CME & MOC PART 2 CREDIT
WHO CAN CLAIM CME CREDIT?
- Physician attendees can claim 28 AMA PRA Category 1 Credits, as well as pain management and ethics/professional credit. While not required, they may also obtain a Certificate of Attendance if desired.
- Non-physician attendees can obtain a Certificate of Attendance, as well as pain management and ethics/professional credit.
- CME Credit will not be offered to On-Demand participants.
COMPLETION REQUIREMENTS
- Register for the meeting.
- Attend the educational sessions.
- Evaluate each session attended.
- Complete the Overall Conference Evaluation (Available April 28).
- Download your certificate(s).
IMPORTANT INFORMATION
- Session Evaluations: All evaluations are completed through the conference App or Online Program Guide.
- Finding Accredited Sessions: Use the Browse by Credit feature in the Online Program Guide to locate all accredited sessions.
- Accessing Certificates: After completing the session evaluations and the PAS Overall Evaluation, you will be able to download your certificate(s) through the conference App or Online Program Guide.
- Credit must be claimed within 21 days of the activity closing date. The deadline to claim is May 18, 2026.
CME CREDIT
NEEDS STATEMENT
Research and technology are changing rapidly in medicine, and it is important for physicians and healthcare professionals to critically evaluate emerging developments. The Pediatric Academic Societies’ Annual Meeting is a unique scientific forum because it provides an opportunity for representatives from many areas of pediatrics to collaborate, exchange findings and share ideas that propel the future of child health. Participation provides added value and strength to the participating societies by augmenting the research agenda for children, supporting scientific quality and policy initiatives, and furthering the well-being of children throughout the world.
Physicians and healthcare professionals in pediatrics need to increase their competence in discerning which of the emerging research and technologies are applicable to their patient populations. Discussions and debates on these emerging data stimulate the development of new guidelines, appropriate criteria and evidence-based changes in pediatric research and practice improvements in patient care.
The purpose of this educational activity is to present current research and state of the art clinical areas of pediatric medicine to academic and practicing physicians and other interested professionals. This will allow them to translate new information and findings from basic and clinical pediatric research into professional skills and performance improvement. They will allow them to apply new scientific knowledge gained to identify areas of investigation that will inform pediatric research and to improve patient care and safety. The meeting will provide information on how to implement new tools for teaching and practicing medicine related to pediatrics and teach/educate pediatric care givers to improve the outcomes for children.
TARGET AUDIENCE
This activity is designed for physicians, advanced practice professionals, nurses, students, and allied health professionals with interest in all areas of pediatric medicine and research.
EDUCATIONAL OBJECTIVES
At the conclusion of this activity, the participant should be able to:
- Summarize the emerging research within the pediatric academic specialties as it pertains to possible changes in research directions and applications.
- Critically evaluate the evidence emerging within the pediatric academic community and implement appropriate changes to practice.
- Compare and contrast multiple research approaches and reported results in pediatric academic research and practice and incorporate the most effective approaches in practice.
- Outline key evidence-based practices in pediatric health care and identify areas where additional investigations may be indicated.
EDUCATIONAL METHODS
Lecture ▪ Symposium ▪ Panel Discussion ▪ Small Group Breakout ▪ Workshops ▪ Question and Answer
EVALUATION
Evaluation by questionnaire will address program content, presentation, and possible bias.
ACCREDITATION/CREDIT DESIGNATION
This activity has been planned and implemented in accordance with the accreditation requirements and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint providership of Baylor College of Medicine and the Pediatric Academic Societies, Inc. Baylor College of Medicine is accredited by the ACCME to provide continuing medical education for physicians.
Baylor College of Medicine designates the live activity, Pediatric Academic Societies (PAS) 2026 Meeting, for a maximum of 28.00 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
These sessions have each been designated by Baylor College of Medicine for:
1.50 credits of education in medical ethics and/or professional responsibility.
