2021 Education Committee Priorities (V2)

Please complete the following; an * indicates the field is required. At the end of the form, click the Submit button.

Your name *

Quality & performance improvement *

Rank the following in order of priority. (1 being the highest and 9 being the lowest)

	1	2	3	4	5	6	7	8	9
Data/Technology-Define data sources relevant to measuring performance before, during and after the learning cycle	Data/Technology-Define data sources relevant to measuring performance before, during and after the learning cycle - 1	Data/Technology-Define data sources relevant to measuring performance before, during and after the learning cycle - 2	Data/Technology-Define data sources relevant to measuring performance before, during and after the learning cycle - 3	Data/Technology-Define data sources relevant to measuring performance before, during and after the learning cycle - 4	Data/Technology-Define data sources relevant to measuring performance before, during and after the learning cycle - 5	Data/Technology-Define data sources relevant to measuring performance before, during and after the learning cycle - 6	Data/Technology-Define data sources relevant to measuring performance before, during and after the learning cycle - 7	Data/Technology-Define data sources relevant to measuring performance before, during and after the learning cycle - 8	Data/Technology-Define data sources relevant to measuring performance before, during and after the learning cycle - 9
Data/Technology-Define ways to gather data that shows evidence of quality gaps	Data/Technology-Define ways to gather data that shows evidence of quality gaps - 1	Data/Technology-Define ways to gather data that shows evidence of quality gaps - 2	Data/Technology-Define ways to gather data that shows evidence of quality gaps - 3	Data/Technology-Define ways to gather data that shows evidence of quality gaps - 4	Data/Technology-Define ways to gather data that shows evidence of quality gaps - 5	Data/Technology-Define ways to gather data that shows evidence of quality gaps - 6	Data/Technology-Define ways to gather data that shows evidence of quality gaps - 7	Data/Technology-Define ways to gather data that shows evidence of quality gaps - 8	Data/Technology-Define ways to gather data that shows evidence of quality gaps - 9
Data/Technology-Establish clinician baseline performance levels based on data from available sources	Data/Technology-Establish clinician baseline performance levels based on data from available sources - 1	Data/Technology-Establish clinician baseline performance levels based on data from available sources - 2	Data/Technology-Establish clinician baseline performance levels based on data from available sources - 3	Data/Technology-Establish clinician baseline performance levels based on data from available sources - 4	Data/Technology-Establish clinician baseline performance levels based on data from available sources - 5	Data/Technology-Establish clinician baseline performance levels based on data from available sources - 6	Data/Technology-Establish clinician baseline performance levels based on data from available sources - 7	Data/Technology-Establish clinician baseline performance levels based on data from available sources - 8	Data/Technology-Establish clinician baseline performance levels based on data from available sources - 9
Systems-based Practice-Define the stakeholders with whom you will need to work to implement a QI intervention	Systems-based Practice-Define the stakeholders with whom you will need to work to implement a QI intervention - 1	Systems-based Practice-Define the stakeholders with whom you will need to work to implement a QI intervention - 2	Systems-based Practice-Define the stakeholders with whom you will need to work to implement a QI intervention - 3	Systems-based Practice-Define the stakeholders with whom you will need to work to implement a QI intervention - 4	Systems-based Practice-Define the stakeholders with whom you will need to work to implement a QI intervention - 5	Systems-based Practice-Define the stakeholders with whom you will need to work to implement a QI intervention - 6	Systems-based Practice-Define the stakeholders with whom you will need to work to implement a QI intervention - 7	Systems-based Practice-Define the stakeholders with whom you will need to work to implement a QI intervention - 8	Systems-based Practice-Define the stakeholders with whom you will need to work to implement a QI intervention - 9
