Beyond the CME/CE Certificate

Transcription

1 Beyond the CME/CE Certificate Engaging Participants in Lifelong Learning through Certifications, Certificate of Completion Programs, and Microcredentials

2 Faculty Pam Beaton, BS, CHCP, FACEHP- American Society of Transplant Surgeons Ed Dellert, RN, MBA, CHCP- American Society of Anesthesiologists Rebecca DeVivo, MPH, MSW- American Society for Gastrointestinal Endoscopy Brian Thompson, MBA- American Society for Gastrointestinal Endoscopy

3 Disclosure We all have nothing to disclose but can be bribed with fruity umbrella drinks.

4 What s the Difference? Digital badges recognize a particular experience or signify accomplishments, such as completion of a project or mastery of a skill. In a professional context, a learner typically earns a badge by conducting presentations, attending institutes to develop a specific competency, or serving on advisory boards or committees. Digital badges enable professional communities to identify new competency areas and recognize mastery or demonstration of those competencies. Badges signal to colleagues and to current and prospective employers a professional life of active learning, engagement, and ongoing development. A micro-credential is a digital badge that is earned by demonstrating competency of a specific skill. Less random courses for credits, more job-linked learning.

5 What s the Difference? An assessment-based certificate program awards a certificate to recognize mastery of the specific learning outcomes; it is NOT a certificate of attendance or participation, which is awarded to individuals who have attended or participated in a course or training program but did not have to demonstrate mastery of the intended learning outcomes. A certification assesses knowledge, skills, and/or competencies previously acquired. Assessment is best used to assure baseline competencies and to differentiate professionals; independent of a specific learning event. The certification awarded designates that participants have demonstrated the requisite, work-related knowledge, skills or competencies and met other requirements established by the certification program provider.

6 Difference in a nutshell Badges Doesn t provide instruction or training Used to acknowledge attainment in a specific area Acknowledgement is specific to an area Can be used to acknowledge attendance/participation No accreditation required Assessment-Based Certificate Program Provides instruction and training Assessment is to evaluate mastery of intended learning outcomes Assessment is narrow in scope Not a certification or certification of attendance/participation ICE 1100 Standard Accreditation recommended, but not required Certification Validation of previously acquired knowledge, skills and/or competencies Assessment is used to measure baseline competencies, independent of a specific leaning event Assessment is broad in scope Award designation to recognize achievement- can include credentials NCCA accreditation recommended, but not required* Accreditation for professional education and training programs provides impartial, third-party validation that your program has met recognized national and international credentialing industry standards for development, implementation, and maintenance of education and training.

7 Linkage to CME Knowledge (Written Test) Competence ( Casebased Test + PIP) Performance (Skills Assessment)

8 Examples outside of Med Ed

9 Examples in Med Ed Badges- for speaking, SME in a topic area, attending multiple sessions, developing content, etc. (distinguished member, esteemed faculty, distinguished committee member) either through an app or other mechanism. Can be used in s, LinkedIn, and other social media. Assessment-based Certificate Program: American Society for Gastrointestinal Endoscopy s STAR Program, American College of Chest Physician s Certificate of Completion Program, American Society of Anesthesiologists ASA/SCA TEE Program Certification Program: American College of Rheumatology s Musculoskeletal Ultrasound Certification in Rheumatology

10 Pearls Don t try to be everything to everyone- identify key areas where recognition may be appropriate. Don t try and recreate the wheel- look at current education and determine if existing content could fit into the new curriculum. If not, develop education as needed to fit the need. Be clear about expectations with learners- if it s not a certification, make sure your language reflects that. Identify where and when an assessment should occur, and what kind of staff/volunteer support you ll need. Determine whether or not an outside testing organization would be of benefit, or if it can be managed in-house Pearl obtained at the Institute for Credentialing Excellence (ICE) Annual Conference in October, 2015: Even if you are not seeking NCCA accreditation, align your program to fit the standards. *Note- a certification from an accredited program may be required for some learners (such as members of the Armed Forces) 114hrpt270.pdf Pearl obtained at the ICE conference: Think about your certificate or certification program if it was ever under the spotlight- is it robust enough?

