WHO WE ARE
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The British Academy for CME (Bacme LTD "Private Company") mission is the identification, development, and promotion of standards for quality continuing medical education (CME) utilized by physicians in their maintenance of competence and incorporation of new knowledge to improve quality medical care for patients and their communities.
The BACME fulfills its mission through a voluntary self-regulated system for accrediting CME providers and a peer-review process responsive to changes in medical education and the health care delivery system.
The primary responsibilities of the BACME are to:
- Serve as the body accrediting institutions and organizations offering continuing medical education.
- Serve as the body recognizing institutions and organizations offering continuing medical education accreditation.
- Develop criteria for evaluation of both educational programs and their activities by which BACME and state accrediting bodies will accredit institutions and organizations and be responsible for assuring compliance with these standards.
- Develop, or foster the development of, methods for measuring the effectiveness of continuing medical education and its accreditation, particularly in its relationship to supporting quality patient care and the continuum of medical education.
- Recommend and initiate studies for improving the organization and processes of continuing medical education and its accreditation.
- Review and assess developments in continuing medical education’s support of quality health.
- Review periodically its role in continuing medical education to ensure it remains responsive to public and professional needs.
Event Name | Date From | Date to | Venue | CME Credits Hours | Code |
---|---|---|---|---|---|
1st Alexa Allergy Experts in Action | 27 Sept, 2019 | 28 Sept, 2019 | Cairo, Egypt | 8.30 | BACME-AAEA-270919-CAEG-8.30H |
The 8th Arabian Pediatrics Forum | 4 Dec, 2019 | 6 Dec, 2019 | Cairo, Egypt | 30 | BACME-APF-041219-CAEG-30H |
Fellowship in Hands on Laparoscopic Training | 25 Jan, 2020 | 30 Jan, 2020 | LHTI and Aljadria Private Hospital, Iraq | 30 | BACME-FHLT-250120-ALIR-30H |
Liposuction & Fat Injection | 26 Jan, 2020 | 27 Jan, 2020 | Cairo, Egypt | 16 | BACME-LFI-260120-CAEG-16H |
Pedia Luxor Congress 2020 | 29 Jan, 2020 | 31 Jan, 2020 | Luxor, Egypt | 20 | BACME-PLC-290120-LUEG-20H |
Skin Care & Laser | 31 Jan, 2020 | 6 Feb, 2020 | Cairo, Egypt | 56 | BACME-SCL-310120-CAEG-56H |
14th World Congress of Pediatrics | 5 Feb, 2020 | 8 Feb, 2020 | Hurghada, Egypt | 24 | BACME-WCP-050220-HUEG-24H |
Aesthetics & Threads | 9 Feb, 2020 | 13 Feb, 2020 | Cairo, Egypt | 40 | BACME-AT-090220-CAEG-40H |
Fellowship in Hands on Laparoscopic Surgery | 26 Feb, 2020 | 2 Mar, 2020 | LHTI and Aljadria Private Hospital, Iraq | 30 | BACME-FHLS-260220-ALIR-30H |
Master Class in Bariatric Surgery | 7 Mar, 2020 | 10 Mar, 2020 | Baghdad, Iraq | 18.30 | BACME-MCBS-070320-BAIR-18.30H |
