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.
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. 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.
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.