Frequently Asked Questions

What is AMEP?

AMEP is a program of professional-development workshops, teaching observations, and reflection on teaching practice and growth as educators.  Participants achieve recognition that demonstrates pursuit of excellence through development of knowledge and skills for teaching in classroom, research, and clinical education settings.

Who can participate in AMEP?

AMEP is open to all UNM HSC faculty (basic science and clinical), residents, resident fellows, post-doctoral fellows, doctoral students, and medical students. HSC staff who are responsible for onsite and offsite teaching and training are welcome to complete the program.

Do I have to complete AMEP?

All SOM faculty (except research-track faculty) hired on or after September 1, 2015, must demonstrate a record of professional development or advanced study (e.g., education degree, UNM experience comparable to Medical Education Scholars, Certificate in University Science Teaching, Academic Science Education and Research Training) related to education.  Many faculty achieve this expectation by completing the AMEP Foundation Pathway (see more below).  To determine if you already have acquired experience that satisfies the educational development requirement, please contact the Office of Faculty Affairs & Career Development. Faculty and their departments, not CPL, are responsible for monitoring their faculty members’ progress toward promotion.  CPL gladly provides, upon request, updates on a faculty member’s progress toward completing AMEP as a promotion requirement.

What are the two pathways?

The Foundational Pathway establishes the fundamental knowledge and skills that can be used as a framework for competent teaching in the School of Medicine. Upon completion of the Foundational Pathway a participant will:

  • Demonstrate both theoretical and applied knowledge of education and its application to teaching through participation in diverse professional-development opportunities and reflection of how this new knowledge informs new educational practices
  • Improve instructional approaches as a consequence of performing a reciprocal peer review of an observed teaching activity
  • Integrate learning experiences in AMEP to other teaching and curriculum-development to demonstrate growth as an educator via reflective development of an educational philosophy

The Advanced Pathway represents exemplary effort to develop educational expertise. Upon completion of the Advanced-level program, participants will, in addition to the Foundational level, also have:

  • Advanced toward scholarship in medical education by dissemination of scholarly achievement or demonstrably and effectively shared evolving expertise in medical education with other educators
  • Further demonstrate growth as an educator in an updated educational philosophy that integrates learning experiences in AMEP to other teaching and curriculum-development

The Advanced Pathway can be pursued after completing the Foundational Pathway or after completing another educational-development experience, such as an education or medical-education degree or Medical Education Scholars.  Contact CPL ( for more information on appropriate prerequisite experiences for the Advanced Pathway.

What is required for me to complete the Foundational Pathway?

There are three components to completing the Foundational Pathway of achievement in medical education:

  • Completion of four (4) CPL workshops (encouraged within two years of hire for those required to demonstrate Foundational achievement at time of promotion). Each workshop must be in a different core professional learning area.  The core professional learning areas and the workshops applicable to each area are listed here. You may contact CPL regarding the possibility of substituting workshops completed at another institution, through your professional organizations, or at a conference.
  • Participation in reciprocal peer observation of teaching (coordinated by CPL) (Peer Observation in Support of Effective Teaching - POSET)
  • Complete a “Personal Philosophy of Education” that includes explanation and reflection upon the incorporation of learning from workshops, peer observation, and personal teaching practice along with a plan of future actions for continuous improvement as an educator. CPL provides a rubric to guide the writing of the philosophy document if you are pursuing the Foundational Pathway independent of promotion. Otherwise, you will submit this document as part of the “Educational Portfolio” within the promotion dossier by time of promotion.

Additional information and a checklist to track your progress on this pathway can be found here.

What is required for me to complete the Advanced Pathway?

In addition to the Foundational Pathway requirements, those pursuing the Advanced Pathway complete the following:

  • Complete four (4) CPL workshops (or other educational activities not offered by CPL but approved for inclusion by CPL)
  • Participate in at least one additional reciprocal observation & feedback via the POSET process (arranged in consultation with CPL)
  • Develop a proposal for a scholarly project (which includes research question, literature search, methodology, assessment design) for submission to SEAC, or design, implement, and evaluate an CPL workshop. (These activities would contribute to the development of the Educational Innovation Description in the performance evaluation dossier for promotion).
  • Complete an updated “Educational Portfolio” that reflectively incorporates learning in the program, innovations in education, and personal teaching practice along with a plan of future actions for continuous improvement as an educator.