DiaCare Endocrinology Forum | 12 Apr, 2020 | 12 Apr, 2020 | Virtual | 02.05 | BACME-DCEF-120420-VL-02.05H |
Boehringer Ingelheim Virtual Diabetes Summit | 10 Apr, 2020 | 16 Apr, 2020 | Virtual | 06.40 | BACME-BIVDS-100420-VL-06.40H |
Diacare Cardiology Forum | 01 May, 2020 | 15 May, 2020 | Virtual | 07.50 | BACME-DCF-010520-VL-07.50H |
Live Interactive Webinar | 03 June, 2020 | 03 June, 2020 | Virtual | 01 | BACME-LIW-030620-VL-01H |
Diacare LB Webinar | 16 May, 2020 | 30 May, 2020 | Virtual | 04.30 | BACME-DLW-160520-VL-04.30H |
Diacare JO Webinar | 22 June, 2020 | 29 June, 2020 | Virtual | 04.30 | BACME-DJW-220620-VL-04.30H |
Diacare Cardiology Forum | 12 May, 2020 | 26 May, 2020 | Virtual | 07.50 | BACME-DCF-120520-VL-07.50H |
Boehringer Ingelheim Virtual Diabetes Summit | 10 July, 2020 | 14 Aug., 2020 | Virtual | 05.20 | BACME-BIVDS-100720-VL-05.20H |
MITA E-RID 2020 | 05 June, 2020 | 17 July, 2020 | Virtual | 06.00 | BACME-MER-050620-VL-06H |
LINEA CRM ACADEMY | 26 June, 2020 | 25 Sept., 2020 | Virtual | 08.00 | BACME-LINEA-260620-VL-08H |
34th Annual Conference of Obstetrics & Gynecology Department | 29th Oct,2020 | 30th Oct,2020 | Alexandria, Egypt | 18.00 | BACME-ACOGD-291020-ALEG-18H |
Aesthetic medicine and laser | 30th June,2020 | 6th July,2020 | Cairo, Egypt | 60.00 | BACME-AML-300620-CAEG-60H |
Threads Lifting | 19th Sep,2020 | 13th Oct,2020 | Cairo, Egypt | 60.00 | BACME-TL-190920-CAEG-60H |
Fellowship in hands on laparoscopic surgery in LHTI | 20th Oct,2020 | 27th Oct,2020 | Iraq, Baghdad | 30.00 | BACME-FHLS-201020-IRBA-30H |
Diploma in laparoscopic surgery in LHTI | 20th Oct,2020 | 3rd Nov,2020 | Iraq, Baghdad | 83.00 | BACME-DLS-201020-IRBA-83H |
The 11th Annual Congress of The Arabian International Society of Nutrition, Gastroenterology & Infectious Diseases | 19th Nov,2020 | 20th Nov,2020 | Alexandria, Egypt | 8.30 | BACME-ACAISNGID-191120-ALEG-8.30H |
Threads | 9th Nov,2020 | 16th Nov,2020 | Cairo, Egypt | 60 | BACME-THREADS-091120-CAEG-60H |
Aesthetic Medicine and Laser | 3rd Dec,2020 | 9th Dec,2020 | Cairo, Egypt | 56 | BACME-AML-031220-CAEG-56H |
Hair transplantation course | 3rd Dec,2020 | 9th Dec,2020 | Cairo, Egypt | 56 | BACME-HTC-031220-CAEG-56H |
Skin Care and Laser | 10th Dec,2020 | 17th Dec,2020 | Cairo, Egypt | 56 | BACME-SCL-101220-CAEG-56H |
Basic Nutrition and Diet planning | 2nd Dec,2020 | 7th Dec,2020 | Cairo, Egypt | 56 | BACME-BNDP-101220-CAEG-56H |
Sports Nutrition | 10th Dec,2020 | 11th Dec,2020 | Cairo, Egypt | 16 | BACME-SN-101220-CAEG-16H |
BACME-EMPH-301020-VL-1.30H | 30th Oct,2020 | 30th Oct,2020 | Virtual | 1.30 | BACME-EMPH-301020-VL-1.30H |
liposuction and Fat Grafting | 19th Dec,2020 | 20th Dec,2020 | Cairo, Egypt | 16 | BACME-LFG-101220-CAEG-16H |
Infertility from A to Z | 22th Sep,2020 | 14th Dec,2020 | Cairo, Egypt | 60 | BACME-IAZ-220920-CAEG-60H |
Aesthetic Dermatology | 20th NOV,2020 | 15th Dec,2020 | Cairo, Egypt | 60 | BACME-AD-201120-CAEG-60H |
CHRONIC LYMPHOCYTIC LEUKEMIA MANAGEMENT UPDATE | 28 Nov, 2020 | 28 Nov, 2020 | Virtual | 01 | BACME-CLLMU-281120-VL-1H |
