Hedarian Peer Review Statement and Guidelines

We, at Hedarian, pride ourselves in ensuring the courses we publish on our platform are of valid clinical content. As a valued contributor to our accredited educational courses, we seek your expertise to help ensure that our content is both effective and balanced, particularly when it involves clinical information that supports safe and effective patient care.

We outline below our expectations for your contributions:

1. Evidence-Based Recommendations: All patient care recommendations in our accredited continuing education must be rooted in the latest scientific evidence and clinical reasoning. They should also provide a balanced view of diagnostic and therapeutic options.
2. Scientific Research Standards: Any scientific research referred to, reported, or used to support patient care recommendations must adhere to widely recognized standards for experimental design, data collection, analysis, and interpretation.
3. Discussion of Evolving Topics: While it is appropriate to discuss, debate, and explore emerging topics in our accredited programs, it is crucial to clearly identify these topics as evolving. As accredited providers, our role is to facilitate discussion on these topics responsibly, ensuring they are not presented as established practice unless supported by current science and evidence.
4. Exclusion of Unscientific Content: Content that promotes unscientific diagnostic or therapeutic approaches, or healthcare practices known to be ineffective or unsafe, cannot be included in our accredited education.

Your cooperation in maintaining the integrity of our educational offerings is greatly appreciated. Together, we can ensure that our content not only meets but exceeds the standards of accredited educational excellence, fostering better patient outcomes and advancing healthcare practices. Finally, we would like to note that these expectations are drawn from Standard 1 of the ACCME Standards for Integrity and Independence in Accredited Continuing Education.

Best Practices for Presenting Clinical Content in Accredited CME

• Clearly describe the level of evidence on which the presentation is based and provide enough information about data (study dates, design, etc.) to enable learners to assess research validity.
• Ensure that, if there is a range of evidence, that the credible sources cited present a balanced view of the evidence.
• If clinical recommendations are made, include balanced information on all available therapeutic options.
• Address any potential risks or adverse effects that could be caused with any clinical recommendations.

Strategies for Presenting Evolving Topics

• Facilitate engagement with these topics without advocating for, or promoting, practices that are not, or not yet adequately based on current science, evidence, and clinical reasoning.
• Construct the activity as a debate or dialogue. Identify other faculty who represent a range of opinions and perspectives; presentations should include a balanced, objective view of research and treatment options.
• Teach about the merits and limitations of a therapeutic or diagnostic approach rather than how to use it.
• Identify content that has not been accepted as scientifically meritorious by regulatory and other authorities, or when the material has not been included in scientifically accepted guidelines or published in journals with national or international stature.
• Clearly communicate the learning goals for the activity to learners (e.g., "This activity will teach you about how your patients may be using XX therapy and how to answer their questions. It will not teach you how to administer XX therapy").

Thank you for your commitment and support.