Covid-19 update: For credit options in migration of live to online CPD see Updates
A variety of learning formats is recommended to support the perceived and/or unperceived educational needs, learning objectives and address CanMEDS/CanMEDS-FM roles beyond the Medical Expert/Family Medicine Expert role. The SPC must ensure that the selected educational methods and delivery are consistent with the identified need(s) and stated learning objectives as well.
Program formats may include:
- Seminar Series
- Online modules
- Audit and Feedback
- Coaching/Mentoring Programs*
- Rounds **
* Coaching/Mentoring Programs may apply to UBC CPD for MOC Section 3 Performance Assessment (Simulation) credits or Mainpro+ 1 cr/hr (Assessment) credits.
** Rounds for Family Physicians may apply to UBC CPD for Mainpro+ 1 cr/hr Group Learning credits. For certification of rounds, the SPC must be accountable to the head of the department, chief of staff, or equivalent.
Rounds for Specialists: Register directly with the Royal College for MOC Section 1 credits: http://www.royalcollege.ca/rcsite/cpd/accreditation/cpd-accreditation-rounds-journal-clubs-small-groups-e
For Group Learning activities, at least 25% of the total education time must be allocated for interactive learning. Promoting interactive learning using question and answer periods, case discussions, skills training, etc., helps participants to understand, translate and apply content to their specific practice contexts. Ensure that the moderator has been informed to allow time for interactivity.
- Audience-based data collection tools
- Case studies
- Small-group discussion
- Simulation-based activities
- Immersive learning
- Activities that can be applied to participants’ practices
For those participating in Group Learning activities asynchronously online and/or remotely, there must be a system that allows participants to interact with the group, participate in discussions, and provide evaluation feedback.
Assessment activities require additional educational strategies to be in place in order to meet accreditation/certification standards. Assessment activities exclude the requirement for group interactivity.
Validate the number of credits by having a few physicians complete the activity and take an average time.
Knowledge Assessment (ie. Online Modules)
Learning formats that are designed to assess the learner's knowledge may be eligible for
MOC Section 3 Knowledge Assessment (SAP) credits and/or
Mainpro+ 1 cr/hr Assessment credits
The learning can take place online or in person, but interactivity is not a focus as it is for Group Learning. (SAP stands for Self-Assessment Program).To meet accreditation and certification standards, the following additional elements are required that will assess the learners' knowledge, and allow the learner to learn form that assessment. This can take many forms as long as the program provides:
- Correct and incorrect answers, plus explanations of why they are correct/incorrect
- A scored assessment
- Suggested further resources for more information
Performance Assessment (ie. Simulation)
In recent years, simulation has expanded beyond strictly surgical skills or emergency simulations to include many soft skills such as communication. When designed to assess the learner's performance, learning formats such as simulation or coaching/mentoring may be eligible for
MOC Section 3 Performance Assessment (SIM) credits and/or
Mainpro+ 1 cr/hr Assessment credits
In a Performance Assessment program, participants practice skills while being observed and receive immediate feedback. A self-reflection tool is provided to them which allows them to design an action plan for ongoing practice, things they missed or that still need work.
The program must include a plan for instructors to provide individualized feedback to the learners. The instructors need to know what to evaluate as they observe the learners, and be able to provide appropriate, constructive and timely feedback regarding competencies, skills and attitudes. Submit the tool or describe the process that facilitators will use to assess the participants’ skills.
The reflective tool is used onsite by the learners to reflect and create an action plan to help them keep up or improve their skills, or to address barriers they might encounter in applying their new knowledge after the program. Instructors may assist or provide guidance in co-creating individuals’ action plans if required. The self-reflection tool is for the learners to use and does not need to be handed in to the instructors. See Reflective Tool template.