Aesthetic Medicine and Threads lifting | 20th Dec,2020 | 26th Dec,2020 | Cairo, Egypt | 60 | BACME-AMTL-201220-CAEG-60H |
Liposuction & Fat Grafting | 21st Dec,2020 | 23rd Dec,2020 | Cairo, Egypt | 24 | BACME-LFG-211220-CAEG-24H |
Infertility from A to Z | 10th Dec,2020 | 25th Dec,2020 | Cairo, Egypt | 60 | BACME-IAZ-101220-CAEG-60H |
Pediatric Nutrition | 17th Dec,2020 | 20th Dec,2020 | Cairo, Egypt | 32 | BACME-PN-171220-CAEG-32H |
Assessment and Monitoring of Fetal Growth. " Sonar Workshop " | 7th Aug,2020 | 14th Aug,2020 | Virtual | 3 | BACME-AMFG-070820-VL-3H |
Hikma Connect Virtual Conference 2020 | 4th Dec ,2020 | 4th Dec ,2020 | Virtual | 11.45 | BACME-HCVC-041220-VL-11.45H |
Aesthetic Gynecology | 20th Nov,2020 | 1st Dec,2020 | Cairo, Egypt | 60 | BACME-AG-201120-CAEG-60H |
Nutrition Management of Diabetes Mellitus | 30th Dec,2020 | 31st Dec,2020 | Cairo, Egypt | 16 | BACME-NMDM-301220-CAEG-60H |
Fellowship in hands on laparoscopic surgery | 20th Feb,2021 | 27th Feb,2021 | Iraq Baghdad | 62 | BACME-FHLS-200221-IRBA-62H |
Diploma in Basic and Advance Laparoscopic Surgery | 20th Feb,2021 | 6th Mar,2021 | Iraq Baghdad | 83.30 | BACME-DBALS-200221-IRBA-83.30H |
Fellowship in hands on laparoscopic surgery | 5th Mar,2021 | 9th Mar,2021 | Iraq Baghdad | 62 | BACME-FHLS-050321-IRBA-62H |
The 2nd Egyptian Pediatric Respiratory Society Conference | 4th Mar,2021 | 5th Mar,2021 | Cairo, Egypt | 20 | BACME-EPRSC-040321-CAEG-20H |
Aesthetic Medicine and Laser | 15th Mar,2021 | 20th Mar,2021 | Cairo, Egypt | 60 | BACME-AML-150321-CAEG-60H |
Aesthetic Medicine | 14th Mar,2021 | 21st Mar,2021 | Cairo, Egypt | 60 | BACME-AM-140321-CAEG-60H |
Hair Transplantation | 4th Apr ,2021 | 5th Apr ,2021 | Cairo, Egypt | 16 | BACME-HT-040421-CAEG-16H |
Dermal Fillers | 6th Apr ,2021 | 7th Apr ,2021 | Cairo, Egypt | 16 | BACME-DF-060421-CAEG-16H |
Boehringer Ingelheim CME_The Power to Accomplish More | 26th Feb ,2021 | 26th Feb ,2021 | Virtual | 2 | BACME-BIPAM-260221-VL-2H |
Tabuk Neuroscience | 26th Mar ,2021 | 26th Mar ,2021 | Virtual | 2 | BACME-TN-260321-VL-3H |
Cost Effectiveness Seminar | 26th Mar ,2021 | 26th Mar ,2021 | Virtual | 1.30 | BACME-CES-260321-VL-1.30H |
Aesthetic Dermatology | 25th Apr ,2021 | 1st May ,2021 | Cairo, Egypt | 56 | BACME-AD-250421-CAEG-56H |
Endocrinology and Metabolism Intensive Course | 10th Mar ,2021 | 12th Mar ,2021 | Virtual | 10.30 | BACME-EMIC-100321-VL-10.30H |
eRID 2021 Webinar Series: Co Morbidities in Type 2 Diabetes | 26th Mar ,2021 | 26th Mar ,2021 | Virtual | 2 | BACME-WSMTD-260321-VL-2H |
Regional Interchange on Diabetes Webinar 2 Cardio Renal Metabolic Axis |
9th Apr ,2021 | 9th Apr ,2021 | Virtual | 2 | BACME-CRMA-090421-VL-2H |
Fellowship in Laparoscopic Surgery | 8th Apr ,2021 | 12th Apr ,2021 | Iraq, Baghdad | 62 | BACME-FLS-080421-VL-62H |
Fellowship in Laparoscopic Gynecological Surgery and Hysteroscopy | 2nd May ,2021 | 6th May ,2021 | Iraq, Baghdad | 65.5 | BACME-FLGSH-020521-VL-65.5H |
