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    Continuing Professional Development (CPD) Section

    After extensive discussion between the AAMC staff and members of the section’s steering committee, the name was changed from the Section on Continuing Education and Improvement (CEI) to the Section on Continuing Professional Development (CPD). This name change reflects (a) the desire to address the increasingly diverse professional roles of faculty working in academic medicine and (b) an emphasis on faculty development within medical schools and teaching hospitals. Using education to increase knowledge, enhance competence, and improve patient care remain vitally important. However, CPD goes beyond clinical care and quality improvement – the name change embraces a broader view that the work of the section’s members extends to all professional roles of the faculty.

    This site attempts to guide academic continuing medical education leaders, planners, and teachers as they move CPD from a primarily conference-based model to one which employs best educational methods with quality and performance improvement (QI/PI) principles to close the clinical care gap.

    Academic CME/CPD in the United States and Canada: Results of the 2018 AAMC-SACME Harrison Survey

    Access the 2018 Report

    The  AAMC-SACME Harrison Survey outlines consistent evidence of the integration of CME/CPD into the function and mission of academic medical centers/academic health systems; a clear movement to develop innovation and scholarship in educational design and methods of delivery of continuing education and professional development to the health professional population; and highlights efforts measuring the impact of actions, programs, and activities on learner competence, performance, and healthcare outcomes.

    The report provides benchmarking and comparisons of the influence and effect of CME/CPD unit activities and interaction with academic institutions and groups, designed to be shared with academic leaders, policymakers, regulators, and others, to assist in decision making at local, state, national, and international levels to illustrate these relationships and promote the needs and goals of the CME/CPD unit. The report also allows for comparison and reflection on individual institutional goals, directions, methods, and standards in CME/CPD.

    Additional Resources

    Contact Us

    Allison Rentfro, PhD
    Director, Center for Continuing Medical Education
    Yale School of Medicine

    Stephen McKenzie
    Director, Constituent Engagement
    Association of American Medical Colleges