WHO ARE US

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The British Academy for CME mission is the identification, development, and promotion of standards for quality continuing medical education (CME) utilized by physicians in their maintenance of competence and incorporation of new knowledge to improve quality medical care for patients and their communities.

The BACME fulfills its mission through a voluntary self-regulated system for accrediting CME providers and a peer-review process responsive to changes in medical education and the health care delivery system.


The primary responsibilities of the BACME are to:
  • Serve as the body accrediting institutions and organizations offering continuing medical education.
  • Serve as the body recognizing institutions and organizations offering continuing medical education accreditation.
  • Develop criteria for evaluation of both educational programs and their activities by which BACME and state accrediting bodies will accredit institutions and organizations and be responsible for assuring compliance with these standards.
  • Develop, or foster the development of, methods for measuring the effectiveness of continuing medical education and its accreditation, particularly in its relationship to supporting quality patient care and the continuum of medical education.
  • Recommend and initiate studies for improving the organization and processes of continuing medical education and its accreditation.
  • Review and assess developments in continuing medical education’s support of quality health.
  • Review periodically its role in continuing medical education to ensure it remains responsive to public and professional needs.




Services

Value propositions for working with the Academy:

  • A team of clinical specialists and professionals qualified in the practice of adult education with more than 50 years of combined experience in the provision of continuing medical education/continuing education (CME/CE) for healthcare professionals
  • A collaborative approach to working with our educational partners
  • Personalized and high-quality service provided by a dedicated CME/CE professional for each initiative
    we certify
  • Rapid turnaround time (no long waits for comments or feedback)
  • Knowledge and expertise in the implementation of CME/CE activities within the current policies and guidelines of ACCME, AMA, ANCC, ACPE, CDR, AAFP, AAPA, AANP, ABTC, NASW, CCMC, Office of Inspector General of the U.S. Health and Human Services Department, PhRMA, AdvaMed, and the FDA


The Academy’s services include:

  • Identifying professional practice/performance gaps, barriers to closing these gaps, and educational needs of learners
  • Developing learning objectives tied to the educational needs of the learners
  • Identifying and vetting faculty
  • Designing educational formats
  • Providing peer review of educational activities by an external independent clinical expert
  • Providing on-site monitoring of live activities
  • Performing post-activity evaluation and follow-up outcomes measurement
  • Awarding CME/CE credits and certificates and maintaining records
  • Multiple options for CME/CE certificate fulfillment: onsite, mail, and through the Academy’s or external online processing systems
  • Designing outcomes measurement tools and developing outcomes reports
  • Distributing 30- or 60-day post activity follow-up surveys
  • Serving as a resource and mentor for educational partners new to CME/CE in the areas of developing, executing, and evaluating CME/CE activities


The Academy has experience across multiple live and enduring formats:

  • Single- and multi-day conferences/meetings
  • Symposia in conjunction with national meetings
  • Mini-Symposia at regional and local professional society meetings
  • National Grand Rounds/Visiting Professor Series
  • Small group workshops
  • Web-based activities and curricula
  • Print monographs/supplements/newsletters
  • Live and enduring teleconferences

Policies and Procedures



Policy on Joint Provider ship

The British Academy accepts requests to jointly provide physician, nurse, pharmacist, and dietitian-certified continuing education activities with other organizations including medical education companies, professional healthcare associations, governmental agencies, international organizations, and health care systems

Accreditation is a self-assessment and external peer review process used by healthcare organizations to accurately assess their level of performance in relation to established standards and to implement ways to continuously improve the healthcare system” ISQua (International Society for Quality in Health care) definition. Federation Operating Rules 1998 According to the World Health Organization (WHO), To be noted that accreditation is concerned with credit hours attended in the seminar or congress and not related to confirm attending a special course or workshop

Requests to jointly provide an activity must be submitted in writing via email to the Academy. Included at a minimum the following information: cme@bacma.org

  • Tentative title/date/location of activity
  • Delivery format
  • Tentative faculty
  • Number of expected credits/contact hours
  • Contact information for person having primary responsibility for development of activity at the potential joint provider organization

Following is the algorithm that outlines each step of the certification process by the Academy.

Determining Potential Joint provider Is Not a Commercial Interest

In order for the Academy to jointly provide any continuing education activity with a non- accredited organization, we must work in partnership to ensure the appropriate accrediting agencies criteria and policies are met.

