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Medical Education
Continuing Medical Education

Speaker / Presenter Resources

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Complete Financial Disclosure Form
Download tips for formatting your powerpoint presentations
Resources for Effective Presentations
Important Policies for Speakers at UCSF CME
Claiming Credit for Teaching CME

Faculty Disclosure

For accredited CME activities, every presenter, speaker, panelist, and moderator must disclose whether they or their spouse/partner have had financial relationships with ACCME-defined commercial interests within the past 12 months. Please click here to complete or update your disclosure form. An individual who does not complete the disclosure form may not participate in a UCSF CME activity.

Commercial Interest: A commercial interest is any entity producing, marketing, re-selling, or distributing health care goods or services consumed by, or used on, patients. The ACCME does not consider providers of clinical service directly to patients to be commercial interests - unless the provider of clinical service is owned, or controlled by, an ACCME-defined commercial interest.

In accordance with the Accreditation Council for Continuing Medical Education’s (ACCME) Standards of Commercial Support, it is the policy of the UCSF CME program to ensure balance, independence, objectivity, and scientific rigor in all of its continuing medical education activities. Each activity is planned, presented, and evaluated in accordance with the national standards developed by the ACCME.

Through the use of its Faculty Disclosure form, UCSF CME ensures that all individuals involved in the planning and production of UCSF CME activities will help us to identify any and all potential conflicts of interest to allow resolution of them prior to the CME activity. In addition, all speaking faculty are required to disclose to learners off-label and/or investigational use of a product and any limitations on the information presented, including preliminary data, anecdotal evidence or unsupported opinion. If you (or your spouse or significant other) had a personal financial relationship in the last 12 months with an ACCME-defined commercial interest related to the subject matter of your presentation, you will need to submit your lecture materials in advance for peer review.
Note that UCSF CME asks individuals to disclose all financial relationships with ACCME-defined commercial interests regardless of the relevance to a specific presentation or CME activity.  UCSF CME will determine at the time of reviewing the disclosure if the relationship is relevant to the activity, and if a conflict of interest exists that must be resolved.

Speakers’ Bureaus

Speakers who disclose active participation in an industry-sponsored speakers’ bureau may not participate in UCSF continuing medical education activities. This includes planning, chairing, moderating, and teaching UCSF CME. UCSF defines speakers’ bureau as having the following characteristics:

  • the company has the contractual right to dictate or control the content of your presentation or talk, and/or
  • the company creates the slides or presentation material and has final approval of the content and edits, and/or
  • you are expected to act as a company’s agent or spokesperson for the purpose of disseminating company or product information.

Note that participation in an education activity, accredited CME or not, and receiving payment or reimbursement to present your own material would be considered an “Honorarium” type of financial relationship as opposed to a “Speakers’ Bureau” type of relationship. A Speakers’ Bureau relationship explicitly involves a contractual agreement to present the company’s material.

Employees of Commercial Interests

Employees of companies that are defined by the ACCME as commercial interests are only allowed to present at CME activities under very specific circumstances1.  For the most part, such employees are not able to present at UCSF CME activities.

Peer Review

The UCSF CME Governing Board has identified peer review of presentations and handout materials as the only allowable mechanism to resolve conflicts of interest (COI) resulting from disclosed financial relationships of anyone in a position to influence content of a CME activity.

  • All speakers who disclose relationships with a commercial interest must have their presentations peer reviewed by a non-conflicted planning committee member (e.g., one who has no financial relationships).
  • Peer Reviews must either indicate the changes needed or explicitly approve the content with no changes.
  • A commercial interest is: “any entity producing, marketing, re-selling, or distributing health care goods or services consumed by, or used on, patients.”

