CME Faculty Guide

Instructions for Activity Faculty

Thank you for participating in one of our Continuing Medical Education activities.

This faculty guide is meant to serve as a tool to assist faculty in preparing a timely, efficient, and effective presentation that meets the needs of the target audience, the meeting planners, the accrediting bodies, and the teaching faculty. Thank you again for your commitment to medical education. Your assistance is greatly appreciated.

You should have already received a formal invitation for your activity via email with a detailed list of required forms and documents. You may also be required to upload copies of the required documentation.

An iLearn account is required for all faculty members. If you do not have an account, follow the instructions in this guide to create one. If you have any questions regarding iLearn or the forms, please let us know. You can click here to send us an email or call us at 305-669-5857

Required Documents by Faculty Role

This table lists the documents commonly required for CME activity faculty based on their role. Faculty members may have multiple roles within an activity and may have previously met requirements as part of a separate CME activity.

This list is not exhaustive and is only for reference. Please refer to your faculty invitation email to see which forms you are required to complete.

Scroll left & right to view the contents of this table.
  Speakers & Presenters Moderators Committee Members Course Chair Planners & Coordinators
Faculty Profile
Speaker Confirmation        
Speaker Agreement        
Photo Optional Optional
Bio Optional Optional
Curriculum Vitae  
Presentation Slides        
AV & Photography Waiver*      

Requirement Objectives & Purpose

What are the Expectations & Recommendations for planners and faculty members?
All recommendations for patient care in accredited continuing education must be based on current science, evidence, and clinical reasoning, while giving a fair and balanced view of diagnostic and therapeutic options. Clearly describe the level of evidence on which the presentation is based and provide enough information about data (study dates, design, etc.) to enable learners to assess research validity.
All scientific research referred to, reported, or used in accredited education in support or justification of a patient care recommendation must conform to the generally accepted standards of experimental design, data collection, analysis, and interpretation. Ensure that, if there is a range of evidence, that the credible sources cited present a balanced view of the evidence.
Although accredited continuing education is an appropriate place to discuss, debate, and explore new and evolving topics, these areas need to be clearly identified as such within the program and individual presentations. It is the responsibility of accredited providers to facilitate engagement with these topics without advocating for, or promoting, practices that are not, or not yet, adequately based on current science, evidence, and clinical reasoning If clinical recommendations will be made, include balanced information on all available therapeutic options.
Content cannot be included in accredited education if it advocates for unscientific approaches to diagnosis or therapy, or if the education promotes recommendations, treatment, or manners of practicing healthcare that are determined to have risks or dangers that outweigh the benefits or are known to be ineffective in the treatment of patients. Address any potential risks or adverse effects that could be caused with any clinical recommendations.
Why do we collect this information?
Why do we collect this information?
Since healthcare professionals serve as the trusted authorities when advising patients, they must protect their learning environment from industry influence to ensure they remain true to their ethical commitments. Many healthcare professionals have financial relationships with ineligible companies. By identifying and mitigating relevant financial relationships, we work together to create a protected space to learn, teach, and engage in scientific discourse free from influence from organizations that may have an incentive to insert commercial bias into education. What are the next steps in this process?
What are the next steps in this process?
After we receive your disclosure information, we will review it to determine whether your financial relationships are relevant to the education. Please note: the identification of relevant financial relationships does not necessarily mean that you are unable to participate in the planning and implementation of this educational activity. Rather, the accreditation standards require that relevant financial relationships are mitigated before you assume your role in this activity. You may also view our Conflict of Interests (COI) Mitigation Statement and Process. To help us meet these expectations, please use the form we have provided to share all financial relationships you have had with ineligible companies during the past 24 months. This information is necessary in order for us to be able to move to the next steps in planning this continuing education activity.

NCHS and ACCME documentation

NCHS Faculty Handbook

ACCME Standards for Integrity & Independence in Accredited Continuing Education

JAMA Article - McMahon GT. Changes to the Standards for Integrity and Independence in Continuing Medical Education

Nicklaus Children’s Hospital Disclosure Policy & COI Statement

Our CME Mission Statment

Contact Medical Education

Dr. Rani S. Gereige
Pronouns (He/Him/His)
Director of Medical Education | Designated Institutional Official (DIO)
Phone: 305.662.8327
Fax: 305.669.6531
Elizabeth Menocal
Vice President, Clinical Affairs | Medical Administration
Phone: 305.662.8357
Fax: 305.669.6406
Gabriela Martinez
Pronouns She/Her/Hers | They/Them/Theirs
CME Specialist & Support | Department of Medical Education
Phone: 786.624.2620
Mobile: 786.505.9664

Last Updated Dec. 2023