Faculty/speaker CME handbook

This CME Handbook provides faculty, speakers, content developers, course directors with a shared understanding of their roles and responsibilities in the development and delivery of accredited CME. It outlines ACCME requirements, Faculty/Speaker Service Agreement (FSA) details, presentation expectations, professionalism standards, and guidance related to inclusive, evidence‑based education and meaningful practice change.

The handbook also addresses commercial support and outlines additional educational resources that support high‑quality, compliant CME activities.

Role of content developers and faculty/speaker in CME

Content developer

An individual responsible for creating educational materials—such as presentations and supporting resources, that align with approved objectives, without delivering the content as a presenter.

Faculty/speaker

An individual who delivers educational content during a CME activity, either live or on-demand, and may also develop the material, ensuring it meets learning objectives and compliance standards.

Collaboration and planning

Content Developers work closely with a Learning Design Strategist to review and finalize professional practice gaps, educational needs and learning objectives. They maintain effective communication through phone, email and virtual meetings, respond promptly to questions from a Program Strategist/Specialist or Learning Design Strategist, and collaborate with AAFP staff as needed.

Content creation and delivery

Developers create course content aligned with approved objectives, prepare or revise CME presentations using the AAFP template or other approved branded templates following AAFP guidelines, and write one Audience Response System (ARS) question per learning objective (when applicable). They ensure compliance with AAFP requirements for third-party content, meet all deadlines to support production schedules and contribute innovative ideas to enhance CME activities.

Faculty/speaker responsibilities for live and on-demand presentations

Ensure timely submission of materials, deliverables and forms. For live sessions, they present using AAFP-approved slides, participate in Q&A or reflection sessions and maintain current subject matter expertise, if applicable. For on-demand activities, coordinate with AAFP staff for audio/video capture, adjust materials as needed and participate in recordings and re-recordings if required. All are expected to remain responsive throughout planning and production until final content approval.

Role of staff

Work together with AAFP staff on course development, educational goals, implementation, coordination and evaluation.

The Learning Strategist provides expertise in instructional design across all formats, ensures compliance with AAFP, AMA and ACCME CME requirements and develops education plans based on clinical and non-clinical needs. This role collaborates to refine objectives, guide curriculum integration and produce outcome reports for CME activities.

The Program Specialist/Strategist serves as the main contact before, during and after the activity, manages planning, budgeting, scheduling and logistics. This includes coordinating presentations and materials, handling contracts and reimbursements and ensuring compliance with AAFP Credit System and ACCME requirements. The role also supports on-site preparation and ensures approved materials are delivered for production of the activity.

As part of the AAFP CME product team, the Product Manager collaborates with the Learning Strategist, Project Specialist, Learning Development Strategist and Course Director to oversee the entire lifecycle. This includes shaping marketing strategies, setting pricing and driving innovation through new activity development initiatives.

Role of course director

The Course Director oversees the course from start to finish, serving as the on-site point person and subject matter expert in family medicine. Responsibilities include collaborating with AAFP and CME staff on planning, marketing and evaluation; selecting topics and faculty/speaker; reviewing proposals and presentations for accuracy and alignment with objectives; and ensuring timelines and deliverables stay on track. The Director also addresses late submissions, ensures content is balanced and free of bias, supports intellectual property compliance and may develop or present material as needed. Additionally, they participate in related virtual meetings and apply curriculum and format guidelines throughout the process.

Role in live course

During the Live Course, the Course Director provides on-site leadership and support. They arrive early to check in with the Program Specialist, review updates and deliver announcements. The Director moderates sessions, introduces faculty/speaker, leads Q&A and keeps sessions on schedule. They handle attendee or faculty/speaker concerns, manage scheduling changes and step in to present if needed. Additionally, they network with attendees, represent AAFP professionally and encourage faculty/speaker engagement.

Role in on-demand activity

The Course Director works with AAFP staff and faculty/speaker to finalize edits and post-assessment questions, if applicable. They guide faculty/speaker in developing materials, provide strategic direction and answer questions throughout planning and production until all materials are complete.

ACCME requirements

The AAFP must implement the Accreditation Council for Continuing Medical Education (ACCME) Standards for Integrity and Independence in Accredited Continuing Education to achieve and maintain accreditation. All CME activities must be fair and balanced and be designed to change competence or performance. Exploration of new and evolving topics is allowed; however, these areas need to be clearly identified within the education. Engagement with these topics should not advocate for or promote practices that are not, or not yet, adequately based on current science, evidence and clinical reasoning.

Faculty/Speaker are required to read and comply with ACCME Standard 3: Identify, Mitigate and Disclose Relevant Financial Relationships. The CME Disclosure Policy and Form must be current and reviewed by AAFP staff before the content is developed for the activity. Failure or refusal to disclose, false disclosure, or an inability to mitigate relevant financial relationships will disqualify them from participating in a CME activity.

For additional information about relevant financial relationships watch this 6-minute video.

Faculty/speaker service agreement (FSA) details

FSAs are required contracts between the AAFP and faculty/speaker and must be completed before any work begins. Each FSA outlines roles for a specific CME activity, including the date, scope of work, required forms, responsibilities and honorarium.

FSAs are issued for a single activity at a time. A faculty/speaker may decline an FSA without penalty and may still be considered for future opportunities with the AAFP.

