Most digital learning libraries in healthcare education were never planned; they accumulated. One course got built because a department needed it. Another because a grant
Most live education calendars are inherited. The annual meeting is in the spring because it has always been in the spring. The regional workshops run
Healthcare education budgets get built in September and defended in November. The defense often goes badly for the same reason every year: the plan describes
Ask ten CME directors whether their program is audit-ready and most will say yes. Ask them to produce, within an hour, the disclosure record and
Live education is where documentation is hardest to maintain and easiest to lose. The reason is structural. A digital activity runs inside a system that
Most CME/CE and accreditation teams are already using AI. It is drafting needs-assessment summaries, clustering evaluation comments, generating assessment distractors, and adapting materials for different
AI is very good at producing more learning content, faster. That is exactly why it deserves a careful eye in accredited digital education. The temptation
A Scalable Model for Competency and Workforce Development Perioperative nursing vacancy rates have reached levels that most education leaders haven’t seen before. New staff are
CineMed and PRRI Case Study PRRI manages over 40 medical associations spanning multiple specialties, each requiring ACCME accreditation for annual meetings—creating 30-40 accredited activities per
CineMed Live: The Role of Live Events in Clinical Education Medical residents overwhelmingly prefer in-person conferences to virtual alternatives, yet healthcare organizations increasingly struggle to
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