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

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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
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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 .

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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_resource
  s)
• 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)
  

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Competency Development
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Competency Development
Scope of Competence
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Competency Development
Scope of Competence
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Job Analysis
K1 K1 K1 K1 K2 K2 K2 K2 K3
K3 K3 K3 S1 S1 S1 S1 S2 S2
S2 S2 S3 S3 S3 S3 A1 A1 A1
A1 A2 A2 A2 A2 A3 A3 A3 A3
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Job AnalysisMatching Competencies to their
application in the workplace
K1 K1 K1 K1 K2 K2 K2 K2 K3
K3 K3 K3 S1 S1 S1 S1 S2 S2
S2 S2 S3 S3 S3 S3 A1 A1 A1
A1 A2 A2 A2 A2 A3 A3 A3 A3
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Having the ability to apply knowledge, skills, or
judgment in practice if called upon to do so.
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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

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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

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Survey Content Domains
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Respondent Demographics
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Respondent Demographics
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Respondent Demographics
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Respondent Demographics
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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

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Findings Top 10 work priority areas
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Findings Bottom 10 work priority areas
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Findings Top 10 work priority areas by provider
type
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FindingsBottom 10 work priority areas by
provider type
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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

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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

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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

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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

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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

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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

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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) 

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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

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QUESTIONS?Thank You