Accreditation of BMJ Learning

Modules on the BMJ Learning website are peer reviewed, up to date, and evidence based. As such, they are accredited by colleges, associations, and authorities from around the world.

When you print or save a certificate after completing a learning module, you can choose which accrediting organisation you would like to appear on the certificate. This allows you to demonstrate that you have met the CPD/CME requirements applicable to you.

If your local college or association is not listed below, please contact them to request that they accredit BMJ Learning. Alternatively, you can send their details through this page and we will contact them to request CME/CPD accreditation.

Australia

Please click on the link to view a full list of accrediting organisations in Australia. Selected organisations are listed below.

Australian Practice Nurses Association

BMJ Learning has achieved the status of an APNA Endorsed Education Provider.

APNA is a professional body for nurses working in primary health care in Australia. With more than 3000 members, APNA provides primary health care nurses with a voice, access to quality continuing professional development, educational resources, support, and networking opportunities.

This form should be used if you wish to lodge a formal grievance with regards to an APNA endorsed educational activity or provider. The APNA asks that you seek informal resolution in the first instance.

Royal Australian College of General Practitioners

RACGP QI&CPD Program participants can claim two points per hour for completed BMJ Learning modules under the ‘Self Recorded Activities’ category (capped at 20 points per triennium and claimable when 10 hours of activities have been completed).

Royal Australasian College of Physicians

RACP MyCPD Program participants can claim one credit per hour for completed BMJ Learning modules under 'Category 6 - Other Learning Activities' (maximum of 50 credits per year).

Columbia

AscofameVirtual

AscofameVirtual is a model for the development and management of a process of quality certification of professional skills mediated by ICT, comprising continuing professional development activities provided by the Colombian Association of Medical Schools, ASCOFAME, directly or in partnership with medical schools, and international organizations for the production and dissemination of knowledge of the highest academic ad cientific level, and other organizations and scientific societies of Colombia. ASCOFAME brings together 46 medical schools in the country and ensures the quality of the Colombian Medical Education since 1959.

The Continuing Professional Development activities included here are intended to provide the physician with a voluntary recerticación program, based on the following system of credits: 48 hours of estimated reading equals one credit. To opt for voluntary professional recertification must demonstrate a minimum of 5 credits in a year.

Europe

Austrian Academy of Physicians

The Austrian Academy of Physicians of the Austrian Medical Chamber aims to promote and develop medical education in Austria. It recognises that continuous medical education is needed to keep medical knowledge and skills on the cutting edge, and that ongoing education enables doctors to practise their profession for the benefit of patients and the public.

European Board for Accreditation in Cardiology

Modules published on BMJ Learning in association with Heart are accredited by the European Board for Accreditation in Cardiology (EBAC).

All Education in Heart articles published since January 2005 have been submitted for accreditation by EBAC for one hour of external CME.

EBAC credits can be converted to AMA PRA Category 1 CME credits, and are also recognised by all national accreditation authorities in Europe.

The Forum of Irish Postgraduate Medical Training Bodies

Doctors who wish to record their activities on online learning sites are advised to ensure the activity they engage in meets the following criteria:

• The activity provides for some type of learner interaction or self assessment (around three quarters of BMJ Learning modules include a test, but please be aware that our 'read, reflect, respond' modules do not. You can check what type a module is on the module start page, or in the search results)
• The activity objectives describe what the participants may learn or achieve by participating in the activity
• The website provides access to appropriate bibliographic sources that allow for further study and that reinforce and clarify specific activity topics
• The practitioner produces evidence of activity and/or completion, e.g. a certificate of completion of a module.

When the online activity meets the criteria indicated above, the doctor's claim for CPD credit is accepted.

Continuing medical education Commission of Health Care Professionals of the Comunidad de Madrid

We are glad to inform you that two of the modules already have accreditation granted by the Committee on Continuing Education of Health Professions of the Community of Madrid:

• The ECG in patients with chest pain: diagnosis and management 

• Vertigo: an update on diagnosis and management

La Universidad Complutense de Madrid

BMJ Learning has been delighted to develop a relationship with La Universidad Complutense de Madrid and to work together to ensure that the BMJ Learning modules are accredited in Spain.

Union of European Medical Specialists (via European Accreditation Council for CME)

The following modules have been approved by the CPD Scheme of the European Accreditation Council for CME.

• Abnormal liver function tests: pitfalls in diagnosis
• Accidental hypothermia
• Eyelid disorders: diagnosis and management
• Hoarseness - diagnostic picture tests
• Mumps - diagnosis, treatment, and prevention
• Sexually transmitted infections - diagnostic picture tests

India

The Delhi Medical Council

The Delhi Medical Council recognises BMJ Learning as being accredited for the purpose of continuous medical education (CME)/continuous professional development (CPD). Doctors can thus claim continuous professional development credits for their activity in BMJ Learning.

Kingdom of Bahrain

The Bahrain Defence Force Military Hospital

The Bahrain Defence Force Military Hospital represented by the Ministry of Defence Bahrain recognises BMJ Learning as being accredited for the purpose of continuous medical education (CME)/continuous professional development (CPD) in BDF. Healthcare professionals can thus claim continuous professional development credits for their activity in BMJ Learning. Completion of one module is considered the equivalent of one credit or one hour of learning.

New Zealand

Please click on the link to view a full list of accrediting organisations in New Zealand. Selected organisations are listed below.

The Royal New Zealand College of General Practitioners

The Royal New Zealand College of General Practitioners is the professional body that provides training and ongoing professional development for general practitioners and rural hospital generalists, and sets standards for general practice.

Oman

Oman Medical Specialty Board

Learners are entitled to claim the following CPD points per completed module:

• Interactive case histories: 0.5 credits under category II
• Just in time: 0.25 credits under category II
• Read, reflect, respond: 0.25 credits under category II
• MCQs: 0.25 credits under category II.

Please note, residents and trainees are not entitled to claim CPD points.

Qatar

Supreme Council of Health

The Supreme Council of Health represented by the Accreditation Department of the Qatar Council for Health Practitioners recognises BMJ Learning as being accredited for the purposes of continuous medical education (CME)/continuing professional development (CPD) in the State of Qatar. Healthcare professionals in Qatar can thus claim continuing professional development credits for their activity on BMJ Learning. Completion of one learning module is considered to be the equivalent of 1 credit or 1 hour of learning.

The Supreme Council of Health is committed to establishing an environment that promotes quality and wellness through wise policies in such areas as health insurance, information technology, licensure and credentialing and continuing medical education.

South Africa

The Colleges of Medicine of South Africa

The Colleges of Medicine of South Africa was founded and was registered as a non-profit making company in 1955. It is the custodian of the quality of medical care in South Africa and is unique in the world in that it embraces 28 constituent Colleges representing all the disciplines of medicine and dentistry. Because the CMSA has the unique structure of containing all medical and dental specialties within a single framework, it has the potential to foster aspects of medical education and medical professionalism which are common to all disciplines.

State of Kuwait

Kuwait Institute for Medical Specialization

The Kuwait Institute for Medical Specialization (KIMS) of the Ministry of Health, State of Kuwait is the authority responsible for organising all aspects of postgraduate training of medical practitioners and other health professionals in Kuwait. Users within Kuwait can claim one hour or one credit per hour of learning completed.

United Arab Emirates

Dubai Health Authority

The Dubai Health Authority's aim is to provide an accessible, effective and integrated healthcare system, protect public health, and improve the quality of life within the Emirate. Its mission is to ensure access to health services, maintain and improve the quality of these services, improve health status of nationals, residents, and visitors, and oversee a dynamic, efficient, and innovative health sector.