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. Note that ABIM has permanently removed the peer review requirement for all activities planned 12/10/2020 and later.
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.
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 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 CME process for these activities.
Yes. The ACCME’s policies support live activities to be designed, wholly or in part, for virtual participation.
A tutorial designed to guide providers through the process of changing an activity type can be found here.
This depends on the type of activity that you had planned. You should only report data for activities if learners had an opportunity to participate. For example, if you made an Internet enduring material available to learners in early March, but then removed the activity in late March, and no one had yet participated, you should still report this activity in PARS. Alternatively, if you planned and then canceled a live course, you should not report this activity in PARS.
Determining the correct activity type for a virtual activity will depend on whether the learners participate in real-time or can access the activity at any time. 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 any time, such as a recorded presentation, are considered Internet Activity Enduring Materials.
There is no intent to shortcut content validation. In fact, during this crisis, it is critical that accredited providers and their faculty ensure that accredited CME addresses the content validity of clinical recommendations related to COVID-19.
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. This form may be used for activities offered by December 31, 2020.
Accredited CME 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 as well as the expectations for balanced outlined in Standard 5. In an evolving crisis, accredited CME is uniquely positioned to provide learners with context and information to help them evaluate emerging evidence.
In activities that blend in-person and virtual interaction, the activity type will depend on whether learners participate in real-time or can access the activity at any time. If learners participate in real-time, whether in person, virtually, or both, report this as a single activity. For the activity type, choose course or regularly scheduled series, whichever is most appropriate.
More details about activity types in PARS can be found in this FAQ.
RSSs are most often used by hospitals and health systems for repeated, ongoing educational sessions that are conducted by and for the organization’s staff. In general, if you are changing a single live, in-person CME course to a live, virtual format, that activity should be categorized instead as an Internet live course, rather than an RSS.
Yes. You can make enduring materials available for as short or as long a period as you choose, as long as the enduring materials continue to meet applicable ACCME requirements. The ACCME requires enduring CME materials to be reviewed (and updated, if necessary) at least once every three years.
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.
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.
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.