iScience, the ACC.18 Meeting on Demand™ Program is a digital library of more than 360 hours of educational content presented at the ACC.18 meeting.
Features of iScience include:
- Presenters' slides with synchronized audio
- Searchable slide content
- Earn up to 100 AMA PRA Category 1 Credits™, CNE contact hours and/or MOC Part II points
- PC and MAC Compatible
- Online access and offline access with hard drive
- Mobile version for most tablets and smartphones
- MP3 and PDF downloads
iScience includes key educational sessions including Late-Breaking Clinical Trials and highlights from all 10 learning pathways:
- Acute and Stable Ischemic Heart Disease
- Arrhythmias and Clinical Electrophysiology
- Congenital Heart Disease
- Heart Failure and Cardiomyopathies
- Interventional Cardiology
- Non-Invasive Imaging
- Pulmonary Hypertension and Venous Thromboembolic Disease
- Valvular Heart Disease
- Vascular Medicine
Grant Acknowledgments: No educational grants were provided for this activity.
The American College of Cardiology Foundation is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.
The ACCF designates this enduring material for a maximum of 100 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
The American College of Cardiology Foundation is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation (Provider No. P0019).
The ACCF designates this activity for 100 CNE contact hours. Requirements for successful completion are watching select sessions in their entirety, taking the CME/CNE/MOC test and attaining a score of at least 70%.
Maintenance of Certification
Successful completion of this CME activity, which includes participation in the evaluation component, enables the participant to earn up to 100 Medical Knowledge MOC points in the American Board of Internal Medicine's (ABIM) Maintenance of Certification (MOC) program. It is the CME activity provider's responsibility to submit participant completion information to ACCME for the purpose of granting ABIM MOC credit.
*Please Note: If you already claimed credit for attending the live ACC.18 meeting, you cannot claim credit for the same sessions on iScience. Physicians are allowed to claim CME and MOC credit, and Nurses can claim CNE.
While offering the CME/CNE/MOC credits noted above, this program is not intended to provide extensive training or certification in the field.
Method of Participation and Claiming Credit
This product offers up to 100 AMA PRA Category 1 CreditsTM, CNE contact hours, and/or MOC Part II points based on the number of hours you spend watching presentations and taking the post-test questions. You may re-enter the product as many times as you wish, but you can claim CME/CNE/MOC credit only once and must claim credit by March 10, 2019.
To receive CME/CNE/MOC credit for this product, you must:
1. Purchase the product
2. Read the CME/CNE/MOC Information available when you first enter the player or by clicking the CME/CNE/MOC Info link in the top right corner.
3. View the session(s) of your choosing.
4. Click the CME/CNE/MOC Test link in the top right corner after you have completed viewing all sessions for which you intend to claim credit.
5. Complete the post-test. You must score 70% to earn credit, but you can re-take test questions that you missed as many times as necessary.
6. Enter the number of credits you wish to claim. Credits claimed should reflect the total number of hours that you spent reviewing the CME/CNE/MOC information, watching sessions and taking the post-test.
7. If you are an ABIM Diplomate, you will need to enter your ABIM ID and Date of Birth to claim MOC points.
8. Generate and print your CME/CNE certificate. If you are an ABIM Diplomate and claimed MOC points, your completion information will be transmitted to the ACCME on your behalf.
*If you already claimed credit for attending the live ACC.18 meeting, you may not claim credit for the same sessions on iScience.
Date of Release: March 11, 2018
Date of CME/CNE/MOC Expiration*: March 10, 2019
*Please note that credit will only be available through the date of expiration noted above, although you will continue to have online access to the product through March 2020.
iScience is intended for all professionals involved in delivering cardiovascular care, with particular emphasis on physicians, scientists, nurse practitioners, clinical nurse specialists, physician assistants, nurses, pharmacists, and practice administrators. Medical students and trainees, technicians, dietitians and other health care professionals will also benefit.
