La DGOS vient de publier sa FAQ officielle sur la certification périodique. 17 pages qui clarifient enfin le dispositif.
Voici ce qu'il faut retenir, que vous soyez professionnel de santé ou employeur :
Pour les professionnels de santé : → 4 axes, 8 actions minimum sur un cycle de 6 ans (9 ans pour le cycle transitoire) → Vos actions réalisées depuis le 1er janvier 2023 comptent déjà — DPC, formations internes, engagements professionnels → Les formations hors DPC peuvent être prises en compte → La plateforme nationale « Ma Certif' Pro Santé » ouvrira en novembre 2026 → En attendant : conservez tous vos justificatifs
Pour les établissements et employeurs : → La certification reste une démarche individuelle du professionnel, y compris quand il est salarié → Mais la FAQ précise que le parcours « se construit en lien avec l'employeur » → Votre rôle : faciliter l'accès aux formations, soutenir l'organisation du parcours, mobiliser le plan de développement des compétences → Vous n'avez aucun rôle de contrôle — c'est l'Ordre qui vérifie
Ce que la FAQ ne dit pas (et c'est important) : Aucun texte ne désigne explicitement qui finance la certification des salariés. Le mot « financer » n'apparaît pas une seule fois. Seuls les termes « organiser », « faciliter » et « mobiliser les dispositifs existants » sont utilisés.
Concrètement, les établissements qui anticipent maintenant — en intégrant la certification dans leur plan de développement des compétences — prendront une longueur d'avance. Chez Biologie Elearning, nous accompagnons déjà les professionnels de santé avec des formations éligibles à la certification périodique, en e-learning et à leur rythme.
extract from glossary of international academy for CPD accreditation
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).
Continuing Professional Development (CPD) –The 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).
This hub content do not endorse any event or e-learning material.
a link to a slideshare PPT presentation at UEMS headquarters in July 2013
Thanks to a nudge from Brian S. McGowan, PhD, FACEHP, I was listening to the latest Alliance Podcast, where several Alliance past presidents were discussing the future of CPD. Around the 28-minute mark, Vince Loffredo Ed.D. and Joseph S. Green, PhD, two people that I truly admire and respect, raised an important point about the need for greater faculty development in CPD. Here is a link if you haven’t listened to it yet! https://lnkd.in/e7PJTqtc
I couldn’t agree more.
For too long, faculty development in CPD has not received the attention it deserves. Too many of the faculty used in CPD across the health professions find themselves with little formal preparation for the unique knowledge, skills, and competencies required to teach professionals in practice.
This is one of the reasons I’ve been so passionate about advancing CPD Literacy, including for CPD faculty.
Currently, I’m actively involved in researching the unique competencies needed by CPD educators across the health professions. In fact, we’re just launching a global Delphi study to build international consensus around those competencies.
I’m encouraged that this conversation is gaining momentum. Now let’s work together to ensure faculty development in CPD becomes the expectation, not the exception.
How does accredited CME influence clinical practice; We need your help to find out.
Every day, healthcare professionals use a range of trusted resources to inform clinical decision-making. But what is the real-world impact of a single accredited continuing medical education (CME) activity?
To answer this important question, the European Board for Accreditation of Continuing Education for Health Professionals (EBAC) has launched what aims to become the largest global survey exploring the impact of CME on clinical practice. We are proud to support this initiative as an EBAC partner.
If you're a healthcare professional, your experience matters.
Your insights will help strengthen understanding of how CME supports clinical decision-making and shape the future of medical education.
Please take 3 minutes to complete the survey and consider sharing it with your colleagues. The more healthcare professionals who participate, the stronger the evidence will be.
A few months ago, I asked whether CPD needs a global home. I keep coming back to the question.
Part of the reason is language.
Many organizations in our profession often describe their work simply as “medical education.” Technically, that is true. But health professions education is a continuum, and CPD has its own expertise, learners, goals, and measures of success.
CPD is not just the final stage of medical education. It is a specialized discipline focused on educating practicing health professionals and closing gaps in knowledge, competence, confidence, performance, and readiness to change. We focus on andragogy and heutagogy as our learners have progressed beyond pedagogy.
Our published research on CME and CPD systems globally has shown enormous variation in how lifelong learning is understood, structured, and supported. It has also reinforced the need for stronger CPD literacy.
At the same time, CPD should not sit apart from the rest of health professions education. We are a community of practice that must both contribute to, and reconnect with, the broader continuum.
The global interest is clearly there. Brian S. McGowan, PhD, FACEHP and I have helped build a LinkedIn CME community of more than 13,000 members from around the world.
Perhaps what is missing is a more visible global home, one that advances CPD literacy, connects people and ideas, develops future leaders, and strengthens CPD’s place across health professions education.
Our 2026 UEMS Insights (January–June) issue is now available!
