CME - Activity Plan

CME - Activity Plan for CME and MOC

- Step 1 of 3

Name *

First

Last

Email *

All planners are required to fill out a Financial Relationship Disclosure form.

Share this link with all planners involved with planning and reviewing content for this activity.

Financial Disclosure Form (this link will open in a new window)

2. Will there be additional person(s) involved with the planning and reviewing of content for this activity? *

List additional person(s).

List names and email addresses for all additional planners and reviewers of content for this activity.

Is this activity being jointly provided with another organization? *

List all organizations *

Type of Activity (see definitions to the right) *

Committee Learning
Enduring Material
Internet Searching and Learning
Journal CME/CE
Learning from Teaching
Live Course
Live Course + Enduring Material
Manuscript Review
Other/Blended Learning
Performance Quality Improvement
Regularly Scheduled Series
Test-Item Writing

Other/Blended Learning *

Describe the other/blended learning in detail.

Rationale For Format Selection *

Explain why these formats are appropriate for the setting, objectives, and desired results of this activity

Title of Activity *

Activity Description *

Describe the activity for learners.

What educational gap does this activity address?

Describe the educational gap and the benefits of the learning activity proposed.

Select the desirable physician attribute(s) this activity addresses? Choose all that apply.

Patient Care and Procedural Skills
Medical Knowledge
Quality Improvement
Practice-Based Learning and Improvement
Interpersonal and Communication Skills
Professionalism
Systems-Based Practice
Provide Patient-Centered Care
Work in Interdisciplinary Teams
Employ Evidence-Based Practice
Utilize Informatics
Values/Ethics for Interprofessional Practice
Roles/Responsibilities
Interprofessional Communication
Teams and Teamwork
Other

How were the gaps identified? Choose all that apply? *

Benchmarking reports
Committee feedback
Evaluation results
Industry research
Media and news research
Previous activity feedback
Survey

Beginning Date of Activity *

Ending Date of Activity

Ending date of activity should be no more than 12 months.

Indicate the estimated duration of Continuing Medical Education (CME) for this activity. *

CME is measured in 15-minute increments. Calculate the total hours and minutes for this activity.

Location of Activity *

Live (in-person)
Live (in-person) + On Demand
Live (virtual)
Live (virtual) + On Demand
On Demand Only

City and State *

Types of Activities

Committee Learning is a live activity that involves a learner's participation in a committee process addressing a subject which, if taught/learned in another format, would be considered within the definition of continuing education. The committee is the activity, regardless of how many times the committee meets. The credits would be the total learning time (e.g., however long they are in the committee).
An enduring material is an on-demand activity that does not have a specific time or location designated for participation; rather, the participant determines whether and when to complete the activity. The content can be accessed at any point during the lifespan of the activity and there is no specific time designated for participation.
An internet searching and learning activity is an activity in which a physician engages in self-directed, online learning on topics relevant to their clinical practice from a database whose content has been vetted by an accredited CME provider. This type of activity is based on a learner identifying a problem in practice and then accessing content in search of an answer from sources on the Internet that are facilitated by a provider. For the purpose of data collection, the ACCME includes AMA-defined point of care CME as a form of internet searching and learning.
A journal CME/CE activity is an activity that is planned and presented by an accredited provider and in which the learner reads one or more articles (or adapted formats for special needs) from a peer-reviewed professional journal. The accredited provider may choose to report journal-based CME activities as a single activity per journal or as individual articles.
Learning from teaching activities are personal learning projects designed and implemented by the learner with facilitation from the accredited provider. This type of activity recognizes the learning that occurs as physicians prepare to teach. Learning from teaching represents a range of activities in which an accredited provider can facilitate practice-based learning and improvement – where the ‘practice’ could be the person’s professional “teaching practice” or “clinical practice” or “research practice.”
A live course is a live activity where the learner participates in real time. A live course is planned as an individual event. A live course can either be classified as an in-person event or live-streamed via an online platform. For events with multiple sessions, such as annual meetings, accredited providers report one activity and calculate the credit by totaling the hours of all educational sessions.
Manuscript review is an activity in which a learner participates in the critical review of an assigned journal manuscript during the pre-publication review process of a journal.
The other/blended learning activity format is used for hybrid, new, or unique approaches that do not fall into one of the established activity types.
A performance/quality improvement activity is structured as a three-stage process by which a physician or group of physicians learn about specific performance measures, assess their practice using the selected performance measures, implement interventions to improve performance related to these measures over a useful interval of time, and then reassess their practice using the same performance measures.
Regularly scheduled series (RSS) is a live activity planned as a series with multiple, ongoing sessions, e.g., offered weekly, monthly, or quarterly. A RSS is primarily planned by and presented to the accredited organization's professional staff and generally targets the same audience over the whole series. Examples include grand rounds, tumor boards, and morbidity and mortality conferences. Live activities where the same content is offered multiple times for different audiences should be reported as separate live courses and not RSS.
Test-item writing is an activity wherein physicians learn through their contribution to the development (and review) of examinations, or certain peer-reviewed self-assessment activities, by researching, drafting, and defending potential test-items.

