The Four As Acronyms Statistics Misc
100
Allocate
This stage comes after Aspire
100
NSCLC
This tumor type was featured in the Almanac Publication
100
28
This many medical oncologists, oncology advanced practice nurses were involved in education along with the lung cancer team

100
Triple Aim
These national goals strive for better care, healthier people, and lower costs
200
Advance
In this stage, participants convert information into solutions that address root causes of the clinical gap.
200
ACA (or PPACA)
It is the Act that expanded insurance for millions of Americans and produced requirements on public reporting of performance measures on quality, cost, and other metrics.
200
40%
This percentage of the audience immediately advanced their knowledge of the shared system level clinical information
200
TELMS White Paper (or White Paper)
The type of publication that was titled: "Coordinated learning to improve evidence-based care: a model of continuing education for the healthcare environment"
300
Allocate
In this stage, participants in the healthcare system substantiate partnerships to extend the solution.
300
EGFR inhibitor
This is the type of monoclonal antibody therapy mentioned in the paper
300
100 %
In the learning activity, this percentage of learners became more aware of their institutions public records

300
The system (or health system)
The nucleus of a public health concern can be addressed by education that is targeted to improve specific outcomes and focuses on this
400
Activate
In this stage, participants improve their awareness of a clinical gap and identify root causes
400
TELMS
This is the learning framework that was designed to include a wide range of stakeholders within a healthcare system, including healthcare providers and at times, patients and their caregivers
400
4
This is the number of stages in TELMS
400
Monitoring [or performance measurement]
This activity was continuously being done to see how each institution specifically integrated the direct lessons learned to reduce care variation
500
Aspire
Participants demonstrate engagement in applying learned solutions in this stage.
500
RMEI
The four letter CME provider who designed the learning activity
500
100%
Once the participants were activated and understood the regional and institutional care discrepancies, this percentage became committed to correcting the care discrepancies.

500
“Ruggiero” (obviously, not RuggerIO)
This is the correct pronunciation of the first author’s last name






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