Definitions

  • Barrier(s)

    Factors outside of the providers control that impact patient outcomes. Barriers to physician change can include the lack of patient adherence/compliance, lack of time, lack of evidence-based guidelines, current economic climate, lack of resources, and lack of organization/institution support.

  • Best Practice(s)

    The highest standard applied. A best practice may be from a national guideline or consensus statement from a credible organization, from peer-reviewed medical literature where more than one source agree on the practice, or from the considered opinion of the expert-planner in the case when no published guideline exists. This becomes the end-goal for the activity.

  • Clinical Conference

    A scheduled event at which practicing physicians themselves present to their colleagues interesting clinical cases, share their new experiences, and learn about the latest achievements of medical science and practice.

  • Commercial Bias

    Content or format in a CME activity or its related materials that promotes specific proprietary business interests, products or business lines, of an ACCME-defined commercial interest. (link)

  • Commercial Interest

    Any entity producing, marketing, re-selling, or distributing health care goods or services consumed by, or used on, patients. The ACCME does not consider providers of clinical service directly to patients to be commercial interests - unless the provider of clinical service is owned, or controlled by, an ACCME-defined commercial interest. A commercial interest is not eligible for ACCME accreditation, cannot be an accredited or joint provider, and cannot have any involvement in the planning, development, and/or implementation of an accredited activity.

  • Corporate Support - In-kind

    In the context of the ACCME’s Standards for Commercial Support, non-monetary resources provided by an ACCME defined commercial interest in support of an accredited activity. Examples of in-kind support include durable equipment, facilities or space, disposable non-biological supplies, animal parts or tissue, and human parts or tissue.

  • Corporate Support - Monetary

    Money given in support of an accredited activity, by an ACCME-defined commercial interest, that is used to pay all or part of the costs associated with the activity. The requirements for receiving and managing commercial support are explained in the ACCME Standards for Commercial Support. Advertising and exhibit income received for an accredited activity are not considered commercial support, are reported separately to the ACCME, and must be executed separately from Letter of Agreements for Commercial Support.

  • Competence

    Ability of the learner to apply the knowledge to a practice-based situation. The extent to which learners know how to implement (or stop doing) what the activity intended to teach them.

  • Conflict of Interest

    The ACCME considers financial relationships to create conflicts of interest in CME when individuals have both a financial relationship with a commercial interest and the opportunity to affect the content of CME about the products or services of that commercial interest. The potential for maintaining or increasing the value of the financial relationship with the commercial interest creates an incentive to influence the activity content—an incentive to insert commercial bias.

  • Course (C)

    Please refer to Learning Formats.

  • Desirable Physician Attributes

    ACGME/ABMS Core Competencies

    • Patient Care and Procedural Skills - Physicians must provide care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health.
    • Medical Knowledge - Physicians must be able to demonstrate knowledge about established and evolving biomedical, clinical, and cognate (e.g. epidemiological and social-behavioral) sciences and the application of this knowledge to patient care.
    • Practice-Based Learning and Improvement - Physicians must be able to investigate and evaluate their patient care practices, appraise and assimilate scientific evidence, and improve their patient care practices.
    • Interpersonal and Communication Skills - Physicians must be able to demonstrate interpersonal and communication skills that result in effective information exchange and teaming with patients, patients' families, and professional associates.
    • Professionalism - Physicians must be able to demonstrate a commitment to carrying out professional responsibilities, adherence to ethical principles, and sensitivity to a diverse patient population.
    • Systems-Based Practice - Physicians must be able to demonstrate an awareness of and responsiveness to the larger context and system of healthcare and the ability to effectively call on system resources to provide care that is of optimal value.

    Institute of Medicine (IOM) Core Competencies

    • Provide Patient-Centered Care - Physicians must identify, respect, and care about patients' differences, values, preferences, and expressed needs; relieve pain and suffering; coordinate continuous care; listen to, clearly inform, communicate with, and educate patients; share decision making and management; and continuously advocate disease prevention, wellness, and promotion of healthy lifestyles, including a focus on population health.
    • Work in Interdisciplinary Teams - Physicians must cooperate, collaborate, communicate, and integrate care in teams to ensure that care is continuous and reliable.
    • Employ Evidence-Based Practice - Physicians must integrate best research with clinical expertise and patient values for optimum care, and participate in learning and research activities to the extent feasible.
    • Apply Quality Improvement - Physicians must identify errors and hazards in care; understand and implement basic safety design principles, such as standardization and simplification; continually understand and measure quality of care in terms of structure, process, and outcomes in relation to patient and community needs; design and test interventions to change processes and systems of care, with the objective of improving quality.
    • Utilize Informatics - Physicians must communicate, manage knowledge, mitigate error, and support decision making using information technology.