ACC is dedicated to providing needs-based education that is independent of commercial interests and fosters change in learners’ knowledge, competence and performance to ultimately improve patient outcomes. The overall goals for iScience are:
- Provide an additional environment for professional information sharing, and presentation of research with a goal of improving cardiovascular disease management for all patients
- Facilitate translation of cardiovascular science to all members of the heart team resulting in high-quality, patient-centered care
- Allow for examination of important contributions and controversies in cardiovascular care
Learning Objectives by Learning Pathway
Acute and Stable Ischemic Heart Disease
As a result of participating in the Acute and Stable Ischemic Heart Disease Pathway sessions, learners will have an improved or reinforced ability to...
1. Compare and contrast different STEMI and NSTEMI systems of care and logistical processes for managing complex patients with ACS
2. Formulate a differential diagnosis and management strategy for athletes presenting with ischemic heart disease
3. Scrutinize the methodology of recent ACS clinical trials and existing gaps in current guidelines to determine the implications and generalizability of findings
4. Evaluate the evidence and different perspectives underlying current controversies in ACS management and ACS Guidelines, including international and other societal guidelines
5. Describe the management of complications seen in ischemic coronary heart diseases
6. Integrate the expertise of a multi-professional and multidisciplinary Heart Team in ischemic heart disease
7. Incorporate cardiac rehab clinical advances and health care payment reform into practice
8. Discuss where sex differences exist in cardiovascular medicine and how to tailor management accordingly
9. Assess and appropriately manage patients with cardiogenic shock or in need of critical care
10. Detect and manage patients with angina refractory to conventional strategies and chest pain assessed in clinic, chest pain/clinical decision units, and inpatient
11. Risk-stratify and tailor the selection of medical management vs. revascularization for individual patients with ischemia, including anticoagulation therapies
12. Identify the diagnosis and management of atypical ischemic heart disease presentations, including endothelial dysfunction, microvascular dysfunction, spontaneous coronary artery dissection, and ischemia without obstructive coronary artery disease
Arrhythmias and Clinical EP
As a result of participating in the Arrhythmias and Clinical EP Pathway sessions, learners will have an improved or reinforced ability to...
1. Apply recent evidence and current guideline recommendations to the management of arrhythmias
2. Integrate emerging evidence and options for prevention, detection, risk assessment, rhythm and rate management, and stroke prevention into the care of patients with atrial fibrillation
3. Identify patients and patient populations who can benefit from currently available and investigational device-based therapies
4. Recognize and interpret salient ECG patterns and integrate into clinical decision-making
5. Evaluate athletes with heart disease for return to play based on current guidelines.
6. Recognize patients at risk for adverse cardiovascular outcomes due to ventricular arrhythmia; identify candidates for medical or ablation therapy
Congenital Heart Disease
As a result of participating in the Congenital Heart Disease (CHD) Pathway sessions, learners will have an improved or reinforced ability to...
1. Recognize the patient with CHD who should be managed or periodically assessed at a specialized CHD Care Center and which approach (adult, pediatric, and team-based) is appropriate. Formulate plans for transition from pediatric to adult care.
2. Recognize common issues in the management of patients with CHD, including aortic involvement, cardiogenic shock, cardiomyopathies, and single ventricle
3. Identify novel strategies in imaging to effectively evaluate CHD
4. Compare surgical versus interventional approaches to CHD
5. Describe the role of emerging transcatheter therapies and surgical techniques in the management of CHD
6. Establish high-functioning teams and participate in local and national quality improvement initiatives to identify critical gaps as well as potential strategies for better care delivery
7. Explain the structure and applications of multicenter registries, such as IMPACT, to improve patient care in CHD
8. Utilize the latest understanding of exercise in cardiovascular disease with a focus on high risk populations.
9. Incorporate recent advances and research into cardiology practice for congenital heart disease
Heart Failure and Cardiomyopathies
As a result of participating in the Heart Failure and Cardiomyopathies Pathway sessions, learners will have an improved or reinforced ability to...
