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ChatGPT now allows users on all plans to create interactive flashcards from a topic or uploaded notes. Released on September 22, 2026, cards can be flipped, marked as known or missed, shuffled, and saved for later review. CME/CE professionals could potentially use the feature to turn approved course materials into optional study aids, reinforce important concepts after an activity, or help faculty draft question-and-answer sets for review. Flashcards intended for learners should be checked for clinical accuracy, alignment with the learning objectives, and consistency with the approved source content.
While not a new requirement, questions have recently swirled from Joint Accredited providers regarding the minimum credit required by the Association of Social Workers Boards Approved Continuing Education (ASWB ACE). ASWB ACE credit begins with a minimum of 60 uninterrupted minutes of instruction. Under current Joint Accreditation guidance, an activity must meet this threshold before any ASWB ACE credit may be awarded; in other words, the minimum is 1.0 credit. After the first hour, additional instructional time may be awarded in quarter-hour increments, with remaining minutes rounded up to the next quarter hour. A 45-minute session cannot receive ASWB ACE credit, while a two-hour, 40-minute activity may qualify for 2.75 credits. Continuing education credit acceptance remains subject to the requirements established by individual state social work regulatory boards.
A new Lancet Series argues that digital environments, including platform design, algorithms, business models, data practices, and access, should increasingly be understood as structural determinants of health, not simply tools individuals choose to use. The authors call for a public health approach that looks beyond individual behavior to how digital systems themselves can contribute to health outcomes and inequities, with particular attention to children and young people. For CME/CE leaders, this stands as an evolving educational need that extends beyond traditional digital literacy: clinicians may need greater competence in recognizing how digital environments influence patient behavior, risk, access, and health outcomes.
