Build Your Own Best Practice- Strategies for Success Pam Beaton, - - PowerPoint PPT Presentation

Build Your Own Best Practice- Strategies for Success Pam Beaton, CHCP, FACEHP

What can you bring to the table?

What are you cooking with?

The provider incorporates into CME activities the educational needs (knowledge, competence, or performance) that underlie the professional practice gaps of their own learners.

Criterion 2

What are needs and gaps?

• Need for knowledge- not

having information or being aware

• Need for competence- not

having a strategy, skill, attitude, or know-how

• Need for performance- not

taking action or doing on the job

• A gap is “the difference

between health care processes or

• utcomes observed in

practice, and those potentially achievable on the basis of current professional knowledge.”

• When there is a gap

between what the professional is doing or accomplishing compared to what is “achievable on the basis of current professional knowledge,” there is a professional practice gap.

Break it on down

Example:

• Firefighters need to

run up these five flights of stairs, in 10 minutes, wearing 50 lbs of equipment.

• If they can’t do it, it’s

a gap.

• Needs- more

strength training, more speed training, more climbing stairs training.

Criterion 3

The provider generates activities/educational interventions that are designed to change competence, performance, or patient outcomes as described in its mission statement.

• Competence outcome- seeing change in

attitude, skill, strategy, or ability

• Performance outcome- doing something on the

job new or differently

• Patient care outcome- Seeing change in

patients, quality, or safety of care

What are outcomes?

At the end of this training, firefighters will be able to:

• Run up 5 flights of

stairs, wearing 50 lbs

• f equipment, in

under 10 minutes.

• Save lives
• Look good in

calendars

What are the outcomes for our firefighters?

How Do YOU Document?

Practice Gap (Criterion 2) Educational Need (Criterion 2) Learning Objective (Criterion 3) Instructional Strategy (Criterion 4) Sources Core Competency (Criterion 6) Barriers to Change Participants can’t meet the speed/weig ht/stairs requiremen t Faster, stronger, better Run up 5 flights of stairs with weight under time Speed training, weight training, stairs training http://www.ny times.com/20 00/02/03/nyr egion/despite

• recruiting-

few-women- do-well-in- firefighter- tests.html

• Work in

interdiscipl inary teams

• Systems-

based practice Women have lesser strength and may not be able to complete the required components Participants do not know how to pose

• Look good

in calendars

• Do runway

shows for fire gear Lack of the ability to turn left

Requirements vs. Good Practices Recipe vs. winging it

• Bloom’s Taxonomy
• Moore’s Levels of Outcomes
• Assessment Methods
• Question Writing Guidelines

What can you add?

Assessment

Evaluation Skills Checklist MCQ

Adding to our grid….

Blooms Taxonomy Moore’s Level Assessment Method Lift 50 lbs Run in under 10 minutes Sprint 10 flights

• f stairs

Level 5- Performance Skills checklists Implement smize strategies Level 4- Competence Intent to change- evaluation

Analyzing changes in learners

Criterion 11

The provider analyzes changes in learners (competence, performance, or patient

• utcomes) achieved as a result of the
• verall program’s activities/educational

interventions

What is an activity evaluation?

• A manner in which to assess physician

change due to the activity.

• An assessment of change is required for

each CME activity. The information is then analyzed by the CME provider in the context of the overall program’s effectiveness.

• The provider must analyze the entire scope
• f activities, not just collect data. What

worked? What didn’t (besides food, temperature, or the guy snoring)? Were your activities effective? Did you change C, P, or PO?

Analyzing changes in learners

Overall Program Evaluation (C12-13)

What is it?

• Looking at a provider’s overall CME program as a

"process" designed to support physicians' learning and change.

• It is a chance to see the extent to which a provider

has been successful in meeting their mission through their CME activities.

• Provides an opportunity to assess the strengths,

weaknesses, and challenges of the overall program What do you do with it?

• Develop an improvement plan and determine the

goals/future direction

• Determine the outcome of the changes

implemented

• Determine whether or not you need to modify your

mission statement.

Overall Program Evaluation

Areas for Improvement Plan(s) for Plan(s) for Implementation Impact of improvements

• n ability

to meet CME mission Updated honoraria and reimbursement policy Align- was meeting specific, made universal Ensuring consistent application across all CME activities Updated evaluation mechanism Evaluation mechanism was revised to better assess learners’ changes in practice, asking about specific changes related to the content

• areas. In addition, the

evaluation asks about barriers and potential topics to address gaps in practice. While the modification to the evaluation mechanism has allowed for more qualitative data, it will be further refined to better assess quantitative data, making analysis easier for staff and leadership. Identification and resolution of conflicts of

What else impacts our kitchen?

Providers will not be found out of compliance with the SCS if they don’t accept commercial support.

True or false?

It’s okay for a commercial interest to require you to provide faculty names so they can be sure that the faculty is experienced enough on the topic.

True or false?

Faculty members only have disclose relationships with the commercial supporters of the activity.

True or false?

If a faculty attests that they will use best available evidence and adhere to your content validation policies, their conflict is resolved.

True or false?

If you don’t accept commercial support, you don’t need honoraria and reimbursement policies.

True or False?

You can’t have exhibit tables on the way to the education room.

True or False?

If a company provides equipment support (such as an ultrasound machine), they don’t need to sign a Letter

• f Agreement

True or false?

If a company provides equipment support, they can have an exhibit table for free.

True or false?

When you disclose commercial support on your website prior to your activity, you can use logos.

True or false?

If none of your CME committee have relevant financial relationships, you only need to disclose faculty relationships.

True or false?

Questions?