Embed Size (px)
Citation preview
Utah Alliance for CME THURSDAY, AUGUST 27, 2015
Why We Matter SarahAnn S. Whitbeck, MBA, CHCP Director, Continuing Medical Education Central Entities
DISCLOSURE Conflict of Interest Speaker Disclosure
The content of this presenta=on does not relate to any product of a commercial en=ty; therefore,
I have no rela=onships to report.
I am, however, biased in favor of Intermountain Healthcare, the Alliance for Con=nuing Educa=on in the Health Professions (ACEhp), and the New York Yankees.
Objectives of this session
• Illustrate ways accredited con=nuing educa=on contributes to healthcare
• Demonstrate specific facility and corporate educa=onal metrics
• Celebrate the role of educa=on in building a strong clinical and non-‐clinical workforce to serve our community
What the Public is Watching Over 90 television shows since the 1950s
What the Public is Reading (Pew Internet Project, February 2011)
• Eight in ten internet users look online for health informa=on.
• Health informa=on is the third most popular online pursuit among all those tracked, following email and using a search engine.
• Since one-‐quarter of adults do not go online, the percentage of health informa=on seekers is 59% among the total U.S. adult popula=on.
The Scope of the Accredited CME Graham McMahon, MD
President and CEO, ACCME
Why We Matter Kim Henrichsen, MSN, RN
Intermountain Chief Nursing Officer
Why we matter
• Without educa=on, great ideas are just wishes for change. • Educa=on takes a great idea from paper to prac=ce. • You are the vehicle!
How education make makes an impact
Why we matter From the perspective of a handful of physician champions
Why We Matter
• Grand Rounds in every culture
• Everything from cri=cal care ultrasound to teeth brushing and how to shower
• Healthy behavior changes for all
From the patient perspective - education is a universal need
So it’s been demonstrated and validated as crucial, But sometimes it feels like this…
Analogy On some days, this is how it feels….
We know we matter, but… How do we communicate it to others? How do we demonstrate value? How do we define and celebrate success?
Return on Investment
• Who is your investor? • What have they invested? • What do they care about? • What data do you have that would interest or be of use to
them? • What is the best way to present this informa=on? • How can you set yourself up at the beginning to make this
repor=ng easier and most impacZul?
A common approach
Return on Investment One leader’s perspective – Brent E. Wallace, MD
• Measure contribu=on • Establish priori=es • Focus on results • Earn respect of stakeholders • Alter/improve stakeholder
percep=on on value of learning and development
Barriers to ROI
Return on Investment Show me the ROI!
Benefits to ROI
• Cost of =me and resources • May require access to data analyst
skill and/or computer programs • Pre-‐ac=vity needs assessment • Pre-‐ac=vity planning and on-‐going
assessment • Confounding educa=onal variables
Return on Investment A process model to follow
* Image courtesy of Ed Dellert, Chief Learning Officer, American Society of Anesthesiologists
Evaluation Data Mining
• Acendance figures • Immediate post-‐ac=vity
surveys • Immediate post-‐ac=vity
evalua=ons • Long-‐term post-‐ac=vity
evalua=ons • Follow-‐up phone
interviews
Practical examples to implement
• Follow-‐up focus groups • Ac=vity post-‐test/
post-‐assessment • Simulated pa=ents • Commitment to change
contracts • Chart reviews for CPM
integra=on • Observa=ons on the job
So how do you define success as an educator? What is your personal metric that indicates to you that your day, week, month, year, or career has been a success?
How do we define success?
• How will you know if you haven’t set a goal? • Set up a =me to meet with your mentor and/or supervisor
to iden=fy how you would define success in your role. • Ask your audience • Consider the ACEhp’s 2013 Na=onal Learning
Competencies – Staged approach to the development of proficiency and exper=se
in the field – Eight competency areas
Identifying your individual moment
Alliance for Continuing Education in the Health Professions
• Using adult and organiza=onal learning principles • Designing educa=onal interven=ons • Measuring the effec=veness of CE ac=vi=es and the
impact of overall CE program • Collabora=ng and partnering with stakeholders • Managing and administering a CE program • Leading a CE program • Engaging in self-‐assessment and lifelong learning • Engaging in systems thinking in CE
Summary of National Learning Competencies
Celebrating our successes One learner at a time – Kim Henrichsen, MSN, RN
Thank you for all you do! Improving quality medical care for patients and their communities
o Unsure of how to design and give a needs assessment.
o Lack of knowledge in analyzing the results of the assessment.
o How to iden=fy the best way to design and deliver content.
o Iden=fy types of needs assessments and when to use them.
o Recognize what assessment results are actually telling you.
o Based on the assessment and target audience, iden=fy the best way to provide educa=on.
