Faculty Responsibilities

Identified Gaps in Competence, Performance or Patient Outcomes

The planners for this activity have conducted a thorough needs assessment based on identified gaps in knowledge, competence, or performance, and synthesized this information that now serves as the foundation for all aspects of activity design including preparation of learning objectives, choice of educational format(s), and the selection of appropriate outcomes assessment tools.  As faculty, you should be developing your presentation based on identified gaps from the needs assessment and the learning objectives that were derived from the gap analysis. Attached please find the worksheet that demonstrates this linkage from gaps-to-objectives-to-outcomes. Please contact me immediately if these gaps and objectives are not clear to you.

Educational Methods that Enhance Potential to Achieve Desired Results

Adult learning literature is clear that changing behaviors requires that conference attendees be engaged in their own learning to bring sustained change. The purpose of CME is to bring change in behavior. Therefore, in planning your presentation, you are encouraged to utilize as many interactive processes as possible to reinforce learning. Consider utilizing case studies, audience response systems (if available), ancillary tools and practices that provide support to help learners attain intended results—either distributed at the activity or on line post-activity—including such items as algorithms, patient compliance handouts, office staff management tools, etc., and reflection moments at the end of your presentation to give learners an opportunity to write down take-away points and notes on how they plan to implement new knowledge and strategies.

Educational Outcomes Measurements

The planners for this activity have indicated that the end-goal for this CME intervention is improved competence, which means an improvement in the ability of the learner to apply the knowledge from your presentation to a typical practice scenario. Therefore, this activity will be measured to determine if that goal was reached. Please note that transmittal of knowledge alone is no longer an acceptable CME outcome. The content of your presentation should be developed with the intention of reinforcing how the learner will apply what he or she has learned to their practice.

ACCME Standards for Commercial Support 

CME presenters must fully comply with the ACCME Standards for Commercial Support of CME as well as the provisions of the federal statutes concerning acceptance of grant funds from industry. As our faculty, you are required to do the following:

  • Disclose any significant personal financial interests or relationships that you and your spouse/domestic partner may have within the past 12 months with the commercial supporter(s) of this activity or the manufacturer(s) of any health care product(s) that are discussed as part of your presentation. If you are engaged in promotional presentations on behalf of the supporters of this activity on the same topic of your presentation, you must clearly disclose this information to us so that we may resolve this conflict of interest.
  • Design a presentation that is independent, objective, scientifically rigorous, balanced and free of commercial bias.
  • Ensure that scientific studies utilized or referenced in your presentation are from sources acceptable to the scientific and medical community.
  • Be certain that patient care recommendations you suggest are acceptable to the medical community, are based on evidence acceptable to the profession, and do not recommend any unscientific modalities or those not supported by evidenced based sources.
  • Not accept auxiliary funds from the commercial supporters of this activity related to your work as our faculty; please advise us if you are contacted by a commercial interest in this regard.
  • You should have already completed the Financial Disclosure Form. We will use this information to (1) determine if a conflict exists, (2) resolve the conflict by initiating a peer review process or advise you of other methods of resolving these conflicts, and (3) make this information transparent to learners. Please note that these new rules require all CME providers to disqualify planners or presenters that do not comply or report a conflict that is irresolvable.

Content Validation

To comply with more intense public scrutiny of CME and in compliance with the ACCME’s Content Validity Value Statements, ASSH has developed a Policy on Content Validation.  A reviewer[1] may assess your PowerPoint slides and handout materials for three metrics: (1) fair balance, (2) the scientific objectivity of studies mentioned in the materials or used as the basis for content, and (3) appropriateness of patient care recommendations made to learners. If there are concerns identified by the reviewer, you will be contacted with these concerns for potential revisions. Therefore, please note that your slides and handouts will be due to ASSH 3 weeks prior to the start of the meeting to allow for content review and preparation of handouts. Once slides are approved, there should not be major changes in their content as they will be included in handout materials.

Compliance with HIPAA Regulations

Health Insurance Portability and Accountability Act of 1996 (HIPAA) rules require that subjects appearing in video clips or other media must provide a written release for their likeness to be used.  Should you decide to utilize case studies or video vignettes with such images, written releases must be on file with ASSH.

[1] The content reviewer is a physician independent from the presenter with specialty expertise in the subject matter of this activity that will review your presentation materials.

Patient Safety Credits

Did you know that maintenance of licensure in some states (including Pennsylvania and Texas) and membership in ASPS & ABOS requires patient safety credit hours? ASSH is ready to meet this changing education need with the help of our course faculty.

In Patient Safety education emphasis is placed on the system of care delivery that:

    1. prevents errors;
    2. learns from the errors that do occur; and
    3. is built on a culture of safety that involves health care professionals organizations and patients.
The following list of topics will satisfy the patient safety/risk management requirement:

    • Improving medical records and record keeping
    • Reducing medical errors
    • Professional conduct and ethics
    • Improving communication among physicians and with other health care personnel
    • Communication between physicians and patients
    • Preventive medicine education
    • Health care quality improvement 

As long as the CME activity falls within these topics, you can count it toward the patient safety/risk management requirement. The course does not have to state, and very likely may not, that it is a patient safety or risk management course.  Click here to read a complete description of what qualifies as Patient Safety education.

If any portion of your lecture qualifies as patient safety education in accordance with what is provided in the description above, let us know so that we can note this for participants’ CME claim for their patient safety credits.  Credits are compiled for the course as a whole so even as few as 2 minutes of your lecture could add up.  Please remember to include this information when you submit your handouts.