What CME Professionals Do: Information gained from a professional job analysis

1. What CME Professionals Do: Information gained from a professional job analysis Jack Kues, Ph.D, CCMEP University of Cincinnati Laird Kelly, BS, CCMEP RSi/FocalSearch Disclosure: Dr. Kues and Mr. Kelly are both members of the Board of Directors for NCCME

2. Session Objectives • To describe a Job Analysis process used to link theoretical knowledge and skill competencies to actual work behaviors. • To present data that describes the priorities that CME professionals place on a knowledge and skill set. • To demonstrate the link between Job Analysis data and the development of knowledge/skill domains .

3. Competence: What does it mean? • …a standardized requirement for an individual to properly perform a specific job. It encompasses a combination of knowledge, skills and behavior utilized to improve performance… (www.wikipedia.org/wiki/competence_(human_resources) • The ability to perform work activities to the standards required in employment. (www.warwick.ac.uk/fac/soc/conted/SocratesAPEL/uk/glossuk.htm) • Having the ability to apply knowledge, skills, or judgment in practice if called upon to do so. (www.downstate.edu/cme/documents/CMEAppshelpA.doc)

4. Competency Development

5. Competency Development Scope of Competence A S S K A K S A S S K K K S A A S A A K K A S A A K S K K A

6. Competency Development Scope of Competence A S S K A K S A S S K K K S A A S A A K K A S A A K S K K A

7. Job Analysis K1 K1K1K1 K2 K2K2K2 K3 K3K3K3 S1 S1S1S1 S2 S2S2S2 S3 S3S3S3 A1 A1A1A1 A2 A2A2A2 A3 A3A3A3

8. Job Analysis:Matching Competencies to their application in the workplace K1K1K1K1 K2 K2K2K2 K3K3K3K3 S1 S1S1S1 S2 S2S2S2 S3S3S3S3 A1A1A1A1 A2 A2A2A2 A3 A3A3A3

9. Having the ability to apply knowledge, skills, or judgment in practice if called upon to do so.

10. Methodology • Facilitated review of competency areas and competencies • 13 Subject Matter Experts plus facilitators • Development of work-specific competencies • Development/Administration of Job Analysis Survey • Random sample of 1,171 CME workers • 287 completed surveys

11. Survey Construction • 75 items describing job responsibilities • Response set • Not applicable • Of no importance in my job • Of little importance in my job • Moderately important in my job • Very important in my job • Extremely important in my job • Demographics of the individual completing survey • Description of the work environment

12. Survey Content Domains

13. Respondent Demographics

14. Respondent Demographics

15. Respondent Demographics

16. Respondent Demographics

17. Findings Response Weightings • Of no importance in my job • Of little importance in my job • Moderately important in my job • Very important in my job • Extremely important in my job

18. Findings: Top 10 work priority areas

19. Findings: Bottom 10 work priority areas

20. Findings:Top 10 work priority areas by provider type

21. Findings:Bottom 10 work priority areas by provider type

22. Scope of the exam: content domains • Adult learning principles 15% • Educational interventions 30% • Relationships with stakeholders 10% • Leadership/administration 25% and management • CME environment 20%

23. Adult Learning Principles • Currently accepted theory and research on how physicians learn • Self-directed learning • Formal instruction • Informal/incidental learning • Learning styles • Learning preferences • Stages of learning including readiness to change • Psychosocial/stage of practice (e.g., age, gender, years in practice) • Research on ways physicians change professional behaviors • Stages physicians go through in changing • Nature of instructional interventions

24. Educational Interventions • Professional literature • Seminal papers • CME effectiveness research • Gap Analysis/ Synthesis of gap analysis findings • Needs Assessment • Target audience identification • Learning objectives and desired outcomes • Instructional design • Format and medium • Content scope, sequence and resources • Faculty identification and recruitment • Content Development • Assessment (e.g., intervention, outcomes) • Faculty training/development • Assessment • Instructional intervention • Instructional outcomes • Informal learning facilitation • New forms of CME • Performance / Practice Improvement (PI) • Point-of-care learning

25. Relationships with Stakeholders • Internal and external stakeholder identification and assessment • Providers (Joint and co-sponsor) • Supporters • Learners • Faculty • Patients • Payers • Regulators • Accreditors • Parent organization (e.g., university, hospital, company, society) • Role and responsibility identification • Regulatory responsibilities and accountabilities • Assessment of stakeholder expectations

26. Leadership/Administration and Management • Organizational leadership • Program management • Mission and a vision support • Planning • Continuous assessment and improvement • Change management • Operate within codes of ethics • Systems Thinking • Learners in the context of the Healthcare systems • Identification of barriers to optimal care • Role of the interdisciplinary team • Organizational needs and goals • Role CME can play in systems

27. Leadership/Administration and Management (continued) • Administration/ Management • Resource management • Financial management • Personnel • Contractors • Facilities • Faculty • Materials • Records management • Project management • Legal • Contractual obligations • Letters of Agreement (LOA) • Regulations (e.g., Federal and State) • Compliance • Professional Development (e.g., Self-assessment and Life Long Learning) • ACCME • Essential Elements • Policies • Standards for Commercial Support 

28. CME Environment • Maintenance of Licensure Requirements for Physicians • Maintenance of Certification (MOC) • Regulatory Guidelines (e.g., FDA, OIG, JCAHO, HIPAA) • Accreditation Standards • Guidelines (e.g., PhRMA, AMA, ADVAMED) • Patient Care and Safety initiatives • Differentiation between independent and non-independent activities • ACGME and ABMS Competencies • Quality Improvement and Performance/Practice Improvement (QI/PI) • External factors affecting CME (e.g., media, government) • Laws (e.g., Fraud and abuse, anti-kickback, Stark) 

29. Next Steps • Regular review of competencies • Continuous monitoring of the CME Environment • Accreditation standards • Regulatory environment • Stakeholder issues • Verify concordance between competencies and work environment

30. QUESTIONS?Thank You