Roles and Responsibilities of Planning Committee Members

Due to the large volume of requests and limited resources, we cannot accept any standard or Fast Track CE requests for educational activities before January 1, 2020.

When seeking accreditation for an educational activity, the CE developer must identify a group of experts that represent the activity’s target audience. This planning committee will help design and implement the educational activity and must include a representative for each type of CE to be offered.

The roles and responsibilities of specific planning committee members are outlined below. We encourage you to review and share this information with members of your planning committee.

Role of Continuing Education (CE) Developer

The Continuing Education (CE) Developer coordinates with the CE Consultant and CE Team to ensure all continuing education proposal documents are completed accurately and meet accreditation requirements.

CE Developer Characteristics

The CE Developer should have:

  • Strong organizational and detail-oriented skills
  • Good communication and relational skills
  • Background or experience in Education
  • Dedicated time to complete CE process
  • Support of leadership to complete CE process

The CE Developer should have knowledge of:

  • Content of the educational activity and purpose of the course
  • Adult learning principles
  • Educational principles:
    • Assessing training needs
    • Analyzing gaps in knowledge, skill, or practice
    • Writing SMART learning objectives
    • Writing goal statements
    • Planning and implementing learning activities
    • Evaluating outcomes

Primary Responsibilities of the CE Developer

  1. Serve as the point of contact between the organization/group requesting CE and the CDC CE Consultant.
  2. Ensure leadership provides the CE developer with the time needed to complete the CE process.
  3. Attend a CE Orientation with the CE Consultant and other appropriate CE team members (Skype or in person).
  4. Establish a planning committee that includes CDC representatives for each type of CE requested.
  5. Maintain access to all confirmed planners and presenters in order to get documents required from each member.
  6. Provide completed CE proposal documents, as required.
  7. Meet specified deadlines (date and time) for CE document submissions, as shown on the CE Responsibilities Agreement and Timeline.
  8. Defer to the CDC CE Consultant to clarify issues or uncertainties with the CE proposal documents.
  9. Notify the CDC CE Consultant of any changes in the CE process or activity title, date, or time.
  10. Work with the Training and Continuing Education Online (TCEO) course manager to ensure CE activity is accurately listed in the TCEO system.
Role of Pharmacy Planner

The pharmacy planner is a necessary member of the planning committee for fulfilling Continuing Pharmacy Education (CPE) requests.

Pharmacy Planner Characteristics

The pharmacy planner should be:

  • A registered pharmacist with an active license
  • Knowledgeable in the area of adult learning
  • Familiar with the Center for the Advancement of Pharmacy Education (CAPE) objectives and educational outcomes
  • Familiar with the Accreditation Council for Pharmacy Education (ACPE) continuing education (CE) requirements

Primary Responsibilities of the Pharmacy Planner

  1. Serve as the pharmacy subject matter expert (SME) on the planning committee, providing relevant insight on educational needs, intended audience, and learning assessments for each CPE activity.
  2. Review content and objectives to ensure compliance with Accreditation Council for Pharmacy Education (ACPE) continuing education (CE) requirements.
  3. Review the Educational Planning Tool (EPT) for sufficient pharmacy content.
    • Assure educational activities are planned according to current ACPE criteria, policies, and procedures.
    • Assure the learning material being presented is appropriate for pharmacists.
    • Sign the first page using an electronic signature.
  4. If needed, review the CPE Intake form to ensure it accurately reflects the content of the educational activity. This form is completed by the developer to obtain the Universal Activity Number (UAN).

CPE Activity Types

The CPE activity type(s) conducted should align with the provider’s mission and meet the specified pharmacist training needs. There are two types of CPE activities conducted at CDC:

  • Knowledge-based CPE activities are designed to transmit knowledge (i.e., facts). The facts must be based on evidence in the healthcare literature. The minimum amount of credit for these activities is 15 minutes or 0.25 contact hour. (Example: web-on-demand)
  • Application-based CPE activities are designed to apply information learned within the timeframe allotted. The information must be based on evidence in the healthcare literature. The minimum amount of credit for these activities is 60 minutes or one contact hour. (Example: case studies)
Role of CHES Planner

The Certified Health Education Specialist (CHES) Planner is a necessary member of the planning committee when requesting CHES/CECH continuing education. The CHES planner should be knowledgeable in the area of adult learning, as well as National Commission for Health Education Credentialing, Inc. (NCHEC) competencies and sub-competencies.

The CHES planner should also be able to:

  • Assess needs
  • Analyze gaps in knowledge, skill, or practice
  • Plan and implement learning activities
  • Evaluate outcomes
  • Assign the appropriate competencies and/or sub- competencies from the NCHEC seven areas of responsibility

Primary Responsibilities of the CHES Planner

  1. Serve as an active member of the planning committee from initiation to completion of educational activity.
  2. Serve as a liaison between the NCHEC and the planning committee.
  3. Review the educational activity, assess objectives and content, and assign competencies/sub-competencies.
    • Assure educational activities are planned according to current NCHEC criteria, policies, and procedures.
    • Assure the learning material being presented is appropriate for the target audience identified.
    • Assure adult learning principles are considered in the activity planning process.

How to Complete the Educational Planning Tool

The CHES planner should place the corresponding NCHECExternal competency assignment number(s) within the CECH box on each page of the Educational Planning Tool (EPT). Please refer to the example below.

Image is excerpt/snapshot of EPT document with example of objectives and content of an educational activity and some examples of NCECH competencies that are applicable.