For examples, detailed definitions, and information about reporting (this link will open in a new window).

Continuing Medical Education (CME) Activity Information

Note: All activities will be planned for CME. No MOC activities will be planned without CME. The MOC activity information will be asked in the next section, if applicable.

Which of the following outcomes will be measured? Select at least one.

Learner Competence

Objective measurement (e.g., observed, tested)
Subjective measurement (e.g., self-reported)
None

Learner shows how to do.

Learner Performance

Objective measurement (e.g., observed, tested)
Subjective measurement (e.g., self-reported)
None

Learner demonstrates in practice.

Patient Health

Objective measurement (e.g., observed, tested)
Subjective measurement (e.g., self-reported)
None

Effects of what learner has done for a few.

Community/Population Health

Objective measurement (e.g., observed, tested)
Subjective measurement (e.g., self-reported)
None

Effects of what learner has done for many.

Will individual learner knowledge be measured?

How will learning be evaluated? Choose all that apply.

Fill in the Blank Questions
Long Form Test(s)
Multiple Choice Questions
Written or Shared Responses
Other

Describe Other

Share a copy of the evaluation document or mechanism.

Hyperlink
Upload Document(s)
Remind me at a later date

This step may be done at a later date, but compliance must take place before the start of the activity.

Learner Evaluation Hyperlink *

Learner Evaluation Document(s)

Click or drag files to this area to upload. You can upload up to 5 files.

Will this activity receive commercial support?

Commercial support (defined as financial or in-kind support from ineligible companies) are responsible for ensuring that the education remains independent of the ineligible company and that the support does not result in commercial bias or commercial influence in the education. The support does not establish a financial relationship between the ineligible company and planners, faculty, and others in control of content of the education. An ineligible company is defined as those who primary business is producing, marketing, selling, re-selling, or distributing healthcare products used by or on patients.

The Accreditation Council for Continuing Medical Education (ACCME) has collaborated with some of the member boards of the American Board of Medical Specialties (ABMS) to facilitate the integration of accredited CME and MOC. These collaborations enable CME providers to add value for their physician learners by offering educational activities that count for both CME credit and MOC credit.

Would you like to see if this activity qualifies for MOC credit?

Maintenance of Certification (MOC) Activity Information

Maintenance of Certification, is the process by which a physician who has initially become board certified in the specialty proactice of their choice maintains their board certification status.

Choose all the core competencies this activity may provide education for (see definitions to the right).

Apply Quality Improvement
Interpersonal and Communication Skills
Medical Knowledge
Patient Care
Practice-Based Learning and Improvement
Professionalism
Provide Patient-Centered Care
Systems-Based Practice
Utilize Informatics
Work in Interdisciplinary Teams

Core Competencies

To maintain compliance with ACCME Essential Area 2, all activities must be developed in the context of desirable physician attributes as those designated by the Institution of Medicine (IOM) and the American Board of Medical Specialties (ABMS)/Accreditation Council of Continuing Graduate Medical Education (ACGME).

ABMS/ACGME

Patient Care: Provide care that is compassionalte, appropriate and effective treatment for health problems and to promote health.
Medical Knowledge—Demonstrate knowledge about established and evolving biomedical, clinical and cognate sciences and their application in patient care.
Interpersonal and Communication Skills—Demonstrate skills that result in effective information exchange and teaming with patients, their families and professional associates (e.g. fostering a therapeutic relationship that is ethically sounds, uses effective listening skills with non-verbal and verbal communication; working as both a team member and at times as a leader).
Professionalism—Demonstrate a commitment to carrying out professional responsibilities, adherence to ethical principles and sensitivity to diverse patient populations.
Systems-based Practice—Demonstrate awareness of and responsibility to larger context and systems of healthcare. Be able to call on system resources to provide optimal care (e.g. coordinating care across sites or serving as the primary case manager when care involves multiple specialties, professions or sites).
Practice-based Learning and Improvement—Able to investigate and evaluate their patient care practices, appraise and assimilate scientific evidence and improve their practice of medicine.