What types of payment do you accept for CME conferences?

Advance registration is encouraged. Minimum and maximum numbers have been established for conferences. Payment options include:

  • Register via credit card: Online via conference website. All major credit cards are accepted online.
  • Register via Check (US Mail / In Person): Make check payable to the UNM CPL. Mail/deliver payment to: UNM Office for Continuous Professional Learning, 1 University of New Mexico, MSC09 5370, Albuquerque, New Mexico 87131-0001
  • Register via cash payment: We do accept exact change for registrations. Please bring the cash in person to the UNM Office for Continuous Professional Learning office.
  • Register via UNM tuition remission: After registering for a conference and choosing to pay with UNM tuition remission, UNM faculty and staff should email, mail or deliver the completed UNM tuition remission form (with proper signatures) to UNM CPL. The UNM tuition remission form can be accessed at:

Can I register onsite for a CME conference?

Advance registration is encouraged. Minimum and maximum numbers have been established for conferences. Most conferences accept onsite registrations, please review specific conference websites for pricing and availability. We can accept all major credit cards, checks, UNM tuition remission and exact change cash payments onsite.

How do I know my registration is accepted?

Your registration will be confirmed via email from the UNM CPL Office. If you do not receive a confirmation letter, please contact UNM CPL at (505) 272-3942 to verify your attendance. Please confirm your registration before making travel arrangements. Minimum and maximum registration numbers are established for all conferences.

What does my registration fee include?

Registration includes conference materials, meals/refreshments (depending on conference)

What is your cancellation policy?

If you cannot attend, UNM CPL will refund tuition, less a $40.00 administrative fee provided your cancellation notice is received in writing 3 weeks prior to event (cancellations may vary between conferences). No refunds will be issued after this date or for non-attendance. Conferences are subject to cancellation. In the event that a conference is cancelled, UNM CPL is not responsible for any airfare, hotel, or other costs incurred. 

What is your refund policy?

If you cannot attend, UNM CPL will refund tuition, less a $40.00 administrative fee provided your cancellation notice is received in writing 3 weeks prior to event (cancellations may vary between conferences). No refunds will be issued after this date or for non-attendance.

What is the recommended attire for CME conferences?

Since meeting room temperatures and personal comfort levels vary, it is recommended that you bring a sweater or jacket to this educational activity.

I am in need of special accommodations what should I do to make sure I am comfortable?

Participants requiring special accommodations should contact UNM CPL as early as possible. UNM is in compliance with the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990.

How do I get on the mailing list to receive information about upcoming CME conferences?

Request a brochure using our online Brochure Request Form,

Can my organization provide a speaker to your conference?

No. Per the Standards for Commerical Support from the Accreditation Council for Continuing Medical Education, the provider must ensure that the content of the CME remains beyond the control of any commercial interest. The process to develop the CME must be independent of any commercial interest. Accredited providers must not allow commercial interests to directly (SCS 1.1) or indirectly (SCS 3.2) control the content of CME.

How large can my booth be?

Exhibitors are provided with a 6-foot (draped) table and two chairs for a tabletop display.

Is there power?

Some conferences provide complimentary electrical services. Some conferences have a fee for electrical services. It is always recommended to bring an extension cord (at least 20 feet) and a power surge.

Can I have priority placement?

Exhibitor booth assignments are made based on numerous variables (sponsorships, competitors, etc.). Requests will be considered but cannot be guaranteed.

How do I pay?

Exhibitor/Sponsorships are due within 30 days post conference. Payment options are:

  • Credit card: Online via conference website. All major credit cards are accepted online.

  • Check (US Mail / In Person): Make check payable to the UNM CPL. Mail / Deliver this form with payment to UNM Office for Continuous Professional Learning 1 University of New Mexico, MSC09 5370 Albuquerque, New Mexico 87131-0001

  • Cash payment: We do accept exact change for registrations. Please bring the cash in person to the UNM Office for Continuous Professional Learning office.

How do I ship my materials to the conference venue?

Each conference is different and some may have a fee. Contact the conference event planner for specific shipping details.

Can I have access to the attendee list?

It is UNM CPL policy to not share attendee contact information with exhibitors. We consider their contact information to be private, and this includes those events that ask the attendee on the registration form if they want to share their information for networking purposes. We encourage exhibitors to ask for business cards or have a notepad where attendees can ask for additional information to be shared with them.

