2015 AAMC SACME Harrison CME/CPD Survey
The 2015 Survey in Academic CME/CPD - "The Harrison Survey"
This is the 2015 edition of the CME/CPD Survey, jointly sponsored by the Association of American Medical Colleges (AAMC) and the Society for
Academic Continuing Medical Education (SACME). The AAMC/SACME partnership is enhanced by collaboration with the Association of Faculties of
Medicine of Canada and has made the survey more sensitive to Canadian CME/CPD providers' needs.
The survey is called "The Harrison Survey" in recognition of the dedication and commitment of R. Van Harrison, Ph.D., of the University of
Michigan Medical School, who led the SACME bi-annual survey efforts for nearly two decades.
The survey elicits information about your educational unit, its relationship to the larger organization in which it resides, about the "product" of
your CME/CPD program—courses and other offerings—and other aspects of your CME/CPD operation. Your responses help us assess the shape
and scope of CME/CPD in North America, and thus provide valuable information for leaders in academic health centers (deans, CEOs, and
others).
Please note: the survey recognizes that the term "Continuing Medical Education (CME)" has been frequently replaced by others such as
Continuing Health Professional Education, Continuing Education & Improvement (CEI), Performance Improvement, Continuing Professional
Development (CPD), and others. For the purposes of this survey, the acronym "CME/CPD" intends to refer to all such activities.
We are especially interested in receiving responses from our Canadian colleagues in order that we can advocate for a stronger, more viable
'voice' for academic CME/CPD in Canada, and for comparisons with our U.S.-based schools and units.
There are three main objectives for the survey. By completing it, you will help us achieve the following:
1. Benchmarking and comparisons of institutions and groups, and across years.
2. Objective data for academic leaders; policymakers; regulators; and others to assist in decision making at local, state, national, and
international levels.
3. Internal comparisons and reflection on individual institutional goals, directions, methods, and standards in CME/CPD.
The survey should take approximately 20 minutes to complete if the information requested is readily available.
Please note that survey responses and reports are the product of a joint agreement between the Association of American Medical Colleges
(AAMC) and the Society for Academic Continuing Medical Education (SACME). AAMC and SACME classify these responses as confidential, i.e.,
data that may not be released outside of the Association with individual or institutional identification, except with permission. Individuals may
grant AAMC permission to release confidential data that describe themselves and/or an authorized representative of an AAMC member
institution may grant AAMC permission to release confidential data that describe his or her institution.
The survey is voluntary and you may withdraw at any time. If you have questions or comments regarding content and/or participation in the
survey, you may contact Carol Goddard, Senior Program Specialist, Continuing Education and Improvement, AAMC, at [email protected].
Additionally, for technical questions, you may contact David Matthew, Senior Research Analyst, AAMC, at [email protected]. The survey is
considered research by AAMC and SACME and has been reviewed according to AAMC procedures governing your participation.
By continuing, you acknowledge that you have read the above statement and agree to participate.
Many thanks for your attention to this survey. We realize that its completion is an imposition on your time—however brief—and we are grateful
for your support of CME/CPD and your input into this process.
Sincerely,
Dave Davis, M.D., F.C.F.P.
Lois Colburn, M.S., AAMC/SACME Harrison Survey Committee Chair
Ginny Jacobs, M.Ed.
Jack Kues, Ph.D.
Mila Kostic
Constance LeBlanc, M.D.
David Price, M.D.
Janine Shapiro, M.D.
Mary Turco, Ed.D.
Staff: Carol Goddard, Marie Caulfield, David Matthew, and Collins Mikesell
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Completing the Survey
We anticipate that this survey will be completed by the CME/CPD director, with input from others as necessary. Before entering your responses,
you may find it helpful to review the survey items to learn what information will be useful to have at hand. You can scroll through the entire
survey by using the "NEXT" and "Back" buttons before entering any response. You may also review the entire survey at this link:
www.aamc.org/initiatives/cei
Alternatively, you may request a review copy of the survey by email to: [email protected], or by contacting David Matthew, AAMC Sr. Research
Analyst, at [email protected] (phone: 202-862-6151).
At the end of the survey, you will be able to select an option to view all your responses together on one page, which you can then print or email
to yourself. You are also able to print each survey page as you proceed.
