Framework for industry engagement and quality principles for industry-provided medical education in Europe

Figures & data

Table 1. Quality principles for medical education.

Elements	Description
Ethical, transparent and responsible engagement [15,16]	Transparency regarding funding
	Transparency regarding roles and responsibilities
	Disclosure of interests and resolution of potential conflicts
	No disguised promotion
	No attempt to influence expert committee or faculty decisions
	Compliance with EFPIA and local codes of practice, including Disclosure of Transfer of Value codes
	Adherence to data-privacy legislation
	Compliance with research ethics requirements, data-protection legislation and copyright arrangements
	Compliance with anti-bribery and corruption policies
Needs-based, up-to-date, balanced and objective content	Needs-based; i.e. validation by literature, programme scientific committee or a dedicated educational needs assessment
	Provision of scientifically balanced perspectives on the subject matter with involvement of scientific committees when appropriate
	Use of the most appropriate, current and evidence-based content
	Use of adult learning principles [17,18]
	Relevant to learners
	Applicable to clinical practice
Robust and standardised processes to deliver the	Educational needs assessment with the defined target group
educational programmes [19–26]	Application of the principles of instructional design [27]
	Definition of:
	intended programme objectives
	clear and measurable learning objectives
	the target audience and their responsibilities
	Identification of the most effective educational format
	Development of content
	Programme deployment
	Identification and responsible engagement of learners according to strict selection criteria based on educational needs
	Delegation of financial support for travel and housing (direct or indirect sponsorship) must follow EFPIA/local regulations and company compliance codes
	Mechanisms to increase learning impact
	Tools to enhance learners’ active involvement
	Recognition of learning styles
	Expert committee and faculty responsible for planning, developing and reviewing agenda and content based on educational objectives
	Clear and transparent procedures to ensure declaration of interests and resolution of any conflicts prior to the activity
	Outcomes measurement (evaluation of knowledge gain as a minimum requirement) according to the levels determined by the Moore model [19]

For the development of the criteria outlined in Table 1, scientific references, codex and guiding principle publications have been referenced as applicable. EFPIA, European Federation of Pharmaceutical Industries and Associations.

Figure 1. Elements in delivering high-quality medical education.

Table 2. Summary of the key EACCME accreditation criteria.

Educational objectives	Needs assessment
	Target audiences
	Expected educational outcomes
	Adult learning principles
Description	Active learning
	Evaluation system per learner
	Ethical, legal, regulatory requirements
	Appointed medical lead
Scientific committee	Appointed
	Declaration of potential conflict of interest
	Resolution of potential conflict of interest
Faculty	Declaration of potential conflict of interest
Programme	Needs to be provided
Funding	Exclusion of pharmaceutical companies as a provider
	Source to be declared
	Content free of influence by sponsor
General	Data-privacy protection
	Compliance with national rules and regulations
Promotional material	Educational material free of promotion
Transfer of value	For all delegates and faculty according to EFPIA Disclosure code is not required

EACCME, European Accreditation Council for Continuing Medical Education; EFPIA, European Federation of Pharmaceutical Industries and Associations. Adapted with permission from [20].

Figure 2. Convergence of interest model: appropriate area of commercial engagement.

Table 3. Attributes of partnership and collaboration.

	Partnership	Collaboration
Defining attributes	Trust and confidence in accountability	Trust and respect in collaborators
	Respect for specialist expertise	Joint venture
	Joint working	Teamwork
	Teamwork	Intellectual and cooperative endeavour
	Blurring of professional boundaries	Knowledge and expertise more important than role or title
	Members of partnerships share the same vested interests	Participation in planning and decision making
	Appropriate governance structures	Non-hierarchical relationship
	Common goals	Sharing of expertise
	Transparent lines of communication within and between partner agencies	Willingness to work together towards an agreed purpose
	Agreement about the objectives	Partnership
	Reciprocity	Interdependency
	Empathy	Highly connected network
		Low expectation of reciprocation

Reproduced with permission from [29].

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