I am in need of special accommodations what should I do to make sure I am comfortable?

Participants requiring special accommodations should contact UNM CPL as early as possible. UNM is in compliance with the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990.

How do I get on the mailing list to receive information about upcoming conferences?

Request a brochure using our online Brochure Request Form,

What is the Learning from Teaching Program?

Learning from Teaching (LfT) recognizes initiative and effort by clinician educators to improve their teaching of medical students, residents, or fellows through acquisition of content knowledge, pedagogy knowledge, or both.  You do the learning and the learning that you do must be to prepare you to teach your learners.

LfT is a program provided by the Office for Continuous Professional Learning (CPL) at the UNM School of Medicine.  The program is offered in concert with national efforts endorsed by the American Medical Association (AMA), Association of American Medical Colleges (AAMC), and the Accreditation Council for Continuing Medical Education (ACCME).   Participants are eligible for AMA PRA Category 1 CreditTM in CME.  The credit is provided in recognition for the time expended to prepare a teaching activity and not for the teaching time.  Nonetheless, a relationship between preparation and teaching is assumed and, as per AMA and ACCME guidelines, UNM provides CME credit as 2 credits for every one hour of teaching time.

What are possible activities for Learning from Teaching?

The ACCME suggests the following categories of potential outcomes from Learning from Teaching activities:

  • Preparing for a student / resident encounter or teaching session
  • Literature searching: updating bibliographies; synthesizing literature
  • Research case materials related to presentations
  • Case discussion promoting questions and information seeking
  • Researching clinical questions online or in journals and other text sources
  • Reflection on teaching encounters and undertaking improvements; developing learning / teaching plans
  • Developing educational materials related to case or clinical problems
  • Formal presentations to medical students, residents, and/or fellows
  • Supervising clinical or simulated activities
  • Instruction on clinical or other skills
  • Assessing learner performance
  • Mentoring QI or PI projects
  • Mentoring of scholarly activities
  • Test item writing

How do I get started?

First, it is important to understand that unlike other CME credits, you will develop a self-directed learning plan rather than attend particular events for specified amounts of time.  You start by identifying a gap in knowledge, competence, or performance experience that you desire to fill.  Examples of gaps may include:

  • Concern about your current knowledge of a topic that you need to present to medical students, residents, and/or fellows
  • Desire to apply research-informed teaching practices while rounding with learners
  • Need to develop teaching cases for small-group learning activities
  • Uncertainty about your knowledge of best practices in teaching a procedure or in performing the procedure yourself in preparation for teaching it to learners
  • Need to use research-informed practices to create better lectures and facilitate active-learning during class sessions
  • Need to provide better quality feedback to learners

After identifying the gap, you build a self-directed learning plan that includes any or all of these resources:

  • Peer-reviewed articles or reports
  • Attendance at CME-certified workshops or trainings (at UNM or elsewhere)
  • Consultation with expert colleagues and staff

Who can I ask for assistance?

You are encouraged to contact CPL ( for a consultation to (a) define your gap as specifically as possible and (b) to suggest resources that you might utilize in your learning plan.  You are also encouraged to discuss your gap and plan with colleagues who may have encountered similar challenges in their teaching.

Who is eligible?

AMA PRA Category 1 Credit™ may be extended to any physician —whether community-based or institution-based, or subset of undergraduate or graduate clinical faculty, full or part-time, voluntary, salaried, or unsalaried. Obtaining credit is not restricted by the learner’s clinical practice. The ACCME definition states that Learning from Teaching represents a range of activities in which an accredited provider can facilitate practice-based learning and improvement- where the practice could be the person’s professional teaching practice or clinical practice or research practice.

What do I have to do?

You must complete two forms in order to receive recognition and CME credits.  These include the learning plan form and the CME attestation.  Please review both forms carefully before initiating your plans and contact CPL to provide further explanation and guidance as needed.

Physicians should report their teaching time (to the nearest 0.25 hr) that is reflective of their new learning on the CME attestation form. Credit is provided for only the first circumstance of utilizing the outcomes of the learning from teaching project.  For instance, if the learning plan prepared a physician to create a new one-hour, interactive lecture they would receive 2 credits for the first delivery of that instruction.  Any subsequent presentation, even if to a different audience (perhaps residents rather than medical students) does not earn additional credit.  Intermittent teaching of learners new content or with new methods while providing patient care in ambulatory-care clinics or at hospital bedsides is allowable by estimating the actual teaching time with learners during one day of teaching on service.

