The Changing Face of Foundation Education
Education & Quality Integration Timeline 2090 Screen 10/2006 Guidelines Development Task Force formed to direct guideline development activities of the Foundation. 10/2007 Education committee structure realigned focus from products to clinical practice area. 12/2007 Specialty Society Summit convened to identify opportunities to increase collaboration across otolaryngology–head and neck surgery. 11/2008 Research and Quality business units combined to lead the measuring of clinical outcomes, linking them to specific therapies using proper mechanisms to measure actual physician performance. 10/2008 Education and Meetings business units combined to integrate the planning and management of live, online, and enduring education, to ensure the integrity of CME activities and independence from commercial interests in CME planning. 10/2008 Annual Meeting Work Group convened to address otolaryngology specialty collaboration in education planning and delivery. 10/2008 Abstract/speaker management system and administrative program management redesigned to improve review and disclosure capabilities and ensure adaptability for future change. 12/2008 Science & Education Committee charge strengthened and Senior Director of Education & Meetings established as liaison to improve integration among education, research, quality, guideline development and scholarly publishing. 12/2008 Research Advisory Board formed to direct research activities of the Foundation and ensure development of supporting educational interventions. 6/2009 Research Officer Position created supporting the Senior Director of Research & Quality’s increased focus on patient safety and quality and development of guidelines, manuscripts, data registries in collaboration with Education & Meetings. 3/2010 Coordinator for Education role reviewed and revised to strengthen oversight of all Academy and Foundation education. 3/2011 Coordinator for Annual Meeting Scientific Program and Instruction Course Program begins. Providing the definitive knowledge base of the specialty is a key aspiration within the AAO-HNS mission to empower otolaryngologists to provide the best patient care. The 2010-2011 strategic goal for education is: Use the ACCME self-assessment to develop data-driven recommendations for remapping our education activities. This year of assessment is part of the continuous improvement of education that began when the AAO-HNS Foundation was established by the Academy in 1978 to advance the art, science, and ethical practice of otolaryngology—head and neck surgery through education, research, and lifelong learning. All AAO-HNS/F education activities are planned and delivered by the Foundation, an independent accredited entity of the Academy since the Accreditation Council for Continuing Medical Education (ACCME)’s inception. “The Academy is in the process of applying for reaccreditation with the ACCME. This exhaustive undertaking confirmed some things that we suspected we could improve upon and has given us new ideas and new direction to continue our evolution,” says Mark K. Wax, MD, Coordinator for Education. “The reaccreditation has also confirmed how much we do very well as an organization.” All accredited providers face challenges in improving the knowledge, competency, and performance of their learners and their patient outcomes. The Foundation is no exception in prioritizing resources toward a seemingly unlimited need to provide education, support, and resources to empower otolaryngologists—head and neck surgeons to provide the best patient care. The assessment includes a scan of the rapidly changing physician education and healthcare environment. The Foundation leadership communicates regularly with the ABO regarding Maintenance of Certification and resident education. The Specialty Society Advisory Council regularly discusses collaboration on education activities across the specialty. “The assessment and improvement of our education program requires a look at every part of our CME Mission: Purpose, Content, Target Audience, Activity Types, and Expected Results,” reports Sonya Malekzadeh, MD, Education Coordinator-Elect. “We need to provide all learners with the education they need in a format that suits their learning goals and lifestyle. The education activities in the future will build upon the current program, but they may look very different from the activities we have today.” Integrating Education and Research & Quality The AAO-HNS/F 2003-2006 Strategic Plan set the course to increase otolaryngologist—head and neck surgery participation in sponsored clinical and evidence-based research, support clinical indicators with evidence, and expand size and scope of evidence-based medicine efforts through the National Center for the Promotion of Research in Otolaryngology (NCPRO). The 2006-2009 Strategic Plan established quality, research, knowledge, and education as linked strategic issues. The AAO-HNS/F began to collaborate with specialty societies and strategic partners that share our vision and values to provide the knowledge base that supports physician and patient education for the specialty and to have an optimal level of evidence to demonstrate and measure the quality care our members provide. The Foundation embraced the shift toward the measurement of changes in physician behavior and patient outcomes based on actual data, with quality and CME working together to fully integrate and continue