CME that Counts for MOC Webinar

Published Date

Archived recording of ACCME’s March 15 "CME that Counts for MOC" webinar.

In this webinar focused on registering activities for Maintenance of Certification (MOC) credit, representatives from the ACCME, American Board of Anesthesiology (ABA), American Board of Internal Medicine (ABIM), and American Board of Pediatricians (ABP) discussed the successes of the past year’s collaborations. In addition, several CME providers shared their experience and approaches to registering activities for MOC.

Thank you to the following webinar participants:

  • Marcie Bonilla, Director of Program Operations, ABIM
  • Diana Davidson, Manager, Maintenance of Certification Programs, ABA
  • Marci Fjelstad, MBA, MPH, Manager, CME Department, University of Utah School of Medicine
  • Kristi Gilreath, Director, MOC External Activities, ABP
  • Ed Kennedy, Director of Information and Technology, ACCME
  • Melissa Lamaffar, MOC External Activities Part 2 Program Administrator, ABP
  • Marcia Martin, Director of Provider Education and Outreach, ACCME
  • Graham McMahon MD, MMSc, President and CEO, ACCME
  • Anna Menzies, Senior Manager, Examination and Content Development, ABA
  • Michelle Michelotti, MHA, Learning Products & Services Manager, American Society of Anesthesiologists 
  • Jon Mimm, Senior Program Specialist, ABIM
  • Lesley Niccolini, Continuing Medical Education Manager, Boston Children’s Hospital
  • Robert Ramza, MSE, IT Project Manager, American Society of Anesthesiologists
  • Kate Regnier MA, MBA, Executive Vice President, ACCME
  • Natalie Trahey, Manager, External Programs, ABIM
Transcript

>>MARTIN: This is Marcia Martin, ACCME's director of Provider Education and we're so glad that you could all join us today. We are ready to begin and talk with you. We want to share some experiences with you from your colleagues about their experience around registering CME activities for MOC and hear from the ACCME about this collaboration and board. So, we thank you all for taking the time to join us today. Go ahead to the next slide.

I want to talk to you for a moment about how to engage in this webinar. We do have quite a few people on the line, so unfortunately we won't be able to unmute everybody's line. But we do want you to interact and to engage as much as possible. So there's a couple of functions in the GoToWebinar panel that are built-in to help you engage and interact, that I want to bring your attention to. The first is the raise your hand function. If you click on that raise your hand, we can see that you'd like to make a comment or ask a question, and when we can work you into the conversation, we'll unmute your line – and we'll announce you and give you the heads up before we do that – so that you can ask your question. Now if you're joining us via phone, you will need to have entered your audio PIN in order for us to unmute your line. If you don't, we won't be able to hear you, unfortunately. So please make sure that if you want to make a comment or ask a question, that you've entered your audio PIN. If you're joining us through your computer audio, you will need to have a mic available so that we can hear you. So a headset is preferable, actually, if you're asking a question through your computer audio. So just keep those two things in mind.

We also have the option for you to submit your questions through the questions box. So you should see a questions box on your go-to webinar panel. That's enabled, and you're welcome to submit questions that way, and we'll do our best to get through the questions throughout the course of the webinar and during the Q&A session. So those are two mechanisms that you can use to engage with us. Next slide please.

Just a little bit about today's plan, today's agenda. We're going to hear a little bit about the background and history of the collaborations that allow CME providers to register, and then we're going to hear from some of our providers, some accredited providers, around their experiences with planning and delivering CME from MOC. We have a few of your colleagues in queue to talk about that. And then you'll hear from our specialty boards that we've been working with around what their expectations are for the future. We'll have some designated time for question and answer towards the end, but at any point in time we'll pause throughout the course of the webinar to see if anybody has any questions or comments. And those would be times when you can type in your comments. Well, you can type in your comments anytime but those would be times where you could request to have your line unmuted. Yeah, we are aware that there's some background noise so we're going to see if we can take care of that for you. Thanks to those who were typing that in. Okay. And then we'll wrap up, we'll point you to some education and resources that support CME for MOC. So that's our plan for the day. 

Okay, next slide please. We also, as I mentioned, have representatives from the specialty boards that we've been working with joining us today. And you'll hear from them a little bit later on in the webinar, but we've got folks from the American Board of Anesthesiology, from the American Board of Internal Medicine, and the American Board of Pediatrics. Like I said, I'll introduce them a little bit more later on in the webinar. Great, so with that we can go ahead to the next slide, Melody. I'm going to turn things over to Graham McMahon to talk to us a little bit about the history of how we've gotten to where we are and what we've seen so far. So Graham, it's yours.

>>MCMAHON: Okay. Thanks so much, Marcia. It’s lovely to have the chance to chat with you all. Greetings from Chicago, from all of us here at ACCME. Like you, we are passionate educators here at ACCME and we are always anxious to support you as educators any way we can, so that you're able to meet the needs of your learners and promote best practices in clinical practice all across the country. And those are the same objectives of the boards in many ways. They're looking to support their clinicians to drive better practice and leverage the power of education to get them there. So we're closely aligned as organizations to try and achieve that mission. And it made sense for us to align our systems so that the CME educators out there were able to meet the needs of the diplomates of the boards to ensure that they were able to have access to high quality education that met their needs and drove those types of performance improvements for their practices.

