See American Academy of Family Physicians
See American Board of Medical Specialties
Accreditation Council for Continuing Medical Education (ACCME)
The ACCME sets the standards for the accreditation of all providers of CME activities. The ACCME has two major functions: the accreditation of providers whose CME activities attract a national audience and the recognition of state or territorial medical societies to accredit providers whose audiences for its CME activities are primarily from that state/territory and contiguous states/territories. The ACCME’s seven member organizations are the American Board of Medical Specialties (ABMS), the American Hospital Association (AHA), the American Medical Association (AMA), the Association of American Medical Colleges (AAMC), the Association for Hospital Medical Education (AHME), the Council of Medical Specialty Societies (CMSS), and the Federation of State Medical Boards of the U.S., Inc. (FSMB).
Accreditation Council for Graduate Medical Education (ACGME)
The Accreditation Council for Graduate Medical Education (ACGME) is responsible for the Accreditation of post-MD medical training programs within the United States. Accreditation is accomplished through a peer review process and is based upon established standards and guidelines.
The standard statement that must be used by all accredited institutions and organizations. There are two different statements that might be used depending on the number and relationships of the organizations involved in planning and implementing the activity:
Directly sponsored activity -- An activity planned and implemented by an ACCME or state medical society accredited provider of CME.
The (name of the accredited provider) is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.
Jointly provided activity -- An activity planned and implemented by an ACCME or state medical society accredited provider working in collaboration with a non-accredited entity. The accredited provider must ensure compliance with the ACCME Essential Areas and Policies.
This activity has been planned and implemented in accordance with the accreditation requirements and policies of the Accreditation Council for Continuing Medical Education through the joint providership of the Medical College of Wisconsin and (name of non-accredited provider). The Medical College of Wisconsin is accredited by the ACCME to provide continuing medical education for physicians.
AdvaMed Code of Ethics
develop, produce, manufacture, and market medical products, technologies and related services and therapies used to diagnose, treat, monitor, manage and alleviate health conditions and disabilities (“Medical Technologies”) in order to enable patients to live longer and healthier lives (collectively “Companies,” and individually “Company”). AdvaMed is dedicated to the advancement of medical science, the improvement of patient care, and, in particular, the contributions that high quality, innovative Medical Technologies make toward achieving these goals. AdvaMed recognizes the obligation to facilitate ethical interactions between Companies and those individuals or entities involved in the provision of health care services and/or items to patients, which purchase, lease, recommend, use, arrange for the purchase or lease of, or prescribe Companies’ Medical Technologies in the United States (“Health Care professionals”).
Agency for Healthcare Research and Quality (AHRQ)
The Agency for Healthcare Research and Quality's (AHRQ) mission is to improve the quality, safety, efficiency, and effectiveness of health care for all Americans. As 1 of 12 agencies within the Department of Health and Human Services, AHRQ supports research that helps people make more informed decisions and improves the quality of health care services. AHRQ was formerly known as the Agency for Health Care Policy and Research.
Alliance for Continuing Education in the Health Professions (ACEHP)
The Alliance for Continuing Medical Education is a community of professionals dedicated to accelerating excellence in healthcare performance through education, advocacy, and collaboration.
American Medical Association Physician’s Recognition Award
American Academy of Family Physicians (AAFP)
The American Academy of Family Physicians is one of the largest national medical organizations, representing more than 100,300 family physicians, family medicine residents and medical students nationwide. Founded in 1947, its mission has been to preserve and promote the science and art of Family Medicine and to ensure high-quality, cost-effective health care for patients of all ages.
American Board of Medical Specialties (ABMS)
The American Board of Medical Specialties (ABMS), a not-for-profit organization, assists 24 approved medical specialty boards in the development and use of standards in the ongoing evaluation and certification of physicians.
