{"id":1768,"date":"2013-07-12T04:23:00","date_gmt":"2013-07-11T23:23:00","guid":{"rendered":"http:\/\/www.policymed.com\/aafp-updates-cme-faculty-resource-center\/"},"modified":"2018-05-06T14:35:24","modified_gmt":"2018-05-06T09:35:24","slug":"aafp-updates-cme-faculty-resource-center","status":"publish","type":"post","link":"https:\/\/www.policymed.com\/2013\/07\/aafp-updates-cme-faculty-resource-center.html","title":{"rendered":"AAFP Updates CME Faculty Resource Center"},"content":{"rendered":"<p><span style=\"font-family: Arial;\">The American Academy of Family Physicians (AAFP) Division of Continuing Medical Education (DCME) recently announced that it is “moving to optimize its CME faculty selection process, in part by offering easier access to <a title=\"Online tools\" href=\"http:\/\/www.aafp.org\/cme\/faculty\/about.html\">online tools<\/a> for faculty,” according an <a href=\"http:\/\/www.aafp.org\/news-now\/education-professional-development\/20130403cmefaculty.html\">announcement<\/a> from DCME Medical Director Ann Karty, M.D. During the past few months, Karty explained, the Academy has :<br \/>\n<\/span><\/p>\n<ol>\n<li><span style=\"font-family: Arial; font-size: 12pt;\">Made renovations to the CME faculty section of the AAFP website;<br \/>\n<\/span><\/li>\n<li><span style=\"font-family: Arial; font-size: 12pt;\">Updated resources, including a new <a href=\"http:\/\/www.aafp.org\/cme\/faculty\/resources.html\">CME Faculty Resource Center<\/a>; and<br \/>\n<\/span><\/li>\n<li><span style=\"font-family: Arial; font-size: 12pt;\">Disseminated e-mail blasts, mailers and satisfaction surveys — all designed to enrich the overall faculty portfolio.<br \/>\n<\/span><\/li>\n<\/ol>\n<p><span style=\"font-family: Arial;\">“AAFP CME faculty members share their passion to teach and learn with their family medicine colleagues,” Karty said. “The recent updates to the recruiting and selection process components are designed to streamline the overall faculty selection process.”<\/span><\/p>\n<p>The Academy’s online <a title=\"CME Faculty Resource Center\" href=\"http:\/\/www.aafp.org\/cme\/faculty\/resources.html\">CME Faculty Resource Center<\/a> now offers several different content development tools, including a <a title=\"Elements of Case Studies: Educational Tools Webcast\" href=\"http:\/\/www.aafp.org\/cme\/faculty\/resources\/elements.html\">webcast<\/a> hosted by Karty on designing an effective case presentation or case studies. The site also includes links to guidelines for writing <a title=\"Guidelines for Test Writing\" href=\"http:\/\/www.aafp.org\/content\/dam\/AAFP\/documents\/cme\/faculty_development\/GuidelinesTestWriting.pdf\">tests<\/a> and <a title=\"Learning Objectives\" href=\"http:\/\/www.aafp.org\/content\/dam\/AAFP\/documents\/cme\/faculty_development\/LearningObjectivesGuidelines.pdf\">learning objectives<\/a>, as well as a <a title=\"Performance Measures\" href=\"http:\/\/www.aafp.org\/content\/dam\/AAFP\/documents\/cme\/faculty_development\/PerformanceMeasuresResource.pdf\">resource<\/a> on incorporating performance measures into CME activities. Below is a description and summary of some of these new resources in more detail. Finally, AAFP has also added links to a number of AAFP-recommended, evidence-based CME resources — both free and subscription-based — round out the complement of tools.<\/p>\n<p>In addition to these resources, the Academy also provides a <a title=\"Online training\" href=\"http:\/\/www.nfeinitiative.org\/\" target=\"_blank\" rel=\"noopener\">link<span style=\"color: blue; text-decoration: underline;\">(www.nfeinitiative.org)<\/span><\/a> to online training that outlines the differences between certified CME and promotional activities through the National Faculty Education Initiative. AAFP CME faculty are required to complete this training.<\/p>\n<p>The Academy offers opportunities for authors, editors and content development faculty to serve as live, audio, video or enduring presentation faculty members.