    Interprofessional Education Collaborative (IPEC) Core Competencies

    • Values/Ethics - Physicians must work with individuals of other professions to maintain a climate of mutual respect and shared values.
    • Roles/Responsibilities - Physicians must use the knowledge of one's own role and those of other professions to appropriately assess and address the healthcare needs of patients and to promote and advance the health of populations.
    • Interprofessional Communication - Physicians must communicate with patients, families, communities, and professionals in health and other fields in a responsive and responsible manner that supports a team approach to the promotion and maintenance of health and the prevention and treatment of disease.
    • Teams and Teamwork - Physicians must apply relationship-building values and the principles of team dynamics to perform effectively in different team roles to plan, deliver, and evaluate patient/population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable.
  • Directly Provided Activity

    An activity that is wholly planned, developed, implemented, and evaluated by the accredited CME provider.

  • Education Planning Representative

    An Education Planning Representative is an ACEP member in good standing that serves as ACEP’s official representative during the planning, development, and implementation processes of the activity. Education Planning Representatives are required to submit a Planning Clinical Content Validation and Review Form (CCRV) related to content delivery. A completed disclosure form is required in order to finalize the application submission. The Main Contact (applicant) will assign this role.

  • Enduring Material (EM)

    Please refer to Learning Formats.

  • Faculty

    The individuals responsible for teaching, authoring, or otherwise communicating the activity content to learners. If one or more members of your planning team that were entered as part of the initial application submission, are also serving as faculty for the activity, they should also be entered as faculty during the Pre-activity phase.

  • Financial Disclosure

    The ACCME requires anyone in control of CME content to disclose relevant financial relationships to the accredited provider. Individuals must also include in their disclosure the relevant financial relationships of a spouse or partner. The ACCME defines relevant financial relationships as financial relationships in any amount that create a conflict of interest and that occurred in the twelve-month period preceding the time that the individual was asked to assume a role controlling content of the CME activity. The ACCME has not set a minimal dollar amount—any amount, regardless of how small, creates the incentive to maintain or increase the value of the relationship. Financial relationships are those relationships in which the individual benefits by receiving a salary, royalty, intellectual property rights, consulting fee, honoraria for promotional speakers’ bureau, ownership interest (e.g., stocks, stock options or other ownership interest, excluding diversified mutual funds), or other financial benefit. Financial benefits are usually associated with roles such as employment, management position, independent contractor (including contracted research), consulting, speaking and teaching, membership on advisory committees or review panels, board membership, and other activities from which remuneration is received, or expected. See also “conflict of interest.”

  • Internet Enduring Material (IEM)

    Please refer to Learning Formats.

  • Internet Live (IL)

    Please refer to Learning Formats.

  • Jointly Provided Activity

    An activity that is planned, developed, implemented, and evaluated by an accredited provider and one or more qualified non-accredited entities.

  • Knowledge

    In the context of educational needs for a CME activity in the ACCME System, the extent to which learners have a need for new information.

  • Laboratory Work

    Learning by doing. Skills labs allow participants to have hands-on practice with the equipment and techniques they will need in the practice setting relative to the procedures being taught.

  • Learning Formats

    The following is a list of learning formats that ACEP accredits:

    • Course - A course is a live CME activity where the learner participates in person. A course is planned as an individual event. If a course is held multiple times for multiple audiences, then each instance is reported to the ACCME as a separate activity. Examples: annual meeting, conference, or seminar.
    • Enduring Material - An enduring material is a printed, recorded, or computer-presented CME activity that may be used over time at various locations and which constitutes a planned activity. In an enduring material the provider creates the content. When reporting the number of physician and non-physician participants for an internet enduring material activity, you should count all learners who completed all or a portion of the activity and whose participation can be verified in some manner. Examples: print product, CD.
    • Internet Enduring Material - An enduring material provided via the Internet, meaning that there is no specific time designated for participation. Rather, the participant determines when to complete the activity. Examples: online interactive educational module, recorded presentation, or podcast.
    • Internet Live - A live course available via the Internet at a certain time on a certain date that is only available in real-time, just as if it were a course held in an auditorium. Once the event has taken place, learners may no longer participate in the activity. Example: webcast, webinar.
  • Learning Objective(s)

    Best practices and what learners will apply based on knowledge gained from the educational activity. Each learning objective must be directly related to an identified gap. Learning objectives must be measurable, meaning that they should begin with a verb that is chosen to describe something a physician will do in practice, not what the teacher will teach. Ensure that the objective clearly states a standard against which one can judge the success in achieving the objective. The standard helps inform the outcomes questions you will prepare.

  • Lecture

    Oral presentation intended to present information or teach participants about a particular topic. Provide a large amount of information (knowledge) in a limited amount of time. Used to convey critical information, history, background, theories, and equations.