By clicking the "Leave survey to return later" button, you can save your survey progress and return later to change answers or complete any
items you may have skipped. Upon returning, you will always be taken to the first page, but all your previous answers will be saved and visible
to you as you select "NEXT" to get to where you left off. You can save and return and change responses as often as needed until the survey is
closed.
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Accreditation
Is your organization/institution accredited to provide Continuing Medical Education/Continuing Professional Development of physicians
(CME/CPD)?
Yes
No
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If "Yes" is selecting, the two
additional questions appear
below.
Accreditation
Is your organization/institution accredited to provide Continuing Medical Education/Continuing Professional Development of physicians
(CME/CPD)?
Yes
No
Which organization(s) accredits your Continuing Medical Education/Continuing Professional Development of physicians program?
Select all that apply:
ACCME
CACME
State Accrediting Body
Joint Accreditation (please specify):
Other (please specify):
Is your institution also accredited to provide continuing education for health professions other than physicians?
Select all that apply:
No
Yes - Pharmacy
Yes - Nursing
Yes - Other (please specify):
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Institutional Organization
Is your unit a part of the university at large (i.e., reporting to a provost or vice-provost)?
Yes
No
Not applicable
_____
Select the statement below that best describes the relationship between the CME/CPD unit and the Faculty Development function in your
institution:
The Faculty Development function in your institution:
Reports to the CME/CPD unit or leadership
Is not in the CME/CPD organizational structure but its programs are coordinated with, accredited, or promoted by the CME/CPD unit
Develops programs that are not associated with CME/CPD in any fashion
Not applicable; we do not have a faculty development program in our institution
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Organizational Alignment
This section asks you to indicate the alignment of your CME/CPD program with the healthcare system (institution and/or organization) and structures within it that target
patient care quality and safety.
For the following two questions, please indicate the percentage which best reflects the level of integration for the following organizational entities, using the rating scale as
indicated.
_____
How integrated is the medical school with the clinical enterprise (i.e., the teaching hospital/academic medical center/healthcare system)?
0% (LOW) - Medical
school is totally
separate from clinical
enterprise, with
no/little crossorganizational
structures or
communication
1 to 20%
21 to 40%
41 to 60%
61 to 80%
81 to 99%
100% (HIGH) Medical school
and clinical
enterprise are under
common governance
81 to 99%
100% (HIGH) Medical
school/university
CME/CPD unit and
clinical enterprise
CME/CPD program are
totally integrated
(i.e., there is only one
CME/CPD unit
operating in both the
medical school and
hospital environment)
_____
How integrated is the medical school or university CME/CPD unit with the clinical enterprise CME/CPD program?
0% (LOW) - Medical
school/university
CME/CPD unit is
totally separate from
clinical enterprise
CME/CPD unit
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1 to 20%
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21 to 40%
41 to 60%
61 to 80%
2015 AAMC SACME Harrison CME/CPD Survey
Organizational Alignment (continued)
_____
Which level best characterizes the collection of quality and performance improvement (QI) data at your institution and the use of such data by
your CME/CPD unit?
Use the seven-point scale as indicated:
(1) LOW CME/CPD unit has
no access to data
acquired by the
health system
(2)
(3)
(4)
(5)
(6)
(7) HIGH Quality
improvement and
patient safety
data are readily
available and
used by the
CME/CPD unit
(6)
(7) HIGH Based entirely on
objective metrics
(e.g., quality
data,
performance and
other measures)
_____
Which level best characterizes objective needs assessment for CME/CPD offerings at your institution?
Use the seven-point scale as indicated:
(1) LOW Entirely based on
subjective needs
of participants or
faculty
_____
(2)
(3)
(4)
(5)
Which level best characterizes the source of CME/CPD participants at your institution?
Use the seven-point scale as indicated:
(1) EXTERNAL All participants
are employed
outside the
healthcare
system
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(2)
(3)
(4)
(5)
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(6)
(7) INTERNAL All participants
are employees
of the healthcare
system
2015 AAMC SACME Harrison CME/CPD Survey
Organizational Alignment (continued)
_____
Which level best characterizes your institution's leadership (deans, associate deans, chief medical officers, quality improvement leaders, clinical and faculty
leaders) as champions for CME/CPD alignment and improvement?
Use the seven-point scale as indicated:
(1) ABSENTInstitution leaders
have no/little
understanding of
the potential for an
integrated
CME/CPD unit
(2)
(3)
(4)
(5)
(7) PRESENT and ACTIVE At all institutional
levels, leaders demonstrate
excellent understanding
and support for CME/CPD
(6)
_____
Which level best characterizes how your health system/institution values the role of CME/CPD in all health system changes?
