The Eighth Annual European CME Forum

8ECF book cover8th European CME Forum (#8ECF) – Manchester

Everything you need to know about the Eighth Annual European CME Forum is here.

Around 100 participants met at the Radisson Blu Edwardian Hotel, previously the Free Trade Hall, in Manchester 11-13 November 2015, to discuss the current status of Continuing Medical Education (CME) and Continuing Professional Development (CPD) for healthcare professionals across Europe.

For the first time we had a number of Forum workshops taking place during Day 1 in order to dive even more deeply into some specific topics.


Conference Report
Conference Report

Takes you to external website

Twitter Stream
Twitter Stream

Click to download PDF

Delegate Brochure
Delegate Brochure

Click to download PDF

See below for other downloadable items.

Outline programme

Wednesday 11th November – Friday 13th November 2015

Day 0: Wednesday 11 November 2015

As usual, we hosted a number of “Day 0” activities during the afternoon before #8ECF. These were all invitation-only sessions where specialist groups meet to discuss the CME experiences and challenges they face, ahead of #8ECF itself. Delegates from the following groups are automatically invited to attend:

  • CME accreditors (hosted by the International Academy of CPD Accreditors)
  • Industry (hosted by IPACME)
  • The Good CME Practice group (click here for more information about membership criteria)


Day 1: Thursday 12 November 2015

Opening of the 8th Annual European CME Forum – Eugene Pozniak (European CME Forum) [Download presentation]

Session 1: What is CME best practice today?

The opening session of #8ECF will be led by members of the Good CME Practice group, delving into current issues and practices when developing CME activities, testing some concepts that are currently under development as the “CME Toolkit”.

[Download presentation]

Sessions 2-4: Forum workshops

New for this year was the Forum workshops structure. Participants were able to choose which Forum workshop they attended from a wide variety of contributors led by key organisations and individuals from the CME community. We presented nine workshops during three sessions, divided into the following streams:

Standards & accreditation track

  • How to submit a CME applicationwith Nathalie Paulus and Edwin Borman (UEMS–EACCME) [Download presentation]

Learning Objectives:
After attending this session, delegates will be able to:
– Better understand the new EACCME criteria
– Clearly interpret the expectations for accreditation.

In this session, (the UEMS-EACCME® drew attention to specific aspects of the new criteria for the accreditation of live educational events (UEMS 2012/30).After a 3-year long implementation of the new criteria, the UEMS-EACCME® realises that there are still some aspects of the new criteria that are not clear to all providers. It was therefore felt that it would be good to provide feedback on these and to receive feedback from providers on their experience with the new criteria. The UEMS Governance Board on CME-CPD is always pleased to receive for consideration any suggestions from participants, providers, reviewers, national accreditation authorities for further improvements. The UEMS office is regularly contacted by providers requesting clarifications on how to interpret the new criteria. There is therefore a real need to be addressed.

  • How to identify and effectively incorporate educational needs when designing CME activities – led by Kate Regnier (Executive Vice President, ACCME) [Download presentation]

Learning Objectives:
After attending this session, delegates will be able to:
– Identify strategies for determining gaps/needs that are specific to your learners
– Make the link between needs assessment and activity format(s), as well as the evaluation strategies that might be used to measure change
– Understand the framework provided by accreditation requirements in support of the continuous professional development of learners.

If continuing education seeks to guide learners on a path from current practice to best practice, well-defined needs assessment provides a map, an inventory of the tools you will need, and an understanding of how you will know when you have arrived at your destination.In this way, effective continuing education begins with the end in mind; to address problems in practice, one must understand what issues underlie the “gap” to determine what (literally) needs to be changed and improved. Needs assessment is specific and contextual—what an individual needs may be different than what an interprofessional team needs. Understanding educational needs also helps the educator to choose appropriate tools (and methods) to most-effectively produce change… and evaluate change.This session will explore multiple approaches to determining the gaps/needs, and how the needs might be addressed through different activity formats, and then evaluated to measure change.

  • Global accreditation requirements and the evolving standards – by Jennifer Gordon (Royal College of Physicians and Surgeons of Canada) [Download presentation]

Education & partnerships track

  • Using the outcomes framework to plan and assess educational activitieschaired by Don Moore (Vanderbilt University), with Kathy Chappell (American Nurses Credentialing Center), Lawrence Sherman (TOPEC Global) and Mathena Pavan (University College London Hospital) [Download presentation]
  • Implementing interprofessional education to improve collaboration and patient outcomes – led by Kathy Chappel (American Nurses Credentialing Center) and Jann Balmer (University of Virginia)

Learning Objectives:
After attending this session, delegates will be able to:
– Analyse a problem in practice using an outcomes model framework
– Develop interprofessional continuing education activities designed to improve interprofessional collaborative practice and patient/system outcome
– Explore relationships and dynamics that can support or impede collaboration.