CPL will verify the instruction with either the UME or GME office (as applicable) and CPL will award the appropriate credit(s) and issue the credit certificate.


Learning from Teaching – Example Scenarios (adapted, in part, from the ACCME)

Scenario 1

A faculty member is asked to give an interactive skills-based workshop on “Sinusitis” designed to address medical students’ inability to evaluate patients appropriately for this condition. The faculty member identifies, through self-assessment, that she does not know the anatomy of the sinuses, does not know the pathophysiology of these processes, and does not have a personal strategy in place for taking a history regarding sinusitis or for examining the patient. Therefore, she conducts her own personal learning from teaching project to address these needs—and can then describe what new strategies she develops as a result. Also during this process, she learns several new skills associated with including x-ray images and 3D-imaging videos in her educational presentations using software tools.

Scenario 2

To prepare for teaching a skills workshop at a surgical specialty society meeting, physician faculty find that they need to learn how to operate a new laparoscopic device that will be used during the workshop. The specialty society, as an accredited CME provider, facilitates their training on the new device as a Learning from Teaching CME activity for the faculty prior to their teaching engagement.

Scenario 3

An accredited provider makes available a Learning from Teaching CME activity for community physicians who have recently been recruited as new faculty for undergraduate and graduate medical school instruction in the form of "individualized learning projects" where new faculty assess what knowledge and skills they need to teach more effectively, and then makes available training and feedback to improve their teaching skills. It includes one-to-one mentorship and training with educational experts that is scheduled by the learners.

Scenario 4

In the process of revising a series of educational seminars provided each year for the orientation of new staff members, a physician administrator in the risk-management department finds that she has to learn and incorporate new medical coding knowledge and strategies that have been published since the last orientation she taught. As an accredited CME provider, her institution makes it possible for her to receive CME credit for her Learning from Teaching that involves modifications to her own coding practices while preparing for the seminars.

Scenario 5

While making daily inpatient rounds, a faculty member observes a fellow often shortening case presentations by either the resident or especially medical students and imposing his plans for diagnosis and management.  The fellow wishes for rounds to be efficient, so that the team can go to the clinic on time.  The faculty member considers this interruptive behavior to be counterproductive. Learning about one-minute preceptor microskills should assist the faculty member to instruct the fellow to stimulate more of an interactive learning opportunity by thoughtfully probing for supportive evidence and correcting any mistakes and later by reinforcing what was done right. 

What is POSET?

POSET is a process for obtaining formative peer feedback on teaching and for two colleagues to learn about teaching through conversation about an observed teaching experience.  The nature of the observed teaching and learning session and all feedback and conversations between the observer and observee are confidential; only participation and input on participants’ experience with the POSET process are reported to CPL.

Is POSET required for SOM educators?

POSET is open to all educators (faculty, residents, staff, post-docs, and students with teaching roles) on a voluntary basis.  Participation in POSET, as both an observer and an observee, is necessary for completing the Achievement in Medical Education Program (AMEP).

Does any peer observation qualify as participating in POSET?

To assure application of best practices in peer observation of teaching and to maximize the learning impact of the experience, all POSET observers participants must (1) attend an in-person or online workshop on the POSET process, and (2) observers and observees complete self-reflection forms for each observation and submit them to CPL (

Why have peer observation of teaching?

Peer observation is widely recognized as an essential part of professional growth as a teacher.  When we teach, we are commonly unaware of many of our actions, or the actions and reactions of learners, that are readily recognized by an objective observer as either enhancing or impeding the learning process.  Feedback and suggestions from a respected, trusted peer are important for adjusting teaching behaviors to improve learning and to augment existing exemplar behaviors.  Observers also gain knowledge and skill from watching and thinking about how another teacher instructs learners. Acknowledging to your learners that an observer is present makes you a role model for soliciting feedback as a desirable aspect of professional growth.

When should I request an observation?