Systems-based Practice-Describe the mission of these other stakeholders and how their work relates to practice-based learning and improvement	Systems-based Practice-Describe the mission of these other stakeholders and how their work relates to practice-based learning and improvement - 1	Systems-based Practice-Describe the mission of these other stakeholders and how their work relates to practice-based learning and improvement - 2	Systems-based Practice-Describe the mission of these other stakeholders and how their work relates to practice-based learning and improvement - 3	Systems-based Practice-Describe the mission of these other stakeholders and how their work relates to practice-based learning and improvement - 4	Systems-based Practice-Describe the mission of these other stakeholders and how their work relates to practice-based learning and improvement - 5	Systems-based Practice-Describe the mission of these other stakeholders and how their work relates to practice-based learning and improvement - 6	Systems-based Practice-Describe the mission of these other stakeholders and how their work relates to practice-based learning and improvement - 7	Systems-based Practice-Describe the mission of these other stakeholders and how their work relates to practice-based learning and improvement - 8	Systems-based Practice-Describe the mission of these other stakeholders and how their work relates to practice-based learning and improvement - 9
Systems-based Practice-Articulate the goals of the QI/PI intervention in terms that harmonize the objectives of all the stakeholders	Systems-based Practice-Articulate the goals of the QI/PI intervention in terms that harmonize the objectives of all the stakeholders - 1	Systems-based Practice-Articulate the goals of the QI/PI intervention in terms that harmonize the objectives of all the stakeholders - 2	Systems-based Practice-Articulate the goals of the QI/PI intervention in terms that harmonize the objectives of all the stakeholders - 3	Systems-based Practice-Articulate the goals of the QI/PI intervention in terms that harmonize the objectives of all the stakeholders - 4	Systems-based Practice-Articulate the goals of the QI/PI intervention in terms that harmonize the objectives of all the stakeholders - 5	Systems-based Practice-Articulate the goals of the QI/PI intervention in terms that harmonize the objectives of all the stakeholders - 6	Systems-based Practice-Articulate the goals of the QI/PI intervention in terms that harmonize the objectives of all the stakeholders - 7	Systems-based Practice-Articulate the goals of the QI/PI intervention in terms that harmonize the objectives of all the stakeholders - 8	Systems-based Practice-Articulate the goals of the QI/PI intervention in terms that harmonize the objectives of all the stakeholders - 9
Strategies/Models-Recommend use of different models to implement root cause analysis (RCA) to identify specific causes if the quality gaps	Strategies/Models-Recommend use of different models to implement root cause analysis (RCA) to identify specific causes if the quality gaps - 1	Strategies/Models-Recommend use of different models to implement root cause analysis (RCA) to identify specific causes if the quality gaps - 2	Strategies/Models-Recommend use of different models to implement root cause analysis (RCA) to identify specific causes if the quality gaps - 3	Strategies/Models-Recommend use of different models to implement root cause analysis (RCA) to identify specific causes if the quality gaps - 4	Strategies/Models-Recommend use of different models to implement root cause analysis (RCA) to identify specific causes if the quality gaps - 5	Strategies/Models-Recommend use of different models to implement root cause analysis (RCA) to identify specific causes if the quality gaps - 6	Strategies/Models-Recommend use of different models to implement root cause analysis (RCA) to identify specific causes if the quality gaps - 7	Strategies/Models-Recommend use of different models to implement root cause analysis (RCA) to identify specific causes if the quality gaps - 8	Strategies/Models-Recommend use of different models to implement root cause analysis (RCA) to identify specific causes if the quality gaps - 9
Strategies/Models-Determine the implications of the national quality strategy and the nine levels that enable achieving the Triple Aim	Strategies/Models-Determine the implications of the national quality strategy and the nine levels that enable achieving the Triple Aim - 1	Strategies/Models-Determine the implications of the national quality strategy and the nine levels that enable achieving the Triple Aim - 2	Strategies/Models-Determine the implications of the national quality strategy and the nine levels that enable achieving the Triple Aim - 3	Strategies/Models-Determine the implications of the national quality strategy and the nine levels that enable achieving the Triple Aim - 4	Strategies/Models-Determine the implications of the national quality strategy and the nine levels that enable achieving the Triple Aim - 5	Strategies/Models-Determine the implications of the national quality strategy and the nine levels that enable achieving the Triple Aim - 6	Strategies/Models-Determine the implications of the national quality strategy and the nine levels that enable achieving the Triple Aim - 7	Strategies/Models-Determine the implications of the national quality strategy and the nine levels that enable achieving the Triple Aim - 8	Strategies/Models-Determine the implications of the national quality strategy and the nine levels that enable achieving the Triple Aim - 9