A joint provider organization may not be a commercial interest. A commercial interest is defined as “any entity producing, marketing, re-selling, or distributing health care goods or services consumed by, or used on, patients.”

To remain in compliance with our accrediting agencies’ definition of a commercial interest, the Academy requires the potential education partner to complete Academy Policy 2.1 - Potential Educational Partner Attestation Form in order to document the organization’s corporate structure, mission, organizational chart (incorporating the staff’s reporting structure), and relationships with any parent/sister organizations. Completion of this document is required whether or not commercial support will be sought for future activities.
If it is not clear that the potential joint provider’s organization is not a commercial interest as defined by ACCME, ANCC, ACPE, or CDR, the potential joint provider will submit documentation to the ACCME, ANCC, ACPE, or CDR for an official determination of the organization’s ability to be a joint provider. If this is the case, any costs charged by the ACCME, ANCC, and/or ACPE will be the responsibility of the potential joint provider.

Role of Joint Provider

It is also expected that the joint provider organization will review, and adhere to, all policies and procedures posted of the Academy.
On the first occurrence that a non-accredited jointprovider organization works with the Academy, they will be required to sign Academy Policy 2.2 - Joint Provider Agreement, which delineates each organization’s roles and responsibilities. The need for a joint provider agreement for subsequent programs will be determined on a case-by-case basis. Factors which may necessitate subsequent joint provider agreements include: complexity of program, involvement of multiple joint providers, etc. The non-accredited joint provider (and other external organizations signing the joint provider agreement) will agree to abide by all rules, regulations, and legal requirements of any entity having jurisdiction over continuing education, and of the Academy.
Failure of a joint provider to meet the Academy’s requirements may place the Academy’s accreditation status in jeopardy. Therefore, the Academy reserves the right to withdraw certification of an educational activity if the joint provider does not adhere to all accrediting agency policies and criteria, as well as the Academy’s policies and procedures.

It is also expected that the joint provider organization will review, and adhere to, all policies and procedures posted of the Academy.

On the first occurrence that a non-accredited jointprovider organization works with the Academy, they will be required to sign Academy Policy 2.2 - Joint Provider Agreement, which delineates each organization’s roles and responsibilities. The need for a joint provider agreement for subsequent programs will be determined on a case-by-case basis. Factors which may necessitate subsequent joint provider agreements include: complexity of program, involvement of multiple joint providers, etc. The non-accredited joint provider (and other external organizations signing the joint provider agreement) will agree to abide by all rules, regulations, and legal requirements of any entity having jurisdiction over continuing education, and of the Academy.

Failure of a joint provider to meet the Academy’s requirements may place the Academy’s accreditation status in jeopardy. Therefore, the Academy reserves the right to withdraw certification of an educational activity if the joint provider does not adhere to all accrediting agency policies and criteria, as well as the Academy’s policies and procedures.

Planning Committee and Faculty Selection

The Academy will send Academy Policy 10.1 Disclosure Form to all Planning Committee members/those who will be in a position to influence the content of the activity. Potential planners (anyone involved in content development) must complete and return this form to the Academy.

The Academy will send the initial faculty invitation letters which will include Academy Policy 10.0 - Faculty Agreement Form, and Academy Policy 10.1 - Disclosure Form. In the case of organizations which have joint provided activities with the Academy in the past, the Academy may designate these organizations to send out faculty invitation letters on the Academy’s behalf.

Upon receipt of disclosure forms, the Academy will evaluate the forms for potential conflicts of interest (COIs) and develop a method to resolve any perceived or real conflicts in accordance with Academy Policy 9.1 - Policy on Disclosure of Relevant Financial Relationships. If the Academy is unable to resolve a potential COI, the Academy will not approve the planner/faculty member’s participation in the activity.

Application for and Management of Commercial and Non-Commercial Support

Prior to any request for grant funding or finalizing a proposal, the Academy must receive all appropriate information for review and approval prior to submission.

All grant funding is to be in the form of an independent educational grant, payable to the Academy. The Academy will reimburse the joint provider via invoices for work performed (i.e. management hours, out-of-pocket expenses, etc.) as set forth in Academy Policy 2.2 - Joint Provider Agreement.