From our perspective, we've been really working to simplify the process, make sure that as much as possible we're getting out of your way as educators and letting you focus on your work and education. And also so that we could align, as much as possible, and take advantage of the systems that we put in place as a regulator and help the boards understand the work that you can and do do, so their diplomate needs are met.

Our work together has really had several key advantages that are worth, just thinking about from the provider perspective, and from the learner perspective. From the provider perspective, as you see noted here by Rich, and Jenny Moyer, and others, it's really about giving you better opportunities to meet your learner's needs. Using an incentive that they're looking for, and that the board points are important to them, and help them recognize to their communities that they actively engaged in ongoing education. But as a provider it gets you the opportunity to connect the education you're already doing with the needs of the diplomates that are in your communities.

We've also tried to get out of your way by allowing you to do your work with flexibility. The boards who are working with us don't require pre-review and don't have any charges for that review process. That gives you hopefully a lot more flexibility so you can put on activities this afternoon that you planned this morning and the needs of your learners can be met through that process. By collaborating with multiple boards, we're also allowing and encouraging you to do more interdisciplinary education. So that if you're doing, for example, a pain program, you can meet the needs of pediatricians and anesthesiologists and internists as well as other educators and give them all the points that they need for not just AMA PRA Category 1 credits, but also the MOC points for the variety of boards who are participating in this program. It also allows you to issue the points directly, which means that learners are able to trust you to be their... The opportunity to communicate learner completion data and do it through our processes that you're familiar with that are easy.

From the learner's perspective, there are really several advantages to this collaborative effort. Obviously with more opportunity and more flexibility for educators, there's more activities to meet their needs and essentially you move away from a top-down approach with a limited array of required courses for diplomates, to a vast array of more diverse and therefore more relevant activities for those learners. Learners also have the opportunity to use CME Finder, which we'll mention a little later on too. Cmefinder.org is now a terrific search repository for all of the physicians from these boards, so they can find activities that are relevant for their needs. Finally learners don't have to track points anymore themselves. By participating in this program, learners can have their points directly communicated and issued by the boards through you and through our data systems.

In the next few minutes we'll look at some of the additional expectations for those of you who want to offer MOC points. The first thing to recognize is that we've worked hard with these boards to make this as simple as possible. In my mind, there's only three things that you're being asked to do that's in any way different for any of these boards. The first is to encourage you to register your activities in advance in PARS so that it can appear in CME Finder and be retrievable by your learners. You don't have to register in advance but it's very useful if you do. Number two, you're being asked to collect a learner identifier for the board at the time a learner registers or signs up or attends an activity. Whether that's introducing that field into an electronic registration process or a sign up sheet at a live activity, however you do it, you are asked to collect that information. The third is to make sure that you're evaluating the activity to ensure that there's adequate performance information for the diplomates, particularly for those who are doing ABP and ABIM activities. There's a series of instructions in the materials that we'll go through to help you make sure you're meeting that expectation.

This describes a little bit about where we've come from and where we're going to. And essentially, what you're seeing here is an outline of a pretty rapid spin up process that has allowed us to increasingly meet the needs of both ABIM, ABP, ABA, but most importantly all of their diplomates, and hopefully coming soon additional boards who are willing to participate with us.

You will see here on this slide just a brief overview of some of the data that we thought would be interesting to share with you. ABIM has been partnering with us, as you saw in the last slide, for 18 months now and there is about 6,500 activities registered for them. ABA and ABP have just started in this process in 2017 and the number of activities registered for them are smaller but growing quickly. That is an important indicator that the provider community, like you on the line, are able to respond and start issuing these points and build activities that are meeting the needs of this diverse audience. But the hope to this conversation, of course, is that everyone who is listening in on this call says, "I have an activity that's relevant for anesthesiologists or pediatricians or internists," and begins to ensure that they're not only issuing AMA Category 1 credits but also all of these other points as necessary.

So, our goals overall are to ensure that you know how to register your activities for this programs, how to ensure that they're appearing appropriately in CME Finder, and that you have clear instructions as to how to submit participant completion data to each of the boards through PARS. And in this process, see how simple it can be to do terrifically new and important work to meet the needs of your learners and drive quality in clinical care. So, with that, I'll pass you back to Marcia, and if you have questions that you want to type in, please use the question box or raise your hands as we get towards the end of the call. We'll have an opportunity to hear from providers of MOC and then our colleagues at the boards in a few moments. And I'll be here with my colleagues to answer any questions that you have towards the end of the call. Thanks, Marcia.

>>MARTIN: Great. Thanks so much, Graham. We are getting some notes chatted in that some of you don't see the slides advancing. We do have them advancing and we're on a slide that says, "Our goals." If you are not at the same slide as we are, you may need to disconnect and reconnect to the webinar, I'm not sure. But the slides are advancing and we're on a slide that says, "Our goals." So great, thanks. I want to frame... We're going to talk a little bit about how you register your activities for MOC through our program and activity reporting system. And I want to anchor the next few minutes in these goals, that it's really our desire to allow you to be able to register CME activities with these three boards' MOC programs to list the activities in our search engine online, CME Finder, and then to be able to submit participant data through PARS so that the diplomates can see their progress and the points that they've accrued through your CME activities. So let's go on to the next slide. We're going to look a little bit at how to do that.