1. Integrate contemporary concepts in the pathophysiology of cardiovascular disease into the diagnosis, evaluation, and management across a broad spectrum of patients with heart failure and cardiomyopathy
2. Offer practical guidance on diet, exercise, social support, and heart failure self-management that is appropriately tailored to diverse patient populations
3. Recognize the implications of sleep apnea, diabetes, chronic kidney disease, oncologic therapies, pregnancy, and additional comorbidities on the epidemiology and management of heart failure
4. Evaluate the role and indications for ICDs, CRTs, hemodynamic sensors, and other cardiac devices for heart failure management
5. Identify patients with heart failure or cardiogenic shock that are appropriate candidates for specific pharmacotherapies, mechanical circulatory support, cardiac transplantation, and/or palliative care
6. Analyze the evidence on new and established pharmacotherapies, devices, and novel therapies for heart failure management
7. Participate in high-functioning teams and refine system processes to improve care quality and outcomes for patients with heart failure
8. Recognize future approaches to heart failure and cardiomyopathy that are being investigated/researched currently
9. Develop insight into the complexities of end-of-life care and care of the frail, elderly heart failure patient.
10. Identify the impact of health care reform on the care of heart failure patients
As a result of participating in the Interventional Cardiology Pathway sessions, learners will have an improved or reinforced ability to...
1. Monitor and address gaps in quality, appropriateness, reimbursement, and safety in the cardiac catheterization and endovascular labs and participate in meaningful public reporting for revascularization procedures
2. Determine an appropriate adjunctive and long-term antithrombotic regimen for diverse patients with acute coronary syndrome or undergoing a revascularization procedure, and address issues with antiplatelet regimens in patients at high risk for bleeding
3. Interpret and integrate findings from adjunctive coronary and endovascular assessment into clinical decision-making
4. Decide whether and how to revascularize patients who are high-risk or have complex coronary artery disease
5. Evaluate the evidence from clinical trials describing outcomes, recent advances, and expanded applications of transcatheter aortic valve replacement (TAVR)
6. Describe key tactics for preventing and managing interventional complications
7. Appropriately incorporate new and state-of-the-art structural heart and endovascular technologies and techniques into patient care
8. Work effectively as part of a comprehensive care team to manage patients before, during, and after an interventional procedure
9. Apply findings from diagnostic imaging to plan treatment, guide intervention, and gauge procedural outcomes
As a result of participating in the Noninvasive Imaging Pathway sessions, learners will have an improved or reinforced ability to...
1. Apply current echocardiography guidelines for the assessment of valvular, myocardial, pericardial and complex congenital and structural heart diseases
2. Compare the strengths and limitations of non-invasive and invasive imaging modalities in the peri-procedural management of structural heart disease interventions
3. Identify both current and emerging roles of stress echocardiography for evaluating ischemia, viability, diastolic function and valvular heart diseases
4. Evaluate the clinical role and value of non-invasive imaging modalities for the cardiovascular assessment of patients treated with chemotherapy
5. Assess imaging and hemodynamic findings in patients with hypertrophic cardiomyopathy that influence prognosis and management
6. Evaluate recent innovations in advanced imaging techniques and their potential applications
7. Compare the relative strengths, limitations, risks and costs of non-invasive imaging tests for patients with new-onset heart failure, acute and stable chest pain, amyloidosis, hypertrophic cardiomyopathy and for the evaluation of myocardial viability to guide revascularization
8. Utilize findings from noninvasive imaging to clarify the etiology and guide the management of patients with heart failure or cardiomyopathy
9. Recognize the prognostic implications of cardiac CT findings and their appropriate impact on patient management
10. Compare the strengths, limitations and appropriate use of imaging modalities for the evaluation of the right ventricle
As a result of participating in the Prevention Pathway sessions, learners will have an improved or reinforced ability to...
