O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Continuing Medical Education U P D A T E A Guide for CME Applications February 2013 Used with permission from the author, Dr. Bharat Gopal

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Continuing Medical Education UIC’s CME program continually seeks to enhance the educational environment for physicians through programming designed to improve the competence of participants, their performance in practice, and the outcomes of the patients they serve. - UIC CME Mission Statement

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n University of Illinois College of Medicine Toward the fulfillment of this mission, we aim to support and facilitate the implementation of learning activities for physicians that address identified clinical, research, and/or administrative practice gaps, relevant to to the professional activities of those who attend our events.

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Accreditation Requirements  ACCME – Accreditation Council for Continuing Medical Education  UICOM - University of Illinois College of Medicine  Office of CME at the University of Illinois College of Medicine at Peoria (UICOMP)

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Types of CME Activities  Live activities  Enduring materials  Journal-based CME  Case Review  Grand Rounds, M & M, Tumor Board  Performance Improvement CME activity

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Types of CME Activities at UICOMP Live activity: – Certified CME activity occurring at specific time – Participation may be in person or remotely Enduring material: – Certified CME activity enduring over specific time – Participation may occur at convenience of learner Performance Improvement CME

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n UICOMP CME Roles and Responsibilities Lois Hill, CME Coordinator Manages UICOMP’s CME program to ensure compliance with the UICOMP and ACCME criteria and maintains application files Dr. Stan Bugaieski, Chair, Advisory Committee on CME Manages the Advisory Committee on CME and resolves any potential conflicts of interest Advisory Committee on CME Reviews all CME applications for the Peoria area and sends those on to the Executive Committee on CME for approval.

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n UICOMP CME Roles and Responsibilities Activity Coordinator Manages individual activities and submits material to CME Office Activity Director (Physician) Leads individual activities to ensure high-quality and physician-driven

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n S T E P O N E Application Process

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Continuing Medical Education Application Process  Initiate contact with Office of CME  Complete eCME application and corresponding paperwork  Submit draft application and paperwork through eCME  Office of CME reviews and provides recommendations  Submit final draft application and attachments  Review by Advisory Committee on CME  Review by Executive Committee on CME

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Continuing Medical Education Application Overview  Online application  Meets ACCME and University of Illinois criteria  Detailed instructions and definitions  Several additional attachments required (planning committee and speaker disclosures, evaluation, flyer/brochure)

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Part 1 General Information  New or renewal application?  Physician activity director?  Planning committee?  Type of activity?  Does this activity meet the definition of CME?  Does this activity meet CME mission statement?

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Part 2 Target Audience  Who is this activity targeted for? – Physicians? (Specialty)* – Other healthcare professionals, such as PA-C, APN’s and nurses?  How many in attendance? (MD/DO and non-MD/DO)

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Part 3 Gap Analysis What are the identified professional practice gaps this activity will address? – Why of activity – Data with sources (research, performance measures, quality data)

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Part 3 Gap Analysis Intimate partner violence (IPV) is a major health concern in the United States. Approximately one in four women in the U.S. report experiences of violence by a current or former intimate partner during her lifetime, with an estimated two million injuries yearly. 1 Therefore, based on the 2000 census data for Brown County, approximately 22,000 women in Brown County may be victims of domestic violence. 2 Physicians at Memorial Hospital are in unique position to assist victims of intimate partner violence as survivors as they are likely to see patients with injuries and other adverse health problems in practice. During a recent chart audit, Memorial primary care physicians screened only one out of every ten patients for violence and abuse in the home. Therefore, the identified professional practice gap is screening for intimate partner violence.