The first step that I think is pivotal in understanding this whole process or what to do and how to do it is understanding the program expectations of the participating boards. So we have loaded in the handout section of the webinar panel. There's a little hand out section and there's three documents that are these requirements. But you'll also find them on our website linked to the different boards' website through ours, and I'll show you that a little bit later. But that's really the first step, to planning activities for maintenance of certification and for registering them in PARS, you'll need to make sure that you're familiar with the expectations of the boards and the similarities to the CME requirements. On to the next slide please.

And after you've done that and you've planned activities, and have incorporated the expectations of the board or boards into your activities, the next step is to register your activities in PARS. Many of you as accredited CME providers are familiar with PARS. You may not be the person as your organization that has used it, but all accredited providers are entering their activities through our program and activity reporting system. And that's the same place that you'll go to register your activities for Maintenance of Certification points.

You can see some screenshots here that you just log on to PARS as normal and enter your information about the activity. And then there's a section that's built right into the system where you can enter information about Maintenance of Certification, which board or boards the activity relates to and walk through the process that way. So we've made it easy. We've streamlined it right into the system that you're already using. And then this is just something that you would do in real time so that providers are able to see what activities you have available for MOC points. Next slide.

And part of the interface in PARS is that information about Maintenance of Certification, but then there's also a section that you'll complete which allows your activities to be seen by anybody searching for Maintenance of Certification activities. And that's the CME Finder section. So in addition to completing information in PARS about which board the activity relates to in attesting that you've met all the expectations, you'll fill in information that will allow your activity to be lifted in our CME Finder. That's one of the other goals that we wanted to be able to do, be able to put your activities forward so that they can be searched, so that physician learners looking for activities... I mean, if certification can find your activities in our CME Finder. Next slide.

A little bit about the CME Finder. It's available on our website. And through it, you can search for activities that are either related to Maintenance of Certification or REMS. You can search by provider or you can search by topic. And then once you've gotten all of your results, you can filter them, or the learner who's searching can filter them by keyword, activity type, specialty, etcetera. So, this is a robust system and we'd really encourage you to tell your learners about it. And then again, by registering your activities in PARS, they'll show up automatically in this CME Finder for searching. Next slide please.

And then finally the third goal was that we wanted to be that bridge to connect you to the diplomates. So the diplomates could see their progress and see what points they're earning by attending your CME activities, and to do that requires just a step by you related to submitting your participant data in PARS. There's also an interface built right into PARS that will allow you to upload or enter your participant data so that it can be seen by the diplomates. And we'd ask you to do this in a timely fashion, so that they're not waiting several months to see their points, but that it's within a reasonable time around the CME activity. And then those points, the diplomates will be able to see the points in the certifying board's system. That's the advantage of entering that in PARS. The next slide please.

So that's the process in a nutshell, and a little bit later on in the webinar towards the end, I'm going to point you to some tutorials on our website that will actually walk you through that process in a much more detailed step-by-step basis. We do have educational resources out there to help walk you through that process, but we just wanted to give you an overview of how integrated and simplified we've made it just using the Program Activity Reporting System.

Now, the ACCME is going to pause our talking for a little bit and we wanted to bring to you some perspectives from your colleagues, some provider perspectives. We have three different organizations, accredited providers with us today to talk a little bit about their experience in planning and delivering CME for Maintenance of Certification. I'm going to introduce those to you one by one and give them a chance to talk with you about their story. Let's go ahead to the next slide. We're going to start off with Michelle Michelotti and Bob Ramza of the American Society of Anesthesiologists. Thanks, Michelle and Bob, for joining us. Go ahead. You can have some time to talk to the group about your experience.

>>MICHELOTTI: Okay, great. Thank you. Well this is Michelle Michelotti with the American Society of Anesthesiologists. Working through this planning and delivering MOCA activities and participant claims, it took us a couple of months but what really helped from our perspective is working closely with the ABA. Having that communication almost pretty much daily was a big benefit on our part, just having to go through the requirements and what we needed to set up. 

Prior to us going through this, we used to register our activities through PARS in a manual process, and now everything's done via web services. We didn't even do an XML upload. We would just manually enter each of our activities and we have about 100 activities a year. That was a big manual process. Moving over to this new process, it was a big benefit for not only ABA but also ASA. We also used to report participant claims to the ABA via email on an XML document weekly, and now we are doing this, not real-time services, but basically every hour, it's being reported to PARS, and then ABA is accepting it pretty much once a day. I did work very closely with our IT Department, which was a huge benefit, and so that's why I have Bob Ramza with me today and he's just going to talk a little bit about his experience in planning the activities.

>>RAMZA: And I'll speak more during the questioning, so at this point, we'll turn it over to Marcy Fjelstad of the University of Utah.

>>MARTIN: Okay, great. Thank you so much. We're going to now hear from Marcy Fjelstad from the University of Utah's School of Medicine CME Department, around your experience. Marcy.

>>FJELSTAD: Thanks, Marcia and everyone. My name's Marcy Fjelstad. I'm the manager of the CME Office here at the University of Utah. We do around 130 series and about 80 courses each year. We currently operate with myself plus two and a half wonderful and awesome employees, and our incredible associate Dean Jack Dolcourt. Our office is a decentralized model where our office works with activity directors and coordinators throughout the university who plan our educational activities and the content. Here in our offices, we don't do event services. We do provide the CME credit, and then we work with other university partners in doing nursing contact hours, pharmacy, and continuing ed, social work, and all of that.

