16 User panels and focus groups conducted in 2016 recommended the ABP focus on offering opportunities for learning that incorporated flexibility and accessibility. The model had 3 primary goals: maintain production of a valid assessment of medical knowledge, incorporate opportunities for learning, and improve the experience for pediatricians participating in continuing certification. In 2015–2016, the ABP partnered with RTI International (RTI), a nonprofit research institution, to obtain input from certified pediatricians on the proposed MOCA-Peds’ model to be tested in 2017–2018 and early prototypes of the Web-based platform through user panels and focus groups. 2– 5 In their article, Hawkins et al 1 highlighted the role of the ABMS and its member boards in continually examining their programs to “assure the public and the profession that they are meeting expectations, are clinically relevant, and provide value to patients and participating physicians, and to refine and improve them as ongoing research indicates.” Continuing certification aims to address gaps in the quality of medical care related to the exponential increase in new medical knowledge, knowledge lost over time, and gaps and delays in practice change in response to new knowledge. In 2013, Hawkins et al, 1 on behalf of the ABMS, published an article describing the MOC’s theoretical basis. The American Board of Pediatrics (ABP), 1 of 24 boards affiliated with the American Board of Medical Specialties (ABMS), provides certification for general and subspecialty pediatricians after completion of training and throughout their career through its Maintenance of Certification (MOC) program.
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