1. Integrate evidence-based diagnostic testing, and shared decision-making into ASCVD risk assessment and risk factor management
2. Apply current evidence base to determine thresholds for hypertension treatment, establish therapeutic goals, and implement team-based processes to achieve timely blood pressure control and in complex cases
3. Recognize the implications of diabetes on cardiovascular disease and treatment outcomes and tailor management accordingly
4. Evaluate often conflicting recommendations as well as the underlying evidence on dyslipidemia and ASCVD, including dietary and medication recommendations for prevention of disease
5. Discuss recent clinical trials assessing new therapeutics for prevention and management of ASCVD
6. Integrate best practices with regards to lifestyle and dietary recommendations to prevent or manage ASCVD and related diseases, such as diabetes
7. Consider unique factors in prevention and management of ASCVD for vulnerable populations
Pulmonary Hypertension and Venous Thromboembolic Disease
As a result of participating in the Pulmonary Hypertension and Venous Thromboembolic Disease Pathway sessions, learners will have an improved or reinforced ability to...
1. Evaluate the diagnostic and therapeutic options for patients with pulmonary hypertension and the multiple potential etiologies of pulmonary hypertension
2. Identify innovative translational discoveries and the potential for personalized medicine in PAH
3. Apply current practice and innovative research to the cardiology practice for patient population with VTE
4. Compare and contrast opposing approaches and controversies in the cardiology practice of VTE
5. Determine diagnostic criteria within the spectrum of Pulmonary Hypertension (PH), decisions regarding therapies, and best methods to determine clinical response to treatment
Valvular Heart Disease
As a result of participating in Valvular Heart Disease (VHD) Pathway sessions, learners will have an improved or reinforced ability to...
1. Apply recent updates to guidelines and recommend best practices for valvular care to clinical practice
2. Describe the evidence and controversies associated with recent changes to the classification framework and treatment thresholds outlined in the VHD Guidelines Update
3. Recognize how the mechanism, natural history, diagnosis and treatment options of patients with right- and left-sided valve disease continue to evolve and affect patient care algorithms
4. Assess the role of advanced echo techniques, stress imaging, CT and CMR in characterizing native and prosthetic valvular disease and guiding management
5. Recognize the importance of the heart team approach to treatment of patients with complex VHD whose care may not be well-described by current VHD guidelines
6. Incorporate the evidence on contemporary surgical, percutaneous, and device-based treatment options into clinical decision-making for patients with VHD
7. Compare strategies in assessment, diagnosis and treatment of special populations with valvular heart disease
As a result of participating in Vascular Medicine Pathway sessions, learners will have an improved or reinforced ability to...
1. Evaluate the evidence associated with current controversies in the management of pulmonary embolism and deep venous thrombosis
2. Incorporate recent clinical trial findings and evidence-based guideline recommendations into the treatment of patients with vascular disease
3. Assess common vascular medicine complaints and synthesize the history, examination, and appropriate testing to diagnosis “can’t miss” vascular medicine disorders
4. Utilize team-based approach to provide maximally effective Vascular Medicine care
5. Recognize and effectively treat common vascular and thrombotic complications of cancer and cancer-directed therapy
6. Identify the influence of health information technology’s impact in the area of vascular medicine on optimizing vascular patient outcomes
The American College of Cardiology is not responsible for statements made by any contributor or for any errors or omissions or for the results obtained from use of the information contained in this publication. Statements or opinions expressed in this program or publication reflect the views of the contributors and do not reflect the official policy of the American College of Cardiology. The American College of Cardiology does not warrant that the information contained herein is in every respect accurate or complete, and disclaim all responsibility.
Readers are advised to ensure that the recommended drug dosages in iScience concur with the information provided in the product information material. Application of the information in iScience remains the sole professional responsibility of the practitioner.
Certified status does not imply endorsement by the ACC of any commercial products discussed in conjunction with this activity.
