CME Policies and Planning
Design and Implementation
The selection and organization of content, and decisions about educational format, are based upon the most effective and efficient method in meeting the stated objectives for each activity.
The type of learning method appropriate for the group and subject matter should be indicated.
Course faculty will be selected by the planning group based upon the following criteria:
- Expertise in specific subject area.
- Excellent speaking and presentation skills.
- Willingness to follow criteria for continuing medical education as set forth by the CHKD CME Committee.
- Ability to use audiovisual material effectively.
Learning objectives are developed to address the needs identified by the needs assessment process. Each CME activity shall have explicit learner objectives. These objectives:
- Highlight the instructional content and/or expected learning outcomes in terms of knowledge, skills and/or attitudes.
- Indicate the physicians and other learners for whom the activity is designed.
- Shall be indicated on promotional materials that announce the activity to prospective participants.
Honoraria and Expense Reimbursement
Members of the CHKD professional staff will not receive remuneration for presenting at a CME activity sponsored by CHKD. However, professional staff will receive reimbursement for necessary hotel, meal and transportation expenses.
Guest speakers will receive reasonable honoraria in addition to appropriate hotel, meal and transportation costs. Any honoraria above $1500 per presentation will require approval by the CME Committee.
Identifying and Resolving Conflicts of Interest
Conflict of interests occur when an individual has an opportunity to affect CME content about products or services of a commercial interest with which he/she has a financial relationship; whereby an observer may perceive that their recommendations may be influenced by considerations of personal gain, financial or otherwise. A conflict of interest depends upon the situation and not on the character or actions of the individual. Read More.
Children’s Hospital of The King’s Daughters assumes responsibility for all educational activities it jointly sponsors with organizations not accredited as a provider of continuing medical education by the ACCME or the Medical Society of Virginia. Read More.
Needs assessment involves the collection and analysis of information about the educational needs of individuals or organizations. All educational programs offered for AMA PRA Category 1 Credit(s) ™ are developed on the basis of an identified need. The analysis and prioritization of learning needs will be conducted by the CME Committee in order to meet the goals of the CME program. These sources sources will be utilized to identify educational needs.
The CHKD-CME Committee evaluates the effectiveness of its overall CME program and component activities. This information is used in course planning.
Administration – CME Committee
The primary function of the CME Committee is to oversee the fulfillment of the CME mission. Learn more about their responsibilities and functions as a committee.
Interested in Planning a CME Activity?
CHKD CME will guide you through the process. Offering a high quality CME program requires more than identifying interesting and relevant topics. Advanced and proper planning, coordination and promotion are essential to its success. CHKD CME can best serve you if we are involved at the earliest stages of planning, even if you’re still deciding whether or not you want to develop an activity.
CHKD may charge administrative fees for some of the services it provides, depending on the type of activity being planned.
To schedule a meeting with Rosalind W. Jenkins, CME Program Manager, call 757-668-8942 or send an email request.
General Information about Planning a CME Activity
The Medical Society of Virginia (MSV) and American Council for Continuing Medical Education (ACCME) require that CME activities are the product of a well-documented planning process.
Only faculty has the specialized medical knowledge required to design CME curricula, therefore planning cannot be delegated to administrative staff.
CME activities should be designed to address the professional practice gaps of physicians. The practice gap is defined as the difference between current and best practice.
In the past the straightforward goal of CME was to impart knowledge; however, this is no longer deemed sufficient. Today, curricula must be designed to improve competence (defined as knowledge with a strategy to utilize it), performance and/or patient outcomes.
Tools Used for Identification of Professional Practice Gaps
Each educational subject in a certified CME activity must be related to one of more of the following:
- National practice standards
- Maintenance of certification (e.g. ACGME competencies)
- Need for practice improvement identified by:
- Learners (e.g. by group survey or by request from individual practitioners)
- Specialists often recognize areas of suboptimal practice among non-specialists who manage patients in their area of specialization
- Observed outcome trends
- Issues arising from departmental quality of care or patient safety monitoring
- Top areas of litigation
- Emerging research and technology of clinical relevance
- Policy, legal, or ethical considerations with implications for medical practice
- Practice management aspects which affect patient care
CME Planning: 3 Basic Tasks
1. Identify the practice gaps and the sources of the gaps using one of the tools listed above.
2. Describe how your activity will address the practice gaps (i.e. improve competence, performance and/or patient outcome).
3. Select a tool to evaluate the effectiveness of your CME activity.