Last Revised:
July 7, 2016
Published on:
Thursday, July 7, 2016

A tutorial on the relationship between learners’ professional practice gaps and the educational needs that underlie those gaps, with Steve Singer, PhD, ACCME Vice President for Education & Outreach. This video was produced to...

Accredited CME is focused on addressing practice-based problems; using education to close the gap between current practice and best practice.

It’s this approach that defines one of ACCME’s key expectations for planning CME...

Last Revised:
July 7, 2016
Published on:
Thursday, July 7, 2016

A discussion of ACCME's expectations and the role of CME providers in facilitating change in learners, with Dion Richetti, ACCME Vice President for Accreditation & Recognition. This video was produced to be used in conjunction...

If you want to improve, you have to know where you are and know where you want to go. Addressing practice-based problems and their underlying educational needs is the starting point. But, the next important feature of accredited...

Last Revised:
February 27, 2014
Published on:
Thursday, February 27, 2014

Murray Kopelow, MD, ACCME Past President, reviews the ACCME's expectations for compliance with Criteria 2 and 3.

This video was produced to be used in conjunction with participation in the ACCME's CME as a Bridge to Quality...


>>KOPELOW: In Criteria 2 and 3 the ACCME articulates its educational requirements, the educational construct that we want you to use in planning your educational activities.

Criterion 2 talks about you...

Last Revised:
December 18, 2014
Published on:
Thursday, June 4, 2009

How do we identify the professional practice gaps of “our own learners” and how does that relate to their "scope of practice?"

Criterion 2 asks the accredited provider to identify the professional practice gaps of their own learners. And it’s important to recognize that this moves us beyond handing surveys to our learners and saying...

The provider incorporates into CME activities the educational needs (knowledge, competence, or performance) that underlie the professional practice gaps of their own learners.

Does the planning process for a CME activity have to follow the ACCME’s Criteria in order or in any special sequence?

The ACCME Accreditation Criteria can be looked at as an algorithm for planning. But they don’t need to be rigid and seen as inflexible and sequential and over a certain period of time.

The traditional way to plan a...

Examples of Professional Practice Gaps


Let’s talk about professional practice gaps. Let’s talk about Criterion 2: that providers must identify or understand the needs that underlie professional practice gaps.

Professional practice gaps are the description of a...

How do I adapt traditional needs assessment approaches to the ACCME Accreditation Criteria expectations?

It’s also important to understand how to use our traditional tools for needs assessment using these 2006 Updated Criteria. For many, many years we’ve stopped Docs in the hallway and said: What do you want Grand Rounds to be on? We’...

Do we need to have a unique professional practice gap for each session of a Regularly Scheduled Series (RSS)? 

No, you don’t have to have 55 professional practice gaps for the 55 individual sessions of your regularly scheduled series. That’s not what you have to do. If you plan to use your 55 sessions, each as an individual opportunity to...