The question-and-answer section of this product was designed to stimulate thinking and motivate readers to further research. Answers and commentary are based on the best judgment of the author at the time the question was written. New knowledge, insights and perspectives may cause the reader to disagree with an author's answer. The American College of Cardiology encourages thoughtful discussion and consideration of each question's answer and commentary.
Unapproved Use Disclosure
This product may include discussion about pharmaceutical agents and/or medical devices/products that is outside of U.S. Food and Drug Administration approved labeling. This information is intended solely for continuing medical education and is not intended to promote off-label use of these medications. If you have questions, contact the medical affairs department of the manufacturer for the most recent information.
Learner Bill of Rights
The American College of Cardiology (ACC) recognizes that you are a life-long learner who has chosen to engage in continuing medical education to identify or fill a gap in knowledge or skill; and to attain or enhance a desired competency. As part of ACC’s duty to you as a learner, you have the right to expect that your continuing medical education experience with ACC includes the following.
- Promotes improvements or quality in healthcare
- Is current, valid, reliable, accurate and evidence-based
- Addresses the stated objectives or purpose
- Is driven and based on independent survey and analysis of learner needs, not commercial interests
- Has been reviewed for bias and scientific rigor
- Offers balanced presentations that are free of commercial bias
- Is vetted through a process that resolves any conflicts of interest of planners and faculty
- Is evaluated for its effectiveness in meeting the identified educational need
A learning environment that:
- Is based on adult learning principles that support the use of various modalities
- Supports learners’ abilities to meet their individual needs
- Respects and attends to any special needs of the learners
- Respects the diversity of groups of learners
- Is free of promotional, commercial and/or sales activities
- Relevant financial relationships that planners, teachers and authors have with commercial interests related to the content of the activity
- Commercial support (funding or in-kind resources) of this activity
Disclosure/Conflict of Interest Policy
As a provider accredited by the Accreditation Council for Continuing Medical Education (ACCME) and the American Nurses Credentialing Center (ANCC), the American College of Cardiology Foundation (ACCF) must ensure balance, independence, objectivity and scientific rigor in all of its directly provided or jointly provided educational activities. Planners, presenters, and other contributors in a position to control the content, are required to disclose to the audience all relevant financial relationships he/she and/or his/her spouse or domestic partner may have, occurring within the past 12 months, with any entity producing, marketing, re-selling, or distributing health care goods or services consumed by, or used on, patients. When an unlabeled use of a commercial product or an investigational use not yet approved for any purpose is discussed during an educational activity, the contributor should disclose that the product is not labeled for the use under discussion or that the product is still investigational.
ACC is committed to providing its learners with high-quality activities and materials that promote improvements and quality in health care and not a specific proprietary business or commercial interest. The intent of this disclosure is not to prevent participation in certified educational activities by persons with a financial or other relationship, but rather to provide learners with information on which they can make their own determination whether financial interests or relationships may influence the credited activity.
ACC assesses conflict of interest (COI) with its faculty, planners, managers, staff and other individuals who are in a position to control the content of CME/CNE-certified activities. All relevant potential conflicts of interest that are identified are thoroughly vetted through a process that includes course directors, ACCF education staff, and members of the Accreditation Compliance Workgroup through a process that includes appropriate peer review for fair balance, scientific objectivity and validity, and patient care and safety recommendations.
ACC staff involved with this activity have nothing to disclose.
Click here to see a list of disclosures for everyone involved in planning and presenting at ACC.18.
Media or Combination of Media Used:
iScience is available in the following formats:
- Online access with downloadable MP3 files and PDF files
- External hard drive
- Mobile version for most tablets and smartphones
Please visit iScience.acc.org, and click About / System Requirements for the most up-to-date system requirements.
Provider Contact Information:
For Customer Support:
firstname.lastname@example.org or (818) 844-3299; Toll Free (800) 501-2303 (U.S.A. only)
For questions about ACC activities:
ACC Resource Center at (202) 375-6000, ext. 5603 or (800) 253-4636, ext. 5603.