Discover highlights from the past six months, including our latest initiatives, innovation efforts, people stories, community engagements, and milestones as we continue delivering integrated facilities management solutions.
📖 Read the latest issue and stay updated with what's happening at UEMS on our website here: https://lnkd.in/gGACutBJ
I have completed roughly two decades of continuing education, and I could not tell you where most of it went.
Courses. Conference notes. A folder of certificates I will never open again. Every few years, I relearn what I already learned because the first version evaporated the moment the credit was logged.
Earlier this month, Google published the Open Knowledge Format. It consists of plain Markdown files in a folder, structured just enough for an AI agent to read them straight through. It was built for companies documenting their data. I keep reading it as something else.
What if a clinician's learning lived in that shape? Not a transcript of hours spent in a room. The actual claims. What I now believe about sepsis management that I did not in 2018, and the trial that changed my mind, written so a machine can follow the reasoning.
Then learning stops being a pile of completed events. It becomes something an agent can question. It can notice that two things I learned contradict each other. It can flag that a guideline I trust was retracted last year and that I never updated it.
That is the part continuing education has always been bad at. We measure attendance. We almost never check whether what we learned is still true or whether we can still find it when a patient is in front of us.
A certificate proves I was present. It proves nothing about what I retained.
So here is what I am sitting with. If an agent read everything I have learned over twenty years, would it find a body of knowledge or a graveyard of hours?
As Europe’s population ages, the need for high-quality geriatric care has never been greater.
The European Geriatric Medicine Specialty Exam (EGeMSE) is helping to strengthen standards and recognise expertise in geriatric medicine across countries and healthcare systems.
📅 The 3rd pilot examination will take place on 21 October 2026, with applications open from 1 July to 19 August 2026.
Whether you are a specialist trainee or an established specialist looking to demonstrate your knowledge, EGeMSE offers a valuable opportunity to benchmark your expertise at a European level.
Posting this from the plane on my way to the IAMSE conference in Augusta, Georgia.
This weekend, I’ll be talking about CPD literacy and why medical science educators belong in lifelong learning. It will be part of the AMEE - The International Association for Health Professions Education panel that also features Kimberly Dahlman Neil Osheroff Diann Eley and moderator extraordinaire Aviad Haramati.
Too often, CPD is seen as something that happens “later,” after students become clinicians.
But lifelong learning starts much earlier.
Medical science educators help build the habits that make CPD possible: curiosity, scientific reasoning, evidence appraisal, humility, and the ability to keep asking better questions.
And their role does not end with students.
Basic science and pre-clinical educators also deserve a seat at the table in CPD activities.
They can help connect science to practice, evidence to decisions, and learning to better care.
CPD is not someone else’s problem.
Medical science educators are already part of the lifelong learning continuum.
Now let’s make that role more visible. And if you’re attending the conference, come join the conversation! You’ll also be able to find me at the Lecturio exhibit where I’ll be happy to talk more about this and all things learning science.
💡 Ce que j'ai appris après avoir formé +20 000 médecins généralistes.
1. Le "Bruit" est le premier ennemi du soin Le problème n'est plus l'accès à l'information, c'est son volume. L'infobésité paralyse l'action en rendant l'intégration clinique impossible. La leçon : Pour être lue, une guideline ne doit pas être exhaustive, elle doit être synthétique. Moins de texte, plus de flux décisionnels. "Choisir c'est renoncer !"
2. Le test des "3 heures du matin" Si une recommandation n'est pas actionnable en 30 secondes par un MG fatigué à la fin d'une journée de cs... ou au milieu d'une nuit de garde, elle ne sera pas appliquée. La théorie médicale est noble... la pratique est une course contre la montre. Ce que demandent les MG 👉🏻 "Que dois-je faire maintenant pour ce patient ?" Ce qu'on leur donne trop souvent 👉🏻 Un PDF de 100 pages.
3. La technologie doit se faire oublier J'ai vu des outils magnifiques être abandonnés en deux jours parce qu'ils ajoutaient "trois clics de trop". Dans la santé, l'ergonomie n'est pas un luxe, c'est une condition de sécurité. "Ce n'est pas l'outil qui définit le travail, c'est le travail qui définit l'outil". G Deleuze
Pourquoi nous avons créé Guideline.care ? Nous transformons la complexité médicale en clarté opérationnelle. ✅ Accessibilité immédiate : Finie la chasse aux infos dans des guidelines de 100 pages. ✅ Facilité de lecture : Des arbres décisionnels qui s'adaptent au temps réduit d'une consultation médicale. ✅ Mise à jour continue : Pour que l'Evidence Based Medicine arrive au lit du patient sans délai.
Le constat est simple : on ne soigne pas mieux avec plus d'informations, on soigne mieux avec de meilleures informations, au bon moment 👉🏻 La brièveté demande plus de temps et d'efforts que la longueur.