<\/p>\n<p><span style=\"font-family: Arial;\"><strong>Guidelines for Writing Learning Objectives<br \/>\n<\/strong><\/span><\/p>\n<p><span style=\"font-family: Arial;\">AAFP states that the goal of a performance-based learning objective is to describe the behavior in measurable terms that you, a faculty member, would expect to observe of the learner upon completion of this learning activity. Then, the resource provides several Do’s and Don’ts. For example:<br \/>\n<\/span><\/p>\n<ul>\n<li><span style=\"font-family: Arial; font-size: 12pt;\"><strong>Do: <\/strong>Describe the observable <strong>action <\/strong>that you would expect to see the learner “doing” upon completion of the learning activity.<br \/>\n<\/span><\/li>\n<li><span style=\"font-family: Arial; font-size: 12pt;\"><strong>Don’t: <\/strong>Do not describe the <strong>instruction <\/strong>that you, the faculty member, will perform in order to teach the learner.<br \/>\n<\/span><\/li>\n<li><span style=\"font-family: Arial; font-size: 12pt;\"><strong>Do: <\/strong>Use <strong>measurable terms <\/strong>to describe the actions of the learner.<br \/>\n<\/span><\/li>\n<li><span style=\"font-family: Arial; font-size: 12pt;\"><strong>Don’t: <\/strong>Do not use <strong>unmeasurable terms <\/strong>such as <em>understand, know, be familiar with, comprehend, learn, or appreciate<\/em>.<em><br \/>\n<\/em><\/span><\/li>\n<li><span style=\"font-family: Arial; font-size: 12pt;\"><strong>Do: <\/strong>Describe <strong>only one <\/strong>action in each objective.<br \/>\n<\/span><\/li>\n<li><span style=\"font-family: Arial; font-size: 12pt;\"><strong>Don’t: <\/strong>Combine <strong>more than one <\/strong>action using “and.”<br \/>\n<\/span><\/li>\n<li><span style=\"font-family: Arial; font-size: 12pt;\"><strong>Do: <\/strong>Write learning objectives that are <strong>supported by the content <\/strong>of the learning activity.<strong><br \/>\n<\/strong><\/span><\/li>\n<li><span style=\"font-family: Arial; font-size: 12pt;\"><strong>Don’t: <\/strong>Do not write a learning objective <strong>based on content that is insufficiently addressed<\/strong>.<strong><br \/>\n<\/strong><\/span><\/li>\n<\/ul>\n<p><span style=\"font-family: Arial;\">The resource then gives very granular recommendations, tips and examples of how to word learning examples, showing <span style=\"text-decoration: underline;\">poor wording<\/span> (and explaining why) and then showing “better wording.” There is also an extensive “Verb Selection Guide” on the second page.<br \/>\n<\/span><\/p>\n<p><span style=\"font-family: Arial;\"><strong>Guidelines for Writing Tests<br \/>\n<\/strong><\/span><\/p>\n<p><span style=\"color: black; font-family: Arial; font-size: 12pt;\">This document explains that the goal of multiple-choice tests is to allow the learner to demonstrate competence in applying concepts described by the learning objectives from the associated CME activity. Following are tips, along with examples, for writing quality multiple-choice tests:<br \/>\n<\/span><\/p>\n<p><span style=\"color: black; font-family: Arial; font-size: 12pt;\"><strong>Tests should:<br \/>\n<\/strong><\/span><\/p>\n<ul>\n<li><span style=\"color: black; font-family: Arial; font-size: 12pt;\">Relate directly to instructional learning objectives<br \/>\n<\/span><\/li>\n<li><span style=\"color: black; font-family: Arial; font-size: 12pt;\">Consist of one question\/answer\/explanation per learning objective per direction of AAFP project manager<br \/>\n<\/span><\/li>\n<li><span style=\"color: black; font-family: Arial; font-size: 12pt;\">Contain a case study, when appropriate, with multiple questions related to the case.