Value-based Care Academy

Friday, April 28, 2023, 12:00 AM - Wednesday, March 11, 2026, 11:59 PM, On Demand

This online course will introduce physicians to Value-based care. Through 6 interactive lessons, we will outline the problem of excess healthcare spending in the United States and describe the concept of Value-based care and its benefits for patients, healthcare professionals and the healthcare system. Also discussed will be the core principles of relationship centered communication and how these relationship-centered skills can be applied in your clinical practice to promote value. Learners will be presented with practical solutions to improve the value of the care they provide.

  Release Date: April 28, 2023
  Expiration Date: March 11, 2026
  Estimated Time to Complete:  3 hours 19 minutes
  Registration Fee: Free. This course is for Stanford only healthcare professionals. 

STANFORD ONLY: Click the Register button to launch an external webpage and begin the course. 

AMA PRA Category 1 Credits™ (3.25 hours), ABA MOCA Part 2 (3.25 hours), ABIM MOC Part 2 (3.25 hours), ABOHNS MOC Part II (3.25 hours), ABP MOC Part 2 (3.25 hours), ABPath MOC Part II (3.25 hours), Non-Physician Participation Credit (3.25 hours)

1. Describe Value-based Care
2. Identify the benefits of Value-based Care for patients, healthcare professionals, and health systems
3. Explain the difference between costs, charges, and reimbursement
4. Review the core principles of relationship-centered communication
5. Implement practical solutions to improve the value of the care you provide to your patients

In support of improving patient care, Stanford Medicine is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team. 

Credit Designation 
American Medical Association (AMA) 
Stanford Medicine designates this Enduring Material for a maximum of 3.25 AMA PRA Category 1 Credits^TM.  Physicians should claim only the credit commensurate with the extent of their participation in the activity. 

American Board of Anesthesia MOC Credit 
This activity contributes to the CME component of the American Board of Anesthesiology’s redesigned Maintenance of Certification in AnesthesiologyTM (MOCA®) program, known as MOCA 2.0®. Please consult the ABA website, www.theABA.org, for a list of all MOCA 2.0 requirements. 

American Board of Internal Medicine MOC Credit 
Successful completion of this CME activity, which includes participation in the evaluation component, enables the participant to earn up to 3.25 MOC points in the American Board of Internal Medicine’s (ABIM) Maintenance of Certification (MOC) program. It is the CME activity provider’s responsibility to submit participant completion information to ACCME for the purpose of granting ABIM MOC credit.

American Board of Otolaryngology – Head and Neck Surgery MOC Credit
Successful completion of this CME activity, which includes participation in the evaluation component, enables the participant to earn their required annual part II self-assessment credit in the American Board of Otolaryngology – Head and Neck Surgery’s Continuing Certification program (formerly known as MOC). It is the CME activity provider's responsibility to submit participant completion information to ACCME for the purpose of recognizing participation. 

American Board of Pathology MOC Credit
Successful completion of this CME activity, which includes participation in the evaluation component, enables the participant to earn up to 3.25 Lifelong Learning MOC points in the American Board of Pathology’s (ABPath) Maintenance of Certification (MOC) program. It is the CME activity provider’s responsibility to submit participant completion information to ACCME for the purpose of granting ABPath MOC credit.

American Board of Pediatrics MOC Credit 
Successful completion of this CME activity, which includes participation in the evaluation component, enables the learner to earn up to 3.25 MOC points in the American Board of Pediatrics’ (ABP) Maintenance of Certification (MOC) program. It is the CME activity provider’s responsibility to submit learner completion information to ACCME for the purpose of granting ABP MOC credit.

American Board of Surgery MOC/CC Credit 
Successful completion of this CME activity, which includes participation in the evaluation component, enables the learner to earn credit toward the CME and Self-Assessment requirements of the American Board of Surgery’s Continuous Certification program. It is the CME activity provider's responsibility to submit learner completion information to ACCME for the purpose of granting ABS credit. 

MOC/CC Participation Threshold: Learner completes all questions/modules set by the provider. 

Claim MOC/CC Credit (Physicians Only): Physicians must complete the following requirements in Stanford's CME portal to claim MOC/CC Credit.
1. Log in to Stanford's CME portal > My CE > Profile tile
2. Select 'Yes' to Will you be claiming MOC points
3. Select your Board and enter your Diplomate ID
4. Enter in Date of Birth (month and day)
5. Provide permission for your MOC information to be shared and transmitted to ACCME
6. Click submit to save changes.
Please note: if you do not update your profile within 30 days of completion, your MOC credits will not be recorded/removed.

