CME & MOC PART 2 CREDIT

WHO CAN CLAIM CME CREDIT?

Physician attendees will have the option to claim CME credit, pain management, and ethics/professional credit. Physicians are not required to claim the Certificate of Attendance but can if they want for any reason. Non-physician attendees can obtain a certificate of attendance, pain management, and ethics/professional credit.

CME Credit will not be offered to On-Demand participants.

COMPLETION REQUIREMENTS

  1. Register for the meeting.
  2. Attend the educational sessions.
  3. Evaluate each session attended.
  4. After the meeting, complete the Overall Conference Evaluation.
  5. Once you complete the Overall Conference Evaluation, you can claim your credit and print your certificate.

 IMPORTANT INFORMATION

  • The PAS Meeting session evaluations are completed through the conference App or Online Program Guide.
  • Once the meeting concludes and you have completed the session evaluations and the Overall Conference Evaluation, you will be able to download your credit and/or attendance certificate.
  • Credit must be claimed within 21 days of the activity closing date. The deadline to claim is May 19, 2025.
  • Remember that the site automatically calculates your credit. If you miss evaluating a session you attended, you will not receive credit for that session.

CME INFORMATION

NEEDS STATEMENT
Research and technology are changing rapidly in medicine, and it is important for physicians and healthcare professionals to critically evaluate emerging developments. The Pediatric Academic Societies Meeting is a unique scientific forum because it provides an opportunity for representatives from many areas of pediatrics to collaborate, exchange findings, and share ideas that propel the future of child health.  Participation provides added value and strength to the participating societies by augmenting the research agenda for children, supporting scientific quality and policy initiatives, and furthering the well-being of children throughout the world.

Physicians and healthcare professionals in pediatrics need to increase their competence in discerning which of the emerging research and technologies are applicable to their patient populations. Discussions and debates on these emerging data stimulate the development of new guidelines, appropriate criteria, and evidence-based changes in pediatric research and practice improvements in patient care.

The purpose of this educational activity is to present current research and state-of-the-art clinical areas of pediatric medicine to academic and practicing physicians and other interested professionals. This will allow them to translate new information and findings from basic and clinical pediatric research into professional skills and performance improvement. They will allow them to apply new scientific knowledge gained to identify areas of investigation that will inform pediatric research and improve patient care and safety. The meeting will provide information on how to implement new tools for teaching and practicing medicine related to pediatrics and teach/educate pediatric caregivers to improve the outcomes for children.

TARGET AUDIENCE
This activity is designed for physicians, advanced practice professionals, nurses, students, and allied health professionals with an interest in all areas of pediatric medicine and research.

 EDUCATIONAL OBJECTIVES
At the conclusion of this activity, the participant should be able to:

Summarize the emerging research within the pediatric academic specialties as it pertains to possible changes in research directions and applications.
Critically evaluate the evidence emerging within the pediatric academic community and implement appropriate changes to practice.
Compare and contrast multiple research approaches and reported results in pediatric academic research and practice and incorporate the most effective approaches in practice.
Outline key evidence-based practices in pediatric health care and identify areas where additional investigations may be indicated.

EDUCATIONAL METHODS
Lecture ▪ Symposium ▪ Panel Discussion ▪ Small Group Breakout ▪ Workshops ▪ Question and Answer

EVALUATION
Evaluation by questionnaire will address program content, presentation, and possible bias.

ACCREDITATION/CREDIT DESIGNATION

ACCREDITATION/CREDIT DESIGNATION
This activity has been planned and implemented in accordance with the accreditation requirements and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint providership of Baylor College of Medicine and the Pediatric Academic Societies, Inc. Baylor College of Medicine is accredited by the ACCME to provide continuing medical education for physicians.