Cultural and Linguistic Competency in CME

As health disparities among racial and ethnic minorities and among foreign-born populations increase in the United States, government agencies develop strategies to increase awareness and provide standards for reducing this trend. Even though Americans in general are experiencing an improvement in health, minority populations continue to bear disease and illness disproportionately. CME focusing on cultural and linguistic competency is one way to ensure that physicians maintain the relevant professional development necessary to reflect the changing demographic profile of California. AB 1195 requires that CME curriculum address Cultural and Linguistic Competency in patient care with the goal of reducing health disparities among target populations. Please include in your presentation relevant information relating to age, gender, race, socio-economics, sexual orientation, religion, language, and/or ethnicity.

It is your responsibility to make sure that your course conforms with California State Law by doing at least one of the following:

  1. Offer specifically designed and focused activities which include these four elements:
    • Applying linguistic skills to communicate effectively with the target population
    • Utilizing cultural information to establish therapeutic relationships
    • Eliciting and incorporating pertinent cultural data in diagnosis and treatment
    • Understanding and applying cultural and ethnic data to the process of clinical care
  2. Incorporate translation/interpretation resources and/or integrate relevant strategies for translation/interpretation
  3. Incorporate a review and explanation of relevant federal and state laws and regulations regarding linguistic access. 

For text to add to your handouts/syllabus for distribution, in order to meet the minimum requirement of the State law, click here (see page 7)

Presentation and Syllabus Guidelines

Your conference manager will provide information on details specific to the activity for which you are speaking. However, we have a number of resources for speakers that apply to your powerpoint presentations:

Power Point sample slide for presenters (downloadable .ppt file)

Tips for formatting your powerpoint presentations (downloadble .doc file)

Copyright best practices for syllabus and presentation materials - Coming Soon!


Audience Response Technology (ARS)

Occasionally a conference might utilize audience response technology. Your conference manager will inform you when a specific conference will be offering this. Most commonly at UCSF this is the utilizing of TurningPoint Audience Response clickers.

Ask Meaningful Student Polling Questions with TurningPoint
Nine Ways our Audience Response System Can Help You

Educators Toolkit

The Educators' Toolkit is designed to help you become a better educator. Technology changes every day... it’s challenging for educators to know what tools they should adopt and where to focus their limited time. We have selected the key technologies, and tell you how to use them, so you can become a more effective educator. We've created this toolkit for all educators at UCSF and beyond.
Visit, which is designed to support you independently. Everything you need to get started is here. We also blend this toolkit with our workshops and consultations.

Other Helpful Resources & Literature

Vandenberg, L. Facilitating Adult Learning (A Quick Manual):

Goodman, A. Why Bad Presentations Happen to Good Causes (2006):

Godin, S. Really Bad PowerPoint (2007):

Reynolds, G. Top Ten Delivery Tips (2014):

Reynolds, G. Top Ten Slide Tips (2014):

Hess, G.R., K. Tosney, and L. Liegel. Creating Effective Poster Presentations (2006):

Summary of Hess, Tosney & Liegel (2006):

Policies for Participating in UCSF CME Activities

For specific policies relating to CME activities, please click here

Credit for Teaching CME

(From the American Medical Association’s Physician Recognition Award Credit System booklet:)

Teaching at a live activity

Preparing and presenting an original presentation at a live activity that has been certified for AMA PRA Category 1 Credit™ (if the accredited CME provider has not already awarded credit for this).

Documentation required: a copy of the page(s) used by the provider to announce or describe the activity which includes the name of the speaker, accredited CME provider, AMA Credit Designation Statement, date and location of the activity.

Credit assignment: two (2) AMA PRA Category 1 Credits™ per one (1) hour of presentation time.

For most UCSF CME activities, speakers will have the opportunity to indicate the number of credits they are claiming for teaching.  Note that the sum of credits for teaching and credits for attending cannot exceed the maximum number of credits designated for the course.

How Else Can We Help?

OCME Services

The National Faculty Education Initiative Online Activity:

Continual Professional Learning for the UCSF Educational Community

Earning MOC Part II Self-assessment Points

UCSF Multi-specialty MOC Portfolio Approval Program