Toute objection est à adresser à Blaise Pascal : "Je n'ai fait cette lettre-ci plus longue que parce que je n'ai pas eu le loisir de la faire plus courte." B. Pascal Les Provinciales (1862) 😉
Certification périodique : ce que les responsables formation des établissements de santé doivent savoir maintenant
Les 52 référentiels de certification périodique sont publiés depuis le 26 février 2026. 1 438 pages couvrant les 7 professions de santé à ordre.
Voici les informations clés à retenir pour votre établissement : Le téléservice national Ma Certif'Pro Santé ouvrira en novembre 2026.
Développé par l'Agence du Numérique en Santé, il permettra à chaque professionnel de suivre son parcours de certification sur les 4 axes réglementaires. Les employeurs disposeront d'un accès dédié au téléservice pour suivre leurs professionnels salariés, conformément au décret n° 2025-1335. Cet accès permettra notamment d'être alerté lorsqu'un professionnel est identifié en risque de non-réalisation de son programme.
L'automatisation sera progressive. En V1, seules les attestations de l'ANDPC, de l'ANFH et de la HAS seront remontées automatiquement. Pour les formations réalisées via d'autres organismes ou en interne, vos professionnels devront saisir manuellement leurs actions. L'ouverture à d'autres fournisseurs est prévue en V2, après 2027.
En attendant, vos professionnels doivent conserver toutes leurs attestations pour les actions réalisées depuis janvier 2023, date d'entrée en vigueur de l'obligation.
Ce qu'il faut anticiper dès maintenant en tant que responsable formation : → Recenser vos professionnels à ordre par profession et spécialité → Vérifier que les attestations des actions déjà réalisées depuis 2023 sont bien archivées → Planifier les actions restantes pour que chacun valide ses 8 actions minimum sur les 4 axes → Préparer votre organisation à la coordination employeur prévue par l'article L.4022-2
Le premier cycle est de 9 ans pour les professionnels en exercice en 2023. Le compteur tourne déjà.
🏆We recently awarded the 2026 AMEE Faculty Development Research Grant and are proud to champion research in this important area of Health Professions Education. This week let's explore some of the latest research on faculty development.
📝Medical Teacher: Twelve tips for using microlearning for faculty development
This paper provides twelve practical tips to guide faculty developers to design, implement, evaluate and sustain microlearning programmes for faculty development.
The tips offer ideas to help faculty developers manage common barriers to engagement and provide ideas to navigate these. The tips are applicable to Health Professions Education settings seeking scalable, sustainable, low burden professional development.
La DGOS vient de publier sa FAQ officielle sur la certification périodique. 17 pages qui clarifient enfin le dispositif.
Voici ce qu'il faut retenir, que vous soyez professionnel de santé ou employeur :
Pour les professionnels de santé : → 4 axes, 8 actions minimum sur un cycle de 6 ans (9 ans pour le cycle transitoire) → Vos actions réalisées depuis le 1er janvier 2023 comptent déjà — DPC, formations internes, engagements professionnels → Les formations hors DPC peuvent être prises en compte → La plateforme nationale « Ma Certif' Pro Santé » ouvrira en novembre 2026 → En attendant : conservez tous vos justificatifs
Pour les établissements et employeurs : → La certification reste une démarche individuelle du professionnel, y compris quand il est salarié → Mais la FAQ précise que le parcours « se construit en lien avec l'employeur » → Votre rôle : faciliter l'accès aux formations, soutenir l'organisation du parcours, mobiliser le plan de développement des compétences → Vous n'avez aucun rôle de contrôle — c'est l'Ordre qui vérifie
Ce que la FAQ ne dit pas (et c'est important) : Aucun texte ne désigne explicitement qui finance la certification des salariés. Le mot « financer » n'apparaît pas une seule fois. Seuls les termes « organiser », « faciliter » et « mobiliser les dispositifs existants » sont utilisés.
Concrètement, les établissements qui anticipent maintenant — en intégrant la certification dans leur plan de développement des compétences — prendront une longueur d'avance. Chez Biologie Elearning, nous accompagnons déjà les professionnels de santé avec des formations éligibles à la certification périodique, en e-learning et à leur rythme.
Every healthcare professional carries a real admin burden around appraisal and revalidation - logging CPD, writing reflections, gathering evidence, all scattered across different places. We rebuilt Portfolio into a single hub that brings it together: automatic CPD tracking, evidence storage, FourteenFish integration, and appraisal-ready exports in seconds.
The part I'm proudest of is our new AI reflection support. Reflections are where most people get stuck. So we built guided prompts tailored to the activity, the person's profession, and the standards that matter for their appraisal (GMC, NMC, HCPC and more). Three principles we held onto: → The clinician stays the author - AI prompts thinking, it doesn't replace it. → Personalisation is the whole value - a prompt for an emergency registrar should look different to one for a community pharmacist. → Guardrails first - in a clinical context, safety isn't optional.
