Continuing Education at Baystate Medical Center

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Continuing Interprofessional Education Accreditation and Mission

ACCME-logo ACPE-logo ANCC-provider-logo
Baystate Health is accredited by the American Nurses Credentialing Center (ANCC), the Accreditation Council for Pharmacy Education (ACPE), and the Accreditation Council for Continuing Medical Education (ACCME), to provide continuing education for the healthcare team.
(Joint Accreditation Certificate)
American Heart Association Authorized Training Center ALT American Psychological Association sponsor logo
Baystate Health is an American Heart Association Training Center (AHA) for certification courses. Baystate Health is an approved provider of continuing education through the National Board for Certified Counselors and Affiliates, Inc. (NBCC) Baystate Health is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists. Baystate Health maintains responsibility for this program and its content. (Download APA Approval Certificate pdf)

Mission of Continuing Interprofessional Education

Our mission is to provide learning opportunities that promote optimal health care delivery.

Purpose

To facilitate the continuous professional development of those responsible for the health and well
being of our patients and the community by providing access to educational activities that
maintain or enhance their skills, competence, inspiration and/or performance.

Content Areas

Baystate’s educational activities support safe, evidence-based, collaborative, compassionate, and efficient patient and community centered care. These educational opportunities promote the the transfer of knowledge, improved skills, and changes in attitudes which reinforce or introduce best practices for patient care.


Our content supports the clinical specialties and patient care services represented at Baystate. We plan educational activities to present the strongest evidence for practice, to be free of commercial bias, and to further a culture of respect and trust.


Many of our educational activities are designed to be interprofessional, because the patient experience improves and medical errors decline when diverse professionals work and learn together as an interdisciplinary team.


Our programs may:

  • highlight scientific discovery and advances in healthcare.
  • support institutional,local,regional, or national safety and quality improvement inititives.
  • address patient, family, and community expectations.
  • contribute to maintenance of certification, licensure, and/or privileges.
  • define the roles of members of the health care team and how they can work together in support of optimal care.
  • support professionalism, system based practice, interprofessional skills, teaching, research and leadership.
  • address health related ethical, legal, political and social issues.
  • with community coalitions and partnerships, address key public health issues relevant to the
    community.

We collaborate with organizations who share our mission and vision for improving the health of our patients and community every day with quality and compassion.

Target Audience

Our audience encompasses all member of the healthcare team and any others who facilitate patient care. We address the educational needs of the professionals within our institution as well as those of unaffiliated local and regional health care providers across the care continuum.

Types of Activities

As a CE provider in an integrated health care delivery system, our educational activities include department-specific, interprofessional, and specialty specific conferences, symposia and seminars. Our goal is easy access to educational opportunities, therefore, we offer: live courses,live regularly scheduled conferences, webinars, and enduring materials delivered via our website.The educational design, learning format, and instructional methods for each event are chosen based on the identified practice gap, the needs of the target audience, and the goals and objectives of our activities.

Expected Results

We evaluate the benefits of our activities to our learners’ competence, performance and/or patient outcomes by using focused survey tools including: activity evaluations; faculty evaluation; audience response evaluations; return demonstrations; and research studies.


We use Moore’s 7 levels of outcomes measurements (1) in reporting our program results. Our program evaluation process includes analysis of the actual vs. expected participation, satisfaction, learning, and intent to change practice.


At a minimum we expect our evaluation results to show change at level 3b as described below.We strive to achieve changes at level 4 and higher.


Level 3a –Declaritive Knowledge-- the degree to which participants state what the CE activity intended them to know as measured by pre and post tests; participant self-report related to learner objectives.


Level 3b- Procedural Knowledge -- the degree to which participants state how to do what the CE activity intended them to know how to do as measured by pre and post test questions; intention to change.


Level 4 - Competence - the degree to which the participants show in an educational seeting how to do what the CE activity intended them to be able to do. As measured by return demonstration in simulation based activies.


Level 5- Performance-- the degree to which participants do what the CE activity intended them to be able to do as measured by participant self-report in surveys sent 2 or more weeks after the educational intervention.


Level 6- Patient Health - the degree to which the health status of a community of patients changes due to changes in the practice behavior of participants.


Level 7-Community Health--the degree to which the health status of a community changes due to change in the practice behavior of participants.


Baystate’s adjunct educational strategies are expected to contribute towards continuous improvement in the quality and safety of patient care.


We expect our learners will identify and report positive outcomes, such as a greater confidence in their current approach to care, intent to change their practice, recognition of barriers to change, or a need for additional education For simulation-based educatonal activities, we expect our learners to demonstrate competence in the targeted skills upon completion of the course.