If you have never been observed, or have never observed others teach in a structured way, then you are encouraged to take advantage of this opportunity at any time.  Observations can be most effective when you are relatively new to a particular course or rotation and desire an independent check on how you are doing.  You may also want to request an observation if you have received other feedback from learners, peers, house staff, or department leadership regarding your teaching that concerns you.  Follow-up observations are encouraged, particularly when you receive feedback during an initial POSET session about behaviors that you desire to adjust.  Observations will be most helpful when you feel confident about what you are planning to do in a learning session and are not encouraged on the first occasion when you plan to do something very different from your past experience. Some educators plan for observations after striving to implement new instructional ideas learned at CPL workshops.

Who should I request to observe me?

To qualify as a completed POSET observation, your chosen observer must have completed the POSET training workshop.  Those who have completed the workshop are encouraged to sign up with CPL to be an observer. So, a good place to start in selecting an observer is to request a list from CPL (  If you complete the training workshop, please consider adding yourself to the CPL observer list so that you can benefit from observing other faculty and they will then benefit from your feedback.  Sometimes, faculty peers wish to provide reciprocal observations for one another; that is an encouraged practice and you may also wish to attend the POSET training workshop together.  Although you may want a colleague in your department to conduct the observation because they are familiar with the content you are teaching, also consider the benefits of an observer from outside of your department who, by not being as engaged with the content, will more likely focus on the teaching and learning processes that are taking place.

How should I decide what to have the observer see?

Although an observee will likely pay attention to all aspects of the learning session, it is advisable to select no more than five specific aspects for focused attention.  These focused behaviors may be the ones that you and the observer agree are most essential for the particular teaching circumstance, or they may be behaviors for which you desire preferential feedback because these are elements that you are specifically working to improve. You are encouraged to consult the Teaching Behaviors Menu for Peer Observation of Teaching that is provided on the POSET webpage if you are seeking ideas and examples for what to include as priorities in your observation.

Are there resource or reference materials available to me regarding effective teaching practices?

CPL is developing resources for educators in the UNM School of Medicine. To learn what is currently available, click here. All of the information in this packet is available from the POSET webpage. You are also encouraged to request specific information or a consultation from CPL by emailing us at  In addition, CPL offers workshops throughout the year.

I am from another country. Does that affect my honorarium? 

Yes. UNM defines individuals from other countries as foreign nationals (see UNM Policy 2180). There is a different process you will have to follow in order to receive your honorarium. Please plan to begin this process at least 4 months prior to the start of the activity you are participating in (it could take at least 4 months for you to obtain a tax identification number). Your event planner will explain the entire process and will work with you on a timeline.

I will have expenses for the activity I'm participating in. How do I get reimbursed?

Your event planner will send you instructions on how to submit your ITEMIZED receipts, along with a guidance document on travel, hotel and items that are/are not reimbursable. A W-9 is required for expense reimbursements and the payee must be an individual, not an organization/company. For information on airfare, see the next FAQ.

Can I be reimbursed for my airfare?

Yes, if negotiated in advance. However, airfare must be coach class. Reservations must be made 60 days prior to the travel dates. If reservations are made after the deadline date, reimbursement will be for the cost of airline reservations made by our deadline. 

What can you tell me about honorariums?

An honorarium payment can be presented to the recipient upon conclusion of the event. It can also be paid at the time of any travel expenses. Honoraria cannot be paid to UNM employees by the University. (see UNM Policy 2170) A W-9 is required for honorariums and the payee must be an individual, not an organization/company. 

How do I arrange my lodging for a conference I'm presenting at?

UNM CPL will make and pay for your lodging arrangements (if that is part of the conference budget and conference logistics) and will send you details. Some conferences don't have the budget to provide lodging for speakers but we can still make the arrangements for you and have the hotel bill you.

Do I need to register for a conference that I'm presenting for?

No. Speakers receive a complimentary registration (UNM CPL will register you and send a confirmation). When you complete your speaker information form, there will be questions to help us better understand your needs while you're with us (dietary needs, ADA, conference attendance, attendance for speaker luncheons/dinners, CME credit, etc.). 

I am in need of special accommodations what should I do to make sure I am comfortable?

Participants requiring special accommodations should contact UNM CPL as early as possible. UNM is in compliance with the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990.

What is the recommended conference attire?

Since meeting room temperatures and personal comfort levels vary, it is recommended that you bring a sweater or jacket to this educational activity.

What are the steps needed to obtain AMA PRA Category 1 CreditTM for our RSS Program?