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Part 3 Gap Analysis WWhat is activity trying to do? –I–Increase knowledge –I–Improve performance –I–Improve patient outcomes LLinked to learning objectives and evaluation

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Part 3 Gap Analysis State the desired change for educational need selected: Knowledge: Recognize signs and symptoms of violence Performance: Increase screening for violence Patient outcomes: Decrease instance of violence Knowledge easier to assess Patient outcomes more difficult

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Part 3 Gap Analysis What are potential barriers to applying knowledge to change performance or improve patient outcomes? Why won’t change occur? What can we do about it? Time Infrastructure Money Resistance Process Billing Patient compliance Societal norms

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Part 4 Learning Objectives  Fill gap identified in gap analysis  Connect to identified educational need  Use verb list to begin each objective

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Part 4 Learning Objectives Knowledge/competence  Identify signs and symptoms of hypothyroidism Performance  Perform the diagnostic workup for hypothyroidism Patient outcomes  Decrease adverse outcomes of patient hypothyroidism

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Part 5 Desirable Physician Attributes  Activities developed in context of desirable physician attributes in the activity  Articulate how attributes incorporated into planning and content  Developed by Accreditation Council for Graduate Medical Education (ACGME)

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Part 5 Desirable Physician Attributes Patient care Medical knowledge Practice-based learning and improvement Interpersonal and communication skills Professionalism Systems-based practice

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Part 6 Methodology and Format  Rationale for selecting particular activity  Should facilitate expected results Knowledge Lecture Panel Performance Simulation Case studies Patient outcomes Performance improvement

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Part 7 Faculty  Planning Committee members need to be identified at time of application (usually not the speaker)  Speaker(s), if known, should be identified on brochure/flyer

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Part 8 Commercial Support  If seeking commercial support for symposium, contact Office of CME for letter of agreement and use of commercial support form  Unrestricted funds must be provided  Contact CME Office for more information

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Part 9 Evaluation 1. Standard CME evaluation 2. Optional secondary evaluation to measure learning: – Follow-up questionnaire – Patient chart audits – Collection of quality data – Pre- and post-test

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Part 9 Evaluation KnowledgePerformancePatient Outcomes Pre/post test Follow-up Demonstration of skill Follow-up Patient chart audits Collect quality data

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Part 10 Promotional Materials  Promotion materials must be submitted to Office of CME prior to print/distribution  If advertising for CME, include the following: UICOMP logo and Organization(s) logoLearning Objectives # of AMA PRA Category 1 Credits™ Accreditation Information Agenda/Schedule Speakers Date, Place & Time of Event

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Accreditation Statement  The University of Illinois at Chicago (UIC) College of Medicine is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. The University of Illinois at Chicago (UIC) College of Medicine designates this live educational activity for a maximum of _____ AMA PRA Category 1 Credit(s)™.

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Part 11 Disclosure and Resolution of COI  Disclosure forms submitted for coordinator, director, and planning committee with application  Disclosure forms submitted for all faculty two weeks prior to start of activity  If need to resolve conflict of interest, contact Office of CME to guide through process

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Part 11 Disclosure and Resolution of COI  Ensures educational activity planned without commercial influence  Memo communicates requirements to faculty

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Part 12 Budget  Include estimation of activity budget in application  Some Regularly Scheduled Sessions (RSS) may be $0  Final budget required at close of activity

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n S T E P T W O Approval Process

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Review and Approval  Advisory Committee on CME reviews applications monthly  If approved, the application is sent to the Executive Committee on CME – If approved by the Executive Committee, administrative contact receives reporting requirements for approved CME activity

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Accreditation and Designation Carle Foundation Hospital designates this live activity for a maximum of [insert credits*] AMA PRA Category I Credits(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. *Include number of credits No advertising can be done with this designation until final approval by the Executive Committee on CME.