Use the seven-point scale as indicated:
(1) LOW - no value
paid to CME/CPD
unit
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(2)
(3)
(4)
(5)
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(6)
(7) HIGH CME/CPD is highly
valued
2015 AAMC SACME Harrison CME/CPD Survey
Organizational Alignment (continued)
How does your CME/CPD unit communicate with your faculty and institution?
Select all that apply:
Mailed newsletters and other communications
Regular email communications
Frequent direct meetings with senior leadership
Other (please specify)
None of the above; there is no special communication regarding the value of CME/CPD to the faculty and leadership
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Organizational Alignment (continued)
Who are the continuing education participants served by your CME/CPD unit? Please indicate the percentage that each profession represents of
the total audience for your CME/CPD programming.
Total should equal 100%. Round to whole numbers (no decimals).
Physicians
%
Nurses
%
Physician Assistants
%
Pharmacists
%
Physical Therapists
%
Dentists
%
Other health professions*
%
Total Percent Entered:
0%
*If you entered an amount greater than 0% for "Other health professions" above, please identify them below:
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Organizational Alignment (continued)
The next two questions attempt to clarify the nature and role of the CME committee at your institution.
_____
Which best describes the composition of the CME/CPD committee at your institution?
(1) NON-REPRESENTATIVE - A nominal CME/CPD committee (a committee in name only), or no committee
(2) - A small, ad hoc committee; members have no/little interest or commitment to CME/CPD
(3) - Committee with narrow representation; members have some interest or commitment to CME/CPD
(4) - Committee with broad representation; members are interested in and committed to CME/CPD improvements
(5) - Committee with broad representation; plus other committee members representing the clinical and educational enterprise; members are
interested in and committed to CME/CPD improvements
(6) - Committee with broad representation; plus others representing quality improvement, educational expertise, electronic health records,
and other elements of the clinical and educational enterprise; members are interested in and committed to CME/CPD improvements
(7) HIGHLY REPRESENTATIVE - Committee with strong representation; plus leaders in quality improvement, educational expertise,
electronic health records, and other elements of the clinical and educational enterprise; strong, committed faculty members are interested in and
committed to CME/CPD improvements
_____
Which best characterizes the role and activity of the CME/CPD committee at your institution?
(1) INACTIVE - Nominal CME/CPD committee with no/little role, or no committee
(2) - Committee is narrowly focused on administrative functions such as superficial approval of CME/CPD activities and policies
(3) - Committee is focused on administrative functions such as approval of CME/CPD activities and policies; has begun to develop strategies
for improving the content, integration or delivery of CME/CPD
(4) - Committee is initiating strategies to improve the content or delivery of CME/CPD, and has begun to consider strategies for integrating
CME/CPD with education and healthcare outcomes
(5) - Committee is active in recommending CME/CPD integration into some educational and clinical programs focused on healthcare outcomes
(6) - In addition to activities described at level (5), committee is active in requiring CME/CPD integration into most educational and clinical
programs; has begun to consider other clinical elements such as education delivery methods (electronic health records, feedback from hospital
data, etc.) and the use of quality data to develop educational activities
(7) HIGHLY ENGAGED - Committee is highly engaged in recommending CME/CPD integration into most quality and performance
improvement programs; has integrated educational programs with other clinical elements and the community (e.g., electronic health records,
feedback from hospital data, etc.); and routinely uses quality data to plan and assess CME/CPD programming
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Organizational Alignment (continued)
To what degree does your CME/CPD unit engage the patients as partners in planning and executing CME/CPD activities?
(1) ABSENT/NONE/LOW - Patients are never included in CME/CPD planning or activities
(2) Occasionally patients are included in CME/CPD planning and activities
(3) Regularly patients are included in CME/CPD planning and activities
(4) In most or all CME/CPD planning and activities, patients are included
(5) PRESENT/ACTIVE/HIGH - Patients have a seat on the CME committee and are included in most or all CME/CPD planning and activities
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Programmatic Integration
Please indicate the degree to which the CME/CPD unit collaborates with the following programs within the academic medical center.
