Initial consultation and collaborative assessment of new activity concept to determine if request is in alignment with SCCME mission.

Key tasks include:
    Clarify conference goals
    Review of six phase cycle of planning
    Review roles and responsibilities
    Financial backstop
    Determine go/no go decision

Contact the Stanford Center for Continuing Medical Education (SCCME) at least 12 months in advance of the proposed activity to ensure the necessary time to discuss the conference concept and its planning, approval, and promotion.

The SCCME evaluates new activity proposals to make sure that they are consistent with the Center’s mission. The Center must also ensure there are sufficient resources to support the proposed activity and the Stanford Department/Institute/Division requesting the continuing medical education (CME) activity is prepared to financially backstop activity deficits.  The consultation results in a collaborative decision regarding the appropriateness of the concept for certified continuing medical education.

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Establish Course Director/s and Planning Committee structure.

Key tasks include:
    Assign CME Coordinator
    Establish conference date and venue
    Establish planning timeline
    Set up standing planning meetings
    Gather planner documents and resolve financial conflicts
    Decision on requesting commercial support

In this phase, the Course Director (a Stanford School of Medicine physician faculty member) establishes a Planning Committee and coordinates the activity planning process with the support of the CME Conference Manager.  More than one planner is recommended and required if the Course Director has a conflict of interest relevant to the subject matter of the activity. These planners will be responsible for completing the CME Planning Documentation Worksheet and Application (CME Application) in Phase 3. The CME Conference Manager will facilitate the planning and implementation process.

The CME Application facilitates and documents the planning process by addressing elements that are both helpful and required by our accrediting body (ACCME).

Key tasks include:
    Review application components
    Identify professional practice gaps that exist between current and best practices
    Document course development
    Develop budget and receive financial approval
    Develop marketing plan
    Submit Internal Commercial Support Request as appropriate

Activity planning is the responsibility of the Course Director and includes identifying professional practice gaps that exist between current and best practices and determining the educational content that will address those gaps. Among other things, speakers and topics are selected as well as the most appropriate educational format, learning objectives and educational outcomes measurement methods for the activity.

The Stanford CME Application is the primary vehicle used to facilitate and document the planning process so that all important activity elements are addressed and Accreditation Council for Continuing Medical Education (ACCME) regulatory requirements are met.

CME Applications must be approved prior to promotion and/or advertising of a CME activity. For this reason, activity applications must be completed and submitted to the Stanford Center for CME 6-9 months in advance of the activity.

In this phase, the CME Application is reviewed/ modified, given final approval and the marketing plan is implemented.

Key tasks include:
    Approve CME Application
    Create marketing collateral
    Create and open registration and course website
    Send invitations to intended audience
    Send faculty packets
    Collect all faculty documentation

In this phase, SCCME staff review the activity application, note necessary additions or modifications, and work with the Course Director on supplementing the application with missing information. Once fully complete, the application is sent for final accreditation review. If no additional modifications are required, the CME Application and supporting documentation are sent to the Associate Dean for Postgraduate Medical Education for final approval.

In addition, during this phase much of the course’s production takes place. This includes: sending all necessary materials to faculty, collecting faculty documentation, developing and sending marketing materials, creating a course website and registration process, and faculty begin creating their presentations, etc.

All promotional materials including brochures and online postings must be reviewed and approved by the Stanford Center for CME prior printing, posting and/or sending.

Ongoing preparation for course delivery.

Key tasks include:
    Create syllabus
    Collect speaker presentations
    Review/modify presentations for ACCME rules, copyright and HIPAA issues
    Ensure receipt of all faculty documentation and resolution of conflicts
    Set up venue
    Provide on-site staff support for course delivery

During the last month prior to course delivery, preparation for delivery of the educational activity continues. At this stage all faculty disclosure forms must be received and reviewed. Should any faculty member have a conflict of interest, a non-conflicted course director, or his/her appointee, must resolve that conflict (typically by reviewing the faculty member’s presentation and requesting edits as necessary).

Activity promotion and registration administration continue until a week prior to the course.

All presentation slides are submitted to the SCCME at least four weeks prior to the activity to provide sufficient time for their review by CME staff and the Course Director (as needed for resolving conflicts), edits, and inclusion in the syllabus if applicable.

On the date(s) of the course, onsite support will be provided and generally includes, at a minimum, the assigned CME Course Coordinator who will oversee registration, catering, venue logistics, and participant needs.

During this phase we prepare to close the conference which includes learner evaluations and assessing multiple aspects of the planning and outcomes of the course. For recurring courses this data sets the stage for the needs assessment for the next course.

Key tasks include:
    Email evaluation immediately post event to participants to assess impact of the education
    Complete expense settlements and reconcile budget
    Meet with Course Director(s) and Planning Committee to debrief
    Email performance evaluation 60 days post event to assess practice changes, as appropriate

After the course has been completed, it is evaluated to assess the impact of the education, which includes if learners were able to increase their competence or improve their performance, and if there was perceived bias. Expense settlements are submitted by faculty and final budget reconciliation is completed.

The CME Course Coordinator will compile all final documentation within 60 days of the conclusion of the activity, including the outcomes summary and final reconciled budget, and deliver the close-out package for accreditation review.

The CME Conference Manager will host a debrief meeting with the Course Director(s) and Planning Committee to review and assess the success of the program.  For recurring courses, this process facilitates the needs assessment for the upcoming year.