• CME: Continuing Medical Education
  • ACCME: Accreditation Council for Continuing Medical Education
  • MCW: Medical College of Wisconsin
  • CE: Continuing Education
  • EBM: Evidence-based Medicine
  • EHR: Electronic health records



Describe how the session(s) will improve an individual participant's practice (translation of knowledge, performance, or patient outcomes).  Recall that ACCME does not consider increase in medical knowledge as sufficient, in and of itself, for accredited continuing education.  Some examples are provided in the bullet points below:

  • EBM, research, and/or use of advance technology:  How did these tools improve patient care or the systems-based practice?
  •  Communication skills: How will this CE help learners become more self-aware of their communication skills? 
    • Describe how this series improved communication skills AND included an evaluation of observed (e.g., in person or video) communication skills AND how formative feedback was provided  to the learner about communication skills.
  • Technical and procedural skills:  essential to many aspects of professional practice, and need to be learned, updated, reinforced, and reassessed. Some examples of these skills are operative skill, device use, procedures, physical examination, specimen preparation, resuscitation, and critical incident management. 
    • Describe how this series provided CE to address technical and or/procedural skills AND included evaluation of observed (e.g., in person or video) technical or procedural skill, AND provided formative feedback to the learner about the skill.


Describe how your series will enable organizational improvement.  Example of organizations: MCW Enterprise/Children’s/VA, medical school group, a national or local organization, interprofessional development, etc. Interprofessional continuing education (IPCE) is encouraged and is defined when members from two or more professions learn with, from, and about each other to enable effective interprofessional collaborative practice and improve health outcomes. In addition, students of the health professions are encouraged to be involved in the planning and delivery of CE. Students in this context refers to “students of any of the health professions, across the continuum of healthcare education, including professional schools and graduate education.”

  • Describe how this series included planners and/or delivery from more than one profession (representative of the target audience) 
  • Describe how this series included planners who are students of the health professions AND faculty who are students of the health professions.


Describe how the session will lead to improvement in public health.  

  • If the series included planners who are patients and/or public representatives and/or faculty who are patients and/or public representatives, please describe how they were included to facilitate learning.
  • If the series used health/practice data (from EHR, public health records, prescribing datasets, and registries, others) to teach about healthcare improvement, patient safety, practice improvement, and/or quality improvement, describe how this series taught about collection, analysis, or synthesis of health/practice data
  • If the CE addresses population health, exploring factors beyond clinical care, describe how this series taught strategies that learners can use to achieve improvements in population health AND used health/practice data to teach about healthcare improvement.
    •    health behaviors
    •    economic, social, and environmental conditions
    •    healthcare and payer systems
    •    access to care
    •    health disparities, or
    •    the population’s physical environment

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