Strategies/Models-Recommend use of different models to implement RCA to identify specific causes if the quality gaps	Strategies/Models-Recommend use of different models to implement RCA to identify specific causes if the quality gaps - 1	Strategies/Models-Recommend use of different models to implement RCA to identify specific causes if the quality gaps - 2	Strategies/Models-Recommend use of different models to implement RCA to identify specific causes if the quality gaps - 3	Strategies/Models-Recommend use of different models to implement RCA to identify specific causes if the quality gaps - 4	Strategies/Models-Recommend use of different models to implement RCA to identify specific causes if the quality gaps - 5	Strategies/Models-Recommend use of different models to implement RCA to identify specific causes if the quality gaps - 6	Strategies/Models-Recommend use of different models to implement RCA to identify specific causes if the quality gaps - 7	Strategies/Models-Recommend use of different models to implement RCA to identify specific causes if the quality gaps - 8	Strategies/Models-Recommend use of different models to implement RCA to identify specific causes if the quality gaps - 9

Emerging and evolving trends *

Rank the following in order of priority. (1 being the highest and 8 being the lowest)

	1	2	3	4	5	6	7	8
Team-based and Inter-professional Education-Explain the different steps involved in the design, development and delivery of inter-professional education	Team-based and Inter-professional Education-Explain the different steps involved in the design, development and delivery of inter-professional education - 1	Team-based and Inter-professional Education-Explain the different steps involved in the design, development and delivery of inter-professional education - 2	Team-based and Inter-professional Education-Explain the different steps involved in the design, development and delivery of inter-professional education - 3	Team-based and Inter-professional Education-Explain the different steps involved in the design, development and delivery of inter-professional education - 4	Team-based and Inter-professional Education-Explain the different steps involved in the design, development and delivery of inter-professional education - 5	Team-based and Inter-professional Education-Explain the different steps involved in the design, development and delivery of inter-professional education - 6	Team-based and Inter-professional Education-Explain the different steps involved in the design, development and delivery of inter-professional education - 7	Team-based and Inter-professional Education-Explain the different steps involved in the design, development and delivery of inter-professional education - 8
Team-based and Inter-professional Education-Develop metrics and data collections tools to support inter-professional activities designed.	Team-based and Inter-professional Education-Develop metrics and data collections tools to support inter-professional activities designed. - 1	Team-based and Inter-professional Education-Develop metrics and data collections tools to support inter-professional activities designed. - 2	Team-based and Inter-professional Education-Develop metrics and data collections tools to support inter-professional activities designed. - 3	Team-based and Inter-professional Education-Develop metrics and data collections tools to support inter-professional activities designed. - 4	Team-based and Inter-professional Education-Develop metrics and data collections tools to support inter-professional activities designed. - 5	Team-based and Inter-professional Education-Develop metrics and data collections tools to support inter-professional activities designed. - 6	Team-based and Inter-professional Education-Develop metrics and data collections tools to support inter-professional activities designed. - 7	Team-based and Inter-professional Education-Develop metrics and data collections tools to support inter-professional activities designed. - 8
Team-based and Inter-professional Education-Distinguish between team based and inter-professional education	Team-based and Inter-professional Education-Distinguish between team based and inter-professional education - 1	Team-based and Inter-professional Education-Distinguish between team based and inter-professional education - 2	Team-based and Inter-professional Education-Distinguish between team based and inter-professional education - 3	Team-based and Inter-professional Education-Distinguish between team based and inter-professional education - 4	Team-based and Inter-professional Education-Distinguish between team based and inter-professional education - 5	Team-based and Inter-professional Education-Distinguish between team based and inter-professional education - 6	Team-based and Inter-professional Education-Distinguish between team based and inter-professional education - 7	Team-based and Inter-professional Education-Distinguish between team based and inter-professional education - 8