| RAPS to Riches: Applying Recognize, Acknowledge, Partner & Seek Support to Navigate Uncertainty and Deliver Value |
| Investigating patient and family important outcomes in pediatrics: methodology, practical aspects and innovations |
| From Surviving to Thriving: Promoting Flourishing in the Clinical Learning Environment |
| Advancing Global Neonatal and Child Health through Reshaping Governmental, Philanthropic and Academic Contributions |
| When a Meal Train is Not Enough: Tools for Supporting Academic Pediatricians Experiencing Serious Illness |
| Good Faith Conversations: A Medical Improv Workshop for Clinicians Navigating Religion and Belief at the Bedside |
| Recent Advances in Pediatric Psychopharmacology |
| “Contribute to a Greater Idea”: Strategies for Faculty and Researchers to Engage Youth as Research Partners |
| Aiming for Safety: A Framework for Firearm Anticipatory Guidance |
| Through the Eyes of AI: A Case-Based Exploration of Neuromonitoring in the NICU |
| Advancing Caregiver-Infant Equity & Wellbeing using a Dyadic Adaptation of the Socio-Ecological Model: Concept to Practice |
| Centering the Margins: Authentic Youth and Young Adult Partnerships in Research and Development |
| Moving Upstream: Creating Targeted Interventions to Address Structural Racism in Clinical Settings |
| “From Executive Summary to Online Presence: Shaping Your Pediatric Academic Brand” |
| From Exam Room to Instagram: Pediatricians as Champions of Evidence-Based Advocacy |
| Implementation Science to Advance Pediatric Hypertension Care |
| Honoring Dr. Benard Dreyer’s Legacy: Continuing the Long Path to Eliminating Racism from Pediatrics |
| Plot Twist 2.0: Generative AI meets Narrative Pedagogy in Medical Education |
| Contract Clarity: Spotting Red and Green Flags in Academic Pediatric Negotiations |
| Ethical Challenges in Pediatric to Adult Healthcare Transition |
| Law Enforcement in Clinical Spaces: Protecting Patients and Families’ Rights |
| The Relationship-Driven Leader: Navigating Differences Through Connection with 3 Practical Communication Skills |
| Building Bridges: Enhancing Networking Skills for Trainees and Early Career Pediatricians in Academic Medicine |
| Honoring Dr. Benard Dreyer’s Legacy: Addressing Child Poverty in 2026 and Beyond |
| The POWER of WORDS – Unconscious Ink Shaping the Careers! |
| Tricky Teens, Tough Choices: Guiding Adolescent Decision-Making in a Complex World |
| Taking Good Care of Your Kidney is Not Enough: Addressing Nutrition and Metabolic Complications Across the CKD Spectrum |
| Pediatric Workforce Development: Charting a Path Forward |
1.50 credits of education in pain management and the prescription of opioids.
| From Production to Productivity: Making Your Sedation Service Successful and Your Team Profitable |
| Closing the Care Gap: Next-Generation Treatments for Cannabis, Nicotine, and Alcohol Use Disorders in Pediatric Primary Care |
| Procedural Sedation Versus Anesthesia, Do We Need An Artificial Airway? |
| Babies, Opioids, & Brains (BOB): Novel Approaches to Improving Developmental and Health Outcomes Following Prenatal Opioid Exposure—Time for Action! |
These live activities have been designated by Baylor College of Medicine for:
6.00 AMA PRA Category 1 Credit(s)™
| PAS Ticketed Event: Neonatal Nutrition: Progress, Gaps, and the Road Ahead |
| PAS Ticketed Event: NeoPOCUS Essentials: A Comprehensive, Full Day, Hands-On Session with Simulation and Gamification |
5.50 AMA PRA Category 1 Credit(s)™
| PAS Ticketed Event: Neonatal Pulmonology: BPD Phenotyping |
| PAS Ticketed Event: NeoMIND AI Collaborative: Beyond the Hype: The AI-powered NICU |
5.00 AMA PRA Category 1 Credit(s)™
| PAS Ticketed Event: Neo GI: Challenges in Neonatal Gastroenterology: Hot Topics at Daily Rounds |
| PAS Ticketed Event: Neonatal Critical Care Nephrology: AKI, Renal Replacement Therapy and Fluid Balance. Updates for neonatologists and nephrologists on an evolving field |
| PAS Ticketed Event: Neonatal Pulmonary Hypertension: Updates and State-Of-The-Art Practice |
| PAS Ticketed Event: Optimizing the Trajectory: Advanced Management from Chronic Kidney Disease to End Stage Kidney Disease |
| PAS Ticketed Event: The Society for Pediatric Sedation – Sedation Provider Course |
4.50 AMA PRA Category 1 Credit(s)™
| PAS Ticketed Event: Neonatal Resuscitation 2026: Beyond the Basics |
| PAS Ticketed Event: Neonatal Seizures: Diagnosis, Management, and Outcomes |
3.00 AMA PRA Category 1 Credit(s)™
| PAS Ticketed Event: Pediatric ID Essentials: A Half-Day Career Discovery |
1.50 AMA PRA Category 1 Credit(s)™