American College of Obstetricians and Gynecologists
Based in Washington, DC, ACOG has over 52,000 members and is the nation's leading group of professionals providing health care for women. ACOG works primarily in four areas: 1) to serve as a strong advocate for quality health care for women, 2) maintain the highest standards of clinical practice and continuing education for its members, 3) to promote patient education and stimulating patient understanding of and involvement in medical care, and 4) to increase awareness among its members and the public of the changing issues facing women's health care.
American Medical Association (AMA)
The American Medical Association helps doctors help patients by uniting physicians nationwide to work on the most important professional and public health issues.
AMA policy on issues in medicine and public health is decided through its democratic policy-making process, in the AMA House of Delegates.
The AMA's activities with for-profit entities are directed by AMA guidelines for corporate relationships, and its Internet products follow AMA guidelines for health and information websites.
American Psychological Association (APA)
Based in Washington, D.C., the American Psychological Association (APA) is a scientific and professional organization that represents psychology in the United States. With more than 154,000 members, APA is the largest association of psychologists worldwide. The mission of the APA is to advance the creation, communication and application of psychological knowledge to benefit society and improve people’s lives.
Audience Response System (ARS)
A type of interaction associated with the use of audience response systems, to create interactivity between a presenter and his/her audience. Systems for co-located audiences combine wireless hardware with presentation software, and systems for remote audiences may use telephones or web polls for audiences watching through television or the Internet. In educational settings, such systems are often called "student response systems" or "personal response systems." The hand-held remote control that students use to convey their responses to questions is often called a "clicker."
Center for Disease (CDC)
CDC is dedicated to protecting health and promoting quality of life through the prevention and control of disease, injury, and disability. They are committed to programs that reduce the health and economic consequences of the leading causes of death and disability, thereby ensuring a long, productive, healthy life for all people.
A commercial interest is any entity producing, marketing, re-selling, or distributing health care goods or services consumed by, or used on, patients. The ACCME does not consider providers of clinical service directly to patients to be commercial interests. A commercial interest is not eligible for ACCME accreditation.
Financial, or in-kind, contributions given by a commercial interest, which is used to pay all or part of the costs of a CME activity. The definition of roles and requirements when commercial support is received are outlined in the ACCME Standards for Commercial Support™
Commercial Support Agreement (CSA)
Legally binding contract between a pharmaceutical or biomedical device company and MCW. It is MCW generated and outlines the criteria for MCW and/or its educational partner to receive unrestricted educational grants to support educational activities.
“Knowing how to do something”...is a combination of knowledge, skills and performance, the ability to apply knowledge, skills and judgment in practice…the simultaneous integration of knowledge, skills, and attitudes required for performance in a designated role and setting.”
Conflict of Interest (COI)
When an individual’s interests are aligned with those of a commercial interest the interests of the individual are in “conflict‟ with the interests of the public. The ACCME considers financial relationships to create actual conflicts of interest in CME when individuals have both a financial relationship with a commercial interest and the opportunity to affect the content of CME about the products or services of that commercial interest. The potential for maintaining or increasing the value of the financial relationship with the commercial interest creates an incentive to influence the content of the CME – an incentive to insert commercial bias.
Continuing Medical Education (CME)
Continuing medical education consists of educational activities which serve to maintain, develop, or increase the knowledge, skills, and professional performance and relationships that a physician uses to provide services for patients, the public, or the profession. The content of CME is that body of knowledge and skills generally recognized and accepted by the profession as within the basic medical sciences, the discipline of clinical medicine, and the provision of health care to the public.
Patient Care—Provide care that is compassionate, 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.
Continuing Professional Development
Credit Designation Statement
The AMA Credit Designation Statement indicates to physicians that the activity has been certified by an accredited CME provider as being in compliance with AMA PRA Category 1 Credit™ requirements.
Enduring materials are printed, recorded or computer assisted instructional materials which may be used over time at various locations and which in themselves constitute a planned CME activity. Examples of such materials for independent physician learning include: programmed texts, audio-tapes, videotapes and computer assisted instructional materials which are used alone or in combination with written materials.