Step #1

Step #2

  • Submit the Application an Education Planning Form, signed by the Faculty Planner.
  • Submit a copy of your Announcement Template, which includes disclosure and accreditation statement.
  • Have your faculty planner sign a Disclosure Form.
  • Submit a copy of the Evaluation Form, which you can add additional questions to.

Step #3

  • Application reviewed by CPL. Once all documents are received and accepted, an email approval will be sent to you.

Step #4

  • Registration Process will be reviewed with RSS Coordinator and registration links will be sent for this activity.

My speaker’s disclosure form indicates they “do” have a relationship with a company.  What do I need to do? 

  1. At least 14 days prior to the event - The Faculty Planner will discuss the conflict with the speaker to resolve any possible conflict. (i.e. if the speaker is including a name brand in his/her presentation, they must include two additional brands in their presentation.) 

  2. RSS Education Planning Faculty will email CPL at with findings of this discussion, providing specific information about each possible COI.

  3. At least 7 days prior to the activity, the Faculty Planner and CPL reviews the speaker’s presentation slides and handout material for possible logos or other conflicts.

  4. The day of the activity, the Faculty Planner will complete a Course Director Evaluation Form for the speaker. This form will be returned to CPL.

  5. CPL will document the process and retain the files.

Why do I have to create an announcement for each activity, and why must it be posted near the registration area? 

ACCME requires that we disclose any relevant financial relationship(s) that the planner and/or presenter may have to the attendees, including the absence of such conflicts.  In addition, the accreditation statement must be included on all printed materials.  These announcements must be posted near the registration area so that all attendees are aware of any relevant financial relationships that speakers may have. 

How do we request a transcript?

Transcripts are sent upon request.  Attendees email us at with the subject line of “Transcript”. Information needed:

  • First Name, Last Name and Degree
  • What Email Address do you typically use?
  • What years are you requesting?

RSS Coordinators can obtain a record of the RSS sessions attended by their faculty by emailing us at  

Do you have a best-practice timeline for our RSS Program?

  • 45 days prior to the event: Receive disclosure(s) from presenter(s).
  • 30 days: Review for possible COI’s.
    • If none, add speaker name to disclosure Information on announcements.
    • If a COI is indicated contact CPL immediately.
    • 14 days prior to the event: Faculty Planner reviews possible COI with presenter.
    • 7 days prior to the event:
      • Faculty Planner emails the CPL with any findings.
      • Faculty & CME reviews slides and handout materials for possible logos or name brands.
  • 5 days prior: Update sign-in sheet, announcement and evlauations.
  • Day of event: Post announcement, sign-in sheets and evaluation form. Faculty is to evaluate speaker with possible COI if any.
  • 25 days post event: Type evaluation responses into Excel Evaluation Summary.

A physician just received a certificate from another office for an event they attended; do I send those to you to keep track of?

No.  We only maintain records for the activities that are approved by CPL. The certificates he/she receives from other events will need to be maintained by the individual.

must complete a COI Disclosure?

  • Education Planning Faculty/Course Directors
  • ALL faculty (including adjunct faculty and emeritus faculty who are participating in a sponsored event)
  • Postdoctoral scholars
  • Professionals paid from ANY source
  • Fellows and Residents
  • Graduate assistants (GAs) paid from sponsored research funds
  • Research personnel engaged in the design, conduct, or reporting of a sponsored research project (e.g. part-time and temporary employees)
  • Any moderator/facilitator who interacts with the audience

What information do I need to disclose on my COI Disclosure?

  • Any relationship you have with a third party that does business (such as sponsoring research or providing goods and services) with the University.
  • Any relationship with a third party in which you hold a Significant Financial Interest.
  • Any External Professional Activity for Pay (EPAP) in which you receive remuneration of any kind (Salary, etc.).
  • Any intellectual property (Patents, trademarks, licensing agreements, etc.) contractually obligated to you or the University in which you are the author or owner.
  • Any textbooks or other course materials for sale that you have authored or co-authored which you are also REQUIRING of students enrolled in coursework under your direction.

What if I want to seek Commercial Support for my RSS Activity?

Designated financial commercial support for courses and internet activity (enduring material) is allowed if the following conditions have been met:

  • Activity planning is independent of commercial control
  • Review by CPL Staff finds the activity to be free of commercial bias
  • Industry support is sought in collaboration with and under the auspices of the CPL

Can commercial employees plan or instruct in CME activities?

No.  Commercial employees may not participate in the planning of CME activities.