to improve our research, quality and education. Internal and external collaboration have increased in support of the continuing evolution of the CME program in line with the ACCME’s evolving standards for CME quality and the changing practice of medicine. The strong foundation established in quality, research, and education and their full integration will ensure that all otolaryngologists can incorporate evidence and guidelines into their practice and receive feedback and assessment of their own patient care. Documenting Improvements in Patient Care “We are seeing evidence of change in patient care as a result of the significant organizational commitment to move from knowledge-based CME to education which changes learners’ competence, performance, or patient outcomes,” according to David R. Nielsen, MD, AAO-HNSF EVP/CEO. “You have no doubt noticed the changes in Foundation education evaluations since we began to document changes in practice. You will continue to see more of this – including requests for follow-up behavioral assessments after you return to practice. This data is required by the ACCME, but also extremely valuable to the education and meeting planning committees to adapt and improve both the activities and the evaluation methods. The responses have been overwhelming, as you can see from the 2010 annual meeting results.” In 2010, 61 percent of Annual Meeting Miniseminar participants agreed that participation in this session “will change (affect) the way I practice medicine” (4,705 out of 7,684 responses). When asked to describe the changes, participants provided a list of 2,929 examples. The top 50 words from the free-form responses are presented in scale according to their frequency of repetition in the nearly 3,000 documented changes in practice: This representation shows that the practice changes are focused primarily on patients, and perhaps either making their patients better, or on providing patients with better treatment, practice, techniques, and surgery. When asked to explain why they would not make a change in practice, 1,133 free-form responses were provided. The top-50 words from these responses are presented in a word cloud with their size representing the frequency of occurrence. The responses suggest that participants who do not anticipate a change in practice found already practice as presented, reinforced their practice, or received an update on current information rather than a need to change practice. In 2010, 72 percent of Annual Meeting Instruction Course participants agreed that participation in this Course “will change (affect) the way I practice medicine” (7,311 out of 2,807 responses). When asked to describe the changes, participants provided a list of 4,904 free-form comments. The top-10 words from these responses were: patients, better, practice, surgery, techniques, treatment, understanding, consider, approach, and change. When asked to explain why they would not make a change in practice, 1,294 free-form responses were provided. The top four words from these responses were already, practice, course, and current. The data suggests that course participants who do not anticipate a change in practice report that they reinforced, confirmed their current practice, perhaps are already practicing what was presented in the course and found nothing about current practice to change. Data from learners confirms the value of physician education in empowering otolaryngologists to provide the best patient care. The assessment of education links the Academy’s culture of continuous improvement to its envisioned future in which otolaryngologist—head and neck surgeons are empowered and accountable for their personal performance and the welfare of their patients. “One barrier we never face is any faltering in the intent, commitment, or the strategic support of education by our leadership and membership. Otolaryngologists—head and neck surgeons own the Academy and Foundation,” says Dr. Nielsen. “The members’ hands-on involvement and pride in the specialty ensure that the Academy and Foundation will always push to provide the best education.”
Education & Quality Integration Timeline 2090 Screen
10/2006 10/2007 12/2007 11/2008 10/2008 10/2008 10/2008 12/2008 12/2008 6/2009 3/2010 3/2011 |
Providing the definitive knowledge base of the specialty is a key aspiration within the AAO-HNS mission to empower otolaryngologists to provide the best patient care. The 2010-2011 strategic goal for education is: Use the ACCME self-assessment to develop data-driven recommendations for remapping our education activities.
This year of assessment is part of the continuous improvement of education that began when the AAO-HNS Foundation was established by the Academy in 1978 to advance the art, science, and ethical practice of otolaryngology—head and neck surgery through education, research, and lifelong learning. All AAO-HNS/F education activities are planned and delivered by the Foundation, an independent accredited entity of the Academy since the Accreditation Council for Continuing Medical Education (ACCME)’s inception.
“The Academy is in the process of applying for reaccreditation with the ACCME. This exhaustive undertaking confirmed some things that we suspected we could improve upon and has given us new ideas and new direction to continue our evolution,” says Mark K. Wax, MD, Coordinator for Education. “The reaccreditation has also confirmed how much we do very well as an organization.”