Fellowship in Hands on Laparoscopic Surgery and Hysteroscopy | 18th May ,2021 | 22nd May ,2021 | Iraq, Baghdad | 62.5 | BACME-FHLSH-180521-VL-62.5H |
Basic and Advanced OBY-GYN Ultrasound | 22nd May ,2021 | 30th May ,2021 | Cairo, Egypt | 60 | BACME-Bau-220521-CAEG-60H |
Liposuction and Fat Grafting | 22nd May ,2021 | 23rd May ,2021 | Cairo, Egypt | 16 | BACME-LFG-220521-CAEG-16H |
Aesthetic Medicine | 23rd May ,2021 | 27th May ,2021 | Cairo, Egypt | 40 | BACME-AM-230521-CAEG-40H |
Hair Transplantation | 24th May ,2021 | 25th May ,2021 | Cairo, Egypt | 16 | BACME-HT-240521-CAEG-16H |
Aesthetic Gynecology | 25th May ,2021 | 24th May ,2021 | Cairo, Egypt | 24 | BACME-AG-250521-CAEG-24H |
Dermatology in Clinical Practice | 27th Dec ,2020 | 25th Jul ,2021 | Cairo, Egypt | 36 | BACME-DCP-271220-CAEG-36H |
EMG Teaching Course from Basic to Advanced Clinical Neurophysiology Chapter of ESNPN |
1st Jun ,2021 | 27th Sep ,2021 | Virtual | 32 | BACME-TCBACNC-010621-VL-32H |
eRID 2021 Webinar 3: Guidelines in Practice | 4th Jun ,2021 | 4th Jun ,2021 | Virtual | 2 | BACME-WGP-040621-VL-2H |
eRID 2021 Webinar 4: Change the Status Quo | 9th Jul ,2021 | 9th Jul ,2021 | Virtual | 1.55 | BACME-CSQ-090721-VL-1.55H |
Brands for Life: 2021 Cardiovascular Scientific Symposium | 9th Jul ,2021 | 10th Jul ,2021 | Virtual | 5 | BACME-CSS-090721-VL-5H |
eRID 2021 Webinar 5: A Change of Heart | 17th Sep ,2021 | 17th Sep ,2021 | Virtual | 1.55 | BACME-WCH-170921-VL-1:55H |
BARTS MULTIPLE SCLEROSIS PRECEPTORSHIP | 1st Oct ,2021 | 1st Oct ,2021 | Virtual | 5.20 | BACME-BMSP-011021-VL-5:20H |
Regional Interchange on Diabetes | 15th Oct ,2021 | 16th Oct ,2021 | Dubai, UAE. | 8.20 | BACME-RID-151021-DUAE-8:20H |
META Webinar November 2021 | 5th Nov ,2021 | 5th Nov ,2021 | Virtual | 1.40 | BACME-MWN-051121-VL-1:40H |
Building the Foundation of New Era | 19th Nov ,2021 | 19th Nov ,2021 | Virtual | 1.55 | BACME-BFNE-191121-VL-1:55H |
Tabuk s Hackathon on Respiratory and Infectious Disease | 3rd Dec ,2021 | 3rd Dec ,2021 | Oman | 2.20 | BACME-HRID-031221-KMOM-2:20H |
MOH Stroke Force Project |
4th Dec ,2021 |
22nd Jan ,2022 |
Jordan, Virtual |
9.30 |
BACME-MSFP-220122-ICAJ-9:30H (In Venue) BACME-MSFP-220122-VL-9:30H (Virtual) |
Tabuk s Hackathon on Respiratory and Infectious Disease |
28th jan ,2022 |
29nd Jan ,2022 4th Feb ,2022 |
Dubai |
1.45 |
BACME-HRID-280122-HDH-1:45H (28/1/2022) |
e-RID 2022 Webinar 1 | 11th Mar ,2022 | 11rd Mar ,2022 | Virtual | 1.5 | BACME-ERW-110322-VL-1:30H |
Hikma Biontech Forum Immunology | 26th Mar ,2022 | 26rd Mar ,2022 | Dubai | 17.45 | BACME-HBFI-260322-CPDF-17:45H |
e-RID 2nd Webinar | 13th May ,2022 | 13th May ,2022 | Dubai | 2 | BACME-ERW-130522-DUAE-2H |
Adult Standalone | 20th May ,2022 | 21st May ,2022 | Tbilisi, Georgial | 8.20 | BACME-ADSL-200522-RBIH-8:20H |
Pediatric EMG & NCV teaching course | 8th May ,2022 | 28th Aug ,2022 | Virtual | 32 | BACME-PENT-080522-VL-32 H |
Regional Standalone Meeting | 21st Oct ,2022 | 22nd Oct ,2022 | Dubai | 9.35 | BACME-RSM-211022-HAH-9:35 H |
