Resources for Proposal Development

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Proposal Submission

All sessions must be planned and implemented in accordance with the Essential Areas and Policies of the Accreditation Council for Continuing Medical Education (ACCME.) In order to comply with ACCME criteria, sessions should incorporate the educational needs (knowledge, competence, or performance) that underlie the professional practice gaps of their own learners; be designed to change competence, performance, or patient outcome; have content that matches the learners’ current or potential scope of professional activities; have educational formats/interventions that are appropriate for the setting, objectives, and desired results of the activity; and be designed in the context of desirable physician attributes [e.g., Institute of Medicine (IOM) competencies, Accreditation Council for Graduate Medical Education (ACGME) Competencies.]

The Education Division will review all proposals for completeness and may contact proposers for additional information related to compliance with ACCME criteria.

Statement of Clinical/Scientific Importance

Prior to submission, please determine if there is any additional information that you can provide to further demonstrate the Learning Gap and Educational Need that your proposal would address, such as:

  • What is the knowledge, competence and/or patient outcomes gap that this proposal will address?
  • Why will the information in the proposed session help to close a knowledge, competence and/or patient outcomes gap?
    • Will it help to create awareness of the learning gap, or offer findings/techniques that will improve skills to eliminate the gap?
  • What will the attendee be able to do better as a result of attending the program, and how could this be measured?

Please click here for an example of a strong statement of Clinical/Scientific Importance.

Glossary of Terms

Professional Practice Gap: The difference between actual and ideal provider performance and/or patient health outcomes.

Successful proposals will need to articulate a documented practice gap and the subsequent educational needs which will help to close this gap. Please do not indicate reasons such as “the topics and timing of this activity has been well received in the past” but rather state the professional knowledge, competency or performance gap for which the proposed activity will fulfill.

Knowledge: Facts and information acquired by a learner through experience or education.

Competence: Having the ability to apply knowledge, skills, or judgment in practice if called upon to do so.

Performance: What a physician, scientist, or allied health professional actually does in practice.

Target Audience: The primary group of physicians, scientists, or allied health professionals for whom the activity is designed and intended.

Educational Needs: The identified necessity for professional education on a specific topic identified by a practice gap.

Useful Resources for the Identification of “Professional Practice Gap” or “Learning Gap”

  • Patient registry data
  • Quantitative and qualitative survey data on the proposed topic
  • National standard and reporting organizations such as NCQA and CDC
  • Your own professional experiences
  • Professional experiences and opinion of your peers or referral network
  • Significant emerging clinical evidence

Please try to blend multiple sources of need including those that are derived from both data and professional opinion - this defines the Learning Gap that your proposal will address.  Please define the Learning Gap in the Call for Input Site.

Consolidating all the evidence leading towards the identification of a Learning or Performance Gap, you will also be asked to indicate the level of potential changes in your learners you hope will be achieved as a result of your proposed activity. What new strategies or knowledge will the learner be able to integrate into his/her current practice? If you have an idea of how this change can be measured in practice, please share it with us. 

Examples of Knowledge, Competence, Performance and Patient Outcome Changes:

Medical Knowledge and Competency

  • Increased knowledge on new research findings in basic and clinically supported sciences
  • Increased competence on how to perform clinical research
  • Improved knowledge on how to perform a particular skill in your practice

Practice Based Learning

  • Increased knowledge on how to evaluate scientific evidence and/or improve professional practice
  • Improved skills on how to evaluate scientific evidence and/or improve professional practice

Performance Improvement

  • Increased number of people counseled for smoking cessation in your practice
  • Increased percentage of people correctly diagnosed for their respiratory disease based upon initial presentation

Patient Care

  • Increased knowledge and competency for diagnostic methods
  • Improved diagnostic skills
  • Increased knowledge of treatment methods
  • Improved treatment skills