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Online Clinical Excellence Core Competency Evaluations

Online Clinical Excellence Core Competency Evaluations. Office of Academic Affairs Stanford University School of Medicine Autumn 2011. Overview. The Clinical Excellence Core Competency Evaluation (CECCE) form itself The electronic CECCE – goals and challenges The Qualtrics platform

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Online Clinical Excellence Core Competency Evaluations

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  1. Online Clinical Excellence Core Competency Evaluations Office of Academic Affairs Stanford University School of Medicine Autumn 2011

  2. Overview • The Clinical Excellence Core Competency Evaluation (CECCE) form itself • The electronic CECCE – goals and challenges • The Qualtrics platform • Implementing a CECCE survey • Question & Answer

  3. The CECCE form itself • Work product of Clinical Excellence Task Force • Based on ACGME core competencies • Standard instrument for measurement of clinical performance for faculty in School of Medicine who provide clinical care, including Clinician-Educators, Instructors, and members of the Professoriate (UTL, MCL, NTL)

  4. Rationale for Electronic CECCE • Decreased administrative effort - more efficient solicitation and reporting • Increased response rate - more efficient to complete and submit • Decreased potential for error - automated reporting

  5. Challenges of Electronic CECCE • Secure handling of sensitive data • Standard, reliable implementation

  6. Caution • If your department wishes to measure clinical performance items beyond those currently included in the CECCE form, please contact the Office of Academic Affairs before proceeding. • (Please do not develop your own local survey tool without checking with OAA).

  7. Qualtrics • Robust web-based survey and analysis software • Established relationship with Stanford • Individual accounts required • Allows download and implementation of central template survey http://stanforduniversity.qualtrics.com http://stanfordmedicine.qualtrics.com(alternate portal required for some SUNet IDs)

  8. Using Qualtrics for CECCE Survey • See detailed instruction manual on OAA Forms page: http://med.stanford.edu/academicaffairs/administrators/forms.html • Downloading template “.qsf” file • Setting up and launching the survey • Monitoring responses, sending reminders • Reporting results • Closing survey

  9. Miscellaneous issues • Responses of “not applicable” – cannot include these in report without skewing the data • Report many pages (30+) in length • How many of each type of respondent to solicit? See instructions for the CECCE form itself: http://med.stanford.edu/academicaffairs/administrators/forms.html • Professorial long form referees and trainees who also receive CECCE solicitation – new language added to solicitation letter templates

  10. Acknowledgements • Todd Ferris and Gomathi Krishnan, SoM IRT – consultation in selection of Qualtrics platform • Kendall Yi, Radiology – development and debugging of the survey template and instruction manual • Lourdes Ibarra, Radiology, Cynthia Llanes, Pathology, Anne Lum, Comparative Medicine, and Patricia Raines, Radiology - testing

  11. Question and Answer

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