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About gCMEp

European CME is developing under its own inertia, working to converging standards and agreements.
The aim of the gCMEp is to guide how European CME providers contribute to improving health outcomes through effective education.
It does this by:

  • championing best practice

  • maintaining and improving standards

  • mentoring and educating the provider community

  • working in collaboration with critical stakeholders

The Good CME Practice group meets formally in person twice a year, in the spring and autumn, the day before the annual meetings of the European CME Forum. It also holds monthly Zoom calls for all members to discuss the latest developments in the CME-CPD environment. ​Policy control and governance is led by the steering group, which is made up of seven individuals; six from the member organisations, appointed by election each year, and an ex officio position held by European CME Forum.

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How we operate

Four core principles of the gCMEp

The inaugural meeting of the gCMEp took place during the Second Annual Meeting of the European CME Forum in November 2009. The evolution of key guiding principles was discussed by leading European CME providers, with input from CME accreditation bodies and industry. The group has continued to consult widely with national and European medical societies and European CME accreditation bodies, with the aim of looking specifically at how the education and provider community works in providing CME and to develop appropriate standards for this community.

Appropriate Education

Educational activities must have clear learning objectives based on performance gaps and unmet needs. Education must be designed to positively reinforce good practice and effect change in clinical practice, as appropriate.

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Balance

Balance needs to be evident in content, faculty and review. Content has to be developed independently of the sponsor and reflect the full clinical picture within the framework of the learning objectives.​​​​​

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Transparency

All relevant information should be disclosed to the learner so that they understand fully how the content has been developed and presented. This includes the terms of the financial support and relevant disclosures of faculty and organisations involved.​

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Effectiveness

Post-activity evaluation should measure satisfaction, knowledge uptake and intent to maintain or change behaviour in line with the learning objectives

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