Department: Medicine Course Number: MDM21K04 Activity Start Date: November 6, 2020 Activity End Date: November 6, 2020 Location: Virtual/Live Stream Only Fees: $300 Physicians $250 Allied Health Professionals *All UCSF Residents, Fellows, and Students may have complimentary access to the course: Register Here ย Overview: Designed for health care providers, we will update clinicians on the latest advances in the management of COVID-19. Plenary sessions will cover COVID-19 in the US, vaccination, long term consequences, optimizing diagnosis, cases across the spectrum, and COVID-19 in special populations. Also included are robust panel discussions and Q&A sessions with our esteemed course directors and faculty. LIVE STREAM MEETING This course will be offered as a live interactive virtual conference.ย Login instructions will be shared with attendees a week before the meeting.ย Included in your registration fee is access to the course recordings on demand (available within a week after the conference) for any sessions that you miss, available for up to 30 days post-course. Objectives: At the end of the course, learners should have new or improved strategies to: Identify which patient are at risk for COVID-19 and which patients are at risk for severe disease when infected with COVID-19 More effectively respond to patientsโ and other providersโ questions on how SARS-CoV-2 causes severe COVID-19 ย Accurately diagnose COVID-19 using the most appopriate diagnostic modailties in different health care settings Be able to identify common and uncommon clinical manifestations of COVID-19 to enhance early diagnosis and treatment Apply evidence-based therapeutic approaches to the care of patients with COVID-19 Apply evidence-based strategies to prevent COVID-19 in the health care setting and community Accreditation: The University of California, San Francisco School of Medicine (UCSF) is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. Course Outline: Friday, November 6, 2020 PLENARY SESSION 7:30 AM Welcome Course Chairsย 7:35 COVID in Perspective Dr. Robert Wachterย 8:00 COVID in the US: Whoโs Getting Infected and Where? Dr. Kirsten Bibbins-Domingo 8:30 COVID Therapeutics: Current Treatments and Coming Strategies Dr. Annie Luetkemeyer 9:00 Break 9:05 When Will We Have a COVID Vaccine and What Will it Look Like? Dr. Susan Buchbinder 9:25 Gone But Not Forgotten: Long Term Consequences of COVID Infection Dr. Steven Deeks 9:45 Panel Discussion / Q&A Moderators: Drs. Diane Havlir and Robert Wachter 10:00 Break OPTIMIZING COVID DIAGNOSIS AND MANAGEMENT 10:10 COVID Diagnostics โ A Practical Guide for Clinicians Dr. Vivek Jain 10:40 Infection Control: Pearls for Practitioners Dr. Lisa Winston 11:10 Your Patients Have Questions, You Have the Answers Dr. Peter Chin-Hongย 11:40 Long Term Clinical Complications of COVID Dr. Lekshmi Santhosh 12:10 PM Panel Discussion / Q&Aย Moderators: Drs. Diane Havlir and Annie Luetkemeyer 12:35 Break COVID CASES ACROSS THE SPECTRUM 12:45 Care of COVID Patients in the ICUย Dr. Antonio Gomez 1:15 COVID Patients on the Wards: Challenging Casesย Dr. Sarah Doernberg 1:45 Break 1:50 How to Manage COVID patients in the Ambulatory Setting Dr. Bryn Boslett 2:20 The Ever Changing Face of COVID: Unusual Clinical Manifestations Dr. Jennifer Babik 2:50 Panel Discussion / Q&Aย Moderators: Drs. Vivek Jain and Brian Schwartz 3:20 Break COVID IN SPECIAL POPULATIONS 3:30 When COVID and HIV Intersect Dr. Monica Gandhi 4:00 What to Expect When You Are Expecting with COVID? Pregnancy & Postpartum Dr. Deborah Cohan 4:30 Break ย 4:35 COVID in Immunocompromise: What We Know and What We Donโtย Dr. Monica Fung 5:05 Pediatric Paradoxes: Transmission & MIS-Cย Dr. Ted Ruel 5:35 Panel Discussion / Q&Aย Moderators: Drs. Diane