European Accreditation Council for Continuing Medical Education (EACCME)
The EACCME was established by the Management Council of the UEMS in its October 1999 meeting in Vienna and started operation in January 2000. The purpose of the UEMS is the harmonization and improvement of the quality of specialist medical care in Europe.
In the field of Continuing Medical Education (CME) and Continuing Professional Development (CPD) the EACCME will serve this purpose by insuring accessibility to quality CME activities and securing European exchange of CME credits for the medical specialists in Europe.
Global Alliance for Continuing Medical Education (GAME)
Founded in 1995, with over 130 members, GAME is a not-for-profit organization dedicated to the advancement of innovation in medical education throughout the world.
Healthy People 2020
Healthy People 2020 is the product of an extensive stakeholder feedback process that is unparalleled in government and health. It integrates input from public health and prevention experts, a wide range of federal, state and local government officials, a consortium of more than 2,000 organizations, and most importantly, the public.
Institute of Medicine (IOM)
The Institute of Medicine (IOM) is an independent, nonprofit organization that works outside of government to provide unbiased and authoritative advice to decision makers and the public.
Providership of a CME activity by two institutions or organizations when only one of the institutions or organizations is accredited. The accredited provider must take responsibility for a CME activity when it is presented in cooperation with a non-accredited institution or organization and must use the appropriate accreditation statement. A commercial interest cannot take the role of non-accredited entity in a joint providership relationship.
Joint Providership Agreement (JSA)
Legal agreement that outlines the roles and responsibilities of MCW and our external continuing education partners.
Letter of Agreement (LOA)
Legally binding contract between a pharmaceutical or biomedical device company and MCW. It is company generated and outlines the criteria for MCW and/or its educational partner to receive unrestricted educational grants to support educational activities.
Maintenance of Certification (MOC)
MOC assures that the physician is committed to lifelong learning and competency in a specialty and/or subspecialty by requiring ongoing measurement of six core competencies adopted by ABMS and ACGME in 1999. The four-part MOC process includes:
Part I —Professional Standing
Part II—Lifelong Learning and Self-Assessment
Part III—Cognitive Expertise
Part IV—Practice Performance Assessment
Maintenance of Licensure (MOL)
When fully implemented nationwide, it is anticipated that all licensed physicians will be engaged in a culture of continuous quality improvement and lifelong learning assisted by objective data and resulting in significant and demonstrable actions that result in the improvement of patient care and their practices.
Multi-Specialty MOC Portfolio Program
The Multi-Specialty MOC Portfolio Approval Program (Portfolio Program) offers a single process for healthcare organizations to support physician involvement in quality improvement and Maintenance of Certification (MOC) across multiple ABMS specialties. This pathway offers a streamlined approach for organizations that sponsor and support multiple well-designed quality improvement efforts involving physicians across multiple disciplines to work with ABMS Member Boards to grant MOC Part IV credit to physicians who are involved in those improvement efforts.
National Cancer Institute (NCI)
The National Cancer Institute coordinates the National Cancer Program, which conducts and supports research, training, health information dissemination, and other programs with respect to the cause, diagnosis, prevention, and treatment of cancer, rehabilitation from cancer, and the continuing care of cancer patients and the families of cancer patients
National Institutes of Health (NIH)
The National Institutes of Health (NIH), is a part of the U.S. Department of Health and Human Services which is the nation’s medical research agency. NIH is made up of 27 Institutes and Centers, each with a specific research agenda, often focusing on particular diseases or body systems. NIH leadership plays an active role in shaping the agency's research planning, activities, and outlook.
Used to enhance change as an adjunct to your activities/educational interventions (e.g., reminders, patient feedback)
Office of Continuing and Professional Education
What one actually does, in practice. Performance is based on one’s competence but is modified by system factors and the circumstances.
