1. 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

4. 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

5. 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

6. 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

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

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

9. 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

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

11. 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

12. 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

13. 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 for more information.

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

15. 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

16. 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

17. Supporting Evolution with Education for Providers

18. 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.

19. 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

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

21. thank you
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