Havlir and Annie Luetkemeyer 6:00 Adjourn Chairs: Diane Havlir, MD Professor of Medicine Chief, HIV, ID, and Global Medicine Division Zuckerberg San Francisco General Hospital and Trauma Center University of California, San Francisco Robert M. Wachter, MD Professor and Chair, Department of Medicine University of California, San Francisco Annie Luetkemeyer, MD Professor of Medicineย HIV, ID, and Global Medicine Division Zuckerberg San Francisco General Hospital and Trauma Center University of California, San Francisco Brian Schwartz, MD Professor of Medicineย Division of Infectious Diseases University of California, San Francisco Vivek Jain, MD, MAS Associate Professor of Medicineย HIV, ID, and Global Medicine Division Zuckerberg San Francisco General Hospital and Trauma Center University of California, San Francisco Faculty: ย (University of California, San Francisco unless indicated) Jennifer Babik, MD, PhD Associate Professor of Medicine Division of Infectious Diseases Kirsten Bibbins-Domingo, MD, MAS, PhD Professor of Epidemiology & Biostatistics Bryn Boslett, MD Assistant Professor of Medicine Division of Infectious Diseases Susan Buchbinder, MD Director, Bridge HIV Population Health Division San Francisco Department of Public Health Peter Chin-Hong, MD Professor of Medicine Deborah Cohan, MD, MPH Professor of Obstetrics, Gynecology, and Reproductive Sciences Medical Director, HIVE Steven Deeks, MD Professor of Medicine Sarah Doernberg, MD, MAS Assistant Professor of Medicine Division of Infectious Diseases Monica Fung, MD Assistant Professor of Medicine Monica Gandhi, MD, MPH Professor of Medicine Antonio Gomez, MD Associate Professor of Medicine Theodore Ruel, MD Professor of Pediatrics Lekshmi Santhosh, MD Assistant Professor of Medicine Lisa Winston, MD Professor of Medicine Division of HIV, Infectious Diseases and Global Medicine Travel & Lodging: INTERACTIVE WEBINAR Cancellation Policy: Cancellations received in writing before November 3, 2020 will be refunded,.No refunds will be made on cancellations received after that date. Please email your requests to RegEmail@ucsf.edu.
extract from glossary of international academy for CPD accreditation
ย
Continuing Medical Education (CME) - The process by which healthcare professionals engage in activities designed to support their continuing professional development. Activities are derived from multiple instructional domains, are learner centered, and support the ability of those professionals to provide high-quality, comprehensive, and continuous patient care and service to the public or their profession. The content of CME can be focused not only on clinical care, but also on those attitudes/skills necessary for the individual to contribute as an effective administrator, teacher, researcher, and team member in the healthcare system. Note: CME is often used interchangeably with continuing professional development (CPD).
ย
Continuing Professional Development (CPD) โThe learning journey of the healthcare professional as he/she seeks to improve her/his competence and expertise. This learning journey is supported by continuing medical education and other personal/professional activities by the learner with the intention of providing safe, legal, and high-quality services aiming at better health outcomes
for the patients and the community.
Note: CPD is often used interchangeably with continuing medical education (CME).
ย
This hub content do not endorse any event or e-learning material.
ย a link to a slideshare PPT presentation at UEMS headquarters in July 2013
๐ Nearly 60% of nurses say they want access to continuing education to support their career development, according to new LinkedIn research.
โLearning 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.