ACC Policy on Privacy and Confidentiality:
Copyright: © 2018 American College of Cardiology
Frequently Asked Questions
1. How do I play a session?
Content must be played at the presentation level. On the home page, you can browse content by pathway, session, presentation or presenter. You must continue making selections until you are at the presentation level. When you see a presentation of interest, click on the View Now button. You can also search for specific content by using the search tab.
2. What is the difference between Basic Search and Search Content of Slides?
Basic Search searches session titles, presentation titles and speaker names and will display the results from any of those three categories containing your search term. If you select a session from the results list, it will display all the presentations in that session (even though your search term may not be in every presentation title).
Search Content of Slides searches every word on every slide in every presentation. The results are ordered by the number of times your search term shows up in the presentation. In addition, the search results display the time stamp when your search term appears in the presentation. You can go directly to that point of the presentation by clicking on the time stamp. You must be online to use search content of slides.
3. Are there thumbnail/preview slides?
Yes, to view the thumbnails, you must be watching a presentation in full screen mode. To get to full screen mode, place your mouse over the video window while you are playing a presentation and a control panel will appear. Select the icon with box and arrow in the top right corner. The presentation will go into full screen mode and thumbnails will appear on the bottom of the screen.
4. Why do some sessions have a video of the speaker and others do not?
During the live meeting, cameras to record the video of the speaker are only available in selected rooms.
5. Can I control how I view the speaker and the slides?
Yes. Place your mouse over the video window while you are playing a presentation and a control panel will appear. Select the icon with two arrows in a circle and you can switch the slide and speaker windows.
For even more options, go to full screen mode by selecting the icon with box and arrow in the top right corner. On the right hand side, you will see controls to place the two windows picture-in-picture, side-by-side, view only one window or switch the windows. You can change your reviewing preference at any time during the presentation.
6. Can I bookmark a session or presentation?
Yes, you can bookmark a presentation or all the presentations in a session. Since content must be watched at the presentation level, you must bookmark presentations. You cannot bookmark a session.
There is a Bookmark icon next to each presentation on any of the browse or search results. Click the bookmark. To revisit a session you bookmarked, select Bookmarks from the dropdown menu under Browse.
7. What are Most Watched and Most Liked?
Most Watched is driven by real-time analytics and reflects the presentations that your peers and colleagues are actually watching the most.
Most Liked displays the presentations that your peers and colleagues have Liked. To Like a presentation, click on Like above the video window. Please note, your decision to Like a presentation is anonymous.
8. I can’t hear the presentation. How do I fix that?
Your computer may have up to three places that control the volume: 1) Within the video window (place your mouse over the video window and there is a volume control on the bottom right), 2) on your computer and 3) on your speakers if you have external speakers.
9. How do I download presentations?
You cannot download the videos of the presentations themselves, but you can download MP3s of the audio only and PDFs of the presenter slides (See Question #15 and #16).
10. Do I have to be online to watch presentations?
If you purchased the Gold Registration package or added the hard drive to your purchase, the drive will be automatically sent to you. The portable drive contains the same presentations as the online version, but you do not have to be online to watch the presentations on the portable drive. If you do not have Silverlight or an HTML5 compatible operating system/browser, you may need to be online the first time you use the portable drive to download Silverlight at www.microsoft.com/getsilverlight.
If you did not purchase the Gold Registration package or the hard drive option, you must be online to watch the sessions.
Please note: While the same presentations are available on the hard drive, not all features are available on the hard drive. Advanced search, bookmarks, CME/CNE/MOC testing, Most Watched and Most Liked are only available online.