<br \/>\n<\/span><\/li>\n<li><span style=\"color: black; font-family: Arial; font-size: 12pt;\">Avoid testing knowledge that is controversial, especially when it is incomplete or debated<br \/>\n<\/span><\/li>\n<li><span style=\"color: black; font-family: Arial; font-size: 12pt;\">Avoid testing knowledge of medical trivia<br \/>\n<\/span><\/li>\n<li><span style=\"color: black; font-family: Arial; font-size: 12pt;\">Contain questions\/answer choices\/explanations that are the same for both the pre-test and post-test; re-arrangethe order for the post-test<br \/>\n<\/span><\/li>\n<\/ul>\n<p><span style=\"color: black; font-family: Arial; font-size: 12pt;\"><strong>Questions should: <\/strong><br \/>\n<\/span><\/p>\n<ul>\n<li><span style=\"color: black; font-family: Arial; font-size: 12pt;\">Include only relevant information<br \/>\n<\/span><\/li>\n<li><span style=\"color: black; font-family: Arial; font-size: 12pt;\">Contain as much of the question information as possible such that phrasing is not repeated in each answer choice(See example #3)<br \/>\n<\/span><\/li>\n<li><span style=\"color: black; font-family: Arial; font-size: 12pt;\">Ask for the correct, not the “wrong”, answer \u2013 i.e. “<em>Which of the following is <strong>NOT<\/strong>\u2026”<\/em>.<br \/>\n<\/span><\/li>\n<li><span style=\"color: black; font-family: Arial; font-size: 12pt;\">Avoid absolute terms, such as <em>always, never, all, or none<\/em><br \/>\n<\/span><\/li>\n<li><span style=\"color: black; font-family: Arial; font-size: 12pt;\">Avoid imprecise terms, such as <em>seldom, rarely, occasionally, sometimes, few, or many<\/em>; instead, use absolute numbers (e.g. 15%, rather than <em>few<\/em>)<br \/>\n<\/span><\/li>\n<li><span style=\"color: black; font-family: Arial; font-size: 12pt;\">Avoid cues, such as <em>may, could, or can<\/em><br \/>\n<\/span><\/li>\n<li><span style=\"color: black; font-family: Arial; font-size: 12pt;\">Spell out words for which you use an acronym, or abbreviation; follow with the acronym<br \/>\n<\/span><\/li>\n<\/ul>\n<p><span style=\"color: black; font-family: Arial; font-size: 12pt;\"><strong>Answer choices should: <\/strong><br \/>\n<\/span><\/p>\n<ul>\n<li><span style=\"color: black; font-family: Arial; font-size: 12pt;\">Contain incorrect answer choices (distractors) that are accurate but do not fully meet the requirements of thequestion; options should never be implausible, trivial, or nonsensical<br \/>\n<\/span><\/li>\n<li><span style=\"color: black; font-family: Arial; font-size: 12pt;\">Follow grammatically from the question, and not stand out as a result of phrasing<br \/>\n<\/span><\/li>\n<li><span style=\"color: black; font-family: Arial; font-size: 12pt;\">Relate to each other in kind (e.g., all diagnoses, all tests, all treatments)<br \/>\n<\/span><\/li>\n<li><span style=\"color: black; font-family: Arial; font-size: 12pt;\">Be similar in grammar, length, and complexity, with incorrect answers (distractors) being plausible but clearlyincorrect<br \/>\n<\/span><\/li>\n<li><span style=\"color: black; font-family: Arial; font-size: 12pt;\">Not include <em>none of the above <\/em>and <em>all the above<\/em><br \/>\n<\/span><\/li>\n<li><span style=\"color: black; font-family: Arial; font-size: 12pt;\">Be listed in order (e.g. numeric, chronologic)<br \/>\n<\/span><\/li>\n<li><span style=\"color: black; font-family: Arial; font-size: 12pt;\">Be independent of each other and should not overlap<br \/>\n<\/span><\/li>\n<li><span style=\"color: black; font-family: Arial; font-size: 12pt;\">Be varied in the positioning of the correct answer; i.e., not all correct answers should be ‘A’<br \/>\n<\/span><\/li>\n<li><span style=\"color: black; font-family: Arial; font-size: 12pt;\">Four to five options is optimal<br \/>\n<\/span><\/li>\n<\/ul>\n<p><span style=\"color: black; font-family: Arial; font-size: 12pt;\"><strong>Explanations should: <\/strong>Concisely but thoroughly explain why the specific answer option is correct. The explanation does not need toexplain why the incorrect answer options are not correct. The document then gives examples of questions and best practices for tests.