CME - Activity Plan
Describe the activity.
Describe the educational gap and the benefits of the learning activity proposed.
List all persons involved with planning and reviewing content: names and email addresses (including yourself if you are a planner).

All planners are required to fill out the Financial Relationship Disclosure. Share this link with all planners listed.

Financial Disclosure Form

Ending date of activity should be no more than 12 months.
CME is measured in 15-minute increments. Calculate the total hours and minutes for this activity.

Types of Activities

  • Committee Learning is a live activity that involves a learner's participation in a committee process addressing a subject which, if taught/learned in another format, would be considered within the definition of continuing education. The committee is the activity, regardless of how many times the committee meets. The credits would be the total learning time (e.g., however long they are in the committee).
  • An enduring material is an on-demand activity that does not have a specific time or location designated for participation; rather, the participant determines whether and when to complete the activity. The content can be accessed at any point during the lifespan of the activity and there is no specific time designated for participation.
  • An internet searching and learning activity is an activity in which a physician engages in self-directed, online learning on topics relevant to their clinical practice from a database whose content has been vetted by an accredited CME provider. This type of activity is based on a learner identifying a problem in practice and then accessing content in search of an answer from sources on the Internet that are facilitated by a provider. For the purpose of data collection, the ACCME includes AMA-defined point of care CME as a form of internet searching and learning.
  • A journal CME/CE activity is an activity that is planned and presented by an accredited provider and in which the learner reads one or more articles (or adapted formats for special needs) from a peer-reviewed professional journal. The accredited provider may choose to report journal-based CME activities as a single activity per journal or as individual articles.
  • Learning from teaching activities are personal learning projects designed and implemented by the learner with facilitation from the accredited provider. This type of activity recognizes the learning that occurs as physicians prepare to teach. Learning from teaching represents a range of activities in which an accredited provider can facilitate practice-based learning and improvement – where the ‘practice’ could be the person’s professional “teaching practice” or “clinical practice” or “research practice.”
  • live course is a live activity where the learner participates in real time. A live course is planned as an individual event. A live course can either be classified as an in-person event or live-streamed via an online platform. For events with multiple sessions, such as annual meetings, accredited providers report one activity and calculate the credit by totaling the hours of all educational sessions.
  • Manuscript review is an activity in which a learner participates in the critical review of an assigned journal manuscript during the pre-publication review process of a journal.
  • The other/blended learning activity format is used for hybrid, new, or unique approaches that do not fall into one of the established activity types.
  • A performance/quality improvement activity is structured as a three-stage process by which a physician or group of physicians learn about specific performance measures, assess their practice using the selected performance measures, implement interventions to improve performance related to these measures over a useful interval of time, and then reassess their practice using the same performance measures.
  • Regularly scheduled series (RSS) is a live activity planned as a series with multiple, ongoing sessions, e.g., offered weekly, monthly, or quarterly. A RSS is primarily planned by and presented to the accredited organization's professional staff and generally targets the same audience over the whole series. Examples include grand rounds, tumor boards, and morbidity and mortality conferences. Live activities where the same content is offered multiple times for different audiences should be reported as separate live courses and not RSS.
  • Test-item writing is an activity wherein physicians learn through their contribution to the development (and review) of examinations, or certain peer-reviewed self-assessment activities, by researching, drafting, and defending potential test-items.

For examples, detailed definitions, and information about reporting, click here.

Which of the following outcomes will be measured? Select at least one.

Learner shows how to do.
Learner demonstrates in practice.
Effects of what learner has done for a few.
Effects of what learner has done for many.
Commercial support (defined as financial or in-kind support from ineligible companies) are responsible for ensuring that the education remains independent of the ineligible company and that the support does not result in commercial bias or commercial influence in the education. The support does not establish a financial relationship between the ineligible company and planners, faculty, and others in control of content of the education.