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Tips for Needs Assessment

The central question driving needs is “Why are we doing this activity?” Early in the planning process, it is important to determine the specific gaps in knowledge and/or practice that the certified activity will attempt to address


Robust needs assessment accomplishes the following:

  • Helps establish clear rationale for the activity.
  • Allows potential participants and leadership to provide their input in the design of the program thus ensuring program relevance and strengthening the likelihood of behavior change following the program.
  • Utilizes a variety of different needs assessment approaches, including input from potential target participants (required for nursing), leadership perspectives, and other data sources.
  • When multidisciplinary – the needs assessment must include data for each profession

The longer the CE activity, the more diverse and robust the needs assessment should be. After looking at a variety of needs assessment sources and types of data, identify the most significant two to four defined needs for the activity.

Guidance as to what to include in a Needs Assessment:
  • Statement of unmet educational need, (i.e., what is the identified educational void?)
  • Sources consulted to determine need. Cite actual references/sources.
Examples of ways to elicit potential target participant perspectives:
  • E-Mail questions to a sample of target audience with response strongly requested.
  • Brief phone interviews with a sample of the targeted participants.
  • Discussion at peer group meetings.
  • Review evaluation forms from past programs to identify what additional educational needs the participants identified.
Examples of useful Needs Assessment questions:
  • What would you like to be able to do in your practice that is prevented by the absence of skills, information, or resources (barriers)?
  • Which aspects of diagnosing and/or treating < insert topic> do you feel the most uncomfortable diagnosing or treating yourself (as opposed to referring)?

Note: Asking what clinicians find challenging in their practice will yield more useful information than asking what topics they want addressed
Examples of ways to elicit leadership and other perspectives:
  • Interview or e-mail local, regional, and national experts.
  • Review documents, organizational newsletters, etc.
Examples of data which highlight gaps in desired practice and actual practice.
  • Quality goal data, prescribing data (e.g., IMS resources).
  • Data that illustrate variation in practice between physicians/geographic locations.
  • Data/documentation that suggest a particular practice is desired but has not yet been introduced.
  • External requirements or forces that require performance change and evidence that the required change has not taken place.
Other useful needs assessment information:
  • New best practices that have not been implemented consistently.
  • Research findings./
  • Legal information.
  • Marketplace data.
  • Committee activities and action plans.
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Developing Learning Objectives

What do we want participants to know or do as a result of participating in this activity?

Activity objectives should grow out of a thorough gap analysis/needs assessment. After you’ve determined the professional practice gap you want to address, barriers to closing this gap, and the learners’ educational needs, you should develop learning objectives that are congruent with these needs.

Two to three learning objectives are usually appropriate for a one-hour activity. For multi-hour or multi-day programs, one to two objectives for each session in the program will be critical in linking individual sessions together and ensuring the linkage of individual sessions to the overall course goal(s).

Effective objectives are characterized by the following
  • Participant directed (As a result of participating in this activity, learners should be better able to…)
  • Described with action words rather than conceptual words
  • Behavior/competence based, and measurable
Immediate behavior change or implementation

When the activity is intended to have the participant do something differently immediately after the activity, use objectives that define that behavior or next step.

Examples

As a result of participating in this activity, learners will be better able to:

  • Successfully conduct a knee exam with an elderly patient to rule out any unusual pathology
  • Complete a plan for implementing the new Clinical Practice Guidelines for Neck and Back Pain in their local department
  • Evaluate and manage patients with headache and make appropriate referrals to neurology
  • Apply recommended best practices for diagnosing depression in adolescent patients
  • Identify the clinical implication of emerging trial data on the optimal management of individuals with fibromyalgia.
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Policy for Documenting Adherence to Criteria

Each educational activity must involve an Academy’s staff member who will participate in its development and delivery to ensure compliance with the ACCME’s Essentials, Policies, and Criteria (if offering physician credit), ANCC’s accreditation criteria and standards (if offering nursing credit), ACPE’s Standards for Continuing Pharmacy Education (if offering pharmacy credit), and/or CDR’s Standards for dietitian continuing education (if offering dietitian credit). Any activity providing CNE must also be reviewed by the Academy’s Lead Nurse Planner to assure compliance with ANCC standards and criteria.