  • Live Activity

    Activity that occurs at a specific time as scheduled by the accredited provider. Participation may be in person or remotely as is the case of teleconferences or live internet webinars.

  • Main Contact

    The Main Contact is the individual responsible for application submission and completion of all activity file requirements. A completed disclosure form is required in order to finalize the application submission.

  • Online Learning

    Education that takes place via the internet, meaning that there is no specific time designated for participation. Rather, the participant determines when to complete the activity. Examples: online interactive educational module, recorded presentation, or podcast.

  • Onsite Clinical Content Review and Validation Form (CCRV)

    Completed by the Onsite Representative designated to moderate a live presentation whereby financial disclosures reported by a faculty member reflect a real or perceived conflict of interest. ACEP CME staff will review all submitted disclosure forms, identify real or perceived conflicts of interest, work directly with the individual reporting the financial disclosure to resolve the conflict of interest if possible, and identify sessions requiring onsite moderation. ACEP CME staff will then work with the Main Contact to identify members of the planning team to serve as designated Onsite Representatives for identified sessions.This process is necessary to ensure that content delivery is in compliance with the ACCME Standards for Commercial Support.

  • Onsite Representative(s)

    An Onsite Representative is an individual assigned to moderate lectures at Live Activities whereby the faculty member’s disclosure form reflects a real or perceived conflict of interest. Onsite Representatives are required to submit an Onsite Clinical Content Validation and Review Form (CCRV) related to content delivery at live activities. There may be multiple Onsite Representatives dependent upon the size and scope of an activity. This individual is required to complete a disclosure form in order to finalize the application submission. ACEP CME staff will review all submitted disclosure forms, identify real or perceived conflicts of interest, work directly with the individual reporting the financial disclosure to resolve the conflict of interest if possible, and identify sessions requiring onsite moderation. ACEP CME staff will then work with the Main Contact to identify members of the planning team to serve as designated Onsite Representatives for identified sessions.

  • Open Question

    A question and answer session directly related to the qualified educational content provided.

  • Outcome(s) Indicated

    What the learning objective is designed to change. The gap should inform you of the type of outcomes that are appropriate for the activity. Once designated, this will define your choice of evaluation and outcome measurement tools. The ability of the learner to (1) apply knowledge to a practice-based situation, (2) adopt new skills and strategies and apply them in their practice, (3) real or anecdotal impact on patient outcomes.

  • Panel

    A live or virtual discussion that provides an opportunity for a select group of panelists, experts, to present differing viewpoints or perspectives on a specific topic, issue, or problem.

  • Performance

    Skills, ability and strategies that one has implemented in practice. The extent to which learners do what the CME activity intended them to be able to do (or stop doing) in their practice.

  • Planner(s)

    A Planning Committee Member is any individual (course director, planner, reviewer, staff/manager, etc.) that is in control of content planning and development not designated as fulfilling an Education Planning Representative or Pre-Activity Representative role. These individuals are required to complete a disclosure form in order to finalize the application submission. The Main Contact (applicant) will assign this role.

  • Planning Clinical Content Validation and Review Form (CCRV)

    Completed by the Education Planning Representative to ensure that the initial activity planning and development is conducted according to guidelines set forth in the form and in compliance with the ACCME Standards for Commercial Support.

  • Pre-Activity Clinical Content Validation and Review Form (CCRV)

    Completed by the Pre-Activity Representative upon review of ALL final CME content (slides, handouts, etc.) to ensure that they meet the guidelines set forth in the form and are in compliance with the ACCME Standards for Commercial Support.

  • Pre-Activity Representative

    The Pre-Activity Representative must be a member of the Planning Committee and cannot be the same individual designated to fulfill the Education Planning Representative role. This person is required to submit a Pre-Activity Clinical Content Validation and Review Form (CCRV) related to final activity content. The individual must complete a disclosure form in order to finalize the application submission. The Main Contact (applicant) will assign this role.

  • Preview Tab

    The “Preview” button allows you to view/print information you have submitted for an activity and also includes links that will allow you to view disclosure forms for individuals that you have assigned to a role during the Application Phase to include the Main Contact, Planners, Education Planning Representative, and Pre-activity Representative. The Main Contact is required to review all disclosure forms, verify that they were last confirmed within one year of the first occurrence start date, and follow-up as needed with individuals that need to complete or update their forms prior to submission.

  • Registration Contact

    The Registration Contact is the individual that should be contacted for questions related to activity registration and participation. The information entered is what will be depicted on the ACEP Master Calendar and Annals of Emergency Medicine monthly publication calendar for live activties.

  • Resulting Gap

    Identify what interventions are indicated. This includes real or perceived need for improvement in practice, knowledge, and/or patient outcomes; a gap is the difference between a best practice and a current practice. Identified, resulting gaps, will define the learning objectives you will develop, which in turn leads to the content of the activity.



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