MOCA 2.0®

Many ASA members have concerns and questions about the American Board of Anesthesiology (ABA) MOCA Program.  In an effort to support members seeking to navigate ABA’s process, ASA has developed the following Frequently Asked Questions (FAQs).   

What is The American Board of Anesthesiology (ABA) MOCA 2.0™ Program?
The redesigned Maintenance of Certification in Anesthesiology Program® (MOCA®), MOCA 2.0®, provides diplomates with opportunities to continuously learn and demonstrate proficiencies to provide better patient care. It offers a more relevant and personalized approach to helping diplomates assess their knowledge and address knowledge gaps. MOCA 2.0 is a web-based learning platform. At its core is the MOCA Minute®, an interactive learning tool we are piloting 

What are the MOCA 2.0®Requirements? 

  • Part 1: Professionalism and Professional Standing (PPS): Hold an active, unrestricted license to practice medicine in at least one jurisdiction of the United States (U.S.) or Canada. Furthermore, all U.S. and Canadian medical licenses that a diplomate holds must be unrestricted.
  • Part 2: Lifelong Learning and Self-Assessment (LLS): 250 Category 1 CMEs of which 20 must be ABA-approved Patient Safety CMEs. Self-Assessment CMEs are no longer required. If you previously completed Self-Assessment CMEs, you will get credit for them in MOCA 2.0.
  • Part 3: Assessment of Knowledge, Judgment, and Skills (KJS): MOCA Minute® is being piloted to replace the MOCA exam.  Diplomates must answer 30 questions per calendar quarter (120 per year), no matter how many certifications they are maintaining.
    Click here to see a video demonstration of the MOCA Minute pilot.
  • Part 4: Improvement in Medical Practice (IMP): More options for activities with points awarded for each activity based on the time and effort associated with their completion. Diplomates must complete 25 points in Years 1-5 and 25 points in Years 6-10 for a total of 50 points per 10-year cycle. An attestation is due in Year 9 but does not provide points. Click here for more details.

As of January 2016, ABA has said that simulation will be an optional MOCA 2.0 Part 4 activity. The American Board of Anesthesiology considers simulation courses a valuable education option and will continue to encourage participation.  Diplomates who have completed simulation courses as part of their current MOCA cycle will continue to get five years’ worth of Part 4 credit (25 points) for this activity in MOCA 2.0, as they do now.

Case Evaluations and Simulation Courses will continue to be Part 4 options, but there will be additional options to fulfill this requirement. Additionally, attestations will continue to be due in Year 9, but will not provide points.  Diplomates certified in 2006 through 2009 who have completed the current MOCA Part 4 requirements will not be required to complete additional Part 4 requirements until their new MOCA cycle begins.

How can ASA meet your MOCA requirements?
ASA understands the challenges related to MOCA.  To better serve our members, ASA has developed several activities to help you meet your MOCA requirements. 

Part II:
Need to fulfill your Patient Safety requirements? ASA has Patient Safety Modules available for you!

The following FREE courses also help fulfill MOCA part II requirements:

Part IV:
Attend an ASA Endorsed Simulation Center near you, purchase Anesthesia SimSTAT, or complete one of the following FREE courses to help fulfill your MOCA Part IV points! 

FREE to all ASA account holders:

Why is the ABA changing the MOC program?
The ABA is redesigning MOCA because the ABA Board of Directors believes continuous learning and demonstration of proficiencies will help diplomates provide better care for patients. The Directors, 12 practicing physician anesthesiologists and a public member want to incorporate identification and elimination of knowledge gaps, an emphasis on patient safety, and longitudinal assessment into a new MOC system. Technology advances have allowed the ABA to create a more relevant and efficient program. Ten years of MOCA program data, diplomate feedback and diplomates’ direct involvement in the redesign have allowed the ABA to develop a more personalized lifelong learning system.

How does ASA better meet the needs of members for advanced continuing professional development and the use of education simulation technology in its program/resources?
The medical education environment continues to move more towards a result oriented and outcomes-based foundation for all programs to be a primary focus of their curriculum.  This starts from ACGME during training years and continues through professional career years where ACCME and ABMS for MOC/MOCA requirements become the influencers.  Factors that many have cited for this focus is a growing need for preparedness and continued professional development for physicians to cope with an increasingly volatile and constant changing health care system; demonstration that residency programs are producing well-qualified physicians through cost-effective programs and then continue to be up-to-dated on changing standards of care and technologies for the practicing anesthesiologist physicians;  a direction of the educational system and continuing professional development to be focused on patient safety and care, with integration where appropriate, team-based learning; emphasis on outcomes assessment from accreditation requirements; and finally, determining how innovation and educational excellence is integrated into educational programs and their curriculums.  Specifically for medical simulation, there are two factors that contribute to the proliferation of simulation based education integration: (1) increasing availability of quality simulation resources (ranging from commodity-based products of computers, sensors, haptic devices, increasing immersive virtual reality displays with increasing network bandwidth, etc.) and (2) Medical simulation technologies are becoming more and more valuable tools for effective competency-based education to address in part, the growing focus on outcomes in education and push not simply to transfer knowledge but teach and assess broader educational objectives more rigorously.

How does ASA better integrate broader simulation-based educational initiatives with a focus on three areas:   (1) education curriculum (including meeting MOCA requirements); (2) quality improvement (individual) and organizational improvement (systems); and (3) educational assessment and research?
Medical simulation education continues to be used as a learning tool to develop and assess skills of learners as compared to additional efforts to transition this immersive experience and how it can help with organizational, systems-based, improvement along with inter-professional team based education.  Physicians in-training are not introduced how their fellow clinicians' roles and limitations operate until their residency years.   Less emphasis is even on non-physician roles and limitations when taking into account patient safety and team-based care.  

Some argue that this siloed approach to medical education no longer makes sense given the industry's accelerated shift toward value-based payment models that encourage more on team-based care, especially when HHS is shifting 30% of Medicare payments to alternative payment models by 2018.  A recent report from the Institute of Medicine found that there currently are not learning models that factor all of the features necessary to measure the link between health outcomes and inter-professional education; however, there are some efforts of this changing. 

Examples include the National Center for Interprofessional Practice and Education (support provided by the Robert Wood Johnson Foundation) and the Retooling for Quality and Safety initiative (supported by the Josiah Macy Jr. Foundation and Institute for Healthcare Improvement).  Initiatives like these are some initial trends forward where medical simulation education integrated with the overall educational program is increasingly an opportunity, especially in an era of value-based care and the team-based approaches to reflect the evolving practice environment in which many are finding themselves experiencing.

How can the ASA member voice their questions and/or concerns on MOCA requirements?  How is it communicated from ASA to ABA? 
ASA welcomes members to voice their questions and/or concerns regarding the MOCA requirements.  ASA will continue to relay questions and/or concerns to the ABA.    

Will ASA educational resources, like ACE or SEE still be applicable to meeting requirements outlined in MOCA 2.0?  
Diplomates will still be required to complete 250 Category 1 CME credits, including 20 credits of Patient Safety CME. As of January 2016, self-assessment CME will no longer be required as part of MOCA Part 2: Lifelong Learning & Self-Assessment.  However, diplomates who previously completed self-assessment CMEs will get credit for them in MOCA 2.0.

For more information on the American Board of Anesthesiology MOCA 2.0 Program, please visit


Last modified: Tuesday, 30 April 2019, 11:36 AM