Johns Hopkins University School of Medicine Office of Continuing Medical Education Revenue and Competitors

The Johns Hopkins University Office of Continuing Medical Education mission statement reflects the spirit and core ideology of our institution. The School of Medicine promises to improve the health of the community, and the world, by setting the standard of excellence in teaching, research, and patient care. We design education in alignment with the School’s measures of competence, to improve: the science and practice of medicine; clinical competence; the social context of medicine; communication; professionalism; and lifelong learning. Our office serves as a vehicle for keeping the institution’s promise, which is two‐fold and complementary. We are the lifelong learning mechanism for our leadership and faculty, and in turn, the accredited vehicle to disseminate their vast resource of knowledge to a global and diverse target audience of health care professionals. We have been an accredited provider since 1974. OCME’s leadership, Todd Dorman, MD, Associate Dean and Annette Donawa, PhD, Assistant Dean, reports to Roy Ziegelstein, MD, Vice Dean for Education. Our team has over 100 years combined experience, is an approved Portfolio Sponsor (ABMS), and partner/provider for NIH and multiple medical education companies (MECCs). Our advisory board is increasingly inter‐professional and includes representatives from nursing, pharmacy, quality and safety, pastoral care, and faculty development initiatives. OCME is an exemplar learning organization and a valued, strategic component of JHUSOM. Participant evaluations are overwhelmingly excellent and our high percentage of repeat learners attests to our quality and value. Favorable evaluation and feedback from institutional activity directors and joint providers attest to the value placed on our program by clinical departments, faculty, affiliates, and partners. OCME strives to provide quality education that maintains the historic excellence of JHUSOM, while challenging traditional constructs of medical education.