IOM

Provide patient-centered care: Identify, respect, and care about patients' differences, values, preferences, and expressed needs; listen to, clearly inform, communicate with, and educate patients; share decision making and management; and continuously advocate disease prevention, wellness, and promotion of healthy lifestyles, including a focus on population health.
Work in interdisciplinary teams: Cooperate, collaborate, communicate, and integrate care in teams to ensure that care is continuous and reliable.
Employ evidence-based practice: Integrate best research with clinical expertise and patient values for optimum care, and participate in learning and research activities to the extent feasible.
Apply quality improvement: Identify errors and hazards in care; understand and implement basic safety design principles, such as standardization and simplification; continually understand and measure quality of care in terms of structure, process, and outcomes in relation to patient and community needs; and design and test interventions to change processes and systems of care, with the objective of improving quality.
Utilize informatics: Communicate, manage knowledge, mitigate error, and support decision making using information technology.

Choose all the Participating Certifying Boards that this activity may also benefit. *

American Board of Anesthesiology (ABA)
American Board of Internal Medicine (ABIM)
American Board of Orthopaedic Surgery (ABOS)
American Board of Otolaryngology - Head and Neck Surgery (ABOHNS)
American Board of Pathology (ABPath)
American Board of Pediatrics (ABP)
Amereican Board of Surgery (ABS)
American Board of Thoracic Surgery (ABTS)

Further questions will be asked to determine if the activity is allowed for MOC in addition to CME.

ABA: Choose all the practice areas this activity may cover. *

Ambulatory/Outpatient
Cardiac Anesthesia
Critical Care Medicine
General Operative Anesthesia
Hospice and Palliative Medicine
Neuro Anesthesia
Neurocritical Care
Obstetric Anesthesia
Pain Medicine
Pediatric Anesthesia
Regional Anesthesia/Acute Pain
Sleep Medicine
Thoracic Anesthesia
Trauma
None of the Above

ABA: Choose all the types of credit this activity may be categorized as. *

Lifelong learning
Patient safety
None of the Above

ABIM: Choose all the practice areas this activity may cover. *

Adolescent Medicine
Adult Congenital Heart Disease
Advanced Heart Failure and Transplant Cardiology
Cardiovascular Disease
Clinical Cardiac Electrophysiology
Critical Care Medicine
Endocrinology, Diabetes, and Metabolism
Gastroenterology
Geriatric medicine
Hematology
Hospice and Palliative Medicine
Hospital Medicine
Infectious Disease
Internal Medicine
Interventional Cardiology
Medical Oncology
Nephrology
Neurocritical Care
Pulmonary Disease
Rheumatology
Sleep Medicine
Sports Medicine
Transplant Hepatology
None of the Above

ABIM: Choose all the types of credit this activity may be categorized as. *

Medical Knowledge
Patient Safety
Practice Assessment
None of the Above

ABOHNS: Choose all the practice areas this activity may cover. *

Allergy
Facial Plastic & Reconstructive Surgery
General Otolaryngology
Head & Neck
Laryngology
Otology
Rhinology
Neurotology
Pediatric Otolaryngology
Sleep Medicine
None of the Above

ABOHNS: Choose all the types of credit this activity may be categorized as. *

Improvement in Medical Practice
Patient Safety
Self-Assessment
None of the Above

ABPath: Choose all the practice areas this activity may cover. *

Blood Bank/Transfusion Medicine
Breast
Cardiovascular
Chemical Pathology
Clinical Informatics
Clinical Pathology
Cytopathology
Dermatopathology
Endocrine
Female Reproductive
Forensic Pathology
GI (including Liver, Pancreas, Biliary)
Head & Neck/Oral
Hematology (Blood, BM)
Hematopathology (LN, Spleen)
Hemostasis & Thrombosis/Coagulation
Infectious Diseases/Medical Microbiology
Lab Management
Male Genital
Medical Director
Molecular Genetic Pathology
Neuropathology (including Neuromuscular)
Patient Safety
Pediatric Pathology
Placenta
Pulmonary, Mediastinum
Renal/Medical Renal
Soft Tissue & Bone
Surgical Pathology
Transplant Pathology
Urinary Tract
None of the Above