Genuinely rewarding product work. Proud of the team that made it happen. BMJ Portfolio is live now, and free for every healthcare professional: https://portfolio.bmj.com/
What is UEMS, and why does it matter for healthcare in Europe?
Premiered during the UEMS Congress and now available on our YouTube channel, our new video provides a clear introduction to the European Union of Medical Specialists, its history and the role we play in shaping the future of specialist medicine across Europe and beyond.
Words matter in public health. They matter everywhere, all of the time, but probably most in public health.
One of the most concerning trends emerging in recent months is not only the policy changes surrounding vaccines, but the apparent suppression, delay, or reframing of scientific communication itself.
This recent article from CIDRAP highlights growing concern among physicians, researchers, and public health experts that inconsistent messaging and interference with scientific communication may further erode public trust in vaccines and health institutions.
As someone with roots in journalism and a career in continuing medical education, I think often about what happens downstream when scientific communication becomes fragmented, politicized, or difficult to trust.
Clinicians are already navigating an overwhelming volume of rapidly evolving information. CME exists, in part, to help healthcare professionals critically evaluate evidence, contextualize new data, and translate it into patient care with clarity and confidence.
Ultimately, the goal of medical education today is no longer simply knowledge acquisition. It is behavior change: improving clinical decision-making, strengthening provider-patient communication, and supporting evidence-based care that leads to better patient outcomes.
BUT, meaningful behavior change depends on something fundamental: trust in the integrity and accessibility of the underlying science.
When public trust in scientific institutions weakens, the ripple effects extend far beyond headlines. They influence clinician confidence, patient conversations, vaccine decision-making, and ultimately public health outcomes.
Clear, evidence-based communication isn’t ancillary to healthcare. It’s part of the infrastructure.
Medical Practitioners in Vietnam are responsible for continuously updating their knowledge in their professional careers. Here are details of Vietnam regulation
What is UEMS, and why does it matter for healthcare in Europe?
Premiered during the UEMS Congress and now available on our YouTube channel, our new video provides a clear introduction to the European Union of Medical Specialists, its history and the role we play in shaping the future of specialist medicine across Europe and beyond.
Excited to officially kick off the UEMS Congress — bringing together experts, colleagues, and innovators from across Europe for inspiring discussions, collaboration, and the future of healthcare.
Join us for the opening plenary session today at 5PM 📍 Gasthuisberg Campus - Leuven
L’Agence DPC lance une expérimentation d’évaluation des actions de DPC par les professionnels de santé.
Et ce n’est pas un détail.
Parce que derrière cette annonce, il y a un vrai changement de logique.
Pendant longtemps, la qualité d’une action de DPC s’est surtout jouée sur la conformité, le dépôt, la méthode, les attendus institutionnels.
Demain, la question pourrait devenir beaucoup plus directe :
Est-ce que cette action est réellement utile pour les professionnels de santé ?
Autrement dit : pas seulement une action conforme, mais une action perçue comme pertinente, applicable et transposable dans la pratique.
Pour les ODPC, le message est clair.
Il ne suffira plus de construire une action “recevable”.
Il faudra construire une action solide sur le fond. Une action qui répond à un besoin réel. Une action qui tient pédagogiquement. Une action qui produit un effet concret sur les pratiques.
Et c’est sans doute une bonne nouvelle.
Parce qu’en DPC, la vraie qualité ne se mesure pas seulement à ce qui est déposé.
Elle se mesure à ce qui change sur le terrain.
Les organismes qui l’auront compris prendront une longueur d’avance.
Les autres risquent de découvrir, un peu tard, que la conformité ne suffit plus.
Expérimentation d’évaluation des actions de DPC par les professionnels de santé Ecouter À partir du 13 avril 2026, un questionnaire est adressé par l’Agence du DPC aux professionnels de santé entrant dans le périmètre de l’expérimentation, pour recueillir leur avis sur l’action de DPC à laquelle...
More than 150 million lives have been saved by vaccines since 1974. Science made it possible, but it is everyday practice that sustains that impact.
At CMEPEDIA, we offer free, independent CME courses designed to support real-world clinical decision-making. Our modules on Rabies Vaccination in India and Pneumonia Vaccination in India bring together current guidelines, practical approaches, and strategies to improve vaccine adherence in everyday practice.
Every dose administered, every schedule followed, every patient conversation—these are the moments where global health outcomes are shaped.
Yet in practice, challenges persist. Vaccine hesitancy, uncertainty around eligibility, and gaps in implementation continue to affect uptake.
For healthcare professionals, staying updated is not optional. It directly influences outcomes.
Because improving adherence does not start with policy. It starts with informed care.
Create a free account on Cmepedia and start learning.
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