COURSE DIRECTOR ANNUAL PLANNINING PROTOCOL for RSS
This CME application process has been designed based on the Criteria for
Accreditation of the Accreditation Council for Continuing Medical Education
(ACCME) and accepted adult learning principles. For this educational activity to be
approved for AMA PRA Category 1 Credit™, the planning process outlined in this
document is required.
Department:
______________________________
Name of Series:
______________________________
Course Director:
______________________________
CME Coordinator: ______________________________
Year:
______________________________
Location:
______________________________
SECTION I: Gap Analysis → Learning Objectives
A Professional Practice Gap is defined as, “the difference between health care processes
or outcomes observed in practice and those potentially achievable on the basis of current
professional knowledge.” This pertains to patient care as well as non-clinical (systems)
based practice. CME is the path to closing this “gap” and will be achieved through
modifications to one or more of physicians’ knowledge, competence, or performance.
(Section III).
SECTION II: Content Development (Needs)
Needs Assessments must thoroughly document the clinical gap to be addressed by the
CME course. An appreciation of need for a given course can be derived from specific
survey, from regional or professional acquaintance, or from an awareness of advances in
a particular field of medicine and emerging trends in that field. An awareness of
quantitative need may result from audits, assessments, risk management studies or
biostatistical guides. These must be able to support the need for education for a specific
audience to address a specific clinical gap and must be referenced. Sources of Needs
Assessments that include practice profiles and quality improvement data for health
systems that document overall practice performance are valuable.
SECTION III: Physician Attributes (Competencies)
Planners are required to address nationally-established goals for physicians core
competencies as developed by the Institute of Medicine, Accreditation Council on
Graduate Medical Education (ACGME), Association of American Medical Colleges
(AAMC), and the American Board of Medical Specialties (ABMS) related to specialty
maintenance of certification. These are listed on the application and include:
Patient Care, Medical Knowledge, Practice-Based Learning and Improvement,
Interpersonal and Communication Skills and Professionalism.
SECTION IV: Design of Format
The purpose of CME is change in behavior or validation that changes already made are
consistent with best practices. Format decisions include (a) venue appropriate to your
target audience and to achieve best practices (desired results), (b) methods used to
engage learners in the educational process – especially those that serve to demonstrate
application of knowledge to performance, and (3) ancillary processes and tools that
sustain learning goals.
Yale CME has prepared the attached Needs Assessment. Edit as appropriate and include
as part of your annual CME application for Accreditation.
Section V: Disclosure & Attestation
Please list all those involved in this planning process and attach a signed disclosure form
from each:
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
o I certify that this protocol was followed and I attest to the validity of the
information contained within.
o I agree to collaborate with Yale CME to ensure that the planning and
implementation of this series are consistent with ACCME policies.
Course Director:
________________________________________________
(PRINT)
Signature:
_________________________________________________