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For the Optimizes Communication Skills Criterion, can observed behavior be self-reported?
Individuals or groups of learners can self-report and/or self-assess their communication skills, but the accredited provider must also include external observation with feedback to the learner – for example with a faculty member, a peer observer, or a standardized patient.
For the Optimizes Communication Skills Criterion, does every learner need to be observed and receive feedback?
Yes - the intent of this criterion is to have the content/format of the activity support the observation of, and feedback to, learners on their communication skills, so that each participant can derive personal value from the activity.
For the Optimizes Communication Skills Criterion, is there a prescribed method for feedback to learners?
No. Feedback can be provided in person or virtually, in writing or orally – and can be provided to the individual learner or to a group (for example during a team simulation).
For the Optimizes Technical/Procedural Skills Criterion, if a breakout session addresses technical or procedural skills, but not every learner participates, would the activity meet the criterion?
Each learner in an activity would be expected to have been observed and given feedback to meet the criterion.
For the Optimizes Technical/Procedural Skills Criterion, the provider designs CME to optimize technical and procedural skills of learners - does this also include non-clinical skills (e.g., quality improvement skills)?
Yes, if the skill is an observable psychomotor skill that requires expertise and practice.
For the Supports CPD for CME Team Criterion, do you consider the faculty in our programs to be part of the CME team? Would activities that help our teachers be better teachers (i.e., faculty development) count for this Criterion?
If some of your faculty are functioning as members of your CME team, then providing education and support for them on how to be more effective educators or educational leaders would be considered continuous professional development of your team.
For the Supports CPD for CME Team Criterion, does continuous professional development for the CME team have to be directly related to CME?
For example, your CME Unit includes staff who are not involved in planning/implementation, but are involved in the meeting planning aspect of CME. These staff are members of professional organizations for meeting planners (not specific to CME) and are all in the process of… More
For the Utilizes Support Strategies Criterion, how often does the provider need to conduct a “periodic analysis to determine the effectiveness of the support strategies, and plans improvements?”
It is up to the provider to determine the most appropriate interval or intervals for assessing the effectiveness of its support strategies. The ACCME expects that this assessment would occur at least once for each strategy during the accreditation term. The provider should additionally… More
How can a provider that hosts clinical case or journal discussions convened on social media protect learners from promotional posts by industry staff?
One method that providers have used successfully within social media-assisted accredited education is to start the conversation with a post that requests any employees or owners of ineligible companies to leave, or if not to identify themselves and not to participate in any conversation related… More
How can clinicians contact the Centers for Medicare and Medicaid Services (CMS) with any additional questions about participating in MIPS?
Yes. Clinicians can contact the Quality Payment Program at (866) 288-8292 [TTY (877) 715-6222] available Monday through Friday, 8:00 AM-8:00 PM Eastern or email at QPP@cms.hhs.gov.