Un nouveau décret pour accompagner la qualité des soins.
A partir de 2026 les actions DPC font partie du parcours de certification de chaque médecin. L’obligation triennale de DPC disparait.

It was a great week of learning and networking. Delighted to make up the majority of the record number of European participants attending the annual meeting of the Alliance For Continuing Education in the Health Professions.
Also a privilege to lead our session on cultural and generational considerations in European and global CME/CPD.
Celeste Kolanko, Emily Harrison, Monica Ghidinelli, Eugene Pozniak, Caitriona Forde, Katie Eustace, Elsbeth Headley and Caroline Halford

#Alliance2026 #cmecpd #meded #europeanCME

Je participe à l’événement “17th McMaster University Review Course in Internal Medicine”. Rejoignez-moi le 22 janvier.

Cela peut intéresser les Médecins Polyvalents/ Médecins Internistes Généraux Hospitaliers !

Société Française de Médecine Polyvalente SFMP
Commission Jeunes Praticiens (CJP) de la SFMP

📣 7 janvier 2026 marque une étape majeure pour l’IA en santé.

OpenAI lance ChatGPT Santé, une expérience inédite qui permet de connecter vos données personnelles de santé pour obtenir des réponses contextualisées et utiles à vos questions santé — sans diagnostic médical.

🔍 Pourquoi c’est important ?
➡️ Répondre à une demande massive d’informations santé
➡️ Contextualiser les données personnelles (Apple Health, dossiers médicaux, etc.)
➡️ Repousser les frontières entre technologie, médecine et régulation

🌍 Et pendant ce temps en Europe ?
Alors que l’accès est pour l’instant limité hors UE, des acteurs comme Doctolib développent des assistants IA patients conformes aux normes européennes — une réponse souveraine à ces nouveaux enjeux.

📯 Newsletter complète ➜ enjeux, régulation, risques, opportunités et comparatif USA vs Europe.

Ce post appartient à l’univers IAtrogénique × IAtus, mes deux IA complémentaires. Chaque réflexion possède son “double” : une version critique (IAtrogénique) et une version narrative (IAtus).
Abonnez-vous à la newsletter : https://lnkd.in/eENTNBWR

#Santé #IA #IAenSanté #ChatGPT #HealthTech #Innovation #RGPD #DonnéesDeSanté
Rémy TESTON Chanfi MAOULIDA Stéphane OHAYON Barbara Mathian Patrick Callier Stanislas Niox-Chateau Ludivine Raffin Brice Bottégal Pascal BECACHE Fabien GUEZ Bernard castells Yann-Mael Le Douarin David Sainati Hela Ghariani David Ledru Jean-Christophe Zerbini Pierre Simon Isabelle Cambreleng Antoine Tesniere Thanusian RASANAYAGAM Claire Portefaix Stéphane KIRCHE Benoit Lequeux Thierry Garban Nicolas Néaume Nadia Simon Eric Fromentin Nemanja Milenkovic Gildas AUFFRET Didier MENNECIER 🩺 Emilie Mercadal Guillaume Laguette eudes menager CEDRIC VILLEMINOT Frederic Jallat Florent Chapel Stéphane LAURENT | 16 comments on LinkedIn

A collection of pediatric imaging cases highlighting a number of important pediatric pathologies.

Are we measuring all that matters in our healthcare education programs?

I have been immersed in the CME world for a substantial time, and I so appreciate that the measurement models for assessing the effectiveness of education are valid and strong: as a community, CME/CE providers measure knowledge and competency impact from education well. We have years of data examining different factors that impact effectiveness of education, too.

But, lately, particularly as I've been thinking more broadly about impact through my involvement in the Applied Learning & Evidence Translation Collaboratory (ALET Collaboratory), I am thinking about what matters. Our recent webinar (see the link in the ALET Collab site: https://lnkd.in/gjDgKi47) focused on measuring the impact of education as a function of whether clinicians are equipped to move further toward application of what they learn in practice, which includes frameworks for thinking about real-world cases differently. This is critical: we cannot stop at understanding and skills development if we expect to see a change in practice--particularly in the messy space of real-world patient care.

