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WEB-BASED PERFORMANCE ASSESSMENT AND IMPROVEMENT MODULE
Luciana Goldstein, MLIS, MSEdErik Langenau, DODot Horber, PhD
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Continuous Professional Development
Maintenance of Licensure (MOL) Osteopathic Continuous Certification (OCC) Maintenance of Certification (MOC)
FSMB-MOL AOA-OCC ABMS-MOC
1. Unrestricted Licensure 1. Licensure & Professional Standing
1. Reflective Lifelong Learning
2. Lifelong Learning/CME 2. Lifelong Learning & Self-assessment
2. The assessment of knowledge & skills
3. Cognitive Assessment 3. Cognitive Expertise
3. Performance in Practice
4. Practice Performance Assessment & Improvement
4. Practice Performance Assessment
5. AOA Membership
Langenau EE, Gimpel JR. The Challenges for Physicians of Demonstrating Continuing Competence in the Changing World of Medical Regulation: Osteopathic Pediatrician Case Report. J Med Reg. 2012;97(4): 14-20.
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Continuous Professional Development
• Simulation – Practical Exam / Standardized
Patients • AOBNMM Oral and Practical Exam
– Simulations (Mannequin, Part-task)• ACLS / BLS• ABA (Anesthesiology) Simulation Exams• Fundamentals of Laparoscopic Surgery
(FLS)
– Computer–Based Simulation • ABFM Self-Assessment Module (SAM)
Examples of Practice Improvement Programs
http://www.wiser.pitt.edu/sites/wiser/moca
www.sciencedirect.com
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Continuous Professional Development
• Practice Improvement Modules– ABMS: Patient Safety Improvement Program
(PSIP)– ABFP: Performance in Practice Module (PPM)– ABIM: Practice Improvement Modules (PIM)– AOA: Clinical Assessment Program (CAP)– NBOME: Osteopathic Performance Assessment
and Improvement Module (OPAIMTM)
• Emerging Programs– Virtual Environments– Web-Based Communication Assessment
Examples of Practice Improvement Programs
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Continuous Professional Development
• Osteopathic Performance Assessment and Improvement Module (OPAIMTM)
– Web-based asynchronous platform– Formative assessment– Practice assessment– Educational components: journal club, video
demonstrations, screencasts, etc– Self reflection– Individualized Learning Plan– Pre and post knowledge assessment– Pre and post performance assessment– Osteopathically distinct– Designed to satisfy Component 4 of AOA-OCC
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OPAIMTM
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OPAIMTM
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OPAIMTM
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OPAIMTM
• NBOME’s Goal– To assist specialty boards, colleges and stakeholders
to develop OPAIMTM programs that are convenient, user-friendly, practical and applicable.
– Help to create OPAIMTM programs which can be tailored to individual needs.
• Two OPAIMTM prototypes are in development– Medication Safety Communication – OMT For Low Back Pain in Pregnancy – These will be used for demonstration purposes to
illustrate how NBOME can assist specialty boards, colleges and other stakeholders to develop OPAIMTM programs suitable to their needs.
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Medication Safety Communication OPAIMTM
• Based on clinical guidelines and national standards
• Developed and reviewed by content experts
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Medication Safety Communication OPAIMTM
• Video demonstrations• Didactic presentations• Resource center
– Summary of guidelines – Review articles– Patient care tools
• Individualized Learning Plan (ILP)
Asynchronous Educational Activities
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Continuous Professional Development
Meaningful opportunities to improve education, patient care and safety
FSMB-MOL AOA-OCC ABMS-MOC
1. Unrestricted Licensure 1. Licensure & Professional Standing
1. Reflective Lifelong Learning
2. Lifelong Learning/CME 2. Lifelong Learning & Self-assessment
2. The assessment of knowledge & skills
3. Cognitive Assessment 3. Cognitive Expertise
3. Performance in Practice
4. Practice Performance Assessment & Improvement
4. Practice Performance Assessment
5. AOA Membership
A time for innovation
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Medicine in transition
Change
Opportunity
Innovation
Collaboration
Improved Patient Care
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THANK YOUAny Questions?
The NBOME’s vision is to be the global leader in assessment for osteopathic medicine and related health care professions.
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