Practical Application on Clinical Pediatric Nutrition | 14th Sep ,2022 | 30th Nov ,2022 | Virtual | 48 | BACME-PACPN-140922-VL-48 H |
ILD SUMMIT F2F NOV 2022 | 25th Nov ,2022 | 26th Nov ,2022 | Dubai | 11.20 | BACME-ILD-251122-SDHDUAE-11:20 H |
EXTENDED INFERTILITY AND ICSI COURSE | 1st Jun ,2022 | 31st Dec ,2022 | Virtual | 72 | BACME-EIIC-010722-VL-72 H |
Hands on ECHO Course | 26th May ,2022 | 21st Jul ,2022 | Egypt | 36 | BACME-ECHO-260522-MHA-36 H |
Basic Life Support & Emergencies | 5th Dec ,2022 | 6th Dec ,2022 | Egypt | 12 | BACME-BLSEM-051222-IEC-12 H |
PRACTICAL INFERTILITY AND ICSI COURSE | 1st Sep ,2022 | 30th Nov ,2022 | Virtual | 72 | BACME- PIIC -010922-VL-72 H |
Real World Evidence Workshop (The Gate to informed-decisions) | 25th Nov ,2022 | 25th Nov ,2022 | Egypt | 6 | BACME-RWE-251122- JWMNC-6H |
Cardio Times | 21st Feb ,2023 | 21st Feb ,2023 | Dubai | 3.55 | BACME-CDT-210223-JWMMD-3.55 H |
Basic Fundamentals of Health Policy and Health Economics Program Organized by Accsight | 12th Feb ,2023 | 13th Feb ,2023 | Egypt | 9 | BACME-BFHP-120223-JWMNC-9 H |
Aesthetic Genital Surgery Fellowship | 16th Mar ,2023 | 19th Mar ,2023 | Turkey | 24 | BACME-AGSF-160323-SCFG-24 H |
Cardio Times | 3th Mar ,2023 | 3th Mar ,2023 | Dubai | 3.55 | BACME-CDT-030323-JWMMD-3.55 H |
2 nd IMETA HF SAM "Heart Talks" | 10th Mar ,2023 | 10th Mar ,2023 | Virtual | 5 | BACME-IHSHT-100323-VL-5H |
Hands-On Cosmetic Gynecology Course | 25th Dec ,2022 | 25th Dec ,2022 | TURKEY | 19 | BACME-HCGC-241222-GHAT-19H |
Hands-On Cosmetic Gynecology Course | 8th Mar ,2023 | 8th Mar ,2023 | TURKEY | 19 | BACME-HCGC-070323-GHAT-19H |
Ophtha Experts Symposium 2023 | 19th Mar ,2023 | 19th Mar ,2023 | Dubai | 3 | BACME-OES-190323-GHHD-3 H |
CRM360 WEBINAR 1 | 3rd Mar ,2023 | 3rd Mar ,2023 | Virtual | 2 | BACME-CRMW-030323-VL-2H |
Practical Infertility and ICSI Course | 2nd Dec ,2022 | 3rd Mar ,2023 | Virtual | 72 | BACME-PIIC-021222-VL-72H |
Pedia Summit Advancing Pediatric Care | 10th Mar ,2023 | 11th Mar ,2023 | Dubai | 6.45 | BACME-PSAPC-100323-LMDA-6.45H |
5th Period-Applied Cosmetic Gynecology Training | 5th May ,2023 | 7th May ,2023 | TURKEY | 19 | BACME-PACG-050523-GHAT-19H |
PPF Roadshow | 8th Mar ,2023 | 8th Mar ,2023 | Virtual | 1.30 | BACME-PPFR-080323-VL-1.30H |
Cochlear Implant | 11th Mar ,2023 | 11th Mar ,2023 | Egypt | 8.10 | BACME-CHI-110323-PFA-8.10 H |
Functional Endoscopic Sinus "Basic" | 6th Mar ,2023 | 6th Mar ,2023 | Egypt | 7.40 | BACME-FESS-060323-PFA-7.40 H |
Functional Endoscopic Sinus "Advanced" | 7th Mar ,2023 | 8th Mar ,2023 | Egypt | 7 | BACME-FESS-070323-PFA-7 H |
Otoplasty | 3rd Mar ,2023 | 3rd Mar ,2023 | Egypt | 7 | BACME-OPY-030323-PFA-7 H |
Rhinoplasty | 4th Mar ,2023 | 4th Mar ,2023 | Egypt | 5.10 | BACME-RPY-040323-PFA-5.10H |
Salivary Gland | 13th Mar ,2023 | 13th Mar ,2023 | Egypt | 7.15 | BACME-SVG-130323-PFA-7.15 H |
Temporal Bone | 12th Mar ,2023 | 12th Mar ,2023 | Egypt | 8.05 | BACME-TPB-120323-PFA-8.05 H |
Thyroid & Head and Neck | 14th Mar ,2023 | 15th Mar ,2023 | Egypt | 12.45 | BACME-THN-140323-PFA-12.45 H |