The University of Utah has around 1,000 board certified physicians trained in roughly 200 medical specialties. We serve a large region of the Mountain West with four hospitals and about 10 neighborhood health centers. For us, MOC means that we need to be aware of and understand all 24 ABMS boards, not just the three we're discussing today. But about a year ago, we had a planning meeting with a large course that was planning to offer their course in January 2017, and they wanted to include ABIM MOC, so we realized we had to figure out how to do this and get our stuff together.

We talked with some colleagues to see what they'd done, and we want to give a big shout out to Lois Colburn at the University of Nebraska, who really helped us do that. But we borrowed others' forms and processes where we could, so we didn't have to reinvent anything. And then we looked for friendly activity and directors and coordinators who wanted to try so we could start to pilot it before this big course came up. And it turned out that our trauma surgeons in our general surgery department were super excited and very over the moon to offer the MOC credit. They came to us to ask for help, so that was a really big awesome thing that happened.

So we just had it to start there and use the American Board of Surgery as our trial run. They were our innovators. We offered our first American Board of Surgery MOC points in September 2016, and then we planned ABIM MOC for two series starting in December 2016, which worked out really well because it made the PARS reporting pretty easy. And then our first big course with ABIM MOC went off well in January 2017 and we're doing our second course next week with ABIM MOC. We also added in ABA and ABP early this year, and we found partners that were willing to work on it with us. And so in the past month, we've also looked at two other boards and we're currently offering ABIM MOC for seven series and two courses, ABP for two series, ABA for two series, and the American Board of Surgery for three series, and about a dozen more activities on the planning stages.

>>MARTIN: Excellent. Thank you so much, Marcy. And I did want to mention that during our Q&A session, if you have questions for these providers in particular, you're going to be able to address your questions that way. So just keep that in mind. Great. So let's go ahead to our next slide and next we're going to hear from Lesley Niccolini from the Boston Children's Hospital. So, Lesley.

>>NICCOLINI: Hi, everyone. My name is Lesley Niccolini and I am the CME manager for Boston Children's Hospital. With the new MOC Part 2 changes, we really wanted to think of this strategically for our learners in our institution. Our course directors were very excited by this new opportunity and were very eager to start offering MOC Part 2 credits as part of CME courses, but we wanted everyone to understand what was really involved before you jumped in. So we first met with the MOC portfolio team at Children's to discuss new changes and how we could collaborate. The portfolio team gave us great feedback and process advice, and they also suggested that we get in touch with the American Board of Pediatrics because they would be our most useful resource and would answer any of our questions about the new process before we started offering MOCs for CME courses. After that, we created an internal page for our staff that reviews the new changes and guidelines for MOC Part 2 and how the CME Department can help. We started meeting with key stakeholders at the hospital, so we met with Quality and Patient Safety, Senior Leadership and then we also went around the team meetings for the institutions to review the new process.

After that, this point we started meeting with our physicians that were interested in offering MOC to discuss benefits and assessment options for their course. To streamline the process a little bit better, we created an MOC Part 2 form with questions that ask about the assessment, feedback, and also a checklist of what it needed and must be submitted to the CME Department for review. Not only did this help us assess the course's needs to qualify for MOC credits, it helped us get all the correct information into PARS. We are starting slowly. We haven't approved that many for MOC. I think we have five online and one live course right now. But we're hoping to create MOC Part 2 champions with our courses and our course director that can help guide our two new courses into the correct MOC path. Our goal for the future is to redesign our CME courses not only to be more inter-progressional but to provide high quality education for our learners. Our first big live one is in May. We're excited to see how MOC has an effect on this course and ways that we can improve our process going forward.

>>MARTIN: Great. Thank you so much, Lesley. I have a couple question that I'm going to direct to the provider panelists, and if you have any questions for the panelists, you can go ahead and either chat them in or raise your hand, and we'll try to get you on the line as well. But I just have some things that I want them to react to for your benefit. So, let's start off with Michelle and Bob. Michelle, can you just... Or Bob, either one of you, maybe speak a little bit to how this opportunity, the integration of CME and MOC has helped either your learners or your institution.

>>RAMZA: Sure. This is Bob from AFA and I'll take this one. I'm going to reflect first on what Michelle said earlier about the rapid reporting. Our PARS activities when our learners claim a course, it's queued and it's sent over on an hourly basis. And although we didn't launch with 100% efficiency, we weren't completely accurate. The learner volume has gone down because they're seeing these credits not only reported in a timely fashion but accepted and uploaded to their transcripts on a much faster basis. The added benefit with staff time is that it removes the human factor from reporting our activities first in our learning management system and then replicating it into the PARS system. So we have an apples to apples comparison between our learning management system and in the PARS activity. So when our learners and our diplomates claim an activity and print a certificate from our learning management system, it matches exactly the information that then shows later through PARS and on the ABA transcript. And those are the two biggest benefits that we have.

>>MARTIN: Great. Thanks, Bob. How about Lesley and Marcy? Do you have anything to add, or any other benefits that you've seen? 

>>NICCOLINI: This is Lesley. So one of the opportunities to keep track of our MOC once provided because at this point before that, course directors are doing it on their own through the board, so this is a great opportunity for us to be able to see what everyone... What we're doing in keeping track of all the points, and also that it's free. Course directors are very excited that it's free now that we can start offering MOC points.