11 Resources Badging for Professional Development Institute for Credentialing Excellence- Certificate vs. Certification Foundation of Digital Badges and Micro-Credentials

12 Thanks!

13 Certification of Completion compared to Certificate Programs Ed Dellert, RN, MBA, CHCP Chief Learning Officer American Society of Anesthesiologists

14 Ultrasound Guided Regional Anesthesia Education and Clinical Training Portfolio Educational Collaboration between ASA & American Society of Regional Anesthesia and Pain Medicine (ASRA) Program Requirements I. Portfolio Eligibility II. Portfolio Components III. Portfolio Evaluation

15 UGRA LEARNER REQUIREMENTS Step 1: (10 hours Didactic and 50 knowledge-based questions) Physics of ultrasound (1 hour) Ultrasound artifacts, pitfalls, complications (1 hour) Upper extremity sonoanatomy (1 hour) Lower extremity sonoanatomy (1 hour) Clinical applications (4 hours) Evidence-based medicine in ultrasound (2 hours) Step 2: Technical Skill Workshops (6 hours) Clinical applications Human scanning Sonoanatomy Image acquisition Phantom model needling Cadaver/anatomy lab

16 Step 3: Clinical Experience & Case Logs N = 40 ultrasound-guided nerve blocks (selfperformed) Case logs to be accompanied by Certified by department chair, attesting to the candidate s clinical experience. Cases must be performed and submitted within 1 year of completing the knowledge-based examination

17 Summary of Learning Process 1. Successfully complete didactic sessions and technical skills workshops at ASRA, ASA or other pre-approved meetings 2. Complete knowledge based examination (pass rate 70%) 3. Submit final case log of selfperformed UGRA nerve blocks (40 cases) and certified letter by department chair, practice chair or ultrasound-guided regional anesthesia practice coordinator to ASA. 4. Certificate of Completion upon confirmation that all required components have been completed.

18 UGRA Participation

19 American Society of Anesthesiologists and Society of Cardiovascular Anesthesiologists COC with option of Certificate Anatomy The Basic TEE exam Basic hemodynamic state assessment Basic assessment of valves and pericardium using 2D and color flow Doppler imaging Common artifacts Completion of 100 Basic TEE case studies focusing on 2D and color Doppler assessment

20 ASA/SCA TEE Certificate of Certificate of Completion Program To pass the Basic TEE program the learner will need to review and submit assessments for 100 case studies and achieve a 70% pass mark. Learners who score under 70% may resubmit incorrect cases to achieve a passing score. Upon meeting the full assessment criteria the student will be eligible to claim the CME credits. 166 participants 138 completions.

21 Certificate Engagement 2010: : : : Pending

22 ASA s Next Step: Non-Anesthesiolgists Certificate of Completion Process

23 Thank You and Welcome Any Questions/Comments! Contact Information

24 ASGE Experience STAR Certificate Program An Assessment-Based Certificate Program

25 STAR Certificate Program Skills Training Assessment Reinforcement

26 Why did we do it? Emerging technologies No formal training pathway for new skills Raise the level and impact of education Set apart from competition

27 How did we get here? 2011 Strategic plan from the board 2012 Exploratory Taskforce Certification vs. certificate Background research Structure and business plan Identified first program and workgroup

28 How did we get here? 2013 Develop first program with two modules Launch fist module online September Sold out before end of year 2014 Complete first program, add additional course Begin development on second program

29 How did we get here? 2015 Two programs running, third in development Online STAR Program in development 2016 Three programs running, fourth in development Online STAR in development Spanish translation of first program in development

30 STAR Program Components Baseline test online Online curriculum Interval assessment online Course/Skills Training Skills Assessment Cognitive Post-Test Online

31 STAR Program Results Online Cognitive Test Results Baseline test average: 68% Interval test average: 77% Post-test average: 85%

32 STAR Program Results Skills Assessment Results 90-95% pass rate Results correlated with post-test.

33 STAR Program Results Evaluation Results

34 STAR Program Benefits Benefits to Participant Intensive education and training with oneon-one assessment Team-based - Assistants included at no additional cost Transcript of performance on all components and frame-able certificate Ongoing access to online resources

35 STAR Program Benefits Benefits to Participant Documentation for hospital privileging, credentialing, etc. Positive PR for private practices More than 20 CME credits for program 20 MOC points

36 STAR Program Benefits Benefits to Patient Care Pathway for standardized training and assessment in new skills for physicians already in practice Increase physician confidence before performing on patients. Resource for hospitals and practices to further specialize training of staff

37 Considerations for Society Financial risks and benefits A lot of up-front resources High potential revenue Not high volume How to choose content areas How to test / assess skills Training faculty Are you prepared to fail people? Need instructional designer

38 Questions? Contact information: Rebecca DeVivo, MPH, MSW Chief Learning Officer, ASGE Brian Thompson, MBA Director, Education and Training, ASGE