1. California Blood Bank Society Committee Chair Orientation and Training 1 April 2016

2. Today’s Objectives At the end of this session, you should be able to: Identify CME/CE requirements for educational programs. Prepare and submit essential forms. Create measurable objectives. Perform a needs assessment. Analyze and define a gap. 2

3. Continuing Education Requirements Use the CE accreditation section in the CBBS Operations Manual. – Section VII - updated 4/2013. Please abide by the requirements. – All documents must be COMPLETED. – Submit all documents ON TIME – FAILURE TO DO SO JEOPARDIZES OUR ACCREDITATION! 3

4. CMEs/CEs Annual Meeting Regional Seminars 4

5. Program Planning Design programs for all CE categories: – Physicians – Clinical Laboratory Scientists – Nurses – Histotechnologists – Phlebotomists Include your assigned Board Liaison in the process. 5

6. Pre-Planning Meeting Review CBBS Operations Manual – Conflict of interest/disclosure policies – General committee guidelines – Seminar and Annual Meeting guidelines – SOP on Continuing Education – Essential forms 6

7. Critical Forms Planning meeting minutes Template for Regional Seminars and Annual Meeting Speaker Information Submit to Central Office 7

8. Planning Meeting Minutes Meeting date, location of meeting List of attendees Any conflicts of interest or disclosures Working agenda Program needs assessments and sources Program details for Regional Seminar and Annual Meeting 8

9. Essentials of Program Planning 1.Start with mission statement and conflict of interest policy. 2.Review previous year’s evaluation summary. Can we improve? 3.Perform a need assessment and select program topics based on mission statement and needs assessment. 4.Define the gap between current practice/knowledge and best practice/knowledge 5.Develop objectives (minimum - one objective per talk). 6.Calculate # CEUs (1 CEU = 60 minutes learning time only). 9

10. Continuing Education Mission Statement To provide relevant, high-quality educational activities. To improve patient care by promoting good transfusion medicine practice and by fostering a blood supply that is both adequate and safe. Be current and responsive to the needs of our transfusion medicine community and the physician/patient/donor populations we serve and advise. 10

11. Needs Assessment Includes two processes: Topic selection based on need “Gap analysis” of the topics selected to ensure the planned program will meet educational need Ask the questions: Is the topic NEEDED? WHY? HOW do we know this? 11

12. Select the Topic From the “Need” Review previous program evaluations. Ask committee members for expert opinions. Query work constituents. Brainstorm for educational needs instead of just topics. 12

13. Document the “Need” 13 1 46 2 3 5

14. Document the “Need” 14 1 2

15. Document the Source Learning needs may be identified from a number of sources: Presumed need – Perception and opinions of planning committees. What do WE think the participants need? Expressed need – Identified by evaluation forms, constituent surveys, focus groups. What do THEY think they need? Demonstrated need – Based on statistics, performance improvement data, literature, national association studies. What do we KNOW they need? 15

16. Categorize “Needs Assessment” Sources in Detail… Presumed/Expert defined Planning Committee Program faculty Expert panels Peer-reviewed literature Research findings Required by some medical authority Required by government authority/regulation Expressed/Participant defined Evaluation forms Focus groups Surveys Other requests from MDs/MTs, RNs/clients Requests from affiliated institutions or groups 16

17. Categorize “Needs Assessment” Sources in Detail… Demonstrated/Observed Hospital/Lab QA analyses Other clinical or technical observations Mortality/morbidity data Epidemiological data National guidelines (TJC, FDA) Specialty society guidelines (AABB) Database analysis or trend Environmental Scanning CBBS e-Network Forum AABB SmartBriefs Evidence of offerings from other CE providers Lay press Consumer ads Other societal trends 17

18. Write Program Objectives Describe what the participant will be able to do as a result of the activity. A good objective should: – Directly relate to program. – Be short, clear, concise and understandable. – Be clearly stated and measurable. – Be obtainable and realistic. – Cover only one issue or learning goal. 18

19. Program Objectives THE BIGGEST PROBLEM! Objectives must be written from the perspective of the attendee. – Objectives are statements of what the attendee should have learned by attending the talk. – Objectives are not a complete list of everything the speaker plans to talk about. Objectives should NEVER be written from the perspective of the speaker. – The Presentation Summary is written from the perspective of the speaker. 19

20. 20 Do You Remember This?