| Ticketed Simulation Workshop: Neonatal Vascular Access Workshop: Ultrasound and Intravascular ECG Guided Central Line Insertion |
| Ticketed Simulation Workshop: Building Your Neonatal Teleresuscitation Program: From Concept to Implementation |
| Ticketed Simulation Workshop: Hands-on Training for Patent Ductus Arteriosus (PDA) Score to Define a hsPDA Using Neonatal Echocardiography Simulator |
| Ticketed Simulation Workshop: SALSA (Surfactant Administration through Laryngeal (LMA) or Supraglottic Airways): From RCT to Everyday Clinical Use |
| Ticketed Simulation Workshop: From Probe to Practice: Neonatal POCUS for Real-World Integration, Procedures, and Supporting the Crashing Infant |
| Ticketed Simulation Workshop: Point-of-Care Ultrasound (POCUS): Making Waves in Global Health |
| Ticketed Simulation Workshop: Beyond the Basics: Advancing Ultrasound-Guided Vascular Access |
| Ticketed Simulation Workshop: Advanced Airway: Point-of-Care Ultrasound for Airway Management |
MOC PART 2 CREDIT
American Board of Pediatrics (ABP) Maintenance of Certification (MOC)
Successful completion of this CME activity, which includes participation in the evaluation component, enables the learner to earn up to 10.00 MOC points in the American Board of Pediatrics’ (ABP) Maintenance of Certification (MOC) program. It is the CME activity provider’s responsibility to submit learner completion information to ACCME for the purpose of granting ABP MOC credit.
Submission for ABP MOC Part 2 is a 3-step process to include the Evaluation, Certificate, and MOC reflection. Attendees will be asked to complete the meeting evaluation, claim their CME Certificate credits, before being prompted to complete the MOC reflective assessment process at the MOC portal. Attendees may use the worksheet to document their learning reflections for five (5) sessions that they attended. IN ORDER TO BE ELIGIBLE FOR MOC CREDIT, YOU MUST ATTEND AT LEAST FIVE (5) MOC ELIGIBLE SESSIONS. Attendees are asked to reflect, identify new knowledge, updates, strategies, professional practice changes, and/or insights gained as a result of the sessions attended. The answers should be unique to the new knowledge gained and specific to the session. Each reflection will be limited to 150 words. For examples of reflective responses that meet the passing standard and those that do not, see Appendix A of the Knowledge and Self-Assessment Process. ALL FIELDS MUST BE COMPLETED AT THE TIME OF ENTRY AND SUBMITTED IN ORDER TO HAVE RESPONSES TRANSMITTED. It is recommended that attendees complete the worksheet in preparation to copy and paste them into the fields.
Questions regarding MOC 2 should be directed to cpd@bcm.edu.
MOC Knowledge and Self-Assessment Process
MOC Reflections Worksheet
MOC Process Flowchart
MOC Eligible Sessions
CONTINUING CERTIFICATION OPPORTUNITY – EARN CREDIT WITH YOUR QI POSTER!
Baylor College of Medicine (BCM) is an approved and recognized Program Sponsor of the American Board of Medical Specialties Portfolio ProgramTM. As such, the BCM Maintenance of Certification Program (BCM MOC Program) provides eligible physicians and physician assistants (PA) the opportunity to earn MOC Part 4 credit/points or NCCPA Category 1 PI-CME credit, respectively, for authoring a qualified QI Poster (featuring an improvement project in which they participated) presented at an academic or professional conference/meeting, or for participating in the improvement project featured on a qualified QI Poster (non-poster author).
If approved, MOC Part 4 (Improvements in Medical Practice) credit is issued to physicians by participating Member Boards of the American Board of Medical Specialties (ABMS). Likewise, NCCPA Category 1 Performance Improvement Continuing Medical Education (PI-CME) credit is issued to physician assistants by the National Commission on Certification of Physician Assistants (NCCPA).
A physician or PA may request credit through the BCM MOC Program for their QI poster, if the project lead of their featured improvement project is a current BCM or BCM-affiliated employee.*
For more information, including poster-related eligibility requirements and submission deadlines for credit, visit: QI Poster overview page
To stay abreast of all available opportunities for credit, visit the I-QIPS home page and sign-up to receive email notifications.
Questions should be directed to the BCM MOC 4 Program at: CCIT-mgmt@bcm.edu
*Note: If the project lead for your featured improvement project is not affiliated with Baylor College of Medicine, but is associated with a different ABMS Portfolio Program Sponsor organization, contact the respective organization directly regarding their requirements and deadlines for credit.