Cardio Forum Prague | 3rd Jun ,2023 | 4th Jun ,2023 | Czech | 11 | BACME-CFP-030623-HPHC-11H |
JP Derma Forum 2023 | 30th May ,2023 | 31th May ,2023 | Czech | 7.5 | BACME-JPDF-300523-HPHC-7.50 H |
Dapazin talks: MD management updates | 31th May ,2023 | 4th Jun ,2023 | Azerbaijan | 6 | BACME-MMU-310523-JPBA-6 H |
CARE SCIENTIFIC MEETING | 23th May ,2023 | 27th May ,2023 | Dubai | 8 | BACME-CSM-230523-SPHD-8 H |
The British Academy accepts requests to jointly provide physician, nurse, pharmacist, and dietitian-certified continuing education activities with other organizations including medical education companies, professional healthcare associations, governmental agencies, international organizations, and health care systems
Accreditation is a self-assessment and external peer review process used by healthcare organizations to accurately assess their level of performance in relation to established standards and to implement ways to continuously improve the healthcare system” ISQua (International Society for Quality in Health care) definition. Federation Operating Rules 1998 According to the World Health Organization (WHO), To be noted that accreditation is concerned with credit hours attended in the seminar or congress and not related to confirm attending a special course or workshop
Requests to jointly provide an activity must be submitted in writing via email to the Academy. Included at a minimum the following information: cme@bacma.org
Following is the algorithm that outlines each step of the certification process by the Academy.
Determining Potential Joint provider Is Not a Commercial InterestIn order for the Academy to jointly provide any continuing education activity with a non- accredited organization, we must work in partnership to ensure the appropriate accrediting agencies criteria and policies are met.
A joint provider organization may not be a commercial interest. A commercial interest is defined as “any entity producing, marketing, re-selling, or distributing health care goods or services consumed by, or used on, patients.”
To remain in compliance with our accrediting agencies’ definition of a commercial interest, the Academy requires the potential education partner to complete Academy Policy 2.1 - Potential Educational Partner Attestation Form in order to document the organization’s corporate structure, mission, organizational chart (incorporating the staff’s reporting structure), and relationships with any parent/sister organizations. Completion of this document is required whether or not commercial support will be sought for future activities.
If it is not clear that the potential joint provider’s organization is not a commercial interest as defined by ACCME, ANCC, ACPE, or CDR, the potential joint provider will submit documentation to the ACCME, ANCC, ACPE, or CDR for an official determination of the organization’s ability to be a joint provider. If this is the case, any costs charged by the ACCME, ANCC, and/or ACPE will be the responsibility of the potential joint provider.
