CME
Emergent Medical Associates (EMA) is accredited by the California Medical Association (CMA), an ACCME-recognized accreditor, to provide continuing medical education for physicians. EMA has been accredited since 2012 and is committed to delivering high-quality, evidence-based education that supports clinical excellence in emergency medicine. EMA CME activities are developed in accordance with ACCME Standards for Integrity and Independence in Accredited Continuing Education. EMA does not accept commercial support for any of its CME activities.
The purpose of the EMA CME program is to promote high-quality, evidence-based, patient-centered emergency care by delivering timely and relevant education to Emergency Medicine physicians and advanced practice providers.
Through practical, clinically applicable tools and integration of core clinical topics, risk management, documentation, healthcare disparities, and regulatory requirements, the program supports improved clinical decision-making, systems-based practice, and overall clinical performance. These efforts are designed to enhance professional competence and performance and translate into measurable improvements in patient outcomes.
The expected results of the EMA CME program are enhanced learner competence and performance, leading to improved patient outcomes. Learners demonstrate competence through improved clinical decision-making and application of core emergency medicine principles, evidence-based protocols, and practice updates, as reflected in their ability to describe how they would apply these strategies in clinical practice.
These gains in competence are expected to translate into changes in performance, reflected in clinical practice. This includes more consistent delivery of evidence-based care, enhanced documentation, reduced clinical risk, and adherence to regulatory standards, including CMS quality measures and MIPS initiatives.
These changes are expected to improve patient outcomes by reducing variability in care, enhancing safety, and promoting equitable, high-quality care.
As an CME accredited organization, we must follow a sets of CME standards that help navigate the process of providing CME education activities to providers that is informative, easily understood and physicians are able to apply what they learn to provide their patients better care with better patient outcome. Considering the diversity of patients and the many needs to better address their concerns, the State of California has approved new laws Assembly Bill (AB) 1195 and Assembly Bill (AB) 241 effective 1/1/2022, that all CME activities must include to help address cultural language competency and implicit bias concerns.
The California Medical Association (CMA) has defined cultural and linguistic competency (CLC) to be:
The ability and readiness of health care providers and organizations to humbly and respectfully demonstrate, effectively communicate, and tailor delivery of care to patients with diverse values, beliefs, identities and behaviors, in order to meet social, cultural and linguistic needs as they relate to patient health.
Implicit Bias (IB) is defined by the CMA as:
“The attitudes, stereotypes and feelings, either positive or negative, that affect our understanding, actions and decisions without conscious knowledge or control. Implicit bias is a universal phenomenon. When negative, implicit bias often contributes to unequal treatment and disparities in diagnosis, treatment decisions, levels of care and health care outcomes of people based on race, ethnicity, gender identity, sexual orientation, age, disability and other characteristics.”
| EMA |
California | |||
| Number |
Percent | Number | Percent | |
| Hispanic or Latino | 7,599 | 1.5% | 14,903,982 | 38.6% |
| White | 350,009 | 69.1% | 14,837,242 | 38.4% |
| Black or African American | 30,831 | 6.08% | 2,158,363 | 5.6% |
| Asian | 27,762 | 5.5% | 5,280,818 | 13.7% |
| Other or multiple | 76,348 | 15.1% | 1,198,263 | 3.1% |
| Native HI/Pacific Islander | 11,071 | 2.2% | 139,956 | 0.4% |
| American Indian/AK Native | 3,298 | 0.7% | 136,582 | 0.4% |
This list is not exhaustive, and faculty are encouraged to identify and address additional areas of potential bias relevant to their topic. Learners are encouraged to reflect on their own clinical practice and apply strategies to mitigate bias and improve equitable care delivery.
All faculty, planners, and individuals involved in CME activities are expected to incorporate principles of cultural and linguistic competency and implicit bias into educational content, consistent with state requirements and EMA CME program standards.
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