Physicians' Academy for Cardiovascular Education
The rationale for establishing the PACE foundation, the Physicians’ Academy for Cardiovascular Education foundation comes from the recognition that physician education plays an increasingly important role in our efforts to reduce the burden of cardiovascular disease and diabetes. This has never been more critical than in today’s information age, where the science of medicine and innovation progress at such a rapid PACE that the practicing physician simply cannot keep up. Yet, important scientific and clinical discoveries are rapidly reshaping therapeutic approaches to many common diseases, particularly in cardiovascular medicine.
The goal of PACE is to help physicians assimilate the proven findings of scientific research into the day-to-day practice of clinical medicine, all in the interest of improving outcomes in patients.
To improve the cardiovascular health of patients by providing a forum for the review, exchange, and assimilation of new scientific findings underlying cardiovascular disease and accelerating the translation of this information into clinical practice patterns.
PACE: Educational programmes
PACE offers programmes in a variety of educational settings which all continue the time-honoured tradition of physician-to-physician education, supported by a web-based education platform.
On this website an overview is provided of educational news, relevant publications, teaching resources such as expert opinions and slide lecture presentations derived from the different educational programmes conducted under auspices of the PACE foundation.
Funding & Disclosures
The PACE Foundations receives funding via unrestricted educational grants from different companies.
As one of the co-founding partners of the goodCME Practice group we have pledged to uphold the following four core principles in Independenmt Medical Education and CME. Also see goodcmepractice.eu.
- Appropriate education: Educational activities should have clear learning objectives that are derived from a coherent and objective process that has identified performance gaps and unmet educational needs. The education must be designed to positively reinforce existing good practice and effect a sustained change in daily clinical practice as appropriate.
- Balance: Balance needs to be evident in content, faculty and review. Content has to be developed independently of the sponsor and reflect the full clinical picture within the framework of the learning objectives.
- Transparency: All relevant information should be disclosed to the learner so that they understand fully how the content has been developed and presented. This includes the terms of the financial support, relevant disclosures of faculty and organisations involved in the development of the scientific content and the presentation of the programme.
- Effectiveness: We strive to post-activity evaluation, measure satisfaction, knowledge uptake and intent to maintain or change behaviour in line with learning objectives.
In 2017 we have received funding for our educational programmes and activities from:
- Novo Nordisk
PACE board and faculty
World leading experts are participating as advisors, chairmen & faculty in the different educational programmes under auspices of the PACE Foundation:
The PACE foundation was founded in 2007 by Prof John E. Deanfield, University College London, United Kingdom, prof John J.P. Kastelein** – Academic Medical Center, Amsterdam, The Netherlands and prof. D. John Betteridge, University College London, United Kingdom. Since its start PACE-CME has run hundreds of educational programs worldwide, with a broad range of international experts as faculty and advisors, like:
- Prof. Jane Armitage, Oxford, United Kingdom
- Prof. Sir George Alberti, United Kingdom
- Prof. Pierre Amarenco, Paris, France
- Prof. Lina Badimon, Barcelona, Spain
- Prof. Rachel Batterham, London, United Kingdom
- Prof. Philip Barter, Sydney, Australia
- Prof. Sir Roger Boyle, London, United Kingdom
- Prof. Bryan Brewer, Washington, USA
- Prof. Juliana Chan, Hong Kong
- Prof. John Chapman, Paris, France
- Prof. Bernard Charbonnel, Nantes, France
- Prof. Robert Chilton, San Antonio, USA
- Prof. Robin Choudhury, Oxford, United Kingdom
- Prof. Alberto Corsini, Milan, Italy
- Prof. Phillipe Crea, Rome, Italy
- Prof. John Cunningham, London, United Kingdom
- Prof. Oxana Drapkina, Moscow, Russia
- Prof. Phillipe Halban, Geneva, Switzerland
- Prof. Richard Hobbs, Oxford, United Kingdom
- Prof. Kees Hovingh, Amsterdam, The Netherlands
- Prof. Sverre Kjeldsen, Oslo, Norway
- Prof. Ulf Landmesser, Zurich, Switzerland
- Prof. Peter Libby, Boston, USA
- Prof. Thomas Luscher, Zurich, Switzerland
- Dr. Peter Meredith, Glasgow, United Kingdom
- Prof. Ronald Ma, Hong Kong
- Prof. Tom McDonalds, Glasgow, United Kingdom
- Prof. Ian McInnes, Glasgow, United Kingdom
- Prof. Chris Packard, Glasgow, United Kingdom
- Prof. Henrik Parving, Copenhagen, Denmark
- Prof. Neil Poulter, London, United Kingdom
- Prof. Paul Ridker, Boston, USA
- Prof. David Quek, Kuala Lumpur, Malaysia
- Prof. Ton Rabelink, Leiden, The Netherlands
- Prof. Kausik Ray, London, United Kingdom
- Dr. Emilio Ros, Barcelona, Spain
- Prof. Luis Ruilope, Madrid, Spain
- Prof. Naveed Sattar, Glasgow, United Kingdom
- Prof. Guntram Schernthaner , Vienna, Austria
- Prof. Andrew Selwyn, Boston, USA
- Prof. Peter Sever, London, United Kingdom
- Prof. Henrik Sillesen, Kopenhagen, Denmark
- Prof. Ulf Smith, Gotenburg, Sweden
- Prof. Eberhard Standl, Munich, Germany
- Prof. Erik Stroes, Amsterdam, The Netherlands
- Prof. Andrey Susekov, Moscow, Russia
- Prof. Peter Tong, Hong Kong
- Prof. Frank Visseren, Utrecht, The Netherlands
- Prof. David Waters, San Francisco, USA
- Prof. Bryan Williams, London, United Kingdom
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Educational tools & resources
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