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.




Value propositions for working with the Academy:

  • A team of clinical specialists and professionals qualified in the practice of adult education with more than 50 years of combined experience in the provision of continuing medical education/continuing education (CME/CE) for healthcare professionals
  • A collaborative approach to working with our educational partners
  • Personalized and high-quality service provided by a dedicated CME/CE professional for each initiative
    we certify
  • Rapid turnaround time (no long waits for comments or feedback)
  • Knowledge and expertise in the implementation of CME/CE activities within the current policies and guidelines of ACCME, AMA, ANCC, ACPE, CDR, AAFP, AAPA, AANP, ABTC, NASW, CCMC, Office of Inspector General of the U.S. Health and Human Services Department, PhRMA, AdvaMed, and the FDA

The Academy’s services include:

  • Identifying professional practice/performance gaps, barriers to closing these gaps, and educational needs of learners
  • Developing learning objectives tied to the educational needs of the learners
  • Identifying and vetting faculty
  • Designing educational formats
  • Providing peer review of educational activities by an external independent clinical expert
  • Providing on-site monitoring of live activities
  • Performing post-activity evaluation and follow-up outcomes measurement
  • Awarding CME/CE credits and certificates and maintaining records
  • Multiple options for CME/CE certificate fulfillment: onsite, mail, and through the Academy’s or external online processing systems
  • Designing outcomes measurement tools and developing outcomes reports
  • Distributing 30- or 60-day post activity follow-up surveys
  • Serving as a resource and mentor for educational partners new to CME/CE in the areas of developing, executing, and evaluating CME/CE activities

The Academy has experience across multiple live and enduring formats:

  • Single- and multi-day conferences/meetings
  • Symposia in conjunction with national meetings
  • Mini-Symposia at regional and local professional society meetings
  • National Grand Rounds/Visiting Professor Series
  • Small group workshops
  • Web-based activities and curricula
  • Print monographs/supplements/newsletters
  • Live and enduring teleconferences


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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
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
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



(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




(28/1/2022) (29/1/2022)(4/2/2022)

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



Pediatric EMG & NCV teaching course

8th May ,2022 28th Aug ,2022



BACME-PENT-080522-VL-32 H

Regional Standalone Meeting

21st Oct ,2022

22nd Oct ,2022



BACME-RSM-211022-HAH-9:35 H

Practical Application on Clinical Pediatric Nutrition

14th Sep ,2022 30th Nov ,2022



BACME-PACPN-140922-VL-48 H


25th Nov ,2022 26th Nov ,2022



BACME-ILD-251122-SDHDUAE-11:20 H


1st Jun ,2022

31st Dec ,2022



BACME-EIIC-010722-VL-72 H

Hands on ECHO Course

26th May ,2022

21st Jul ,2022



BACME-ECHO-260522-MHA-36 H

Basic Life Support & Emergencies

5th Dec ,2022

6th Dec ,2022





1st Sep ,2022

30th Nov ,2022



BACME- PIIC -010922-VL-72 H

Real World Evidence Workshop (The Gate to informed-decisions)

25th Nov ,2022

25th Nov ,2022




Cardio Times

21st Feb ,2023

21st Feb ,2023



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




Aesthetic Genital Surgery Fellowship

16th Mar ,2023

19th Mar ,2023




Cardio Times

3th Mar ,2023

3th Mar ,2023



BACME-CDT-030323-JWMMD-3.55 H

2 nd IMETA HF SAM "Heart Talks"

10th Mar ,2023

10th Mar ,2023




Hands-On Cosmetic Gynecology Course

25th Dec ,2022

25th Dec ,2022




Hands-On Cosmetic Gynecology Course

8th Mar ,2023

8th Mar ,2023




Ophtha Experts Symposium 2023

19th Mar ,2023

19th Mar ,2023





3rd Mar ,2023

3rd Mar ,2023




Practical Infertility and ICSI Course

2nd Dec ,2022

3rd Mar ,2023




Pedia Summit Advancing Pediatric Care

10th Mar ,2023

11th Mar ,2023




5th Period-Applied Cosmetic Gynecology Training

5th May ,2023

7th May ,2023




PPF Roadshow

8th Mar ,2023

8th Mar ,2023




Cochlear Implant

11th Mar ,2023

11th Mar ,2023



BACME-CHI-110323-PFA-8.10 H

Functional Endoscopic Sinus "Basic"

6th Mar ,2023

6th Mar ,2023



BACME-FESS-060323-PFA-7.40 H

Functional Endoscopic Sinus "Advanced"