Patient Engagement & Big Data-Apply the concept of “Nothing about me without me” in development of CPD activities that facilitate patient centricity and enable patient/provider interactions	Patient Engagement & Big Data-Apply the concept of “Nothing about me without me” in development of CPD activities that facilitate patient centricity and enable patient/provider interactions - 1	Patient Engagement & Big Data-Apply the concept of “Nothing about me without me” in development of CPD activities that facilitate patient centricity and enable patient/provider interactions - 2	Patient Engagement & Big Data-Apply the concept of “Nothing about me without me” in development of CPD activities that facilitate patient centricity and enable patient/provider interactions - 3	Patient Engagement & Big Data-Apply the concept of “Nothing about me without me” in development of CPD activities that facilitate patient centricity and enable patient/provider interactions - 4	Patient Engagement & Big Data-Apply the concept of “Nothing about me without me” in development of CPD activities that facilitate patient centricity and enable patient/provider interactions - 5	Patient Engagement & Big Data-Apply the concept of “Nothing about me without me” in development of CPD activities that facilitate patient centricity and enable patient/provider interactions - 6	Patient Engagement & Big Data-Apply the concept of “Nothing about me without me” in development of CPD activities that facilitate patient centricity and enable patient/provider interactions - 7	Patient Engagement & Big Data-Apply the concept of “Nothing about me without me” in development of CPD activities that facilitate patient centricity and enable patient/provider interactions - 8
Patient Engagement & Big Data-Evaluate the need for big data	Patient Engagement & Big Data-Evaluate the need for big data - 1	Patient Engagement & Big Data-Evaluate the need for big data - 2	Patient Engagement & Big Data-Evaluate the need for big data - 3	Patient Engagement & Big Data-Evaluate the need for big data - 4	Patient Engagement & Big Data-Evaluate the need for big data - 5	Patient Engagement & Big Data-Evaluate the need for big data - 6	Patient Engagement & Big Data-Evaluate the need for big data - 7	Patient Engagement & Big Data-Evaluate the need for big data - 8
Evolving Regulations & Requirements for Physicians-Assess expectations of payers, legislators and regulators in the current healthcare environment and its impact on clinician learning needs	Evolving Regulations & Requirements for Physicians-Assess expectations of payers, legislators and regulators in the current healthcare environment and its impact on clinician learning needs - 1	Evolving Regulations & Requirements for Physicians-Assess expectations of payers, legislators and regulators in the current healthcare environment and its impact on clinician learning needs - 2	Evolving Regulations & Requirements for Physicians-Assess expectations of payers, legislators and regulators in the current healthcare environment and its impact on clinician learning needs - 3	Evolving Regulations & Requirements for Physicians-Assess expectations of payers, legislators and regulators in the current healthcare environment and its impact on clinician learning needs - 4	Evolving Regulations & Requirements for Physicians-Assess expectations of payers, legislators and regulators in the current healthcare environment and its impact on clinician learning needs - 5	Evolving Regulations & Requirements for Physicians-Assess expectations of payers, legislators and regulators in the current healthcare environment and its impact on clinician learning needs - 6	Evolving Regulations & Requirements for Physicians-Assess expectations of payers, legislators and regulators in the current healthcare environment and its impact on clinician learning needs - 7	Evolving Regulations & Requirements for Physicians-Assess expectations of payers, legislators and regulators in the current healthcare environment and its impact on clinician learning needs - 8
Evolving Regulations & Requirements for Physicians-Discuss current trends related to maintenance of certification program implemented and managed by ABMS	Evolving Regulations & Requirements for Physicians-Discuss current trends related to maintenance of certification program implemented and managed by ABMS - 1	Evolving Regulations & Requirements for Physicians-Discuss current trends related to maintenance of certification program implemented and managed by ABMS - 2	Evolving Regulations & Requirements for Physicians-Discuss current trends related to maintenance of certification program implemented and managed by ABMS - 3	Evolving Regulations & Requirements for Physicians-Discuss current trends related to maintenance of certification program implemented and managed by ABMS - 4	Evolving Regulations & Requirements for Physicians-Discuss current trends related to maintenance of certification program implemented and managed by ABMS - 5	Evolving Regulations & Requirements for Physicians-Discuss current trends related to maintenance of certification program implemented and managed by ABMS - 6	Evolving Regulations & Requirements for Physicians-Discuss current trends related to maintenance of certification program implemented and managed by ABMS - 7	Evolving Regulations & Requirements for Physicians-Discuss current trends related to maintenance of certification program implemented and managed by ABMS - 8