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Faculty Requirements  Completed Conflict of Interest form  If faculty discloses personal financial relationship related to activity, resolution must occur*  Evidence of communication to faculty member with objectives (template available)

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n S T E P T H R E E Event Requirements

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Event Requirements  Disclosure communication  Attendance record  Evaluation* * Required quarterly for RSS’s

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Disclosure Expectations 1. Disclosure made to learners of each activity (include name of person, company and relationship) 2. Must disclose if no relationship (include name of person and indication of no relationship) 3. Encourage audience disclosure in writing on printed materials (eg, sign-in sheet or handouts) and send to Office of CME for files

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Examples of Language  John Smith, MD, chair discloses no relationships with commercial companies.  Mary Jones, coordinator discloses that she is on the Speakers Bureau for First Medical Supply.

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Examples of Disclosure  Written: – Sign-in sheet – Handouts (eg, agenda) – Signs  Oral: – Slide

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Evaluation  Required to evaluate activity using evaluation form after event  Evaluations retained by CME activity host with a summary of all evaluations sent to the Office of CME on a monthly or quarterly basis, depending on frequency of CME activity

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n S T E P F O U R Post-Event Wrap-Up

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Submission of Materials  Attendance record/sign-in sheet – please be sure these are legible!  Summary of attendance  Evidence of disclosure  Post-activity reports

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Regularly Scheduled Series (RSS)  Includes Grand Rounds, Morbidity and Mortality, and other activities  Approved for period of one year with renewal occurring on regular schedule – post-activity reports and narrative summary required annually as well as quarterly.  Required to submit documentation after each iteration of RSS (attendance)

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Compliance Assurance  Reminders – Receive reminders of required paperwork from Office of CME  File audits – CME Office audits all files and notes any missing documents to activity coordinator  Monitoring – Activity may be monitored by Office of CME for compliance

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Step one APPLICATION Step two* BEFORE ACTIVITY Step three DURING ACTIVITY Step four AFTER ACTIVITY  Submit completed application  Include: Disclosures from planning committee Sources of gap analysis data

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Step one APPLICATION Step two* BEFORE ACTIVITY Step three DURING ACTIVITY Step four AFTER ACTIVITY  Promotional materials  Completed disclosures for faculty

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Step one APPLICATION Step two* BEFORE ACTIVITY Step three DURING ACTIVITY Step four AFTER ACTIVITY  Disclose conflict of interest  Sign-in sheet  Evaluation

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Step one APPLICATION Step two* BEFORE ACTIVITY Step three DURING ACTIVITY Step four AFTER ACTIVITY  Submit materials Sign-in sheet Proof of disclosure (if not using sign-in sheet) Completed evaluation summary Final budget (for courses and symposiums)

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Office of CME Responsibilities  Track event from start to finish  Maintain files of activity  Ensure ACCME compliance  Manage attendance database  Monitor activities

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n We are here to help! The Office of CME will assist you throughout course of application and event, but particularly with: 1. Commercial support 2. Potential conflict of interests

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Questions and Answers

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n What is the role of the activity coordinator? A. Oversee quality of activity B. Manages individual activity C. Oversees ACCME compliance D. Attends CME Committee meetings

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Which of the following is part of the UIC-COM CME Application? A. Needs assessment B. Gap analysis C. Promotional materials

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n What is the purpose of a disclosure? A. Ensure faculty member is qualified B. Determine strengths of presentation C. Evaluate effectiveness of the presentation D. Identify and resolve conflicts of interest

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n What would be the most appropriate evaluation to measure knowledge? A. Patient chart audits B. Simulation C. Pre-test and post-test D. Collection of data

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Which of the following must be submitted with the UIC-COM CME Application? A. Completed evaluation summary B. Faculty disclosures C. Promotional materials

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Best Practices  Disclosures: – Included in PowerPoint – Included on sign-in sheet – Included when entering room

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Best Practices  Evaluation: – Complete UIC-COM CME evaluation and sign (required for CME credits to be awarded) – Provide summary of evaluations to Office of CME

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Best Practices  Promotion: – Submitted in advance – Used standard UIC-COM statement – Included all required information

O f f i c e o f C o n t i n u i n g M e d i c a l E d u c a t i o n Thank you!