>>MARTIN: Great. Good, thank you. Marcy, anything at all to add? 

>>FJELSTAD: Sure. So I think for us, it's been a really great tool for us to coach our activity planners and say, "Hey, we can help you and here's how. We can do this one thing for you that will give you a value add." That's been extremely helpful to us, and it's been a way for us to kind of open the doors with some people and re-engage our friendly and make-it-easy philosophies, which is how we do business, and remind people that we're here to help. So I think that's been really beneficial for us.

>>MARTIN: Great. Thank you, Marcy. Graham, I think you wanted to make a comment.

>>MCMAHON: I was just going to say that I just want to make sure everyone understands; you don't need a learning management system to upload data into our system. It's great that you have one, but if you're doing a small group activity for three pediatricians and you want to upload those, you can type them in manually. If you have an Excel data sheet of your 20 clinicians who have been at your ground rounds and on anesthesiology, you can upload that. Or if you have more sophisticated systems and want to do a data exchange with us in PARS, you can do that as well. Don't feel like the technology is, in any way, an obstacle.

>>MARTIN: Thanks so much, Graham, for the clarification. I'm going to ask one other question and then we've actually got a couple hands up, so we'll try to take a few callers with questions. My other question to the three of you, and let's start with Marcy, since we finished with you last time, is what advice would you give to others that are considering planning CME for MOC? 

>>FJELSTAD: I think the biggest thing is just start. Just pick one person and try it out and see what happens. We do manual entry into PARS and I do upload some spreadsheets as well, but really, just the main thing is to just get in there and try it and see what happens. I've changed our process probably four or five times already, and I expect to continue to do that until we get to a place where we've got lots of adopters and we're kind of doing this for more of our program. I think that that was really, just to get out of our own way and try it, see what happens.

And then, I think there are a lot of really helpful tools out there that were really, really good for us, and that was, especially ABIM's example assessment list. That's been hugely beneficial to explain to our directors that this does not need to be some big complex thing, and they're probably already doing it. And so, if they'll just help us keep track of that in a different way, then we can give those credits to them. That's been really helpful.

AVP and their program guide, they have a checklist on the things that you need, and that was exceptionally helpful and we have implemented that across all boards just to help us keep track of what's going on with which board and where we are and what's happening. And then we really, really appreciate ABA's ease of requirements. It's been super helpful to say to our anesthesiologists, "What you're doing is great, and all I need from you is permission and a diplomate number and you get the point." That's been really helpful, too. And then I think just relying on our team, relying on our friends and our colleagues to talk it out, work it out, and just really approaching it with a, "Let's figure out how we can do this and be flexible," attitude has been essential.

>>MARTIN: Great. Thank you so much. What about Michelle and Rob? What advice would you give? 

>>RAMZA: Again, this is Bob from ASA. I'm going to echo what Marcy said regarding the process changes. Our biggest challenge in getting this product or getting this project offline was changing our business mentality and changing the SOPs therein. Our approach started at the beginning, How do we implement this without changing what our staff does? Without causing too much change, that is. So, we mapped as many of the existing fields that we have in our system to meet the requirements of the ACCME, and we were blessed with a technical resource on our end and then I'm going to give a lot of credit to Ed Kennedy. Every technical question we had, he answered in a very quick fashion to the degrees that our technical resources needed it. ACCME has great resources, use them. They have been the biggest benefit to this project.

>>MARTIN: Great. Thanks, Rob. And Lesley, any advice from you? 

>>NICCOLINI: Same thing, the process was really important to make sure that, as I said, everyone is very eager to do it but we want to make sure that we kept track of everything, so that's why we created the whole process. And also just another thing is to look at the questions in PARS because the first time I did enter one, I didn't have all the answers, so I had to go back to the course director, it was with the American Board of Anesthesiologists with all the tags. Just to make sure, I kind of added that on to our checklist so that they can review that and get us all the correct information.

>>MARTIN: All right, great. Thanks. We're going to try to go to a couple of callers. Let's start off. Now, I see that Colleen Chihak has her hand raised. And Colleen, I see that you're joining us through a computer. I'm hoping that you have a mic. We're going to try to unmute your line and let you ask your question. Colleen, you are unmuted.

>>VAIR: Hi. This is actually Linda Vair, I'm here with Colleen. Thank you. Can you hear us? Hello? 

>>MARTIN: Yep, we can hear you.

>>VAIR: Okay, terrific. Thank you. In talking with some of our CME colleagues at other institutions who are using this process currently, we are not. They've shared with us that one of the difficulties is a mismatch in data, so that the data that they send over doesn't always take and then they spend time needing to contact the learners and ask them to give data again. I'm wondering for those people, for those providers on the call, what experience you've had... If you have experienced that, what percentage of your learners are you having difficulties with and how much of your time is that taking to kind of correct those data errors? 

>>MARTIN: So, just, I'll leave it open and Michelle, Marcy, or Lesley... Or Michelle and Rob, Marcy or Lesley, any of you want to address that? 