This morning, I am thinking about this from even a few steps more broadly: How can we integrate concepts of "value" (image below, from ISPOR of the "value flower" of variables to consider) in our educational planning and measurement?

When we think about what we measure, we ideally aim to measure what matters. That means we, in turn, must design for what we aim to impact. It is a cycle that begs important questions of those in the continuing education and healthcare education space: Do we design for the impact we seek to see?

I look forward to hearing this discussion go further, through the ALET Collaboratory and in Alliance For Continuing Education in the Health Professions venues and meetings.

#CME #CE #Education #Patient

📚 Nearly 60% of nurses say they want access to continuing education to support their career development, according to new LinkedIn research.

“Learning is not a one-and-done, and it's not a one-size-fits-all," says Jennifer Graebe DrPH, MSN, RN, NEA-BC, FAAN, Senior Director of NCPD and Joint Accreditation Programs at the American Nurses Credentialing Center.

#leadinglearning #ANCCNCPD
#nursesonlinkedin

Reflecting on the first ever CME/CPD conference hashtag (#)

From a distance last week (for reasons many of you know), I followed several Alliance sessions focused on global CPD. At the same time, recent conversations with both CME/IME/CPD providers and supporters working across regions have been circling around many of the same questions.

Together, they reinforced an observation that continues to surface across regions:

There is no single model of global CPD.

There are only local systems, each shaped by culture, regulation, healthcare delivery, professional expectations, and available resources. And levels of CPD Literacy vary greatly between countries and regions as well.

Across countries, CPD systems range from highly mature to still emerging, and many look very different from those we are accustomed to in the US or Europe. Yet we often approach international education as if successful models can simply be cut-and-pasted.

A few lessons that experience, and research published over the past several years in Medical Teacher, the Journal of CME, and Asia Pacific Scholar (copies available upon request 😎), continue to reinforce:

• Running a symposium at an international specialty conference in another country does not, by itself, make an organization a “global” provider.
• Accreditation cannot be assumed, and sometimes should not be the starting point (but should always be researched and considered).
• Learner needs are always local, even when challenges appear global.
• Educational formats require adaptation, not replication.
• Translation changes language, not context.
• In many regions, “providers” may not exist or function as they do in the US or Europe, and some provider types may not be recognized by some systems or by learners.
• Being accredited at home does not guarantee legitimacy elsewhere.

Perhaps the most consistent insight, emerging both from research and ongoing conversations, relates to people rather than systems.

We have a global faculty preparation gap.

Many CPD faculty are exceptional clinicians and subject matter experts but have never been trained in how professionals learn once they are in practice. At the same time, many experienced health professions educators are trained to teach students and trainees, yet have not developed competencies specific to lifelong learning in complex clinical environments. There are still many places in the world where a lecture by a subject matter expert is the only form of CPD available.

This challenge appears across systems regardless of maturity level.

Global impact rarely comes from exporting education. It comes from developing educators and designing learning that fit local realities, local partnerships, and local practice environments.

Both providers and supporters are trying to balance global ambitions with meaningful local impact. The organizations making the greatest progress tend to start with listening, humility, and local collaboration before scaling solutions.

Thinking globally matters.
Designing locally is essential.

We are proud to announce the official title of our new journal:
📰 European Medical Specialist Review ✨

A sincere thank you to everyone who contributed with their ideas 🙏
Your inputs demonstrate the engagement and warm welcome for this new journal. 👩‍⚕️👨‍⚕️
 
The European Medical Specialist Review marks an important milestone for UEMS — a new platform for all, UEMS members and non members, to advance and trigger reflection, to influence the present and shape the future of specialist medical practice and training across Europe.

The inaugural issue will be release in connection with the 1st UEMS Congress in May 2026.