Cancellation Policy
Live Activities: Cancellations received in writing no less than 20 days before the course will be refunded, less a 20% administrative fee. No refunds will be made on cancellations received after that date. Please send cancellation requests to [email protected].

Stanford University School of Medicine reserves the right to cancel or postpone this program if necessary; in the event of cancellation, course fees will be fully refunded. We are not responsible for other costs incurred such as non-refundable airline tickets or hotel penalties.

Accessibility Statement
 Stanford University School of Medicine is committed to ensuring that its programs, services, goods and facilities are accessible to individuals with disabilities as specified under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Amendments Act of 2008.  If you have needs that require special accommodations, please contact [email protected].

Cultural and Linguistic Competency
The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area for the purpose of complying with California Assembly Bill 1195. Moreover, the Stanford University School of Medicine Multicultural Health Portal contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws.  You are encouraged to visit the Multicultural Health Portal: https://laneguides.stanford.edu/multicultural-health

References/Bibliography
Kaiser Family Foundation. (n.d.). Total Population, 2019. Retrieved May 1, 2023, from https://www.kff.org/other/state-indicator/total-population/?activeTab=graph&currentTimeframe=0&startTimeframe=1&selectedRows=%7B%22wrapups%22:%7B%22united-states%22:%7B%7D%7D%7D&sortModel=%7B%22colId%22:%22Location%22,%22sort%22:%22asc%22%7D

Zarrina. (2020). SHC Data FY2020, Percentages Based on Gross Patient Revenue: Technical and Professional.

Thompson, J. (2017, June 28). How did we end up with health insurance being tied to our jobs? Marketplace. Retrieved May 1, 2023, from https://www.marketplace.org/2017/06/28/how-did-we-end-health-insurance-being-tied-our-jobs/

Roosevelt, F. D. (1933, May 7). Fireside Chat 4. Retrieved May 1, 2023, from https://www.presidency.ucsb.edu/documents/fireside-chat-4

American Medical Association. (n.d.). Trends in Health Care Spending. Retrieved May 1, 2023, from https://www.ama-assn.org/about/research/trends-health-care-spending

Peterson-Kaiser Health System Tracker. (n.d.). How has U.S. spending on healthcare changed over time? Retrieved May 1, 2023, from https://www.healthsystemtracker.org/chart-collection/u-s-spending-healthcare-changed-time/#item-usspendingovertime_17

Jena, A. B., Olenski, A. R., Blumenthal, D. M., & Gordon, W. J. (2019). Association between physician burnout and patient safety, professionalism, and patient satisfaction: A systematic review and meta-analysis. JAMA, 322(15), 1501-1509. https://doi.org/10.1001/jama.2019.13978

Shrank, W. H., Rogstad, T. L., & Parekh, N. (2019). Waste in the US health care system: Estimated costs and potential for savings. JAMA, 322(15), 1501-1509. https://doi.org/10.1001/jama.2019.13978

Jena, A. B., Olenski, A. R., Blumenthal, D. M., & Gordon, W. J. (2019). Association between physician burnout and patient safety, professionalism, and patient satisfaction: A systematic review and meta-analysis. JAMA, 322(15), 1501-1509. https://doi.org/10.1001/jama.2019.13978

Chou, Y.-F., Hsieh, S.-I., Tseng, Y.-P., Yeh, S.-L., Chiang, M.-C., Hsiao, C.-C., Lin, C.-T., Hu, S.-T., Chen, S.-H., & Liao, M.-N. (2024). Development and Validation of the Interprofessional Collaboration Practice Competency Scale (IPCPCS) for Clinical Nurses. Healthcare, 12(7), 806. https://doi.org/10.3390/healthcare12070806

 

For course support and questions, please contact [email protected].  For more information on how to enroll and log on to Canvas, click here to view a quick video. 

For CME general questions, please contact [email protected]

Mitigation of Relevant Financial Relationships

Stanford Medicine adheres to the Standards for Integrity and Independence in Accredited Continuing Education.

The content of this activity is not related to products or the business lines of an ACCME-defined ineligible company. Hence, there are no relevant financial relationships with an ACCME-defined ineligible company for anyone who was in control of the content of this activity.