Baylor College of Medicine designates the live activity, Pediatric Academic Societies (PAS) 2025 Meeting, for a maximum of 30.00 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

The sessions,
Addressing Ableism in Academic Pediatric Settings;
APA Combined SIG: Ethics and Qualitative Research;
APA SIG: LGBTQ Health and Well-Being;
APA SIG: Simulation-based Medical Education (SBME);
Brave Spaces: Teaching in times of controversy;
Building Bridges: Enhancing Networking Skills for Trainees and Early Career Pediatricians in Academic Medicine;
Checking your VITALS – Tools and Strategies to Combat Microaggressions in Pediatric Training;
Consent and Confidentiality in the Care of Adolescents and Young Adults;
Empowering Conversations: Using the Narratives of Storytelling to Cultivate DEIJ Values within Pediatric Residency Training;
From Awareness to Action: Practical Tools for Gender Inclusive Care in All Clinical Settings;
From Cribs to Computer Code: Surfing the AI Wave in Neonatology;
From Language Access to Language Justice: Transforming Pediatric Academic Systems;
Generative AI for Pediatric Research and Education – You can ChatGPT too!;
Global Health Supper Club: An innovative training approach for global health clinical skills and ethics;
Harnessing the Promise of Artificial Intelligence for Pediatric Research and Education: Successes, Challenges, and Ethical Considerations;
Indigenous Child Health: Challenges, Perspectives, and Solutions;
Intellectual Friction: Navigating Disagreement in Academic Leadership;
Kickstart Your Scholarly Work with AI by Your Side: From Hypothesis to Publication;
Launching Lifelong Health by Improving the Health and Wellbeing of Children: A New National Academy of Science, Engineering, Medicine Report;
Making “Cents” of When and How to Do an Economic Analysis: Approaches to Keep the Interest of Stakeholders;
May the Force Be With You: Initiatives to Revitalize and Sustain the Pediatric Workforce;
Medical Myth Busters: Equipping Clinicians & Educators to Defeat Health Misinformation;
Moral Distress Rounds: How to Address Moral Injury and Burnout in Clinical Practice;
Moving Upstream: Creating Targeted Interventions to Address Structural Racism in Clinical Settings;
Navigating the Tensions within Clinical Learning Environments: A Compassionate Pedagogy Approach;
Opening the Black Box: The Social Environment and Developmental Outcome of Children born Preterm;
PAS Post-Graduate Course: Asthma: Allergies, Biologics, and Control, Oh My: Fundamentals of Asthma Biology & Management;
Personalized decision-making and the art of making recommendations about complex decisions;
Promoting Health Equity in Pediatric Research;
Promoting Resilience and Professionalism in Academic Medicine with Self-Compassion and Mindfulness;
Rise Up: A Call to Action to Address Firearm Injuries in Children and Heal Our Communities;
Role-modeling: Yes, DO what I DO;
Seeking Solutions for Increasing Representation of Black Men in Academic Pediatrics Through a Life Course Framework;
The Pediatric Match: Red Herring or Canary in the Coal Mine? A Data-informed Discussion of the State of the US Pediatrician Workforce;
The Weight of Words: Influence, Power, and Bias in Our Language;
The Youth Mental Health Crisis: Comprehensive Strategies for Transformation;
Today’s Adolescent STI Explosion. Is sexual health education a right or a “divisive concept”?;
Understanding the effects of Anti-DEI legislation and climate on medical education, research, and health outcomes across the United States;
Walking in their Shoes: Palliative care in chronic kidney disease (CKD) care across the lifespan;
have each been designated by Baylor College of Medicine for 1.50 credits of education in medical ethics and/or professional responsibility.

The session, Global Innovations in Overdose Prevention: Which Strategies Used Internationally Could the United States Adopt to Curb Youth Deaths? has been designated by Baylor College of Medicine for 1.50 credits of education in pain management and the prescription of opioids.

Baylor College of Medicine designates the live activity, Comprehensive Review & Updates in Pediatric Kidney Transplantation—From Aloha to A Hui Hou, for a maximum of 6.00 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Baylor College of Medicine designates the live activity, From Cribs to Computer Code: Surfing the AI Wave in Neonatology, for a maximum of 5.00 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Baylor College of Medicine designates the live activity, PAS Post-Graduate Course: Asthma: Allergies, Biologics, and Control, Oh My: Fundamentals of Asthma Biology & Management, for a maximum of 6.00 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Baylor College of Medicine designates the live activity, PAS Post-Graduate Course: Neo AKI: Neonatal Nephrology- Acute Kidney Injury and so much more! A post-graduate course updating neonatologists and nephrologists on an evolving field, for a maximum of 4.75 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Baylor College of Medicine designates the live activity, PAS Post-graduate Course: Neo ID: Tackling Neonatal Infections: Current Debates and Expert Opinions, for a maximum of 5.75 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Baylor College of Medicine designates the live activity, PAS Post-Graduate Course: Neo Neurology: Fetal Neonatal “Neuronicu” Programs: Impact and Reach, for a maximum of 5.00 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Baylor College of Medicine designates the live activity, PAS Post-Graduate Course: Neo Resus: New Frontiers and Future Challenges, for a maximum of 6.00 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Baylor College of Medicine designates the live activity, PAS Post-graduate Course: Neo ROP: You Saved the Baby, but Can We Save the Sight?, for a maximum of 5.50 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Baylor College of Medicine designates the live activity, The Society for Pediatric Sedation Provider Course, for a maximum of 5.50 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