Gap(s) in Knowledge, Competence, Performance, or Outcomes this activity will
address:
• Desired Results • Gap(s)
IOM Report Lifelong learning
The goal is to bring these two circles together as frequently as it is appropriate and applicable.
IOM Report
• Increased communica=on between CME and Intermountain University
• Building shared documenta=on and electronic resources for shared record management
• Increased clarity from accredited educa=on regarding processes, forms, and expecta=ons for integrated ac=vi=es
• Evaluate current educa=onal ac=vi=es for collabora=on opportuni=es
What steps are we taking towards integration?
How else can we demonstrate ROI? Let’s get together!
Why we matter Moving the mission forward – Rebecca L. Holt, MA, RN-BC
IOM Report
• Released in April 2015, link available online • The IOM convened a commicee charged to “analyze the
available data and informa=on to determine the best methods for measuring the impact of…IPE on specific aspects of health care delivery and func=oning of health care systems.”
• Specifically noted the need for a “greater priority by forming partnerships across educa=on” and we are thrilled to be in the incipient phases of this process.
Measuring the Impact of Interprofessional Education (IPE) on Collaborative Practice and Patient Outcomes
Why we matter
• 1700 clinicians (including RNs, PCTs, and HUCs) went through a Skills Day in 2014
• 2014 AHA Course totals • Increase in Simula=on par=cipants
Because they’re shaking it up down South
Course #
BLS 1,307
ACLS 439
PALS 229
0
500
1000
1500
2000
2500
3000
2011 2012 2013 2014
South Region Simula=on Par=cipa=on
Increasing by more than 2,400 par=cipants annually in four years!
Return on Investment Where to start – Susan E. DuBois, CPCS
How do you define success? The investment of an educator – Patty Hansen, MSN, RN
How do we define success?
• In 2014, Intermountain iden=fied and filled approximately 12,000 student placements from high school through graduate level students.
• All hospitals par=cipated, as well as Central Office, Homecare, Medical Group, SelectHealth, Supply Chain Organiza=on.
• More than 80 schools were hosted in our facili=es.
A learning (and teaching!) organization
How do we define success?
• More than 750,000 learning ac=vi=es assigned in 2014. • In the Q2 2015, more than 250,000 assignments through
TalentLink. • More than 430 educators engaged in this cause. • What an exci=ng =me to be in this field!
A learning (and teaching!) organization
What is CME?
• Accredited post-‐academia educa=on that improves the care of pa=ents
• Includes clinical, quality, and leadership educa=onal ac=vi=es
• Reformed system-‐wide program* *Primary Children’s Hospital maintains their own accredited program in partnership with the U of U Department of Pediatrics
Who is CME? 2007 -‐ 2013 • Primarily medical staff and
advanced prac=ce clinicians • Other healthcare
professionals invited as appropriate
• Employed, affiliated, community, others – Local, regional, na=onal, and
interna=onal audience
January 1, 2014 • Primarily medical staff,
advanced prac=ce clinicians, nursing, pharmacy services
• Any healthcare professionals who need con=nuing educa=on
• Employed, affiliated, community, others – Local, regional, na=onal, and
interna=onal audience
2014 Merge
• Interdisciplinary educa=on – Prac=ce in teams, learn in teams – Educa=on is “by the team, for the team” – Approved by Senior Leadership in September 2012 – Joint Accredita=on applica=on in 2013
• Changing structure from physician-‐focus to team-‐focus • Accredita=ons available – more coming
ACCME, ANCC, ASRT, ACPE, AAFP, ACHE, CRCE/AARC, EMS, NASW, UPA
A tale of peas and carrots
Return on Investment Tangible demonstration – Rebecca L. Holt, MA, RN-BC
Demonstrating success – Tammy Richards, RN, MSN
How to Start a Movement Derek Sivers - TEDTalks