CHECK OUR CONFIRMEDKEYNOTE SPEAKERSMORE INFORMATION HERECHECK OUR CONFIRMEDPLENARY SPEAKERSMORE INFORMATION HERECME CREDITS AT IUIS 2025 IUIS is seeking Continuing Medical Education (CME) accreditation for the 19th International Congress of Immunology. Stay tuned for updates on the final accreditation details. Welcome To Vienna Welcome message On behalf of the Austrian Society for Allergology and Immunology (รGAI) [โฆ]
Because as CME writers, we need to know: ๐ CME in Europe isnโt structured like CME in the US. ๐ Accreditation, funding, and formats vary widely. ๐ Language, compliance, and stakeholder priorities shift across borders.
Inside WriteCME Pro, we talk about all of thisโand more. Our members are building freelance businesses that flex across systems and borders.
If you're ready to specialize and scale your writing practice in CME/CE, come join us.
For those interested in European CME (and beyond), there is a report from the 17th European CME Forum (ECF) that convened in Madrid, Spain in November 2024, in the Journal of CME https://lnkd.in/emhBj28P. It is a great review of the conference prepared by two of the organizers, Cara Macfarlane and Eugene Pozniak.
I was pleased to have led the Lunch with the Learners session, where we had a great conversation with Dr Ranj Bhakar, a surgical trainee from Devon, UK. During these sessions, held at every ECF, we provide opportunities for providers and learners to talk about the current environment of CME, and to identify opportunities for improvement through dialogue.
It was also a great pleasure to facilitate, together with Katie S L., a breakout session about the Transtheoretical Model of Readiness to Change, first described by Prochaska and DiClemente https://lnkd.in/ef_ggBxy, and its applications in CME and CPD.
If you are interested in learning more about ECF, and the upcoming meeting in Manchester, UK in November, follow this link https://lnkd.in/eSze_PUp.
From advances in targeted therapies to the integration of AI and steps towards precision medicine, 2024 brought many exciting developments in the field. With 2025 now unfolding, many of these are likely to continue gaining momentum and potentially redefine patient care.
There are two things to say about Continuing Professional Development in Medicine and Health Care, published in 2018. ONE - 6 years after its publication, itโฆ | 11 comments on LinkedIn
WFME announces the publication of the revised WFME Standards for Continuing Professional Development (CPD), completing the WFME Trilogy of Standardsโฆ
Hereโs something Iโve been saying in meetings around the world (sometimes out loud, sometimes just in my Brooklyn head):
โWeโve built entire CPD systems to educate clinicians, but whoโs educating the educators?โ 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, Iโve seen this pattern so many times that Iโve 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.
Theyโre asked to โteach,โ โfacilitate,โ and โevaluate,โ 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 havenโt been taught how to teach. Thatโs the gap we donโt 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 itโs time to stop seeing โfaculty developmentโ as optional and start seeing it as foundational CPD infrastructure.
Whatโs one skill or quality you think every CPD educator should have, but most donโt?
PS: Thanks, Google Gemini, for the image! | 10 comments on LinkedIn
Iโve 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 donโt always have a clear place to gather, grow, or even get recognized.
Most of the CPD-focused conferences tend to โ๏ธ Lean heavily on industry-supported education โ๏ธ 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 educatorsโespecially 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 weโre making progress!
โ In December 2024, WFME released updated global standards for CPD, which I was honored to contribute to.
โ 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.
โ We have the LinkedIn CME Group https://lnkd.in/esihmTcb, where itโs clear from the global conversations that thereโs 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!
โ 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 itโs 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 youโre 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? Letโs not just discuss. Letโs start designing it!
Join the #gCMEp webinar on Thursday 26 June 2025 (12:00 BST / 13:00 CEST) for a topical 30-minute webinar "Integrating Generative AI into CME/CPD: Practical approaches to guide daily practice".
This timely session explores how AI is already transforming day-to-day medical education workflowsโfrom content creation and digital production to project management and outcomes analysis.
Celeste Kolanko, Mia Hill, Stuart Crayford and Trevor Aukim will share real-world examples, practical tools, and lessons learned to help you use AI with purpose and precision.
Whether youโre experimenting with new tools or looking to optimize established processes, youโll come away with actionable insights to apply immediately.