11. The slides look fuzzy. Can I improve the quality?
iScience uses a technology called Smooth Streaming. This means the resolution of the slides depends on the quality of your internet connection and the number of people on that internet connection at any given time. If you have a low-bandwidth connection, you will be able to watch the videos, but at a lower resolution. On the bottom left of the video window, there is an icon with bars. This indicates the video quality based on your internet connection at that time. If you only see one or two bars, you can expect the quality to increase when you have a higher bandwidth connection.
12. How do I watch presentations on my mobile device?
iScience is automatically formatted to play on most mobile devices. Simply log-in at Science.acc.org on your mobile device. We cannot guarantee compatibility with every mobile device as operating system requirements are constantly changing. You must be online to stream sessions on your mobile device. Sessions cannot be downloaded to your mobile device. Most sessions should work over 3G/4G in addition to WiFi, however the quality will depend on the bandwidth available at any given location and time.
13. How long will I have online access for?
Sessions will be available online for two years from the date of the annual meeting. You can access sessions on your hard drive indefinitely, but not all features are available on the hard drive, including Search Content of Slides, CME/CNE/MOC Testing, Bookmarks, Most Watched and Most Liked.
14. I can’t find the session I want to watch, but it was listed as part of the product. How do I find it?
We can only publish presentations with speaker permission, which can change at any time. We do our best to keep the content list up-to-date; however printed materials may not reflect the most accurate content listing if a speaker has requested their presentation not be published after the content list was printed.
15. How do I download MP3s?
You can download individual MP3s by clicking on the Files tab under a Presentation name and then clicking on the MP3 button. You can also download all MP3s to iTunes or other podcasting programs by selecting the All MP3s on the top right.
16. How do I download PDFs?
You can download PDFs of individual presenter slides by clicking on the Files tab under a Presentation name and then clicking on the PDF button.
17. The PDF I am looking for is not available? How do I find it?
PDFs of presenter slides are only available if the presenter submitted their presentation slides. If a PDF button is not showing in the Files section, that means the presenter did not submit their slides during the Meeting and the PDF is not available.
18. Can I get credit for watching the On Demand videos and what is the process for claiming credit?
Yes, physicians can claim CME and/or MOC credit for iScience commensurate with the amount of time spent watching sessions and taking the post-test, up to 100 CME/MOC credits. Nurses can claim CNE credit for iScience. If you claimed credit for attending the live meeting, you may not claim credit for the watching the same sessions on iScience.
You can only claim credit once, so you should wait until after you have watched all sessions for which you intend to claim credit.
To claim credit, you must first read the CME/CNE/MOC Info that displays the first time you enter iScience or by clicking the CME/CNE/MOC Info link on the top right of the home page. After you have watched the sessions you want to watch, click on the Credit/Test link to take the post-test. You need to be online and logged into the online version of the product to take the post-test. You must score 70% on the post-test, but you will have the opportunity to re-take questions that you missed until you score 70%.
Once you have passed the post-test, you will be prompted to enter the number of credits you want to claim and then you can generate a certificate.
19. How long can I claim CME/CNE/MOC credit for?
Credit can be claimed until March 11, 2019. After credit has expired, you will continue to have access to the product online for one additional year (through March 2020).
20. Who can claim?
CME and MOC credit are available for physicians only. CNE credit is available for nurses. If you are not a physician or a nurse, and you complete the post-test and attain a score of 70% or better, you will receive a certificate of participation.
21. I can’t find my certificate. Can I print another copy?
Yes. Click on the CME/CNE/MOC Test link. If you have successfully passed the post-test, a Generate Certificate link will appear. You can print the certificate as many times as you would like and it can also be downloaded and saved to your computer.
22. Will the CME/CNE/MOC credit for iScience appear in my transcript on www.ACC.org ?
Yes, your iScience 2018 CME/CNE/MOC credit will appear in your Transcript on www.ACC.org within 7-10 days of when you claimed credit.
23. I still need help. Who do I contact?
You can contact iScience@acc.org or call us at 818-844-3299 (Toll Free 800-501-2303). Support Hours of Operation are 7:30 AM – 5:00 PM PST