California Blood Bank Society
Committee Chair Orientation
and Training
April 2016
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Today’s Objectives
At the end of this session, you should be able to:
 Identify CME/CE requirements for educational
programs.
 Prepare and submit essential forms.
 Create measurable objectives.
 Perform a needs assessment.
 Analyze and define a gap.
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Continuing Education Requirements
• Use the CE accreditation section in the CBBS
Operations Manual.
– Section VII - updated 4/2013.
• Please abide by the requirements.
– All documents must be COMPLETED.
– Submit all documents ON TIME
– FAILURE TO DO SO JEOPARDIZES OUR
ACCREDITATION!
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CMEs/CEs
• Annual Meeting
• Regional Seminars
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Program Planning
• Design programs for all CE categories:
– Physicians
– Clinical Laboratory Scientists
– Nurses
– Histotechnologists
– Phlebotomists
• Include your assigned Board Liaison in the
process.
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Pre-Planning Meeting
• Review CBBS Operations Manual
– Conflict of interest/disclosure policies
– General committee guidelines
– Seminar and Annual Meeting guidelines
– SOP on Continuing Education
– Essential forms
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Critical Forms
• Planning meeting minutes
• Template for Regional Seminars and Annual
Meeting
• Speaker Information
Submit to Central Office
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Planning Meeting Minutes
•
•
•
•
•
•
Meeting date, location of meeting
List of attendees
Any conflicts of interest or disclosures
Working agenda
Program needs assessments and sources
Program details for Regional Seminar and
Annual Meeting
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Essentials of Program Planning
1. Start with mission statement and conflict of interest policy.
2. Review previous year’s evaluation summary. Can we
improve?
3. Perform a need assessment and select program topics
based on mission statement and needs assessment.
4. Define the gap between current practice/knowledge and
best practice/knowledge
5. Develop objectives (minimum - one objective per talk).
6. Calculate # CEUs (1 CEU = 60 minutes learning time only).
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Continuing Education
Mission Statement
• To provide relevant, high-quality educational
activities.
• To improve patient care by promoting good
transfusion medicine practice and by fostering a
blood supply that is both adequate and safe.
• Be current and responsive to the needs of our
transfusion medicine community and the
physician/patient/donor populations we serve and
advise.
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Needs Assessment
Includes two processes:
• Topic selection based on need
• “Gap analysis” of the topics selected to ensure the
planned program will meet educational need
Ask the questions:
• Is the topic NEEDED?
• WHY?
• HOW do we know this?
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Select the Topic From the “Need”
• Review previous program evaluations.
• Ask committee members for expert opinions.
• Query work constituents.
Brainstorm for educational needs
instead of just topics.
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Document the “Need”
1
2
6
4
3
5
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Document the “Need”
1
2
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Document the Source
Learning needs may be identified from a number of
sources:
• Presumed need – Perception and opinions of planning
committees. What do WE think the participants need?
• Expressed need – Identified by evaluation forms,
constituent surveys, focus groups. What do THEY think
they need?
• Demonstrated need – Based on statistics, performance
improvement data, literature, national association
studies. What do we KNOW they need?
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Categorize “Needs Assessment”
Sources in Detail…
Presumed/Expert defined
• Planning Committee
• Program faculty
• Expert panels
• Peer-reviewed literature
• Research findings
• Required by some medical
authority
• Required by government
authority/regulation
Expressed/Participant defined
• Evaluation forms
• Focus groups
• Surveys
• Other requests from
MDs/MTs, RNs/clients
• Requests from affiliated
institutions or groups
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Categorize “Needs Assessment”
Sources in Detail…
•
•
•
•
•
•
•
Demonstrated/Observed
Hospital/Lab QA analyses
Other clinical or technical
observations
Mortality/morbidity data
Epidemiological data
National guidelines (TJC,
FDA)
Specialty society guidelines
(AABB)
Database analysis or trend
•
•
•
•
•
•
Environmental Scanning
CBBS e-Network Forum
AABB SmartBriefs
Evidence of offerings from
other CE providers
Lay press
Consumer ads
Other societal trends
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Write Program Objectives
• Describe what the participant will be able to
do as a result of the activity.
• A good objective should:
– Directly relate to program.
– Be short, clear, concise and understandable.
– Be clearly stated and measurable.
– Be obtainable and realistic.
– Cover only one issue or learning goal.
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Program Objectives
THE BIGGEST PROBLEM!
• Objectives must be written from the perspective of
the attendee.
– Objectives are statements of what the attendee should
have learned by attending the talk.
