AAEM diligently maintains the phenomenal quality of our educational offerings. We provide high-quality continuing education and board review courses.
Explore AAEM's in-person educational opportunities.
Watch, listen, download, FREE! AAEM members enjoy free access to recorded video and audio from previous Scientific Assembly.
Claim your CME from AAEM educational events.
Speaker Development Group
The Speaker Development Group matches emerging interested individuals who would like to be national speakers with a mentor who is a nationally recognized AAEM speaker. The goal for the Speaker Development Group is to help mentees become confident, polished and engaged speakers.
The American Academy of Emergency Medicine (AAEM) is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.
The American Academy of Emergency Medicine (AAEM) designates its live activities on an hour-for-hour basis in AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
All faculty participating in continuing medical education programs provided by AAEM are expected to disclose to their audiences any real or apparent conflicts of interest to the content of their presentations.
- The American Academy of Emergency Medicine’s will offer educational activities that stimulate, maintain, develop and enhance the study and practice of emergency medicine. The ultimate goal is enhanced patient care and improved patient outcomes.
- The 2019 Model of the Clinical Practice of Emergency Medicine (PDF) primarily guides the content of AAEM’s CME programs. The American Board of Emergency Medicine and the American Osteopathic Board of Emergency Medicine endorse and utilize this document as the basis for post-graduate continuous certification and training in emergency medicine. The core competencies of medicine: professionalism, communication and interpersonal skills, practice-based learning and improvement, knowledge acquisition, the business of emergency medicine, patient care and systems-based practice, also serve as a basis for AAEM’s CME content.
- The target audience for AAEM’s CME Program includes, but is not limited to, residency trained or board-certified (ABEM / AOBEM) physicians who are engaged in the practice of emergency medicine.
- Activities included as part of AAEM’s CME Program are a national Annual Scientific Assembly, Oral and Written Board Review courses, and lectures and workshops that support and enhance the medical core competencies of physicians engaged in the practice of emergency medicine. These live and enduring educational activities will appeal to the professional interests of a specialist in emergency medicine and will include educational activities that enable physicians to meet successfully their professional responsibilities. AAEM’s primary focus is to provide activities that support the personal and professional welfare of the individual specialist in emergency medicine. AAEM continues to support the concept of jointly provided activities with organizations whose goals are compatible with AAEM’s Mission Statement.
- AAEM’s CME Programs will enhance the maintenance of current knowledge and enable the participating physician to address knowledge, competency and gaps in practice by acquiring and implementing new evidence-based or ideal practice skills.
2019 Model of the Clinical Practice of Emergency Medicine
The Core Content Task Force II created and endorsed the 2001 Model of the Clinical Practice of Emergency Medicine (EM Model) as published in the June 2001 Annals of Emergency Medicine and Academic Emergency Medicine.
The 2019 EM Model Review Task Force conducted the eighth review of the EM Model. Their work is built on the original 2001 EM Model and the subsequent four revisions. The 2019 EM Model is published online in the May 2020 Journal of Emergency Medicine.
All changes that resulted from the 2019 EM Model Review Task Force are summarized in Figure 1. The three dimensions as revised in 2019 are presented in Tables 1-4.