Indicate the mechanism used to include patient as presenter
:
Describe in what way the planners and presenters of the activity
represent the
patient
or public, along with
the role they played in the planning AND delivery of your CE activity. (maximum 250
words per example)
JAC 14
Includes planners who are students of the health professions AND
Includes teachers who are students of the health professions
Indicate the mechanism used to
include Fellow/Student as presenter:
Describe the health professions’
students involved in the activity, including their profession and level of study (e.g.
undergraduate medical
students, nurse practitioner students, residents in general surgery) and how they
participated
as
both planners and faculty of the activity. (maximum 250 words per example activity)
JAC 16
Conducts scholarly pursuit relevant to IPCE and/or CE; AND
Submits, presents, or publishes a poster, abstract, or manuscript to or in a
peer-reviewed forum.
If yes, describe the project, how it was developed and strategies
used
to disseminate the findings, i.e., publication or presentation (maximum 250 words).
JAC 17
Teaches about collection, analysis, or synthesis of health/practice data AND
Uses health/practice data to teach about healthcare improvement
Describe how the activity taught learners about
collection, analysis, or synthesis of health/practice data and how the activity used
health/practice data to
teach about healthcare improvement. (maximum 250 words per activity description)
JAC 18
Teaches strategies that learners can use to achieve improvements in
population health
Describe the nature of the collaboration (new/continued) with one
or
more healthcare or community organization(s) AND demonstrate that the
collaboration augmented MLI’s ability to address population health issues.
JAC 20
Provides IPCE/CE to improve communication skills; AND
Includes an evaluation of observed (e.g., in person or video) communication skills;
AND
Provides formative feedback to the learner about communication skills.
If yes, describe how this activity will help learners gain,
retain, or
improve technical and/or procedural skills, such as operative skill, device use,
procedures,
physical examination, specimen preparation, resuscitation, and critical incident management
(maximum 250 words).
JAC 22
Tracks the repeated engagement of the learner/team with a longitudinal
curriculum/plan
over weeks or months, AND
Provides individualized feedback to the learner/team to close practice gaps.
If yes, describe the strategy or strategies that will be used to
design an individualized educational plan for the learner and/or healthcare team to close
the
individual/or team’s professional practice gap over time; either through a customized
curriculum, self-directed learning plan where the learner/team assesses their own gaps and
selects content to address those gaps (maximum 250 words).
JAC 23
Collaborates in the process of healthcare quality improvement AND
Describe how MLI collaborated in the process of healthcare
quality improvement, along with the improvements that resulted. Include data
(qualitative or quantitative) that demonstrates those improvements (maximum 500 words per
collaboration).
JAC 24
Collaborates in the process of healthcare quality improvement AND
Describe how MLI collaborated in the
process of healthcare quality improvement, along with the improvements that resulted.
Include
data
(qualitative or quantitative) that demonstrates those improvements (maximum 500 words per
collaboration).
JAC 25
Collaborates in the process of improving patient or community health
AND
Demonstrates improvement in patient or community outcomes
Describe how MLI collaboration in
the process of improving patient or community health that included CE, along with the
improvements that
resulted.Include data (qualitative or quantitative) that demonstrates those improvements
(maximum 500
words per collaboration).