>>RAMZA: Sure. This is Bob from ASA. We have worked, we've partnered with the ABA and we have run into that instance where we have a mismatch of learner records. The first name, last name and naturally the ABA ID number all have to match on an exact basis. In our CRM system, we migrated just a couple years before so there were a lot of data quality issues with it. As part of our launch, the ABA was great and got 20,000 members to sign up to share their data with us and provided us a file to make sure that our CRM records matched. Aside from that, we also have a process, the ABA has a look-up tool where we're able to look up the learners on our end and then correct our data for our users on a case-by-case basis. Overall, our instance of errors has been very low. We've had one to two learners per week and that's with an hourly report. We're talking a 99% or better upload rate and success rate, first chance.

>>MARTIN: Great, thank you so much, Rob, for answering that question, and thanks for your question, Colleen, we're going to try to unmute another caller's line. I see that Denise Richards also has her hand raised, so Denise, we're going to... Your line is unmuted you want to go ahead with that question? 

>>RICHARDS: I'm sorry.

>>MARTIN: Go ahead.

>>RICHARDS: No, that was an accident. I'm sorry, I don't have any questions.

>>MARTIN: Alright, no problem, we'll just go right on. I see that Phyllis Ball also her hand raised, let's unmute Phyllis' line, not anymore. Okay. [chuckle] Shelly Reid also has her hand up, let's try to unmute Shelly and try to see if she has a question. Shelly, did you have a question or a comment? 

>>REID: No, I don't.

>>MARTIN: Oh, okay great.

>>REID: Okay.

>>MARTIN: Thanks. No, that's no problem, we're going to go ahead and move... Whoops, sorry, we're going to go ahead and move on, and we're going to look forward, so let's go ahead in our slide deck and now is the part in our webinar where we're going to hear from our board representatives around their reaction to these collaborations and what they are looking for as far as the future of working with CME providers. So let's go ahead and start off with the American Board of Anesthesiology. We have Anna Menzies and Diana Davidson joining us. So Anna and Diana, let's hear from you.

>>DAVIDSON: Thank you, this is Diana. I want to thank the ASA for their collaboration and partnership, it has been an excellent one, as well as the ACCME for helping us along the way. So our goal, I think, is to provide ABA diplomates with a direct line to learning that can help them fill their knowledge gaps that are identified through our MOCA Minute program. And MOCA Minute is the assessment tool that we're piloting to replace our exam. And we hope to have activities that cover topics throughout the content outline that we use to map the MOCA Minute questions. We want to thank our providers who have already entered their activities through PARS for MOCA credit, and not only will diplomates have more options for CME, but it will provide the board with more robust information about where our diplomates are going to fill the knowledge gaps and then we can report back to the providers. So I think that's kind of what we're looking forward to and appreciate the current collaboration.

>>MARTIN: Excellent, excellent, thank you both. Thanks very much for that. We'll go ahead and then move on to the American Board of Internal Medicine, and with us from ABIM today, we have Marcie Bonilla, John Mimm, and Natalie Trahey.

>>TRAHEY: Hi, thank you Marcia, this is Natalie. So thank you for inviting us to speak and thanks to all the providers on the phone for joining us and to those of you who are already offering activities and considering offering activities for MOC. So from ABIM's perspective, I think it's probably not a secret to most of you on the phone that ABIM has faced some public criticism recently about our Maintenance of Certification program. And so, over the last couple of years, we have looked to make a real effort to make changes to our MOC program to make it more relevant and less burdensome for our diplomates. And this collaboration with the ACCME and the alignment of Maintenance of Certification with continuing medical education has been a real key change for us. We've had overwhelmingly positive feedback from our diplomate community about this opportunity, from the provider community as well. And in the last 18 months we've seen more than 30% of our diplomates earn MOC points through accredited CMEs that's been registered through ACCME's system, which is a huge success for us towards the goal of reducing redundancy and increasing relevance of our program.

In terms of looking towards the future, we're looking to continue to expand options for diplomates to earn points through the activities that accredited providers are offering for MOC. We've recently in February implemented two additional activity formats that are eligible for MOC recognition, that's the addition of manuscript review and learning from teaching, and then we're very excited in April to be expanding further to allow providers to recognize their CME activities for practice assessment MOC points. And with that expansion, we will then be giving providers the opportunity to register any ACCME activity format for AVI and LLC, which is every exciting, so looking forward to that and working with the provider community to take advantage of that.

>>MARTIN: Wonderful. Thank you so much, Natalie. And finally, we're going to hear from the American Board of Pediatrics regarding kind of their facing forward what they anticipate, and with us from ABP today we have Kristi Gilreath and Melissa Lamaffar. So ABP, Kristi? 

>>GILREATH: Marcia, yeah, this is Kristi. Thank you so much for having us today, and the collaboration with ACCME and you the providers has been a really good experience. What we are looking forward to is the expansion of the number of types of activities. We had a very narrow definition of what the American Board of Pediatrics would accept for MOC Part 2, the lifelong learning and self-assessment credit. As many of you who had activities approved with us previously, our definition was single best answer multiple choice question. And now that we have broadened the type of assessments that we will accept to be reflective of what you are already doing in your institution, I think that it benefits your learners as well as us at the board. And what we're also looking forward to are some of the innovations that you have for the lifelong learning and self-assessment credit that maybe using different, multiple types of assessment. We're really looking forward, and we would encourage you that if you haven't registered for ABP MOC as you're developing activities to look at our standards. And also go back and look at the activities that you currently have that are ongoing that may meet our requirements as well. So thank you very much.

