On February 27, 2017, the CME Coalition responded to a "call for activities" from the Centers for Medicare and Medicaid Services (CMS) on activities for inclusion in the list of acceptable Clinical Practice Improvement Activities (CPIA) under the new Medicare physician payment program known as MIPS. The proposals outline how quality and performance improvement CME have a direct impact on improving clinical practice and patient care.
Quality and Performance Improvement CME
Accredited CME activities that involve assessment and improvement of patient outcomes or care quality, as demonstrated by clinical data or patient experience, such as Performance Improvement CME, Quality Improvement CME that meets the ACCME AAIA or similar accredited criteria.
• The activity should address a documented quality or safety gap that is supported by a needs assessment or problem analysis, performance gap identification, or must support the completion of such a needs assessment.
• The activity should have specific, measurable aim(s) for improvement.
• The activity should include interventions intended to result in improvement.
• The activity should include data collection and analysis of performance data to assess the impact of the interventions.
• The educational dimension should focus on the performance gap identified and be integrated with the other components of the interventions.
• The accredited CME provider must define meaningful physician participation in their activity, describe the mechanism for identifying physicians who meet the requirements, and provide participant completion.
• Accredited education using the AAIA framework or similar which is validated through a national accreditation system of high standards for CME, and which addresses core competencies and engages learners in closing professional practice gaps inclusive of each of the domains described in the MIPS pathway.
These standards are founded on adult learning and continuous quality improvement principles, and ensure that compliant improvement activities address practice-based issues, use effective educational methods, and QI components are evaluated for their impact, and are independent of commercial influence.
Utilizing the AAIA framework and similar systems such as AAFP PI, and AMA PI criteria makes relevant high-quality improvement activities available to clinicians in diverse practices (including clinicians who are in solo, rural and isolated practices who are not yet participating in alternative payment models), and leverage a large community of geographically distributed educators to facilitate that participation.
• The activity should address a documented quality or safety gap that is supported by a needs assessment or problem analysis, performance gap identification, or must support the completion of such a needs assessment.
• The activity should have specific, measurable aim(s) for improvement.
• The activity should include interventions intended to result in improvement.
• The activity should include data collection and analysis of performance data to assess the impact of the interventions.
• The educational dimension should focus on the performance gap identified and be integrated with the other components of the interventions.
• The accredited CME provider must define meaningful physician participation in their activity, describe the mechanism for identifying physicians who meet the requirements, and provide participant completion.
• Accredited education using the AAIA framework or similar which is validated through a national accreditation system of high standards for CME, and which addresses core competencies and engages learners in closing professional practice gaps inclusive of each of the domains described in the MIPS pathway.
These standards are founded on adult learning and continuous quality improvement principles, and ensure that compliant improvement activities address practice-based issues, use effective educational methods, and QI components are evaluated for their impact, and are independent of commercial influence.
Utilizing the AAIA framework and similar systems such as AAFP PI, and AMA PI criteria makes relevant high-quality improvement activities available to clinicians in diverse practices (including clinicians who are in solo, rural and isolated practices who are not yet participating in alternative payment models), and leverage a large community of geographically distributed educators to facilitate that participation.
Principles of Quality Improvement CME
Accredited CME activities that teach the principles of quality improvement, explain MACRA or count towards MOC Part IV requirements, such as MOC Part IV CME.
Recent surveys of physicians by the American Medical Group Management Association outline how there is significant lack of preparedness for value based payments including MIPS and APMs.
The purpose of this credit is to consider it as an "improvement activity" when provider learn about quality improvement and MACRA, which, we believe, should significantly contribute to the success of the Quality Payment Program.
Recent surveys of physicians by the American Medical Group Management Association outline how there is significant lack of preparedness for value based payments including MIPS and APMs.
The purpose of this credit is to consider it as an "improvement activity" when provider learn about quality improvement and MACRA, which, we believe, should significantly contribute to the success of the Quality Payment Program.
| cme_coalition_-_annual-call-for-measures-and-activities-for-mips_ia-submission-form.pdf |
| cme_coalition_-_annual-call-for-measures-and-activities-for-mips_ia-submission-form_2.pdf |
