Spend :01 of your time each Monday morning as Twelve:01 delivers timely tools, trends, strategies, and/or compliance insights for the CME/CE enterprise.
MedBiquitous is a program by the Association of American Medical Colleges that helps healthcare education systems “speak the same language.” It develops shared standards, definitions, and technical formats for organizing and exchanging health professions education information. Its new MedBiquitous Navigator is an AI-powered conversational tool that helps educators locate and explore those materials more quickly. Users can ask about standards, guidance, resources, and the International Advisory Committee for Artificial Intelligence’s AI Integration Frameworks instead of searching multiple documents. For CME/CE professionals, the Navigator may offer a faster way to find resources related to educational technology, learner data, and the responsible use of AI. Because it is an AI assistant, its answers are summaries rather than formal guidance
The ACCME has released new guidance on Content Validity in AI-enabled Clinical Learning. Providers can generally use established review processes for AI-assisted materials approved by qualified reviewers or responses drawn from a body of content whose validity they have established. A different approach may apply when an LLM or AI agent dynamically generates clinical answers, recommendations, or guidance for learners without human oversight, because the precise content is created at the moment of use. In certain circumstances, the ACCME may require an independent assessment examining the activity’s accuracy, completeness, scientific validity, balance, citations, omissions, unsupported claims, and commercial bias. The assessment is activity-specific, not a certification of the platform, and material changes may require reassessment. Additionally, the ACCME has established an AI in Accredited CE page within its website.
Newman-Toker’s 2025 BMJ Quality & Safety commentary positions diagnostic error as a major, undermeasured patient-safety issue and argues that estimates of its burden vary substantially based on definitions, data sources, clinical populations, and follow-up methods. A central implication for CME/CE professionals is that diagnostic-safety education should move beyond generic awareness training toward measurable improvement in clinical reasoning, test selection and interpretation, communication, and recognition of atypical presentations. The article highlights potentially harmful diagnostic errors in 7.2% of hospitalized general-medicine patients in a recent single-center study, with roughly 85% judged preventable, while cautioning that extrapolating such estimates nationally has important limitations. The article also identifies diagnostic inequities and demonstrates that targeted protocols, quality measures, and diagnostic tools (e.g., those used for acute coronary syndromes) can reduce error and harm.