Evolving Regulations & Requirements for Physicians-Describe new payment and delivery of care models and opportunities they provide for CPD	Evolving Regulations & Requirements for Physicians-Describe new payment and delivery of care models and opportunities they provide for CPD - 1	Evolving Regulations & Requirements for Physicians-Describe new payment and delivery of care models and opportunities they provide for CPD - 2	Evolving Regulations & Requirements for Physicians-Describe new payment and delivery of care models and opportunities they provide for CPD - 3	Evolving Regulations & Requirements for Physicians-Describe new payment and delivery of care models and opportunities they provide for CPD - 4	Evolving Regulations & Requirements for Physicians-Describe new payment and delivery of care models and opportunities they provide for CPD - 5	Evolving Regulations & Requirements for Physicians-Describe new payment and delivery of care models and opportunities they provide for CPD - 6	Evolving Regulations & Requirements for Physicians-Describe new payment and delivery of care models and opportunities they provide for CPD - 7	Evolving Regulations & Requirements for Physicians-Describe new payment and delivery of care models and opportunities they provide for CPD - 8

Inter-professional education *

Rank the following in order of priority. (1 being the highest and 6 being the lowest)

	1	2	3	4	5	6
Utilize knowledge of characteristics of individuals, different healthcare teams, healthcare settings to design and develop CPD that addresses competencies to support delivery of quality care-Engage the full scope of knowledge, skills, and abilities of all health professionals to develop CPD activities that promote quality care	Utilize knowledge of characteristics of individuals, different healthcare teams, healthcare settings to design and develop CPD that addresses competencies to support delivery of quality care-Engage the full scope of knowledge, skills, and abilities of all health professionals to develop CPD activities that promote quality care - 1	Utilize knowledge of characteristics of individuals, different healthcare teams, healthcare settings to design and develop CPD that addresses competencies to support delivery of quality care-Engage the full scope of knowledge, skills, and abilities of all health professionals to develop CPD activities that promote quality care - 2	Utilize knowledge of characteristics of individuals, different healthcare teams, healthcare settings to design and develop CPD that addresses competencies to support delivery of quality care-Engage the full scope of knowledge, skills, and abilities of all health professionals to develop CPD activities that promote quality care - 3	Utilize knowledge of characteristics of individuals, different healthcare teams, healthcare settings to design and develop CPD that addresses competencies to support delivery of quality care-Engage the full scope of knowledge, skills, and abilities of all health professionals to develop CPD activities that promote quality care - 4	Utilize knowledge of characteristics of individuals, different healthcare teams, healthcare settings to design and develop CPD that addresses competencies to support delivery of quality care-Engage the full scope of knowledge, skills, and abilities of all health professionals to develop CPD activities that promote quality care - 5	Utilize knowledge of characteristics of individuals, different healthcare teams, healthcare settings to design and develop CPD that addresses competencies to support delivery of quality care-Engage the full scope of knowledge, skills, and abilities of all health professionals to develop CPD activities that promote quality care - 6
Utilize knowledge of characteristics of individuals, different healthcare teams, healthcare settings to design and develop CPD that addresses competencies to support delivery of quality care-Explain the roles and responsibilities of inter-professional team members and how high-functioning teams work together to provide care, promote health, and prevent disease	Utilize knowledge of characteristics of individuals, different healthcare teams, healthcare settings to design and develop CPD that addresses competencies to support delivery of quality care-Explain the roles and responsibilities of inter-professional team members and how high-functioning teams work together to provide care, promote health, and prevent disease - 1	Utilize knowledge of characteristics of individuals, different healthcare teams, healthcare settings to design and develop CPD that addresses competencies to support delivery of quality care-Explain the roles and responsibilities of inter-professional team members and how high-functioning teams work together to provide care, promote health, and prevent disease - 2	Utilize knowledge of characteristics of