Evidence-based CME

Faculty/Speaker must create and deliver CME activities that are highly professional, unbiased, evidence-based, up-to-date, addressing a wide variety of populations and tailored to the learners. The goal is to help more learners plan and make meaningful changes in their practices. It's also important to include diverse perspectives. It is important to ensure that all patient populations are considered, and education tailored to address any external or influential factors appropriate for those populations.

For instance, a presentation on cardiovascular disease should emphasize its higher prevalence among African Americans and discuss effective, culturally tailored interventions. Similarly, a diabetes case study might focus on a low-income patient, highlighting social determinants and access challenges. Use People-First Language, which means talking about individuals as people, rather than diseases or disabilities. For example, say "a person with diabetes" instead of "a diabetic". For more tips, check out the  AAFP Inclusive Language Style Guide.  

The AAFP Congress of Delegates adopted Resolution 407 directing the organization to stop using race as a proxy for biology or genetics in educational events. Describe race as a social category when discussing disease risk factors. Additionally, Social Determinants of Health include the conditions under which people are born, grow, live, work and age. Faculty/Speakers should consider these factors. For example, during a presentation on diabetes, suggest that doctors consider their patients' access to fresh food, grocery stores and safe places to exercise.

 There are free CME resources on anti-racism and health equity located below. Use these resources to better understand and apply these principles in their educational activities.

Professional conduct

Professionalism is the standard of conduct for everyone at the AAFP, rooted in core values for those who work for and represent the organization.

Each AAFP member must act with integrity, compassion and respect toward one another and those they serve. This responsibility and accountability define professionalism. AAFP faculty/speaker, as representatives, carry significant weight.

When representing the AAFP, faculty/speaker must not discriminate against any AAFP staff member, faculty/speaker, or learner based on age, race, religion, color, handicap, sex, physical condition, developmental condition, sexual orientation, or national origin.

AAFP expects its faculty/speaker to uphold high ethical standards and embody the organization's mission. Any disagreements with AAFP staff or policies should be addressed directly with the appropriate parties, not publicly.

AAFP reserves the right to direct faculty/speaker to cease any action violating AAFP policy or any federal, state, or local laws.

These are some ways that we expect faculty/speaker to display professionalism:

Avoid voicing political opinions, stereotypes, bias, jokes, or comments that could be perceived as offensive. While it is understandable to want to lighten a topic at times, AAFP has often received feedback from learners following an activity that they did not appreciate jokes, especially those that represent biases or are political in nature.
Be mindful that learners have different views on political, religious and social issues.
While AAFP education is designed primarily for family physicians, the audience may also include non-physicians from other specialties. Presenters should keep this in mind when referencing other physician specialties or members of the care team during their sessions.

Faculty/speaker presentation expectations

No personal identifiable patient information should be included in presentations. This means no names, patient IDs, or faces (unless relevant) in photos, case examples, etc.
No presentation aids (drugs, devices, models, samples, syringes/needles, etc.) may be brought on site without prior written permission from AAFP.
Use generic names for drugs where possible. The use of trade names is allowed when multiple brands and generic names are included, or if the brand name is the only available option. Any reference, whether in presentation slides or spoken from the podium that could be interpreted as an endorsement of a product or drug by the AAFP is strictly prohibited and may carry legal implications.
Disclose when a product is not labeled for the use under discussion or that the product is still investigational.
No invasive procedures may be performed by faculty/speaker on themselves, live models, or other faculty/speaker without prior written permission from AAFP.
Once presentation materials have been submitted and reviewed, no changes are permitted including on site except with AAFP approval in the following rare circumstances: when an error could cause patient harm, when AAFP staff made an error that misrepresents your content, or when key updates to your topic have been released (e.g., new guidelines or breakthrough studies). New developments may be discussed verbally.
For On Demand products, the Education Division may create activities from live courses or livestream recordings, or design new activities accessible through AAFP’s learning management system. These may include video recordings, syllabus slides, PDF links, or MP3 audio recordings. Follow the Live Video Recording Recommendations.

Commercial support for CME activities

The AAFP accepts financial and in-kind commercial support for its CME activities (excluding Board Review). Inclusion of a financially supported program does not constitute AAFP’s endorsement of a commercial interest, product, or service. Commercial supporters cannot influence content development or faculty/speaker selection. AAFP staff will reach out to let you know if your session is funded. If you no longer want to serve as faculty/speaker for the session, you can decline to present, and it will not impact any other sessions or contracts that you have. All commercial interest companies must sign an agreement to abide by the ACCME Standards. For in-kind support, the AAFP coordinates shipment details with the commercial supporter and no in-kind materials are shipped to the faculty/speaker or learners; however, if the commercial supporter provides a controlled substance requiring a licensed physician to receive and administer the controlled substance, the AAFP will notify the applicable faculty/speaker in advance and may ask for the license number and address to complete the commercial supporter’s documentation. The AAFP maintains a policy on Continuing Medical Education, AAFP Activities and Industry Funding.

Other educational resources

A Word About the Sunshine Act
Important information and additional resources about the Physician Payments Sunshine Act.

Copyright and Permissions FAQs
The AAFP's copyright and permissions standards to assist in the creation of CME or non-CME presentation materials.

Copyright Clearance Center
View an animated video on copyright basics.

Content development tools

Addressing health inequity

Questions?

Contact Jeana Higginbottom, Faculty Strategist
jhigginb@aafp.org
(913) 906-6209