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.

Also in this category

Te Whanake (CPD)

Annual conversation

Information on how to prepare for your Annual Conversation

View resource
Te Whanake (CPD)

Resuscitation providers

5 min read

List of College endorsed resuscitation providers.

View resource
Te Whanake (CPD)

Te Whanake CPD programme requirements

8 min read

The Te Whanake programme takes place over a triennium (three years) to allow Fellows the opportunity to focus their learning activities on different areas of their practice during each annual period and to ensure they have a balanced outcome of learning at the end of the triennium.

View resource