CME endorsement criteria

The criteria you will need to meet to be CME endorsed.

1. Educational principles

CME activities are developed according to sound educational principles. These include:

Relevance and coherence

  • Having clear learning goals/outcomes.
  • Having a structure that demonstrates how learning builds on previous learning/experience.
  • Using teaching and learning approaches that encourage engagement, and active learning.
  • Using activities to develop equality and cooperation amongst learners.
  • Providing mechanisms to support reflection and application to practice.
  • Providing clear information and expectations including length of time expected to complete activity, any assessment requirements, and methods for obtaining feedback.
  • Allow for differences in learning styles.

Cultural safety and health equity

  • Education objectives that help improve health outcomes for Māori and Pacific peoples and reduce inequalities between Māori and Pacific peoples and other New Zealanders.
  • Acknowledgment of Te Tiriti o Waitangi (Treaty of Waitangi), How meeting our obligations under Te Tiriti effect the overall health outcomes of Māori and Pacific peoples.
  • Identifying cultural beliefs and needs of Māori and Pacific people.
  • The activity plans for and demonstrates consideration of cultural safety and health equity for Māori and other identified patient groups.
  • This includes, but is not limited to, the potential impact of a doctor’s and patient’s culture on interactions and the provision of care.
  • The activity seeks to identify and address any biases, attitudes, assumptions, stereotypes, and prejudices so that a high quality of care is afforded to all patients.


  • Learners are provided with a structured opportunity to reflect on the learning activity, either as individuals or in a group setting
  • Where appropriate learners receive feedback about their engagement in the activity. This may be at a group or individual level.

Future focused

  • The learning activity meets current and anticipates future educational, social, and economic needs of relevant stakeholders.
  • Specific suggestions/provisions for follow-up activities are made where practicable.
  • References to further resources on the topic are provided.


  • Learners are provided with high quality evidence based educational activities, resources, and support materials.
  • Activities are facilitated and delivered by presenters that are experienced in the topic/discipline area to ensure the educational value of the session is maximised for learners.

2.Educational value

  • The content of the CME activity is relevant and useful to College members in New Zealand.
  • The content of the CME activity is accurate, up to date, fit for purpose and based on educational best practice.
  • The activity must align with the specific domains of competence.
  • The presenters are appropriately qualified, independent, and well-known authorities on the subject.
  • In developing the content, relevant and current research evidence was consulted, and sources were acknowledged.

3. Ethical standards

  • All CME activities provide a balanced coverage of issues and contain no professional or commercial bias.
  • Any sponsorship of the programme or any event in the programme is publicly acknowledged and has no bearing on the content or delivery of the activity.
  • Any sponsorship of the programme or any event in the programme is publicly acknowledged and has no bearing on the content or delivery of the activity.

4. Delivery

  • CME activities do not create unnecessary barriers to learning and deliver on the approved learning hours, activities, and feedback.
  • All CME activities must have the following elements and clearly include the elements on any promotional and course materials:
    • activity title
    • identified domain(s) of competence
    • stated mode of learning/delivery
    • endorsed contact time/credits
    • length of activity
    • Cultural safety and treaty of Waitangi acknowledgment
    • clear set of learning intentions and anticipated outcomes; and
    • the approved College endorsement logo (supplied)
    • Any potential bias or sponsorship must be clearly communicated
    • CME activities are to allow time for reflection, interactions and/or discussion.
  • All providers must upload the attendance data within 5 working days of the activity delivery.

5. Evaluation

  • There must be a system in place for gathering, summarising, and reviewing learner feedback, as well as evaluating the learning activity.
  • Feedback is used to inform future activities and opportunities for endorsement.
  • An anonymised feedback form is made available to learners.

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