Use the five-point scale as indicated:
(1) LOW - No
involvement
(2) - ACCME
accreditation
services only
(3) Accreditation
plus logistical
support
(4) Accreditation,
logistical
support, and
partial planning
(5) HIGH - Fully
integrated
planning,
development,
and evaluation
(1) LOW - No
involvement
(2) - ACCME
accreditation
services only
(3) Accreditation
plus logistical
support
(4) Accreditation,
logistical
support, and
partial planning
(5) HIGH - Fully
integrated
planning,
development,
and evaluation
Quality / Performance Improvement
Faculty development
Employee / staff development
Continuing education for other health
professions
GME / PGME; residency education
UME; medical student education
Patient education
Public education/Community outreach
Simulation units
Faculty practice plan
Compliance office (IRB, Ethics Committee,
Adherence Committee, other)
Conflict of interest policy setting
(1) LOW - No
involvement
(2) - ACCME
accreditation
services only
(3) Accreditation
plus logistical
support
(4) Accreditation,
logistical
support, and
partial planning
Hospital accreditation
Health services, implementation science,
and comparative effectiveness research
Alumni affairs
Electronic Health Records (IT) / Library
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(5) HIGH - Fully
integrated
planning,
development,
and evaluation
2015 AAMC SACME Harrison CME/CPD Survey
Programmatic Integration (continued)
To what extent does your CME/CPD unit integrate its functions with those of (Post) Graduate Medical Education?
(1) ABSENT/NONE/LOW - The CME/CPD unit has no relationship to the (P)GME program
(2) Occasionally, the CME/CPD unit helps (P)GME by collaborating on programs, accrediting faculty development activities in (P)GME, etc.
(3) Often, the CME/CPD unit helps (P)GME by collaborating on programs, accrediting faculty development activities in (P)GME, etc.
(4) On most occasions or in most program areas, the CME/CPD unit helps (P)GME by collaborating on programs, accrediting faculty
development activities in (P)GME, etc.
(5) PRESENT/ACTIVE/HIGH - The CME/CPD and (P)GME operations function essentially as one unit
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Educational Techniques, Methods, and Strategies
What percentage of your total CME/CPD offerings use interactive methods? "Interactive" methods include case discussions, workshops,
simulations, and other methods. Please do not consider brief Q&A sessions after lectures as "interactive."
None (0%)
A small percentage (5-25%)
A moderate amount (25-50%)
A large extent (>50%)
All (100%)
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Educational Techniques, Methods, and Strategies (continued)
Internal Programming
Which of the following methods or activities are included in your internal CME/CPD programming for CME/CPD participants within your
institution? Include activities your unit develops itself, activities your unit co-sponsors, and activities your unit accredits.
Select all that apply:
Rounds
M&M Conferences
Tumor Boards
Videoconferencing / live webinars
Audio conferencing
Asynchronous on-line learning / Internet enduring materials
Synchronous webinars and other computer-mediated methods
Academic detailing
Electronic health record-mediated strategies (e.g., reminders)
Audit and feedback programs
Reminders at the point of care
Embedding educational links into the Electronic Health Record
Just-in-time clinician education, alerts, audit and feedback
Patient education
Learning from Teaching programs
Performance Improvement CME (PI-CME)
American Board of Medical Specialties Maintenance of Certification Part IV (ABMS MOC Part IV)
Other (please specify):
If you selected 'Other,' please describe further in the 'Promising Practices' section at the end of this survey.
_____
External Programming (outreach programs to serve a regional mission)
Which of the following outreach activities do you plan and implement to serve participants or learners outside your institution?
Select all that apply:
Regional / local conferences
Visiting speakers at medical society or community hospital meetings series
Academic detailing
Opinion leader / Train-the-Trainer programs
Individual traineeships or tutorials
Live teleconferences (video / audio / web casts)
Learning / individual coaching programs
Communities of practice
Social networking (e.g., Facebook, LinkedIn, and/or similar methods)
Direct community engagement
Patient education / engagement
Online learning activities (MOOCs, CE Directory, etc.)
Performance Improvement CME (PI-CME)
Note: use the 'Promising Practices' section at the end of this survey to describe innovations and projects your office has initiated in these areas.
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Evaluation and Assessment
While many CME/CPD programs use subjective, self-rated evaluations, we are interested in determining what percentage of your activities use
objective outcome measures.
What percentage of your activities uses the following objective outcome measures?
(Note: each type will independently show a percent between 0% and 100%. The percentages are not being totaled, as it is possible each type of
outcome measure was used in 100% of your activities.)
