Abstract
Our profession has an established reputation for advancing clinical knowledge, professional growth, and patient care, and we continue to share and refine best practices. One important aspect of value has received little attention - whether educational resources are used as efficiently as possible to achieve meaningful outcomes. This paper builds on a recent systematic review of the literature which found that only a small fraction of the CME professional literature measures or even mentions costs or concepts related to cost-effectiveness. This paper offers insights into how the field has been hesitant to explore cost-effectiveness, including realistic challenges related to data access and analysis, complexity, and perceived misalignment with the educational mission. This paper also highlights real opportunities and practical steps to consider cost-effectiveness in CE/CME in a way that mitigates risk while maximising learning. By looking at cost alongside traditional educational outcomes, providers may better demonstrate the full value of our work. Evaluating cost-effectiveness is not about turning education into a financial exercise. It is about showing that the precious resources available to CE/CME are allocated as wisely as possible to improve patient care. This perspective can help CME providers take a proactive leadership role in demonstrating an entirely new dimension of educational value in an environment increasingly focused on value.