It is also expected that the joint provider organization will review, and adhere to, all policies and procedures posted of the Academy.
On the first occurrence that a non-accredited jointprovider organization works with the Academy, they will be required to sign Academy Policy 2.2 - Joint Provider Agreement, which delineates each organization’s roles and responsibilities. The need for a joint provider agreement for subsequent programs will be determined on a case-by-case basis. Factors which may necessitate subsequent joint provider agreements include: complexity of program, involvement of multiple joint providers, etc. The non-accredited joint provider (and other external organizations signing the joint provider agreement) will agree to abide by all rules, regulations, and legal requirements of any entity having jurisdiction over continuing education, and of the Academy.
Failure of a joint provider to meet the Academy’s requirements may place the Academy’s accreditation status in jeopardy. Therefore, the Academy reserves the right to withdraw certification of an educational activity if the joint provider does not adhere to all accrediting agency policies and criteria, as well as the Academy’s policies and procedures.
It is also expected that the joint provider organization will review, and adhere to, all policies and procedures posted of the Academy.
On the first occurrence that a non-accredited jointprovider organization works with the Academy, they will be required to sign Academy Policy 2.2 - Joint Provider Agreement, which delineates each organization’s roles and responsibilities. The need for a joint provider agreement for subsequent programs will be determined on a case-by-case basis. Factors which may necessitate subsequent joint provider agreements include: complexity of program, involvement of multiple joint providers, etc. The non-accredited joint provider (and other external organizations signing the joint provider agreement) will agree to abide by all rules, regulations, and legal requirements of any entity having jurisdiction over continuing education, and of the Academy.
Failure of a joint provider to meet the Academy’s requirements may place the Academy’s accreditation status in jeopardy. Therefore, the Academy reserves the right to withdraw certification of an educational activity if the joint provider does not adhere to all accrediting agency policies and criteria, as well as the Academy’s policies and procedures.
The Academy will send Academy Policy 10.1 Disclosure Form to all Planning Committee members/those who will be in a position to influence the content of the activity. Potential planners (anyone involved in content development) must complete and return this form to the Academy.
The Academy will send the initial faculty invitation letters which will include Academy Policy 10.0 - Faculty Agreement Form, and Academy Policy 10.1 - Disclosure Form. In the case of organizations which have joint provided activities with the Academy in the past, the Academy may designate these organizations to send out faculty invitation letters on the Academy’s behalf.
Upon receipt of disclosure forms, the Academy will evaluate the forms for potential conflicts of interest (COIs) and develop a method to resolve any perceived or real conflicts in accordance with Academy Policy 9.1 - Policy on Disclosure of Relevant Financial Relationships. If the Academy is unable to resolve a potential COI, the Academy will not approve the planner/faculty member’s participation in the activity.
Prior to any request for grant funding or finalizing a proposal, the Academy must receive all appropriate information for review and approval prior to submission.
All grant funding is to be in the form of an independent educational grant, payable to the Academy. The Academy will reimburse the joint provider via invoices for work performed (i.e. management hours, out-of-pocket expenses, etc.) as set forth in Academy Policy 2.2 - Joint Provider Agreement.
The central question driving needs is “Why are we doing this activity?” Early in the planning process, it is important to determine the specific gaps in knowledge and/or practice that the certified activity will attempt to address
Robust needs assessment accomplishes the following:
The longer the CE activity, the more diverse and robust the needs assessment should be. After looking at a variety of needs assessment sources and types of data, identify the most significant two to four defined needs for the activity.
Guidance as to what to include in a Needs Assessment:Examples of ways to elicit leadership and other perspectives:
Note: Asking what clinicians find challenging in their practice will yield more useful information than asking what topics they want addressed
Activity objectives should grow out of a thorough gap analysis/needs assessment. After you’ve determined the professional practice gap you want to address, barriers to closing this gap, and the learners’ educational needs, you should develop learning objectives that are congruent with these needs.
Two to three learning objectives are usually appropriate for a one-hour activity. For multi-hour or multi-day programs, one to two objectives for each session in the program will be critical in linking individual sessions together and ensuring the linkage of individual sessions to the overall course goal(s).