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Measures of intended change (e.g., commitment to change)
%
Measures of competence (e.g., post-activity multiple choice examination, simulations carried out in the educational setting)
%
Measures of performance (e.g., registries, administrative databases, e-prescribing databases, surveys, documented/observed
changes in practice by chart audit, quality reporting, EHR, PI-CME)
%
Health care or patient outcomes (e.g., patient surveys, increased screening rates, decrease in morbidity/mortality)
%
Population health data (e.g., epidemiological data/reports)
%
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Activities to Improve Faculty Teaching
Is your CME/CPD program involved in Faculty Development activities to improve faculty teaching?
Yes
No
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If "Yes" is selected, the two
additional questions appear
below.
Activities to Improve Faculty Teaching
Is your CME/CPD program involved in Faculty Development activities to improve faculty teaching?
Yes
No
Which of the following content areas are addressed by your Faculty Development CME/CPD activities?
Select all that apply:
Improved lecturing / teaching skills
Other educational techniques and methods (e.g., small group tutoring)
Quality improvement / patient safety
Leadership
Basic research or regulatory issues
Clinical Updates
Team training
Other (please specify):
None of the above
Which of the following programs benefit from your Faculty Development CME/CPD activities?
Select all that apply:
UME (teaching of students)
GME/PGME (resident teaching)
CME/CPD
IPE
Cross-institutional programs (across several schools or colleges)
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Staffing the CME/CPD Unit
What number of full-time equivalent staff members (FTEs) are employed in your CME/CPD unit?
Please round up to the nearest whole number:
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Financing of the CME/CPD Unit
Budget Structure
Understandably, institutions employ a wide variety of budget models of their CME units. The following questions help describe the basic
structure of your CME unit.
Does your CME unit have a separate, identifiable budget about which you can answer budgetary questions?
Yes
No
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If "Yes" is selected, the additional question
appears below. Those selecting "No" are not
presented the additional budgetary questions
that are shown here and on the following
screen.
Financing of the CME/CPD Unit
Budget Structure
Understandably, institutions employ a wide variety of budget models of their CME units. The following questions help describe the basic
structure of your CME unit.
Does your CME unit have a separate, identifiable budget about which you can answer budgetary questions?
Yes
No
Please describe, over the past two years, the general change within your CME/CPD unit in terms of the amount of institutional support as a
percentage of the total fixed budget you have received.
As percentage of the fixed CME/CPD budget, institutional support has:
Decreased
Stayed the same
Increased
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U.S. respondents will see this page.
Financing of the CME/CPD Unit (continued)
What is your annual fixed operating budget (salaries and benefits, IT, phones, rent, etc.)?
Please include only those expenses that are line items on your annual budget. Do not include variable expenses from CME/CPD activities.
Total Fixed Operating Budget:
$
_____
How much financial support do you receive from your institution (college or university, medical school, or hospital) to fund your fixed operating
budget? Do not include revenue from fee-for-service activities.
Total Revenue from Institution:
$
_____
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Respondents at medical schools in Canada
will see this page.
Financing of the CME/CPD Unit (continued)
What is your annual fixed operating budget (salaries and benefits, IT, phones, rent, etc.)?
Please include only those expenses that are line items on your annual budget. Do not include variable expenses from CME/CPD activities.
Total Fixed Operating Budget:
$
_____
How much financial support do you receive from your institution (college or university, medical school, or hospital) to fund your fixed operating
budget? Do not include revenue from fee-for-service activities.
Total Revenue from Institution:
$
_____
For Canadian Medical Schools only:
What percent of your unit's total budget for CME/CDP comes from the following sources?
Total should equal 100. Please use whole numbers (no decimals).
Registration fees
%
Commercial support
%
Private sponsorship
%
External grants
%
Internal grants
%
Faculty of Medicine support
%
Government support
%
Other (please describe below)
%
Total Percent Entered:
0%
If you entered an amount greater than 0% for "Other" in the question above, please describe the source(s):
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Research and Development in CME/CPD
By "research and development" in CME, we mean any scholarly activity that studies, tests, or evaluates developments in CME and lifelong
learning.
Examples might include studies of:
-
clinician learning and change
the use of innovative educational methods
commissioned needs assessment
PI-CME efforts
physician performance or competence
Does your institution/organization undertake or participate in such research and development studies?