individuals, different healthcare teams, healthcare settings to design and develop CPD that addresses competencies to support delivery of quality care-Explain the roles and responsibilities of inter-professional team members and how high-functioning teams work together to provide care, promote health, and prevent disease - 3	Utilize knowledge of characteristics of individuals, different healthcare teams, healthcare settings to design and develop CPD that addresses competencies to support delivery of quality care-Explain the roles and responsibilities of inter-professional team members and how high-functioning teams work together to provide care, promote health, and prevent disease - 4	Utilize knowledge of characteristics of individuals, different healthcare teams, healthcare settings to design and develop CPD that addresses competencies to support delivery of quality care-Explain the roles and responsibilities of inter-professional team members and how high-functioning teams work together to provide care, promote health, and prevent disease - 5	Utilize knowledge of characteristics of individuals, different healthcare teams, healthcare settings to design and develop CPD that addresses competencies to support delivery of quality care-Explain the roles and responsibilities of inter-professional team members and how high-functioning teams work together to provide care, promote health, and prevent disease - 6
Utilize knowledge of characteristics of individuals, different healthcare teams, healthcare settings to design and develop CPD that addresses competencies to support delivery of quality care-Develop and deliver continuous professional and inter-professional education programs that enhance team performance and collaboration	Utilize knowledge of characteristics of individuals, different healthcare teams, healthcare settings to design and develop CPD that addresses competencies to support delivery of quality care-Develop and deliver continuous professional and inter-professional education programs that enhance team performance and collaboration - 1	Utilize knowledge of characteristics of individuals, different healthcare teams, healthcare settings to design and develop CPD that addresses competencies to support delivery of quality care-Develop and deliver continuous professional and inter-professional education programs that enhance team performance and collaboration - 2	Utilize knowledge of characteristics of individuals, different healthcare teams, healthcare settings to design and develop CPD that addresses competencies to support delivery of quality care-Develop and deliver continuous professional and inter-professional education programs that enhance team performance and collaboration - 3	Utilize knowledge of characteristics of individuals, different healthcare teams, healthcare settings to design and develop CPD that addresses competencies to support delivery of quality care-Develop and deliver continuous professional and inter-professional education programs that enhance team performance and collaboration - 4	Utilize knowledge of characteristics of individuals, different healthcare teams, healthcare settings to design and develop CPD that addresses competencies to support delivery of quality care-Develop and deliver continuous professional and inter-professional education programs that enhance team performance and collaboration - 5	Utilize knowledge of characteristics of individuals, different healthcare teams, healthcare settings to design and develop CPD that addresses competencies to support delivery of quality care-Develop and deliver continuous professional and inter-professional education programs that enhance team performance and collaboration - 6
Apply relationship-building values and principles of team dynamics to develop CPD that addresses population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable (Teams and Teamwork)-Engage health professionals in patient-centered and population-focused problem-solving.	Apply relationship-building values and principles of team dynamics to develop CPD that addresses population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable (Teams and Teamwork)-Engage health professionals in patient-centered and population-focused problem-solving. - 1	Apply relationship-building values and principles of team dynamics to develop CPD that addresses population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable (Teams and Teamwork)-Engage health professionals in patient-centered and population-focused problem-solving. - 2	Apply relationship-building values and principles of team dynamics to develop CPD that addresses population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable (Teams and Teamwork)-Engage health professionals in patient-centered and population-focused problem-solving. - 3	Apply relationship-building values and principles of team dynamics to develop CPD that addresses population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable (Teams and Teamwork)-Engage health professionals in patient-centered and population-focused problem-solving. - 4	Apply relationship-building values and principles of team dynamics to develop CPD that addresses population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable (Teams and Teamwork)-Engage health professionals in patient-centered and population-focused problem-solving. - 5	Apply relationship-building values and principles of team dynamics to develop CPD that addresses population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable (Teams and Teamwork)-Engage health professionals in patient-centered and population-focused problem-solving. - 6