🚀 The official launch comes soon! Stay tuned for more information

📘 What is an ELM Course?
An ELM Course is a structured set of related learning modules designed to provide in-depth education in a specific field.
✅ To claim CME/CPD credits, learners must complete the entire course — partial completion does not qualify.
⚠️ Once an ELM Course is accredited, its content and format are fixed for the full accreditation period.
Any changes require the submission of a new application.
🎓 ELM Courses ensure consistency, quality, and transparency in accredited medical education.

#uems #eaccme #elearning #elmcourse #eacmeaccredited

📍 Last Saturday, UEMS-EACCME hosted the meeting of the UEMS Advisory Council on Continuing Medical Education (CME) in Brussels.

🤝 The Advisory Council brings together colleagues from National Accreditation Authorities (NAA), National Medical Associations (NMA), as well as UEMS Sections, European Specialty Accreditation Boards (ESABs), and other partners involved in UEMS EACCME® accreditation to exchange on current issues and shape the future development of EACCME and medical accreditation in Europe.

🔍 The main topic of the meeting was the EACCME-accredited provider status, with a presentation of the ongoing work and progress achieved so far, followed by an exchange of insights, comments, and feedback from participants.

📊 The EACCME 2025 Report was also presented, highlighting the remarkable work and commitment of the accreditation team and its partners in the field of accreditation, including reviewers and experts involved in the process.

📅 Participants were reminded of the upcoming UEMS Congress, taking place on 27–30 May 2026 in Leuven, Belgium 🇧🇪.

💬 The discussions were highly productive, generating valuable insights and further reinforcing collaboration in European medical accreditation.

#uemsadvisorycouncilmeeting #accreditedprovider #uems #eaccme

The underpinnings of adult learning theory are foundational to continuing medical education (CME). Several widely studied learning theories are relevant to medical providers including deliberate practice, situated learning theory and community of practice, social cognitive theory and self-determinat …

🩺 Certification périodique des professionnels de santé

Le décret est publié. Un cadre clair et progressif, très attendu par les professionnels, construit notamment avec les ordres, pour accompagner les carrières et renforcer la qualité des soins.

👉 Un engagement au service de la confiance des patients.

Conseil national de l'Ordre des médecins Ordre national des chirurgiens-dentistes Ordre National des Infirmiers Ordre national des pharmaciens Conseil National de l'Ordre des sages-femmes Conseil national de l'ordre des masseurs-kinésithérapeutes Ordre National des Pédicures-Podologues Haute Autorité de Santé | 29 comments on LinkedIn

500+ abstracts reviewed in the past 2 weeks and here are the greatest hits!

A New Horizon in Medical Education 🌍🩺🌍📚

We were truly honored to host Prof. Lawrence Sherman, a global leader and visionary in medical education and lifelong learning coach, during a compelling, powerful live webinar titled:

“Global Perspectives in Continuing Professional Development (CPD): Sustaining Competency and Impact in Health Professions Education.”

Prof. Sherman delivered a masterclass – not just in content, but in connection.
He illuminated core themes and explored transformative ideas such as:

🔹 CPD literacy – the foundation for informed, adaptive practice for modern health professionals
🔹 Professional authenticity – beyond checklist, toward learning that aligns with purpose, not just policy
🔹 Navigating the real-world nuances of multidisciplinary vs. interprofessional education (IPE) – and why the distinction matters

His reflections were a timely reminder that CPD isn’t an obligation, it’s a strategic pathway and commitment to excellence, relevance, adaptability and patient-centered care in a rapidly evolving world.

💡 “Sustained impact begins with intentional learning – and CPD is the compass.”

🌱 Grateful for this enriching dialogue, for the inspiration Lawrence Sherman FACEHP, FRSM, CHCP, and eager to translate vision into action.

✨ So excited for what lies ahead in our collective journey of growth.

Attached figure from {ICO Guide to Effective CPD/CME}: Continuing professional development (CPD) incorporates and goes beyond the classical concept of continuing medical education (CME), as defined by the European Union of Medical Specialists (UEMS).