MOC PART 2 CREDIT

American Board of Pediatrics (ABP) Maintenance of Certification (MOC)

Successful completion of this CME activity, which includes participation in the evaluation component, enables the learner to earn up to 10.00 MOC points in the American Board of Pediatrics (ABP) Maintenance of Certification (MOC) program. It is the CME activity provider’s responsibility to submit learner completion information to ACCME for the purpose of granting ABP MOC credit.

Submission for ABP MOC Part 2 is a 3-step process to include the Evaluation, Certificate, and MOC reflection. Attendees will be asked to complete the meeting evaluation and claim their CME Certificate credits, before being prompted to complete the MOC reflective assessment process at the MOC portal. Attendees may use the worksheet to document their learning reflections for five (5) sessions that they attended. IN ORDER TO BE ELIGIBLE FOR MOC CREDIT, YOU MUST ATTEND AT LEAST FIVE (5) MOC-ELIGIBLE SESSIONS. Attendees are asked to reflect and identify new knowledge, updates, strategies, professional practice changes, and/or insights gained as a result of the sessions attended. The answers should be unique to the new knowledge gained and specific to the session. Each reflection will be limited to 150 words. For examples of reflective responses that meet the passing standard and those that do not, see Appendix A of the Knowledge and Self-Assessment Process. ALL FIELDS MUST BE COMPLETED AT THE TIME OF ENTRY AND SUBMITTED IN ORDER TO HAVE RESPONSES TRANSMITTED. It is recommended that attendees complete the worksheet in preparation to copy and paste them into the fields.

Questions regarding MOC 2 should be directed to cpd@bcm.edu.

MOC Knowledge and Self-Assessment Process
MOC Reflections Worksheet
MOC Process Flowchart
MOC Eligible Sessions

CONTINUING CERTIFICATION OPPORTUNITY – EARN CREDIT WITH YOUR QI POSTER!

Baylor College of Medicine (BCM) is an approved and recognized Program Sponsor of the American Board of Medical Specialties Portfolio ProgramTM. As such, the BCM Maintenance of Certification Program (BCM MOC Program) provides eligible physicians and physician assistants (PA) the opportunity to earn MOC Part 4 credit/points or NCCPA Category 1 PI-CME credit, respectively, for authoring a qualified QI Poster (featuring an improvement project in which they participated) presented at an academic or professional conference/meeting, or for participating in the improvement project featured on a qualified QI Poster (non-poster author).

If approved, MOC Part 4 (Improvements in Medical Practice) credit is issued to physicians by participating Member Boards of the American Board of Medical Specialties (ABMS). Likewise, NCCPA Category 1 Performance Improvement Continuing Medical Education (PI-CME) credit is issued to physician assistants by the National Commission on Certification of Physician Assistants (NCCPA).

A physician or PA may request credit through the BCM MOC Program for their QI poster, if the project lead of their featured improvement project is a current BCM or BCM-affiliated employee.*

For more information, including poster-related eligibility requirements and submission deadlines for credit, visit: QI Poster overview page

To stay abreast of all available opportunities for credit, visit the I-QIPS home page and sign-up to receive email notifications.

Questions should be directed to the BCM MOC 4 Program at: CCIT-mgmt@bcm.edu

*Note: If the project lead for your featured improvement project is not affiliated with Baylor College of Medicine, but is associated with a different ABMS Portfolio Program Sponsor organization, contact the respective organization directly regarding their requirements and deadlines for credit.