All accredited providers face challenges in improving the knowledge, competency, and performance of their learners and their patient outcomes. The Foundation is no exception in prioritizing resources toward a seemingly unlimited need to provide education, support, and resources to empower otolaryngologists—head and neck surgeons to provide the best patient care. The assessment includes a scan of the rapidly changing physician education and healthcare environment. The Foundation leadership communicates regularly with the ABO regarding Maintenance of Certification and resident education. The Specialty Society Advisory Council regularly discusses collaboration on education activities across the specialty.
“The assessment and improvement of our education program requires a look at every part of our CME Mission: Purpose, Content, Target Audience, Activity Types, and Expected Results,” reports Sonya Malekzadeh, MD, Education Coordinator-Elect. “We need to provide all learners with the education they need in a format that suits their learning goals and lifestyle. The education activities in the future will build upon the current program, but they may look very different from the activities we have today.”
Integrating Education and Research & Quality
The AAO-HNS/F 2003-2006 Strategic Plan set the course to increase otolaryngologist—head and neck surgery participation in sponsored clinical and evidence-based research, support clinical indicators with evidence, and expand size and scope of evidence-based medicine efforts through the National Center for the Promotion of Research in Otolaryngology (NCPRO). The 2006-2009 Strategic Plan established quality, research, knowledge, and education as linked strategic issues. The AAO-HNS/F began to collaborate with specialty societies and strategic partners that share our vision and values to provide the knowledge base that supports physician and patient education for the specialty and to have an optimal level of evidence to demonstrate and measure the quality care our members provide.
The Foundation embraced the shift toward the measurement of changes in physician behavior and patient outcomes based on actual data, with quality and CME working together to fully integrate and continue to improve our research, quality and education. Internal and external collaboration have increased in support of the continuing evolution of the CME program in line with the ACCME’s evolving standards for CME quality and the changing practice of medicine.
The strong foundation established in quality, research, and education and their full integration will ensure that all otolaryngologists can incorporate evidence and guidelines into their practice and receive feedback and assessment of their own patient care.
Documenting Improvements in Patient Care
“We are seeing evidence of change in patient care as a result of the significant organizational commitment to move from knowledge-based CME to education which changes learners’ competence, performance, or patient outcomes,” according to David R. Nielsen, MD, AAO-HNSF EVP/CEO. “You have no doubt noticed the changes in Foundation education evaluations since we began to document changes in practice. You will continue to see more of this – including requests for follow-up behavioral assessments after you return to practice. This data is required by the ACCME, but also extremely valuable to the education and meeting planning committees to adapt and improve both the activities and the evaluation methods. The responses have been overwhelming, as you can see from the 2010 annual meeting results.”
In 2010, 61 percent of Annual Meeting Miniseminar participants agreed that participation in this session “will change (affect) the way I practice medicine” (4,705 out of 7,684 responses). When asked to describe the changes, participants provided a list of 2,929 examples. The top 50 words from the free-form responses are presented in scale according to their frequency of repetition in the nearly 3,000 documented changes in practice:
When asked to explain why they would not make a change in practice, 1,133 free-form responses were provided. The top-50 words from these responses are presented in a word cloud with their size representing the frequency of occurrence. The responses suggest that participants who do not anticipate a change in practice found already practice as presented, reinforced their practice, or received an update on current information rather than a need to change practice.

When asked to explain why they would not make a change in practice, 1,294 free-form responses were provided. The top four words from these responses were already, practice, course, and current. The data suggests that course participants who do not anticipate a change in practice report that they reinforced, confirmed their current practice, perhaps are already practicing what was presented in the course and found nothing about current practice to change.
Data from learners confirms the value of physician education in empowering otolaryngologists to provide the best patient care. The assessment of education links the Academy’s culture of continuous improvement to its envisioned future in which otolaryngologist—head and neck surgeons are empowered and accountable for their personal performance and the welfare of their patients.
“One barrier we never face is any faltering in the intent, commitment, or the strategic support of education by our leadership and membership. Otolaryngologists—head and neck surgeons own the Academy and Foundation,” says Dr. Nielsen. “The members’ hands-on involvement and pride in the specialty ensure that the Academy and Foundation will always push to provide the best education.”