>>MARTIN: Okay. Thank you so much, Kristi. All right, so, wonderful. You've heard from both your colleagues, accredited providers and the board. We've gotten lots of typed in questions and now is the portion where we're going to try to respond to some of the questions and to answer some of your questions and give you all a chance to ask questions over an open line if you'd like. So again, you can use your raise hand feature if you would like us to unmute your line. The first things I'm going to start with is we've seen several questions from you all about resources, tools and forms, and sharing amongst providers. So I want to ask Kate if she wouldn't mind weighing in sharing her perspective from the ACCME, and then I'll ask the provider panelist about what tools were most helpful. So, Kate? 

>>REGNIER: Yeah, thanks very much, Marcia, and thank you to everybody for being on the call. This is a great question sort of about what resources there are and how to get started. I think from our perspective at ACCME, the program guides from the boards have been very helpful, particularly the evaluation tool that Natalie referenced. We have that available for both ABIM and ABP. Melody, I think we've actually attached the program guide as attachments to this webinar, so you guys have them available quite easily but they're also available via our website. We also have some FAQ that address sort of those things that we most commonly get asked. And we're always happy to answer your individual questions. So whether it's policy related or technical, feel free to email that into us and we'll address it as quickly as we can.

I think the biggest take-away that we've seen is that providers are finding it's easier to integrate this into what you're already doing. I guess most importantly don't create new processes or layer additional expectations on yourselves. I think one of the providers said it best- we need to get out of our own way. So when there's a requirement for evaluation, look at what you already would do for ACCME and see what tweak you could do to accommodate the expectation of whatever board you're interested in addressing. If there's a requirement for peer review of your content, think about what you're already doing with your planning committee or your mechanism to identify and resolve. Those processes can easily fulfill the expectations of the boards.

So again, I think FAQ, program guides, if you're using forms or other planning materials, just try to integrate the expectations into that process. And lastly I'll just mention that starting I guess next week, we'll be offering a monthly sort of office hour webinar. It's March 21st, I think we've already promoted it in the last newsletter. It's going to be really informal and just an opportunity for providers to dial in if you've got specific questions, either policy or technical, and that hopefully will address any issues that you might have. For questions that you want addressed right away, like anything else, you can email us at info@accme.org. So Marcia, I just want to sort of share those resources. I know you're going to cover some of that when we close the webinar, but I thought that would be helpful.

>>MARTIN: Great. Thank you so much, Kate. And I'll just leave it open for a moment for any of the provider panelists, if you want to chime in on as you were developing your processes and tools, what resources were most helpful for you.

>>NICCOLINI: This is Lesley from Boston Children's Hospital. I thought that all the guidelines that the board put out were the most useful resource. I read them through to make sure that we were following everything and as Kate said we didn't really have to change too much because we're already assessing our courses, but those guidelines are helpful. And also I thought what's really helpful was when I was at the alliance meeting, we had a discussion on MOC in one of the sessions, and all the boards said we're here to work with you we're not against you. So if something isn't right, they're going to work with us to make sure we do it correct the next time. So I thought that was very helpful.

>>MARTIN: Great, thank you so much. Let's go to a couple other questions that are being chatted in, I don't see any hands up right now. So this one, actually maybe Graham, I'll let you speak to this a little bit. I've gotten also several questions around the idea of, are there any other boards that we're currently looking at working with? So this group is interested in expansion. Can you address that question? 

>>MCMAHON: Sure. We disseminated the opportunity to expand the interaction to all of the other member boards at ABMS at their recent board meeting, and we're hosting a webinar with interested boards in the coming weeks. So stay tuned, we're in active conversations with some specific boards, but we're not at a point where we can specify further which of those boards will join us in this effort to elaborate the collaboration between ACCME, the boards and the educators out there.

>>MARTIN: Great, thank you so much, Graham. And kind of along those same ideas of expansion, Natalie talked about this a little bit but there's a question typed in about PICME and offering MOC points for performance improvement continuing medical education. So Graham, maybe you can just kind of reiterate and respond to that.

>>MCMAHON: Natalie, do you want to say a few words about the ABIM process and the AQI process? 

>>TRAHEY: Sure. This is Natalie from ABIM. Thank you. You're right, Marcia, I did briefly touch on this during my earlier talking point that we're looking to expand the opportunity to accredited providers to offer activities for Part 4 MOC, ABIM called a practice assessment... It's part four. That includes PICME, but we're not going to limit it to PICME. So the expansion that's going to later recognize any activity of any format that meets ABIM's approved quality improvement criteria. And those that are... Those will be published in an expanded MOC program guide when we launch the program in April. And Marcia if it will be helpful, I can sort of share the six bullet points with you if you have some way of distributing that ahead of time if folks are interested in what those requirements are. But that is a coming soon feature in a few short weeks. Yes, it will be available beyond performance improvement CME to any activity format that can meet the Part 4 requirements.

>>MARTIN: Great, and that information like you said, Natalie, once we've kind of come forward with that as an announcement will be posted to the ACCME's website as well, so they will be able to get the information that way for sure. Thanks so much, Natalie. Here's a little bit more of a logistical question, but I think it's important because I think it stresses the point. So Ed, I'm going to ask you to respond to this. Somebody is asking, once participants' MOC data is entered into PARS, how soon are they able to see it in the certifying board's system? 

>>KENNEDY: Hey, Marcia. It's Ed. Typically that's going to appear in the board's system the next business day because all of the boards are currently pulling information from PARS on a daily basis.

