Luciana Goldstein, MLIS, MSEd Erik Langenau, DO Dot Horber, PhD

© 2012 NBOMEwww.nbome.or

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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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• 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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• 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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• 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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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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Documents

Luciana Goldstein, MLIS, MSEd Erik Langenau, DO Dot Horber, PhD