Since 2020 the covid pandemic disrupted not only societies but also medical education.
What at first has been a survival strategy to many providers in 2020 has to a large part become the new normal:
“live” events (webinars), delivered online, often were followed by open access to the content for varying timespans (on demand), or hybrid activities. The latter comprising
- activities with in person audience, simultaneously broadcasted online
- asynchronous learning followed by a webinar (based on the content studied during asynchronous learning)
- in person meeting followed by an opportunity to further discuss and study related material online,
this list will probably not be exhaustive.
Recent reports in the Journal of European CME (JECME) have suggested that these new formats of learning – by far the quantitatively dominating educational format in the past – are at least as effective as in person meetings.
According to JECME accrediting bodies and regulators have reacted to this change and adapted, at least temporarily, accreditation rules of e-learning and accepted electronic learning formats as equivalent proof of CME.
It is not yet clear however whether this will be considered a temporary adaption or a lasting change in accreditation policy.
EBAC has already enabled accreditation of micro-e-learning for several years, and thus, could quickly adapt to the new challenges and assimilate the new formats under this framework. EBAC accepts tracking as proof of participation for all online learning formats (for further details please refer to the relevant documents on the EBAC website, or contact the EBAC office).