When the activity is intended to have the participant do something differently immediately after the activity, use objectives that define that behavior or next step.
ExamplesAs a result of participating in this activity, learners will be better able to:
Each educational activity must involve an Academy’s staff member who will participate in its development and delivery to ensure compliance with the ACCME’s Essentials, Policies, and Criteria (if offering physician credit), ANCC’s accreditation criteria and standards (if offering nursing credit), ACPE’s Standards for Continuing Pharmacy Education (if offering pharmacy credit), and/or CDR’s Standards for dietitian continuing education (if offering dietitian credit). Any activity providing CNE must also be reviewed by the Academy’s Lead Nurse Planner to assure compliance with ANCC standards and criteria.
The Academy staff member/Lead Nurse Planner will document the activity by completing Academy’s CE Planning Document. All responses on the form will be validated with back up documentation in the activity file (either in electronic format or print). The Academy staff member who signs the CE Planning Document verifies that the activity is in full compliance.
Designing and carrying out the teaching activity is the heart of the educational process that begins with determination of professional practice gaps, identification barriers to closing those gaps, identification of educational needs that will help close the gaps, development of learning objectives tied back to the educational needs, and ends with evaluation.
Despite its central importance, the choice of methodology and technique is often unimaginative and unrelated to the purposes that were defined earlier. The activity instructional design must be responsive to the characteristics of prospective learners such as; knowledge level, professional experience, and preferred learning styles. It should also take into account the evolving CE-literature on instructional design.
Once the content and method is determined, they must be made known to prospective learners in all print materials. As always, documentation of this process is necessary.
The following is a sample (though not exhaustive) list of learning designs which may be considered: You are encouraged to think outside the box to come up with the best learning design given the goal the activity is trying to achieve.
Curriculum-Based CE: Conventional CE is generally very fragmented. It consists of a series of live or enduring activities almost totally unconnected in content and purpose. Curriculum-based CE places the programs into categories that are connected through principals or clusters of knowledge.
Example: A series of activities or modules that contribute to a single organized theme.
Discussion Groups/Small Group Workshops: A small number (five to fifteen) of clinicians exploring problems collaboratively, with the guidance of a skilled leader rather than a formal presenter.
Example: Round-table discussions on a specific case, topic, or problem of common interest.
Mini Residencies/Preceptorships: The clinician will leave his/her practice for a specified period of time to learn as a "resident" in a clinical setting. For a healthcare professional that has a defined need for a particular type of clinical experience, the mini-residency can be a highly rewarding experience.
Internet: Besides text based learning, live activities can be presented on the web and archived for later access. Computer learning currently is poor for skill development, however, it lends itself well to case studies, problem solving, lessons in QI (how their practice patterns match others), information data, and legal/ethical issues. When developing internet activities, efforts should be made to take advantage of the opportunities for active learning (ie polling questions, etc) which the medium offers.
Performance Improvement CME (PI CME/CE): PI CME/CE is a certified activity in which an accredited CME provider structures a long-term three-stage process by which an individual or group of providers learn about specific performance measures, assess their practice using the selected performance measures, implement interventions to improve performance related to these measures over a useful interval of time, and then reassess their practice using the same performance measures. A PI CME/CE activity may address any facet (structure, process or outcome) of a physician’s practice with direct implications for patient care. PI CME may also be offered for physician assistants.
Skill Session: Requires a model for the learner to emulate and a chance for supervised practice. Example: CPR Training
Simulations: Either with paper and pencil or with live (e.g., patients or actors) interaction with clinical problems specifically designed for educational purposes. The newer simulators are remarkably realistic and present the learner with relevant diagnostic and management problems. Example: Patient interviewing techniques
Self-Assessment Inventories: A mixture of evaluation and learning. These paper- and-pencil instruments give individual clinicians an effective means to discover what they know or don't know – in various fields. Many specialty societies sponsor such tools.
Teleconferencing: The use of telephone and/or television to link live presenter(s) to one or more audiences. Experts from anywhere in the world can be presented to the audience. Many hospitals have satellite capabilities to receive educational programming (downlink) transmitted from a single location via orbiting communication satellite (up-link).
British academy requires all faculty/authors to document the evidence for patient care recommendations made in an activity.
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