Continuing education in the health professions has historically been conducted in silos, yet it is critical that healthcare providers practice collaboratively in teams. Academic institutions are incorporating interprofessional education within pre-licensure or pre-registration curriculum. Healthcare educators developing interprofessional continuing education (IPCE) for practicing clinicians need to incorporate similar strategies to plan education that improves team performance and patient/system outcomes.In this session, participants will participate in a variety of active learning strategies including role play, case-based analysis and problem-based learning to analyze a problem in practice using an outcomes model framework, and design an IPCE activity or series of activities to address the problem. Participants will role play different healthcare professionals, family members and patients to plan the educational activity, exploring the relationships and dynamics that can support or impede collaboration. Group discussion and presentation will be used to facilitate shared learning and knowledge transfer.

  • The patient voice… a “novel” way to improve healthcare outcomes – a panel convened by Laura Muttini (Educational Health Services) [Download presentation]

Learning Objectives:
After attending this session, delegates will be able to:
– Discuss global trends in patient education, engagement and empowerment and its effect on healthcare outcomes
– Provide examples of successful stand-alone patient programmes
– Describe programmes where patients are included in healthcare professionals education
– Discuss how patient engagement programmes are being funded.

Funding & practice track

  • Gaming and CME… How European are you really? – by Jann Balmer (University of Virginia), Laura Muttini (Educational Health Strategies) and Lisa Sullivan (Global Alliance for Medical Education) [Download presentation]

Learning Objectives:
After attending this session, delegates will be able to:
– Reflect on selected European country specific CME rules and regulations
– Work in teams to compete for the best strategic recommendations to combat chronic global health issues
– Document these recommendations for review by the judging panel

  • Transparency in supporting medical education in Europe – led by Maureen Doyle-Scharff (Pfizer, International Pharmaceutical Alliance for CME)
  • How to work compliantly with faculty and industry support – led by Marian East and Diana van Brakel (Good CME Practice group) [Download presentation]

Learning Objectives:
After attending this session, delegates will be able to:
– Summarise the challenges of working compliantly with all stakeholders involved
– Recognise non-compliant medical education activities
– Implement compliant activities within the changing environment of European Continuing Medical Education.

The spectre of corporate sponsorship of CME programmes, such as meetings or e-learning initiatives continues to be examined in the media and within the industry, with headlines shouting about bias, promotion and undue influence. Despite a bad press, most pharmaceutical companies aim to provide grants for ethically transparent and relevant CME programmes. Accreditation guidelines are closely examined to make sure strict criteria are met. In larger pharmaceutical companies, CME departments, separate from any marketing activities, are set up to ensure that best practice is practised and any possibility of influence or bias is eradicated. Hopefully the days of offering CME programmes aboard a cruise ship or in a 5-star hotel where a safari trip is thrown in midway for delegates are long gone.

However, there still remains uncertainty and confusion about ‘doing CME right’ for many smaller companies, for example, when country rules and regulations clash with accrediting bodies, what takes priority?As industry aims to become more CME compliant, what about faculty members, who have many years’ experience of the old days of CME? How can CME providers help all parties understand that good CME practice makes for good educational outcomes?

This interactive workshop will share some case scenarios and pose some of the trickier questions that providers are often asked.

Day 2: Friday 13 November 2015

Introduction to Day 2Eugene Pozniak (European CME Forum) [Download presentation]

Session 5: In conversation with…

We eavesdropped on lively discussions between pairs of leaders from CME or directly related organisations. Robin Stevenson (Editor-in-Chief, JECME) was in conversation with Ian Bruce (Professor of Rheumatology, University of Manchester), focussing on DevoManc – where Manchester takes on the devolved responsibility of managing its own NHS budget, healthcare and social care provision, and even education. Craig Campbell (RSPSC) discussed with Reinhard Griebenow (ECSF) the latest thinking about transparency in CME and the evolving role of the provider community. And Marie-Claire Pickaert (EFPIA) and Maureen Doyle-Scharff (Pfizer) discussed the changes afoot in Europe and the way industry will be altering the way it funds the support of educational activities.

Delegates were able to feed in their own questions and comment to help guide the dialogue.

Session 6: The Value of CME 1: CME practice today

Our independent moderator, Jacqui Thornton opened the first of the “value of CME ” sessions by exploring what is currently being done. Vassilios Papalois (Secretary General-elect, UEMS), Mark Westwood (St Bartholomew’s Hospital) and Alistair Thomson (Consultant Paediatrician; Associate Postgraduate Dean, Health Education NorthWest (HENW) talked about the practicalities of presenting relevant and appropriate education today.

The value of CME 2: Lunch with the learners – what does our target audience think?

Our most popular session returned, where a panel of local and not-so-local learners, under the watchful eye of Lawrence Sherman, discussed and debated with the audience how they consume the education our community develops, presents and accredits.

Session 7: The Value of CME 3: what the future holds

Jacqui Thornton chairs the final multidisciplinary panel of experts considering this time the immediate future for CME – it’s control, presentation, funding and development, with Marie-Claire Pickaert (EFPIA), Edwin Borman (Secretary General, UEMS), Craig Campbell (Director, Professional Affairs, Royal College of Physician and Surgeons of Canada) and Peter Mills (Barts Heart Centre, European Cardiology Section Foundation Board Member).

Session 8: CME Unsession

The unscripted and unprepared session guided by Lawrence Sherman unravelled the lessons learned and uncovered any final questions, as well as brought in others from the virtual world who are following the meeting.



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