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For COVID-19-related CME only, you may report the webinar using the "Other" activity format in PARS, and indicate that it was a blended activity. For all other activities, if you are creating both live and enduring materials, then you would need to report those as two separate activities in PARS.

Yes. While ACCME requires that accredited enduring materials are reviewed at a minimum of every three years, a shorter time frame is reasonable given the changing nature of the virus and treatment options. 

Yes. We created the Planning Form for Expedited Accredited Activities to simplify activity planning for spontaneous, immediate activities addressing this health emergency. This approach would be appropriate for enduring materials that are planned and implemented during the COVID-19 crisis. 

Regularly scheduled series are most often used by hospitals and health systems for repeated educational sessions that are conducted by and for the staff. Depending on your organization’s provider type, you might consider this multi-day activity as an RSS or a webinar series (Internet live or Internet enduring). 

Do the best you can under the circumstances. If the review or expiration exceeds three years, make a note on the file. 

Yes. You can plan hybrid, or blended, educational activities and report them in PARS as “Other.” 

To understand more about privacy practices for webinar service providers, we would suggest you contact them directly. WebEx and Zoom both provide dedicated webpages about healthcare privacy. 

Yes. The ACCME’s policies support live activities to be designed, wholly or in part, for remote participation.

A tutorial designed to guide providers through the process of changing an activity type can be found here.  

It is the responsibility of the accredited provider to ensure that all activities, regardless of format, meet the ACCME expectations. While accommodations and mechanisms to meet these criteria may vary slightly depending on the modality through which a learner participates, in most cases the ACCME accreditation expectations are the same across activity formats. Please keep in mind that enduring materials must be reviewed at least once every three years or more frequently if indicated by new scientific developments. 

Determining the correct activity type for a remote activity will depend on whether the learners participate in real-time or can access the activity at their convenience. Activities where the learners participate in real-time on the internet, such as an interactive webinar, should be reported as Internet Live Courses. Activities where the content is accessible online at the learner’s convenience, such as a recorded presentation, are considered Internet Activity Enduring Materials

In activities that blend live and remote interaction, the activity type will also depend on how learners participate. For activities where in-person and remote learners participate in real-time, it is fine to report this as a single activity with a type of Course or Regularly Scheduled Series. In cases where a live, in-person activity is recorded and made accessible online after the live activity takes place, this should be reported as two activities. The live session would be entered as a Course or Regularly Scheduled Series, and the online archived recording would be considered an Internet Activity Enduring Material.

More details about activity types in PARS can be found in this FAQ

No. If any data about the activity was already entered into PARS, you can delete the activity. If you have questions about PARS, email info@accme.org

Yes. This is exactly the type of spontaneous education about COVID-19 that we want to encourage. Consider using the Planning Form for Expedited Accredited Activities to simplify your CE process for these activities. 

Accredited continuing education (CE) can always include information about investigational research and therapies, so long as that content meets the expectations of the ACCME’s CME Clinical Content Validation Policy. In an emergent crisis like this, accredited CE is uniquely positioned to provide learners context and information to help them evaluate emerging evidence. 

There is no intent to shortcut content validation. During this crisis, it is critical that accredited providers and their faculty ensure that accredited CE addresses the content validity of clinical recommendations related to COVID-19. The Planning Form for Expedited Accredited Activities removes the requirement of disclosure of relevant financial relationships and resolution of personal conflicts of interest because, currently, there are no FDA-approved vaccines or treatments for COVID-19. Hence, there is no possibility of a relevant financial relationship that would create a conflict of interest. 

Yes. ABIM temporarily suspended the peer review requirement through 12/31/2020 only for accredited CME activities related to COVID-19. Here is ABIM’s temporary policy statement:

Due to the extraordinary circumstances of the current pandemic, ABIM will not require an additional MOC peer review for COVID-19 activities beyond what accredited providers are already doing to meet ACCME Criteria 2, 5, 7, 8, 9, and 10. While ABIM affirms the general value of peer review, we recognize that it may not be feasible at this time. ABIM will therefore not require the MOC peer review for COVID-19 activities through the end of 2020, in order to expedite getting the latest information to physicians. 

One option is to facilitate short discussions during the education that are moderated by a facilitator who reports back new strategies discussed by the learners. Another strategy is to ask learners to share a reflective statement verbally, via e-mail, or via a text to the facilitator. 

Yes. This form has been created and branded for use by jointly accredited providers, specifically for activities related to the COVID-19 public health emergency. See: https://jointaccreditation.org/sites/default/files/COVID-19_Workplace_Learning_Form_JA_03262020.pdf 

If you are in an upcoming accreditation decision cohort, please contact info@accme.org and we can help with your deadlines. 

In order to be responsive to the need for urgent, spontaneous education related to the COVID-19 public health emergency, the Planning Form for Expedited Accredited Activities removes the requirement for disclosure of relevant financial relationships and resolution of personal conflicts of interest. You do not need to provide disclosure to learners for these COVID-19 related activities. 

Yes, ACCME requirements allow providers to offer opportunities for exhibits and advertising in association with CME activities of any type. Standard 4.2 provides guidance that is specific to computer based activities. In the case of a live streamed event (Internet Live Course) advertising and promotional or other content controlled by an ACCME-defined commercial interest must be kept completely separated in its own virtual space. This content must not be visible on the screen at the same time as the educational content, it must not be mixed between components of the accredited activity, and the learner must actively choose to engage with it. It may not be inserted as a “commercial break” before, during, or after the activity. 

Providers have developed virtual exhibit spaces that a learner may link to from a page or section of the activity outside of the accredited educational component. Learners must receive clear notification when they choose to leave the accredited education to participate in the exhibits. 

Yes. Our blog post, "Responding to COVID-19: CME for MOC," includes suggestions and resources to help you provide physicians with current, relevant COVID-19 education that also helps them meet Maintenance of Certification (MOC) requirements. You can also visit our  COVID-19 Educator Resources page for more tips and tools.

You can submit your resources and accredited continuing education activities for posting on our COVID-19 Clinician Resources webpage using the Coronavirus Resources Submission form.

Our COVID-19 Clinician Resources page includes listings of accredited continuing education activities and other resources, organized by topic and updated regularly, that can help the clinician community respond to COVID-19.

You can visit our COVID-19 Educator Resources page for tips and tools to help educators and faculty design and deliver education in response to COVID-19, including a planning form to expedite activity accreditation, virtual meeting resources, and more.