European Union of Medical Specialists (UEMS)

#CPD #MedicalEducation #ProfessionalDevelopment #LifelongLearning #InterprofessionalEducation #LeadershipInLearning

Here’s something I’ve been saying in meetings around the world (sometimes out loud, sometimes just in my Brooklyn head):

“We’ve built entire CPD systems to educate clinicians, but who’s educating the educators?” And I am being specific to faculty in CPD activities as opposed to those in undergraduate and postgraduate who often have advanced training.

Globally, from Europe to East Africa to Asia, I’ve seen this pattern so many times that I’ve stopped being surprised and started being concerned. Our global research on CPD systems, published in journals like Medical Teacher and The Asia Pacific Scholar, made it painfully clear: most CPD faculty are clinicians first, educators second, and in many systems, not trained as educators at all.

They’re asked to “teach,” “facilitate,” and “evaluate,” yet rarely given the tools to design learning that changes performance or behavior. And yet they remain connected and passionate. They want to do better. They just haven’t been taught how to teach. That’s the gap we don’t talk about enough. We focus on accreditation, content, credit hours, and attendance, and forget the human engine that makes CPD run.

What happens when we invest in educator capability and building capacity? Outcomes can improve. Learners stay engaged. Systems evolve from compliance-driven to performance-driven. In other words: when educators get better at teaching, clinicians are better and more appropriately prepared.

Maybe it’s time to stop seeing “faculty development” as optional and start seeing it as foundational CPD infrastructure.

What’s one skill or quality you think every CPD educator should have, but most don’t?

PS: Thanks, Google Gemini, for the image! | 10 comments on LinkedIn

Even CPD needs a home!

I’ve been thinking about this for a while now, usually somewhere between time zones, wondering why there isn't a global home for "CPD for CPD."

Plenty of us work in health professions education. But a much smaller group specializes in Continuing Professional Development, and we don’t always have a clear place to gather, grow, or even get recognized.

Most of the CPD-focused conferences tend to
☑️ Lean heavily on industry-supported education
☑️ Be centered in the US and Europe.
These conferences are absolutely meetings some of the needs of the CPD community in some regions, but we need to think broader and globally!

That means large parts of the world miss out on CPD for CPD educators—especially those building systems, training faculty, and trying to raise the bar where CPD infrastructure is still maturing. That lack of access contributes to the global gap in CPD literacy that I have discussed in previous posts.

But we’re making progress!

✅ In December 2024, WFME released updated global standards for CPD, which I was honored to contribute to.

✅ AMEE - The International Association for Health Professions Education has had a CPD Committee for 8 years, and over the lasst two years has it introduced a dedicated CPD track at its conference and launched a CPD Educator Training Course as part of the Essential Skills in Medical Education (ESME) series.

✅ We have the LinkedIn CME Group https://lnkd.in/esihmTcb, where it’s clear from the global conversations that there’s no shortage of passion, just a shortage of structure. Feel free to join this group! I know that Brian S. McGowan, PhD, FACEHP and I would love to see this group continue to grow beyond the current 13,414 members!

✅ Assessments of CPD systems in Japan, East and Southeast Asia, China, Europe, the Middle East and North Africa, and Latin America have been published recently. There is certainly data about not only the system structures, but the needs and gaps amongst clinicians in these papers.

So what now?
Maybe it is time to establish a global home for CPD educators. Or maybe it’s time for collaboration across organizations and regional and national networks to finally build a shared foundation.

A space where those of us who build CPD systems can also build skills, share strategies, and find community because CPD professionals globally need continuing development too.

If you’re working in CPD, especially in capacity-building, where do you go for your own growth? What would a real global home for CPD look like to you?
Let’s not just discuss. Let’s start designing it!

#CPD #HealthProfessionsEducation #FacultyDevelopment #CPDLiteracy #GlobalHealth #WFME #AMEE2025 #MedEd #LifelongLearning

cc: Anne Lloyd Claire MacRae Eugene Pozniak Ricardo Leon Audrie Tornow, CHCP, FACEhp Maureen Doyle-Scharff, PhD, FACEhp Shelly Rodrigues, CAE (Ret), MS, FACEHP, FAAMSE Mary Ales, MBA, FACEHP Angelo Carter