American Board Of Family Medicine
The American Board of Family Medicine
1648 McGrathiana Parkway, Suite 550
Lexington, KY 40511
Phone: (859) 269-5626
Toll-free: (888) 995-5700
Fax: (859) 335-7501http://www.theabfm.org
Maintenance of Certification Part II Lifelong Learning and Self-Assessment Requirements
- Complete 150 CME credits of specialty-relevant CME every three years. A minimum of 75 of the 150 CME Credits must be AMA PRA Category 1 Credits™.
- Complete a minimum of one Self-Assessment Activity every three years. This requirement can be met from the successful completion of a Knowledge Self-Assessment (KSA) activity or by completing at least 4 quarters of the Continuous Knowledge Self-Assessment (CKSA) in each 3-year period. Successful completion of a KSA earns 10 ABFM MOC Points and 8 AMA PRA Category CME Credits™ and the CKSA is worth 2.5 ABFM MOC Points per quarter. Both activities can be accessed through the ABFM Physician Portfolio.
- The Clinical Self-Assessment (CSA) is now optional. Successful completion of a CSA earns 5 ABFM MOC Points and 4 AMA PRA Category 1 Credits™. CSA’s are accessed through the ABFM Physician Portfolio.
Who Gets Coronavirus Vaccine First? JAMA
On October 2 the US National Academies of Science, Engineering, and Medicine issued its consensus Framework for Equitable Allocation of a COVID-19 Vaccine. William H. Foege, MD, MPH, emeritus distinguished professor of International Health at the Rollins School of Public Health at Emory University,
1. This activity is accredited by the American Medical Association.
2. This activity is free to AMA members.
ACP Advance Curriculum Module 1: Establish the What and Why for Change American College of Physicians
Based on a review of the literature and member surveys that we have done, physicians need practical instruction on how to meaningfully engage in ongoing quality improvement (QI) in a way that minimizes jargon and administrative burden and maximizes engagement of the clinical team and patient outcomes.
Here are some key references to support this gap:
• Institute of Medicine. 2001. Crossing the Quality Chasm: A New Health System for the 21st Century. Washington, DC: The National Academies Press. https://doi.org/10.17226/10027
• Zoutman DE, Ford BD. Quality improvement in hospitals: barriers and facilitators. Int J Health Care Qual Assur. 2017 Feb 13;30(1):16-24. PubMed PMID: 28105882.
• Coleman DL, Wardrop RM 3rd, Levinson WS, Zeidel ML, Parsons PE. Strategies for Developing and Recognizing Faculty Working in Quality Improvement and Patient Safety. Acad Med. 2017 Jan;92(1):52-57. PubMed PMID: 27191838.
The ACP Advance curriculum is designed to help clinicians from all specialties and subspecialties engage and empower to participate in quality improvement projects that are meaningful and put the clinician in the driver’s seat. The curriculum focuses on simple, core concepts that can be applied to help achieve meaningful quality goals in a practical manner.
Physicians need basic working knowledge of key definitions, steps and resources necessary to constructively engage in quality improvement. The ACP Advance QI Curriculum is designed to fill this knowledge gap.
This curriculum is interactive to allow participants to complete a project plan, map and use the key resources to plan their project.
The project they plan will be focused on improved performance of the clinical team and health delivery system in which the team is working.
The requirements and other information provided on this page are determined by each ABMS Member Board and may be subject to change. Please refer to the relevant Board’s website to confirm the applicable requirements.