on an hour-per-credit basis, using their best reasonable estimate of the time required to complete the activity Visit www.accme.org for more information.

Supporting Evolution using Commendation 16 Criteria in five categories Choose 7 from any category Choose (at least) 1 from “Achieves Outcomes” category

Delivering Value through data sharing collaborations… Make it easy for accredited providers to offer a variety of MOC points for existing and new activities Shared view of what counts Maximize flexibility by adopting trust-and-verify Centralized data management Pilot QI programs through accredited providers

www.CMEfinder.org ACCME’s CME finder Search for ABIM MOC or REMS Filter results by: Keyword Activity Type Specialty Number of Credits Location Fee Date Type of registration (i.e. limited vs open) Search for ABIM MOC or REMS Search by provider

Supporting Evolution with Education for Providers

Accredited CME as Improvement Activities multi-incentive payment system (MIPS) and ABIM Practice Improvement Accredited CME as Improvement Activities The activity must address a quality or safety gap that is supported by a needs assessment or problem analysis, or must support the completion of such a needs assessment as part of the activity; The activity must have specific, measurable aim(s) for improvement; The activity must include interventions intended to result in improvement; The activity must include data collection and analysis of performance data to assess the impact of the interventions; and The accredited program must define meaningful clinician participation in their activity, describe the mechanism for identifying clinicians who meet the requirements, and provide participant completion information.

Joint Accreditation Collaboration Education For the team, by the team Joint Accreditation Collaboration Collaboration with Nursing and Pharmacy Accreditors Single pathway for issuing multiple credits Community of learning

By the Team, For the Team – New Report jointaccreditation.org By the Team, For the Team – New Report

thank you Contact me gmcmahon@accme.org