– Objectives are not a complete list of everything the
speaker plans to talk about.
• Objectives should NEVER be written from the
perspective of the speaker.
– The Presentation Summary is written from the perspective
of the speaker.
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Do You Remember This?
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Program Objectives
• Think of program objectives like a test
question.
– If the answer to the question would fill a blue
book, it is not a good objective.
– If the answer to the question can fit into a
paragraph or a page, it may be a good objective.
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Program Objectives
• Is this an objective or a summary?
– Use three cases to show how Daratumumab can affect
serologic testing.
– Describe why Daratumumab can cause a positive antibody
screen
– Review processes that blood centers can use to direct
donors to the best donation type for the donor.
– List three actions a blood center can take to direct donors
to the best donation type for the donor.
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Program Objectives
• Is this an objective or a summary?
– Use three cases to show how Daratumumab can affect
serologic testing - Summary
– Describe why Daratumumab can cause a positive antibody
screen - Objective
– Review processes that blood centers can use to direct
donors to the best donation type for the donor - Summary
– List three things a blood center can do to direct donors to
the best donation type for the donor - Objective
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Checklist for Objectives
• Is your main intention for the instruction stated?
• If the main intention is not obvious is an indicator
performance stated?
• Is the indicator behavior simple and direct?
• Have you described what the learner will have, or
not have, when performing the objective?
• Have you determined how well the learner must
perform to be acceptable performance?
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Calculate the CME/CE hours
• Only learning time counts:
Total minutes / 60 minutes
• Fractions? OK to round up to nearest full hour, but
you need at least 50 minutes education content to
qualify for 1 CEU and programs must be at least 1
CEU total.
• Plan programs to be whole or half numbers.
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When planning is done, send to the
Central Office
• Meeting Minutes
• Completed Template for Regional Seminars
and Annual Meeting
• Seminar dates, detailed location information
and available PowerPoint version (Seminars
only)
• Speaker Information form for each speaker
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Ask for help if needed
Your Board liaison
The Central Office
The CME/CE Committee
We are a team…
…don’t let deadlines explode in your face!
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Role of the CME/CE Committee
• Review your planning process, need
assessment, topic and objectives, speakers,
evaluation tools, certificates to ensure
CME/CE requirements are met.
• Approve the CEU#.
• The Central Office will send information and
forms to CE committee.
If there’s an issue, you’ll hear from us…
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Contacting the speaker
• You or a committee member makes initial contact
and provides Speaker Information forms to CBBS
Central Office.
• You or a committee member fills out the form while
speaking to the speaker on the phone. Do not
assume any information.
– ASK their title!
– ASK how they would like to be listed in the program!
– ASK for their email!
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Contacting the speaker
• Submit forms to the CO as they are completed.
Don’t wait until you’ve accumulated them all.
• CBBS CO will follow-up with the speaker via email or
telephone with official information on the talk and
reimbursement, and will request signed disclosure
forms, CVs, notification of special requirements, etc.
• Chairs will be asked to nag speakers who do not
respond to CO. Board Liaisons will be asked to nag
chairs if necessary!
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Speaker Dos and Don’ts
Do’s
Don’ts
• Contact speakers and get
commitments once
approved by the BOD
• Give speakers the objectives
of their talk
• Get their contact
information exactly as they
want it to appear in the
program
• Check CBBS website for
appropriate forms
• Send the Speaker
Information form to the
Speaker to complete
• Ask the speaker to develop
their own objectives
• Tell the speaker they will get
an honorarium without
Board approval
• Procrastinate!
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Before the Seminar or Annual Meeting
Seminars
Annual Meeting
• Review your Chair
• Review your Chair
Binder and checklist.
Binder and checklist.
• Assign site coordinator • Select committee
to check room, food
members as program
arrangements etc.
moderators (2 per
session) and send their
• Have committee
names as they should
members ready for site
be listed in the program
registration and
to the Central Office.
assistance.
Know your DEADLINES!
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During the Seminar or Annual Meeting
• Follow checklists.
– Both Site and Moderator!
• Announce Conflicts of Interest.
• Monitor the sessions (as possible).
• Inform CBBS Office of any problems, process
improvement ideas, or suggestions.
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After the Seminar or Annual Meeting
• Return all forms to CBBS CO as directed on
checklist ASAP.
• Return sign-in sheets ASAP.
• Return evaluation forms ASAP.
• CME/CE certificates can not be mailed to
attendees until after the CO receives the sign
in sheets and evaluation forms.
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Thank you!
Congratulations on your
position as Committee Chair!
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