>>MARTIN: Great, and I wanted to bring that question up because I think that stresses the importance and the value of this to the end user, to the diplomates. It's important to know that the information you're entering is very quickly and readily available to the diplomates, to the learners on the end of the learning continuum. So a couple other questions... Actually I see a hand raised, so maybe we'll go to that question. I see Christine Rocha has her hand up. Never mind. Yeah. Christine has her hand up, so we're going to unmute Christine's line. And Christine, your line's unmuted, go ahead with your question. Okay, so that may... Let's go ahead and move on, we have some more chatted in questions that we can address. So, thinking a little bit about that... We have a lot of question chatted in about Finder. And so, I'm going to address two questions. Somebody asked, "If an activity is limited in Finder, can it still be searched?" So, Ed, maybe you could talk to us a little bit about being registered as limited means and the utility of that. And then, how it translates to being searched in Finder.

>>REGNIER: So, Marcia, it's Kate, actually. I think that the question is about whether or not an activity is... The registration is open or limited. And if an activity is registered for MOC, it does appear in CME Finder, period. That's the benefit and goal of it. But some activities might actually be limited, for example, to this internal staff of an organization or the members of a society. In that case, the provider would indicate the registration is limited, and that way, if a diplomate wants to participate, he or she can contact the organization but won't be surprised if it's not open to the public. So it's as simple as that.

>>MARTIN: Great, thank you so much. And we've got a lot of other question that were chatted in and I'm... Sensitive of that we've about three minutes left in the webinar. So we're going to go ahead and move on at this point, and I want to talk to you a little bit about the educational resources because a lot of these questions can also be answered if you have the resources available to do so. So let me show where on our website and talk a little bit about what information is available to you as you're entering this process of planning activities for Maintenance of Certification. So, on the ACCME's website, a couple of things to bring your attention to, we do have frequently asked questions that we have posted and they're under the Ask ACCME tab on our website, which you'll see highlighted or circled in red here. And in the menu on the Ask ACCME website, there is a category for CME and support of MOC, and there's general questions related to CME and support of MOC.

And then, there's also frequently asked questions related to registering activities for each individual board. So, several questions that were typed in were about some specific board requirements, so you're going to be able to find the answer to those questions or similar questions in this Ask ACCME section. We also have some tutorials available, I mentioned earlier, and we're going to take a quick jump out to the website to look at these, if that's okay. So Melody, if you'll go to the tab that's for tutorials. Under the education section of our website, you see that education link up at the top, there is a menu on the left-hand side and tutorials is one of the options. And if you click on tutorials, you'll see that there are two tutorials specifically designed to walk you through, first of all, registering activities in PARS for MOC. And then also in submitting your participant data.

So, if you want more detailed information about doing that, you can go ahead and take a look at these tutorials. And then as a reminder, as Kate just mentioned, we are starting those bimonthly webinars. So, if you've looked through these and you've tried the process and you still have some questions, you're welcome to join us in one of those webinars, the first is next week, the 21st, to ask your questions. That's kind of an office hours or an open forum for you to ask questions, both technical and otherwise. So that's a resource available to you as well. And then the first tab you have open, Melody, let's show everybody where the general information is located. If you're in the main page of our website, accme.org, and you scroll over for CME provider's box, there in the upper left. You'll see... I'm sorry, click on it, Melody, go ahead and click on it.

That's going to take you to a page of information for CME's providers specifically. And the last link on the menu on the left is CME in support of MOC. And if you click on that, that will take you to a main landing page with information about CME in support of MOC. But then also you'll notice that there's a page for each individual board. And just go ahead and click on the ABA one quickly, Melody. On each of these pages, there is a resource section. So, if you scroll down, the requirements are linked on this page, so if you're looking specifically for the requirements for the ABA, you'll find them here. And then you'll see this resources section that links you to educational resources available to help you learn more about CMEs for MOC, for each one of these boards. So, those are two main places I wanted to bring your attention to.

Let's go ahead and jump back to the slide just to wrap up. We also... Sorry, go back one more, Melody. We also have some technical resources online and there's a link, accme.org/technical-information. If you're having any technical issues, you can refer to that document which will help walk you through any updates to the system, etcetera. Okay, and then the last thing I want to do is just to send you off, so we're going to wrap up today with a little bit of a challenge. So, what are your next steps? First of all, like we said at the very front end of the webinar, we'd encourage you to become familiar with the requirements from the different boards. Two, some of your questions were about comparing and the similarities and differences, and you'll see a lot similarities, a lot of overlap, and that's why it makes this collaboration such a good one, is there is a lot of overlap between CME and MOC.

But become familiar with the requirements and see if there is anything additional you need to change or add to your process, and I believe Lesley talked about starting there. So, that's a good place to start. And then, give it a try. Engage and plan, whether you start with one activity, something small. Put your foot in the water, engage and plan. And then once you've done that, make sure that you're registering your activities in PARS and you're providing your participant data so the diplomates can get their points and get credit for participating.

Those are your next steps, and then one last time I'll remind you that we have those office hours webinars, we'd invite you to take advantage of that to get more information. But we want to thank you all very much for your time and your attention and for participating in this webinar today. And we look forward to you registering... Planning and registering your activities for Maintenance of Certification. Thank you all very much, have a wonderful day.