The Academy staff member/Lead Nurse Planner will document the activity by completing Academy’s CE Planning Document. All responses on the form will be validated with back up documentation in the activity file (either in electronic format or print). The Academy staff member who signs the CE Planning Document verifies that the activity is in full compliance.

Instructional Design and Implementation

Designing and carrying out the teaching activity is the heart of the educational process that begins with determination of professional practice gaps, identification barriers to closing those gaps, identification of educational needs that will help close the gaps, development of learning objectives tied back to the educational needs, and ends with evaluation.

Despite its central importance, the choice of methodology and technique is often unimaginative and unrelated to the purposes that were defined earlier. The activity instructional design must be responsive to the characteristics of prospective learners such as; knowledge level, professional experience, and preferred learning styles. It should also take into account the evolving CE-literature on instructional design.

Once the content and method is determined, they must be made known to prospective learners in all print materials. As always, documentation of this process is necessary.

The following is a sample (though not exhaustive) list of learning designs which may be considered: You are encouraged to think outside the box to come up with the best learning design given the goal the activity is trying to achieve.

Curriculum-Based CE: Conventional CE is generally very fragmented. It consists of a series of live or enduring activities almost totally unconnected in content and purpose. Curriculum-based CE places the programs into categories that are connected through principals or clusters of knowledge.
Example: A series of activities or modules that contribute to a single organized theme.

Discussion Groups/Small Group Workshops: A small number (five to fifteen) of clinicians exploring problems collaboratively, with the guidance of a skilled leader rather than a formal presenter.
Example: Round-table discussions on a specific case, topic, or problem of common interest.

Mini Residencies/Preceptorships: The clinician will leave his/her practice for a specified period of time to learn as a "resident" in a clinical setting. For a healthcare professional that has a defined need for a particular type of clinical experience, the mini-residency can be a highly rewarding experience.

Internet: Besides text based learning, live activities can be presented on the web and archived for later access. Computer learning currently is poor for skill development, however, it lends itself well to case studies, problem solving, lessons in QI (how their practice patterns match others), information data, and legal/ethical issues. When developing internet activities, efforts should be made to take advantage of the opportunities for active learning (ie polling questions, etc) which the medium offers.

Performance Improvement CME (PI CME/CE): PI CME/CE is a certified activity in which an accredited CME provider structures a long-term three-stage process by which an individual or group of providers 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. A PI CME/CE activity may address any facet (structure, process or outcome) of a physician’s practice with direct implications for patient care. PI CME may also be offered for physician assistants.

Skill Session: Requires a model for the learner to emulate and a chance for supervised practice. Example: CPR Training

Simulations: Either with paper and pencil or with live (e.g., patients or actors) interaction with clinical problems specifically designed for educational purposes. The newer simulators are remarkably realistic and present the learner with relevant diagnostic and management problems. Example: Patient interviewing techniques

Self-Assessment Inventories: A mixture of evaluation and learning. These paper- and-pencil instruments give individual clinicians an effective means to discover what they know or don't know – in various fields. Many specialty societies sponsor such tools.

Teleconferencing: The use of telephone and/or television to link live presenter(s) to one or more audiences. Experts from anywhere in the world can be presented to the audience. Many hospitals have satellite capabilities to receive educational programming (downlink) transmitted from a single location via orbiting communication satellite (up-link).

Policy on Levels of Evidence

British academy requires all faculty/authors to document the evidence for patient care recommendations made in an activity.

  • Level A (randomized controlled trial/meta-analysis): High-quality randomized controlled trial (RCT) that considers all important outcomes. High-quality meta- analysis (quantitative systematic review) using comprehensive search strategies.
  • Level B (other evidence): A well-designed, nonrandomized clinical trial. A nonquantitative systematic review with appropriate search strategies and well- substantiated conclusions. Includes lower quality RCTs, clinical cohort studies and case-controlled studies with nonbiased selection of study participants and consistent findings. Other evidence, such as high-quality, historical, uncontrolled studies, or well-designed epidemiological studies with compelling findings, is also included.
  • Level C (consensus/expert opinion): Consensus viewpoint or expert opinion.
For specialized audiences, it may be more beneficial to learners to use a level of evidence rating system that they are more familiar with. In such cases, use of a similar level of evidence rating system is acceptable.

Each rating is applied to a single patient care recommendation in the lecture or manuscript, and not to the entire body of evidence on a topic.

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