Yes
No
I don't know
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Research and Development in CME/CPD
By "research and development" in CME, we mean any scholarly activity that studies, tests, or evaluates developments in CME and lifelong
learning.
Examples might include studies of:
-
clinician learning and change
the use of innovative educational methods
commissioned needs assessment
PI-CME efforts
physician performance or competence
Does your institution/organization undertake or participate in such research and development studies?
Yes
No
I don't know
Does your CME/CPD unit engage in research and development studies that are...
Yes
No
Intra-institutional, i.e., collaborative within your own institution?
Multi-institutional, i.e., collaborative with other institutions?
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If "Yes" is selected,
the additional
question below will
appear. Those
selecting "No" will
not see the followup questions about
R&D here and on
the following
screen.
2015 AAMC SACME Harrison CME/CPD Survey
Research and Development in CME/CPD (continued)
In your last reporting year,
(1a) How many new CME/CPD-related research studies was your institution (including your unit) involved in?
(1b) What was the total (i.e., all monies, not just those available to the CME/CPD unit) grant support of all CME/CPD-related
studies at your institution (the new grants this year, plus all other ongoing grants and studies)?
$
(2a) Of the number entered for (1a) above, how many studies was your CME/CPD unit involved in? This number cannot be
greater than the number entered for (1a).
(2b) What was the total grant support of CME/CPD-related studies in your CME/CPD unit (the new grants this year, plus all
other ongoing grants and studies)? This amount cannot be greater than the amount entered for (1b).
(1c) Of the institutional grant support entered at (1b) above, what percentage was:
(Total should equal 100%; enter zero ("0") where not applicable)
Internally funded (by your own unit or institution)?
%
Externally funded by commercial interests?
%
Externally funded by peer reviewed granting sources?
%
Supported by other funding sources?
%
Total Percent Entered:
0%
(2c) Of the CME/CPD unit grant support entered at (2b) above, what percentage was:
(Total should equal 100%; enter zero ("0") where not applicable)
Internally funded (by your own unit or institution)?
%
Externally funded by commercial interests?
%
Externally funded by peer reviewed granting sources?
%
Supported by other funding sources?
%
Total Percent Entered:
0%
$
________
If applicable, please list your R&D activities and projects.
Examples could include: a list of publications or presentations in this area; poster presentations or abstracts; a list of subject areas in which
your unit or institution has developed an interest and expertise; and any other information you may wish to convey.
R&D activities and projects:
(Please omit names and other identifiers to preserve confidentiality)


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2015 AAMC SACME Harrison CME/CPD Survey
CME/CPD Promising Practices
If applicable, in the space provided, briefly describe one or more 'promising practices' in your CME/CPD programming. 'Promising practices'
include initiatives, programs, and projects that a) reflect educational principles, address quality improvement or patient safety issues, or other
innovations in CME/CPD and/or b) achieved better outcomes. They can include unique or effective organizational structures, collaboration and
partnerships, community outreach, and other developments.
Promising Practices:
(Please omit names and other identifiers)


Would you like to share your Promising Practices with our constituent community? If yes, please consider uploading them to the iCollaborative,
a section of the AAMC’s MedEdPORTAL designed to capture innovative approaches, practices, and strategies for transforming healthcare. You
may upload your resources using this link:
MedEdPORTAL iCollaborative
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2015 AAMC SACME Harrison CME/CPD Survey
Please note that this next question must be completed in order to submit the survey.
What is the title of the person in your CME/CPD administrative unit who had primary responsibility for completing this survey?
Title of the person (no names, please):
__________
As you conclude the survey, please tell us how we might improve it to make it more relevant to your needs and expectations:


1000 characters left.
__________
This concludes the survey. All your responses to this point have been saved.
Would you like to see a copy of your submitted survey responses that you can print or email to yourself?
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(Note: If you select "Yes," it may take up to a minute for your results to be generated after you select "NEXT" at the bottom of the page. Please
wait until your results appear.
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the page, please check your junk/spam email folders.)
Thank you again for taking the time to complete this survey! We are grateful for your input and your help in advancing CME/CPD.
If you are finished, please click "NEXT" below to submit your completed survey.
(Note: Even after submission, you may return to your survey to modify responses before the survey closes. Simply use the same link and select
the "NEXT" button to scroll through your saved responses to where you need to modify a response. After modifying, you may select the "NEXT"
button to scroll forward to this page to submit the survey again and/or to reprint your responses.)
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