21. Program Objectives Think of program objectives like a test question. – If the answer to the question would fill a blue book, it is not a good objective. – If the answer to the question can fit into a paragraph or a page, it may be a good objective. 21

22. Program Objectives Is this an objective or a summary? – Use three cases to show how Daratumumab can affect serologic testing. – Describe why Daratumumab can cause a positive antibody screen – Review processes that blood centers can use to direct donors to the best donation type for the donor. – List three actions a blood center can take to direct donors to the best donation type for the donor. 22

23. Program Objectives Is this an objective or a summary? – Use three cases to show how Daratumumab can affect serologic testing - Summary – Describe why Daratumumab can cause a positive antibody screen - Objective – Review processes that blood centers can use to direct donors to the best donation type for the donor - Summary – List three things a blood center can do to direct donors to the best donation type for the donor - Objective 23

24. Checklist for Objectives Is your main intention for the instruction stated? If the main intention is not obvious is an indicator performance stated? Is the indicator behavior simple and direct? Have you described what the learner will have, or not have, when performing the objective? Have you determined how well the learner must perform to be acceptable performance? 24

25. Calculate the CME/CE hours Only learning time counts: Total minutes / 60 minutes Fractions? OK to round up to nearest full hour, but you need at least 50 minutes education content to qualify for 1 CEU and programs must be at least 1 CEU total. Plan programs to be whole or half numbers. 25

26. When planning is done, send to the Central Office Meeting Minutes Completed Template for Regional Seminars and Annual Meeting Seminar dates, detailed location information and available PowerPoint version (Seminars only) Speaker Information form for each speaker 26

27. Ask for help if needed 27 Your Board liaison The Central Office The CME/CE Committee We are a team… …don’t let deadlines explode in your face!

28. Role of the CME/CE Committee Review your planning process, need assessment, topic and objectives, speakers, evaluation tools, certificates to ensure CME/CE requirements are met. Approve the CEU#. The Central Office will send information and forms to CE committee. If there’s an issue, you’ll hear from us… 28

29. Contacting the speaker You or a committee member makes initial contact and provides Speaker Information forms to CBBS Central Office. You or a committee member fills out the form while speaking to the speaker on the phone. Do not assume any information. – ASK their title! – ASK how they would like to be listed in the program! – ASK for their email! 29

30. Contacting the speaker Submit forms to the CO as they are completed. Don’t wait until you’ve accumulated them all. CBBS CO will follow-up with the speaker via email or telephone with official information on the talk and reimbursement, and will request signed disclosure forms, CVs, notification of special requirements, etc. Chairs will be asked to nag speakers who do not respond to CO. Board Liaisons will be asked to nag chairs if necessary! 30

31. Speaker Dos and Don’ts Do’s Contact speakers and get commitments once approved by the BOD Give speakers the objectives of their talk Get their contact information exactly as they want it to appear in the program Check CBBS website for appropriate forms Don’ts Send the Speaker Information form to the Speaker to complete Ask the speaker to develop their own objectives Tell the speaker they will get an honorarium without Board approval Procrastinate! 31

32. Before the Seminar or Annual Meeting Seminars Review your Chair Binder and checklist. Assign site coordinator to check room, food arrangements etc. Have committee members ready for site registration and assistance. Annual Meeting Review your Chair Binder and checklist. Select committee members as program moderators (2 per session) and send their names as they should be listed in the program to the Central Office. Know your DEADLINES! 32

33. During the Seminar or Annual Meeting Follow checklists. – Both Site and Moderator! Announce Conflicts of Interest. Monitor the sessions (as possible). Inform CBBS Office of any problems, process improvement ideas, or suggestions. 33

34. After the Seminar or Annual Meeting Return all forms to CBBS CO as directed on checklist ASAP. Return sign-in sheets ASAP. Return evaluation forms ASAP. CME/CE certificates can not be mailed to attendees until after the CO receives the sign in sheets and evaluation forms. 34

35. Thank you! Congratulations on your position as Committee Chair! 35