โ๏ธ Just returned from the 7th Sun Yat-Sen Medical Education Conference in Guangzhou, Chinaโan inspiring gathering of health professions educators featuring faculty from mainland China, Hong Kong, Taiwan, and Macau.
I was deeply honored and humbled to be invited as a keynote speaker, where I shared insights on Best Practices in Global Continuing Professional Development (CPD) and Interprofessional Continuing Education (IPCE). My sincere thanks to the organizers for the opportunity to learn with and from so many passionate colleagues.
One takeaway I emphasized: CPD deserves a larger and more explicit role in medical education conferences around the world. While undergraduate and postgraduate education often take center stage, it's vital to recognize that clinicians in practice require different kinds of learningโand that means CPD educators must develop a distinct set of competencies to meet the needs of busy professionals in real-world settings.
What struck me most was the shared curiosity and commitment to improvement that unites health professions educators globally. Despite different systems and cultural contexts, we are all working toward the same goals: better education, better care, and better outcomes.
And the food? Letโs just say I now have strong opinions about my love for the local Guangzhou food that emphasizes fresh and natural ingredients. If you know me, you know how adventurous I can be in the things that I eat! ๐ฅข๐ฅ
Looking ahead, Iโm excited to share that the next big opportunity to connect in the region will be at the Asia Pacific Medical Education Conference (APMEC) in Yiwu, China, January 21โ25, 2026. Mark your calendars and learn more here:
5 Reasons Why Health Professionals Need Social Media-Based CME
The continuing education landscape is evolving rapidly, and social media is at the forefront ofโฆ | 10 comments on LinkedIn
Gilbert C FAURE's insight:
Alignment with learning preferences: As millennials now represent the largest segment of healthcare professionals, social media delivers the interactive, technology-driven experience they seek.
2๏ธโฃ Accessibility without barriers: Social media platforms eliminate geographical and financial obstacles that prevent many practitioners from accessing quality CMEโparticularly crucial for those in rural or underserved areas.
3๏ธโฃ Real-time knowledge application: Platforms like Twitter/X and TikTok enable immediate feedback through polls, knowledge checks, and peer discussion, reinforcing learning in ways traditional formats cannot match.
4๏ธโฃ Microlearning opportunities: Today's busy clinicians benefit from shorter, focused learning segments that can be consumed between patients or during brief breaksโexactly what social media platforms excel at delivering.
5๏ธโฃ Community building: Beyond content delivery, social media hashtag#CME creates communities of practice where professionals can discuss cases, share insights, and collectively improve patient care long after formal education ends.
In this week's Almanac update, the focus is on the crucial evolution happening in Continuing Medical Education (CME), shedding light on Graham McMahon's 2024โฆ
Traditional CME is evolving. No longer just about clinical data, todayโs education must integrate patient perspectives, embrace microlearning, and leverageโฆ
WFME is excited to introduce the ๐๐ผ๐ป๐๐ถ๐ป๐๐ถ๐ป๐ด ๐ฃ๐ฟ๐ผ๐ณ๐ฒ๐๐๐ถ๐ผ๐ป๐ฎ๐น ๐๐ฒ๐๐ฒ๐น๐ผ๐ฝ๐บ๐ฒ๐ป๐ (๐๐ฃ๐) ๐ฅ๐ฒ๐ฐ๐ผ๐ด๐ป๐ถ๐๐ถ๐ผ๐ป ๐ฃ๐ฟ๐ผ๐ด๐ฟ๐ฎ๐บ๐บ๐ฒ, a keyโฆ
Recorded Grand Rounds from Johns Hopkins Psychiatry and Behavioral Sciences. Constantine Lyketsos, M.D. presented on the topic โThree Hot Topics in Alzheimerโs Diseaseโ (January 13, 2025). Please note that the window for earning CME credit has expired. #alzheimers #johnshopkins #dementia
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