key: cord-0049050-oeubek5f
authors: Poppas, Athena; Berlacher, Katie
title: ACC Education Today: Ancora Imparo (I Am Still Learning)
date: 2020-09-01
journal: J Am Coll Cardiol
DOI: 10.1016/j.jacc.2020.07.039
sha: c8cb18bbfa251e4cca83cd64ee9f87f7faa0334f
doc_id: 49050
cord_uid: oeubek5f

nan

L ike the prolific Renaissance artist Michelangelo, we too have chosen a profession in which we have the privilege and responsibility of saying, "I am still learning." At every age and every stage of our careers, the pursuit of knowledge is indispensable. Our mission at the American College of Cardiology (ACC) is to transform cardiovascular care and improve heart health. Our mission depends on lifelong learning through continuing medical education.

Education has been one of the foundational pillars of the ACC. The first national scientific meeting to draw clinicians and scientists from the field of cardiology took place in New York in 1951 and attracted >275 physicians. Our first international cardiology course occurred in 1961 in Taiwan and the Philippines.

By 1969, the ACC had launched the pre-cursor to ACCEL, an audiotape journal called ACCESS, which featured recordings from the Annual Scientific Session as well as reviews of key articles from print journals. The first Journal of the American College of Cardiology was published in 1981, providing essential scientific evidence within the field. In 1984, the ACC and the American Heart Association (AHA) published the first joint guideline for clinicians to better understand and implement pacemaker implantation.

The first ACC Self-Assessment Program (ACCSAP) While the field of cardiology has grown tremendously over the past century, so too has the ACC's educational programming. To meet our members' professional needs, we have expanded the educational offerings beyond clinical topics to include advocacy, leadership, and the business of health care.

The ACC has led the evolution of continuing medical education in the field of cardiovascular care and has addressed knowledge gaps to increase learner engagement and provide faculty development to improve pedagogy and achieve learning objectives (2) . It has required a willingness to embrace change and an unrelenting commitment to lifelong learning.

In early 2020, the ACC and its members were devas- 

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