ABPath: Choose all the types of credit this activity may be categorized as. *

Improvement in Medical Practice
Lifelong Learning
None of the Above

ABP: Choose all the practice areas this activity may cover. *

Adolescent Medicine
Child Abuse Pediatrics
Developmental-Behavioral Pediatrics
General Pediatrics
Hospice & Palliative Medicine
Medical Toxicology
Neonatal-Perinatal Medicine
Neurodevelopmental Disabilities
Pediatric Cardiology
Pediatric Critical Care Medicine
Pediatric Emergency Medicine
Pediatric Endocrinology
Pediatric Gastroenterology
Pediatric Hematology-Oncology
Pediatric Infectious Diseases
Pediatric Nephrology
Pediatric Neurology
Pediatric Pulmonology
Pediatric Rheumatology
Pediatric Transplant Hepatology
Sleep Medicine
Sports Medicine
Professionalism
Patient Safety
None of the Above

ABP: Choose all the types of credit this activity may be categorized as. *

Lifelong Learning & Self-Assessment
None of the Above

ABS: Choose all the practice areas this activity may cover.

Bariatric Surgery
Complex General Surgical Oncology
General Surgery
Hand Surgery
Hospice & Palliative Medicine
Neurocritical Care
Pediatric Surgery
Surgical Critical Care
Vascular Surgery
None of the Above

ABS: Choose all the types of credit this activity may be categorized as. *

Accredited CME
Self-Assessment
None of the Above

ABOS: Choose all the practice areas this activity may cover. *

Adult Reconstruction
Foot and Ankle
General Orthopaedics
Musculoskeletal Oncology
Orthopaedic Sports Medicine
Orthopaedic Trauma
Pediatric Orthopaedic Surgery
Shoulder and Elbow
Surgery of the Hand
Surgery of the Spine
None of the Above

ABOS: Choose all the types of credit this activity may be categorized as. *

Accredited CME
Self-Assessment Examination
None of the Above

ABTS: Choose all the practice areas this activity may cover.

Adult Cardiac
Cardiothoracic
Cardiovascular
Congenital Cardiac
Critical Care
General Thoracic
Non-Thoracic Surgery
None of the Above

ABTS: Choose all the types of credit this activity may be categorized as. *

Accredited CME
Patient Safety (do not choose performance in practice)
Performance in Practice (do not choose patient safety)
Self-Assessment
None of the Above

Activities may not be registered for both patient safety and performance in practice, choose one or the other.

This type of credit requires evaluation and feedback (part II). Check ALL 3 requirements or unable to meet requirements. *

Learners will be notified of their participation threshold (what they need to do to earn MOC credit).
Learners will receive an evaluation to assess their competence, performance, and/or impact on patient outcomes.
Feedback will be provided to the learner about their engagement with the activity.
Unable to meet all 3 requirements.

All 3 requirement must be checked or unable to meet requirements.

This type of credit is registered as an improvement activity (part IV). Check all 5 requirements or unable to meet requirements. *

Activity will address a quality or safety gap that is supported by a needs assessment or problem analysis, or supports the completion of such a needs assessment as part of the activity.
Activity will have specific, measurable aim(s) of improvement.
Activity will include interventions intended to result in improvement.
Activity will include data collection and analysis of performance data to assess the impact of the interventions.
Activity will define meaningful clinician participation, describe how clinicians are identified who meet the requirements, and provide participant completion information.
Unable to meet all 5 requirements.

All 5 requirement must be checked or unable to meet requirements.

This type of credit is registered as a patient safety activity. Check the requirement or unable to meet the requirement. *

Activity will address one of the following: foundational knowledge or prevention of adverse events.
Unable to meet requirement.

Foundational knowledge includes epidemiology of error, fundamentals of patient safety improvement, and culture of safety. Prevention of adverse events includes medication safety, prevention of healthcare acquired infections, falls prevention, and teamwork and care coordination.

This activity does NOT meet the MOC requirement, so no MOC credit will be offered for the activity.