7th Mar ,2023

8th Mar ,2023





3rd Mar ,2023

3rd Mar ,2023



BACME-OPY-030323-PFA-7 H


4th Mar ,2023

4th Mar ,2023




Salivary Gland

13th Mar ,2023

13th Mar ,2023



BACME-SVG-130323-PFA-7.15 H

Temporal Bone

12th Mar ,2023

12th Mar ,2023



BACME-TPB-120323-PFA-8.05 H

Thyroid & Head and Neck

14th Mar ,2023

15th Mar ,2023



BACME-THN-140323-PFA-12.45 H

Cardio Forum Prague

3rd Jun ,2023

4th Jun ,2023




JP Derma Forum 2023

30th May ,2023

31th May ,2023



BACME-JPDF-300523-HPHC-7.50 H

Dapazin talks: MD management updates

31th May ,2023

4th Jun ,2023





23th May ,2023

27th May ,2023




Policies and Procedures


Policy on Joint Provider ship

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

  • Tentative title/date/location of activity
  • Delivery format
  • Tentative faculty
  • Number of expected credits/contact hours
  • Contact information for person having primary responsibility for development of activity at the potential joint provider organization

Following is the algorithm that outlines each step of the certification process by the Academy.

Determining Potential Joint provider Is Not a Commercial Interest

In 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.

Role of 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.

Planning Committee and Faculty Selection

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.

Application for and Management of Commercial and Non-Commercial Support

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.


Tips for Needs Assessment

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:

  • Helps establish clear rationale for the activity.
  • Allows potential participants and leadership to provide their input in the design of the program thus ensuring program relevance and strengthening the likelihood of behavior change following the program.
  • Utilizes a variety of different needs assessment approaches, including input from potential target participants (required for nursing), leadership perspectives, and other data sources.
  • When multidisciplinary – the needs assessment must include data for each profession

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:
  • Statement of unmet educational need, (i.e., what is the identified educational void?)
  • Sources consulted to determine need. Cite actual references/sources.
Examples of ways to elicit potential target participant perspectives:
  • E-Mail questions to a sample of target audience with response strongly requested.
  • Brief phone interviews with a sample of the targeted participants.
  • Discussion at peer group meetings.
  • Review evaluation forms from past programs to identify what additional educational needs the participants identified.
Examples of useful Needs Assessment questions:
  • What would you like to be able to do in your practice that is prevented by the absence of skills, information, or resources (barriers)?
  • Which aspects of diagnosing and/or treating < insert topic> do you feel the most uncomfortable diagnosing or treating yourself (as opposed to referring)?

Note: Asking what clinicians find challenging in their practice will yield more useful information than asking what topics they want addressed
Examples of ways to elicit leadership and other perspectives:
  • Interview or e-mail local, regional, and national experts.
  • Review documents, organizational newsletters, etc.
Examples of data which highlight gaps in desired practice and actual practice.
  • Quality goal data, prescribing data (e.g., IMS resources).
  • Data that illustrate variation in practice between physicians/geographic locations.
  • Data/documentation that suggest a particular practice is desired but has not yet been introduced.
  • External requirements or forces that require performance change and evidence that the required change has not taken place.
Other useful needs assessment information:
  • New best practices that have not been implemented consistently.
  • Research findings./
  • Legal information.
  • Marketplace data.
  • Committee activities and action plans.

Developing Learning Objectives

What do we want participants to know or do as a result of participating in this activity?

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).

Effective objectives are characterized by the following
  • Participant directed (As a result of participating in this activity, learners should be better able to…)
  • Described with action words rather than conceptual words
  • Behavior/competence based, and measurable
Immediate behavior change or implementation

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.


As a result of participating in this activity, learners will be better able to:

  • Successfully conduct a knee exam with an elderly patient to rule out any unusual pathology
  • Complete a plan for implementing the new Clinical Practice Guidelines for Neck and Back Pain in their local department
  • Evaluate and manage patients with headache and make appropriate referrals to neurology
  • Apply recommended best practices for diagnosing depression in adolescent patients
  • Identify the clinical implication of emerging trial data on the optimal management of individuals with fibromyalgia.

Policy for Documenting Adherence to Criteria

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.

Instructional Design and Implementation

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).


Policy on Levels of Evidence

British academy requires all faculty/authors to document the evidence for patient care recommendations made in an activity.

  • Level A (randomized controlled trial/meta-analysis): High-quality randomized controlled trial (RCT) that considers all important outcomes. High-quality meta- analysis (quantitative systematic review) using comprehensive search strategies.
  • Level B (other evidence): A well-designed, nonrandomized clinical trial. A nonquantitative systematic review with appropriate search strategies and well- substantiated conclusions. Includes lower quality RCTs, clinical cohort studies and case-controlled studies with nonbiased selection of study participants and consistent findings. Other evidence, such as high-quality, historical, uncontrolled studies, or well-designed epidemiological studies with compelling findings, is also included.
  • Level C (consensus/expert opinion): Consensus viewpoint or expert opinion.
For specialized audiences, it may be more beneficial to learners to use a level of evidence rating system that they are more familiar with. In such cases, use of a similar level of evidence rating system is acceptable.

Each rating is applied to a single patient care recommendation in the lecture or manuscript, and not to the entire body of evidence on a topic.


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