<br \/>\n<\/span><\/p>\n<p><span style=\"font-family: Arial;\"><strong>Incorporating Performance Measures<br \/>\n<\/strong><\/span><\/p>\n<p><span style=\"font-family: Arial;\">This document gives a number of resources for evidence-based measures, including<br \/>\n<\/span><\/p>\n<ul>\n<li><a href=\"http:\/\/www.ama-assn.org\/ama\/pub\/physician-resources\/clinical-practice-improvement.shtml\"><span style=\"font-family: Arial; font-size: 12pt;\">AMA-convened Physician Consortium for Performance Improvement (PCPI) measures<\/span><\/a><span style=\"color: black; font-family: Arial; font-size: 12pt;\"><br \/>\n<\/span><\/li>\n<li><a href=\"http:\/\/www.ncqa.org\/tabid\/187\/Default.aspx\"><span style=\"font-family: Arial; font-size: 12pt;\">NCQA (National Committee for Quality Assurance): HEDIS\u00ae measures<\/span><\/a><span style=\"color: black; font-family: Arial; font-size: 12pt;\"><br \/>\n<\/span><\/li>\n<li><a href=\"http:\/\/www.cms.hhs.gov\/PQRI\/15_MeasuresCodes.asp\"><span style=\"font-family: Arial; font-size: 12pt;\">PQRI (Physician Quality Reporting Initiative)<\/span><\/a><span style=\"color: black; font-family: Arial; font-size: 12pt;\"><br \/>\n<\/span><\/li>\n<li><a href=\"http:\/\/www.aafp.org\/online\/en\/home\/practicemgt\/quality\/qitools\/perfmeasure.html\"><span style=\"font-family: Arial; font-size: 12pt;\">AAFP resource page on performance measurement<\/span><\/a><span style=\"color: black; font-family: Arial; font-size: 12pt;\"><br \/>\n<\/span><\/li>\n<li><a href=\"http:\/\/www.aafp.org\/online\/en\/home\/publications\/journals\/fpm\/fpmtoolbox.html\"><span style=\"font-family: Arial; font-size: 12pt;\">AAFP resource page on practice management tools<\/span><\/a><span style=\"color: black; font-family: Arial; font-size: 12pt;\">; and<br \/>\n<\/span><\/li>\n<li><span style=\"color: black; font-family: Arial; font-size: 12pt;\">The National Quality Forum (NQF) provides measures that can link process and outcome. <a href=\"http:\/\/www.qualityforum.org\/\">See NQF-Endorsed\u00ae Standards<\/a><br \/>\n<\/span><\/li>\n<\/ul>\n<p><span style=\"color: black; font-family: Arial;\">It also provides examples from a recent CME activity to show some of the outcomes based measures. <\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>The American Academy of Family Physicians (AAFP) Division of Continuing Medical Education (DCME) recently announced that it is “moving to optimize its CME faculty selection process, in part by offering easier access to online tools for faculty,” according an announcement from DCME Medical Director Ann Karty, M.D. During the past few months, Karty explained, the […]<\/p>\n","protected":false},"author":1,"featured_media":8577,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[14,19],"tags":[1101],"class_list":["post-1768","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-cme","category-innovation","tag-new"],"_links":{"self":[{"href":"https:\/\/www.policymed.com\/wp-json\/wp\/v2\/posts\/1768","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.policymed.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.policymed.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.policymed.com\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.policymed.com\/wp-json\/wp\/v2\/comments?post=1768"}],"version-history":[{"count":3,"href":"https:\/\/www.policymed.com\/wp-json\/wp\/v2\/posts\/1768\/revisions"}],"predecessor-version":[{"id":8582,"href":"https:\/\/www.policymed.com\/wp-json\/wp\/v2\/posts\/1768\/revisions\/8582"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.policymed.com\/wp-json\/wp\/v2\/media\/8577"}],"wp:attachment":[{"href":"https:\/\/www.policymed.com\/wp-json\/wp\/v2\/media?parent=1768"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.policymed.com\/wp-json\/wp\/v2\/categories?post=1768"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.policymed.com\/wp-json\/wp\/v2\/tags?post=1768"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}