Apply relationship-building values and principles of team dynamics to develop CPD that addresses population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable (Teams and Teamwork)-Apply leadership practices that support collaborative practice and team effectiveness	Apply relationship-building values and principles of team dynamics to develop CPD that addresses population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable (Teams and Teamwork)-Apply leadership practices that support collaborative practice and team effectiveness - 1	Apply relationship-building values and principles of team dynamics to develop CPD that addresses population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable (Teams and Teamwork)-Apply leadership practices that support collaborative practice and team effectiveness - 2	Apply relationship-building values and principles of team dynamics to develop CPD that addresses population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable (Teams and Teamwork)-Apply leadership practices that support collaborative practice and team effectiveness - 3	Apply relationship-building values and principles of team dynamics to develop CPD that addresses population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable (Teams and Teamwork)-Apply leadership practices that support collaborative practice and team effectiveness - 4	Apply relationship-building values and principles of team dynamics to develop CPD that addresses population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable (Teams and Teamwork)-Apply leadership practices that support collaborative practice and team effectiveness - 5	Apply relationship-building values and principles of team dynamics to develop CPD that addresses population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable (Teams and Teamwork)-Apply leadership practices that support collaborative practice and team effectiveness - 6
Apply relationship-building values and principles of team dynamics to develop CPD that addresses population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable (Teams and Teamwork)-Integrate the knowledge and experience of health professions to inform shared health care decisions which respect patient and community values, priorities, and preferences	Apply relationship-building values and principles of team dynamics to develop CPD that addresses population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable (Teams and Teamwork)-Integrate the knowledge and experience of health professions to inform shared health care decisions which respect patient and community values, priorities, and preferences - 1	Apply relationship-building values and principles of team dynamics to develop CPD that addresses population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable (Teams and Teamwork)-Integrate the knowledge and experience of health professions to inform shared health care decisions which respect patient and community values, priorities, and preferences - 2	Apply relationship-building values and principles of team dynamics to develop CPD that addresses population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable (Teams and Teamwork)-Integrate the knowledge and experience of health professions to inform shared health care decisions which respect patient and community values, priorities, and preferences - 3	Apply relationship-building values and principles of team dynamics to develop CPD that addresses population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable (Teams and Teamwork)-Integrate the knowledge and experience of health professions to inform shared health care decisions which respect patient and community values, priorities, and preferences - 4	Apply relationship-building values and principles of team dynamics to develop CPD that addresses population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable (Teams and Teamwork)-Integrate the knowledge and experience of health professions to inform shared health care decisions which respect patient and community values, priorities, and preferences - 5	Apply relationship-building values and principles of team dynamics to develop CPD that addresses population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable (Teams and Teamwork)-Integrate the knowledge and experience of health professions to inform shared health care decisions which respect patient and community values, priorities, and preferences - 6

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2021 Education Committee Priorities (V2)