Performance Improvement CME (PI CME)
PI CME is a certified CME activity in which an accredited CME provider structures a long-term three-stage process by which a physician or group of physicians learn about specific performance measures1, 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 activity may address any facet (structure, process or outcome) of a physician’s practice with direct implications for patient care.
The Pharmaceutical Research and Manufacturers of America (PhRMA) represents research-based pharmaceutical and biotechnology companies. Our members develop and market new medicines to enable patients to live longer and healthier lives.
Ethical relationships with healthcare professionals are critical to our mission of helping patients by developing and marketing new medicines. An important part of achieving this mission is ensuring that healthcare professionals have the latest, most accurate information available regarding prescription medicines, which play an ever-increasing role in patient healthcare. This document focuses on our interactions with healthcare professionals that relate to the marketing of our products.
Appropriate marketing of medicines ensures that patients have access to the products they need and that the products are used correctly for maximum patient benefit. Our relationships with healthcare professionals are critical to achieving these goals because they enable us to – inform healthcare professionals about the benefits and risks of our products to help advance appropriate patient use provide scientific and educational information, support medical research and education, and obtain feedback and advice about our products through consultation with medical experts.
In interacting with the medical community, we are committed to following the highest ethical standards as well as all legal requirements. We are also concerned that our interactions with healthcare professionals not be perceived as inappropriate by patients or the public at large. This Code is to reinforce our intention that our interactions with healthcare professionals are professional exchanges designed to benefit patients and to enhance the practice of medicine. The Code is based on the principle that a healthcare professional’s care of patients should be based, and should be perceived as being based, solely on each patient’s medical needs and the healthcare professional’s medical knowledge and experience.
Therefore, PhRMA adopts this updated and enhanced voluntary code on relationships with U.S. healthcare professionals. This Code reflects and builds upon the standards and principles set forth in its predecessor, the PhRMA Code on Interactions with Healthcare Professionals that took effect on July 1, 2002. Like the 2002 edition, this Code addresses interactions with respect to marketed products and related pre-launch activities. PhRMA member companies’ relationships with clinical investigators and other individuals and entities as they relate to the clinical research process are addressed in the PhRMA Principles on Conduct of Clinical Trials and Communication of Clinical Trial Results.
Point of Care CME (PoC CME)
An Internet PoC learning activity is a certified CME activity structured by an accredited CME provider in which a physician engages in self-directed, online learning on topics relevant to their clinical practice. Learning for this activity includes a reflective process in which a physician must document their clinical question, the sources consulted and the application to practice.
Professional Practice Gap
The difference between actual and ideal performance and/or patient outcomes. “In patient care, the quality gap is the difference between present treatment success rates and those thought to be achievable using best practice guidelines.” As CME content goes beyond issues of direct patient care…professional practice gap [also refers] to a quality gap in areas that include but also can go beyond patient care (e.g., systems’ based practice, informatics, leadership and administration)
Quality Improvement Education (QIE)
The incorporation and integration of educators and educational tools, techniques, and resources into QI efforts across the healthcare-delivery and community-health sectors.
Regularly Scheduled Series (RSS)
Daily, weekly, monthly or quarterly CME activity that is primarily planned by and presented to the accredited provider’s professional staff.
Self-Assessment Module (SAMs)
A physician guided educational project that is a component of Maintenance of Certification.
The Cochrane Library
The Cochrane Library is a collection of six databases that contain different types of high-quality, independent evidence to inform healthcare decision-making, and a seventh database that provides information about groups in The Cochrane Collaboration.
Unrestricted Educational Grant
Funds that support CME and other educational interventions that do not restrict the use of the funds. For example, the grants do not specify what the funds must be used for. These are the only types of grants that are acceptable to use in CME from Commercial Interest. Foundation (private grants) and government grants may be restricted.
Wisconsin Consortium for Continuing Medical Education (WCCME)
Wisconsin based volunteer organization comprised of CME professions who share CME expertise, collaborate and build knowledge in the field of CME.