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Accreditation

Prepare and Apply

** NOTICE **
Due to a significant volume of applications,
processing times are longer than usual. Expedited service is currently unavailable. We apologize for the inconvenience and we thank you for your patience.

Here you will find all of the accreditation requirements, from preparing an eligible program to completing the application package. Preparation should begin at least 3 months in advance. Plan to apply at least 6–8 weeks prior to start date. Refer to the Overview page for important information on eligibility, processing times, application fees and credit types.

Read Documentation
  • Review the seven elements of the UBC CPD Guidelines for Support, which are directly based on the 2018 National Standard jointly released by the two national medical colleges, the Royal College and the CFPC.
    NOTE: Regardless of financial support, Elements #1-3 are required of ALL programs (independence of education from promotion, accountability in content development, disclosures and COI management).
  • Review the UBC CPD Non-Compliance Procedures
  • Recognize the Mainpro+ Quality Criteria which are a custom version of educational standards developed by the CFPC.
  • Check the accreditation UPDATES for the most recent changes.
  • Refer to the UBC CPD Planning Guide if you want a more detailed guide.
Application Checklist and Forms

CHECKLIST for a complete application:

The requirements are identical whether submitting either online or by email. Explanations of each item in the checklist can be found further below under Planning Phases.

Note: Fillable PDFs need to be saved to your computer FIRST, before completing, to work properly.
To get EXCEL / WORD versions: Open pdf and use the Export function to save to your desired format.

Application Form (for applying by email only)
  Application Form (PDF) — Select one. MOC application
Mainpro+ application
MOC & Mainpro+ application
Signature Documents to submit
  Disclosure Forms Disclosure form (pdf)
Disclosure link (for SPC only): https://ubc.ca1.qualtrics.com/jfe/form/SV_d6WjDBVZfnm8lwx
  Declaration Forms Accountable physician declaration form
MOC declaration form
Mainpro+ declaration form
Program Materials to submit
  Needs Assessment Tools Eg. previous evaluation summary, survey results, etc.
  Budget

Budget template

  Program Agenda Detailed program agenda with start and end times and breaks is needed for accurate credit count. Include learning objectives, brochure, invitation email, links to website, registration.
  Speaker Communications

A copy of the instructions to speakers regarding accreditation standards for which they are responsible in their presentations.
Speaker comms

  Evaluation Form Program evaluation template
Speaker evaluation template
  Certificate Certificate template
  Sponsorship Request Letter* Sponsorship request template
  Sponsorship Agreement* Sponsorship agreement sample

 *Required with applications for programs seeking commercial sponsorship

Apply Here

Apply once your program has been developed and before you begin advertising.

If applying via email, complete and send as attachments the appropriate PDF application form, signed documents, and program materials located under Checklist and Forms. Note: Fillable PDFs need to be saved to your computer FIRST before completing, to work properly.
Fee payment is due upon submission.

If applying online, the signed documents and program materials can be uploaded. View the online application form by clicking Apply Online. Once submitted, you will be directed to the application fee payment portal.

 

Apply OnlineApply via Email

 

Planning  Phases

Submitting an application is only part of accreditation. You must ensure your program is planned according to accreditation standards.

All accredited CPD activities must adhere to the ethical, educational, and administrative standards throughout the program development process, from A to Z. These standards are embedded into each of the program planning phases, outlined below:

Preparation Phase

Physician Organization

UBC CPD can only accredit activities that have been developed by a physician organization.

The physician organization as an entity is accountable for the all aspects of the CPD activity, from the beginning of the planning process (needs assessment) to the end (evaluation), and has ultimate authority over all decisions, including finances.

Definition

A physician organization is a not-for-profit group of health professionals with a formal governance structure, accountable to and serving, among others, its physician members through continuing professional development, provision of health care and/or research.
This definition includes the following:

  • Faculties of medicine departments or divisions
  • Hospital departments or divisions
  • Medical societies
  • Medical associations
  • Medical academies
  • Physician research organizations
  • Canadian provincial medical regulatory authorities (MRAs)

This definition does NOT include:

  • Health authorities in BC
  • Pharmaceutical companies or their advisory groups
  • Medical/surgical supply companies
  • Disease-oriented patient advocacy organizations (e.g. Canadian Diabetes Association)
  • Government departments or agencies (e.g. Health Canada, Public Health Agency of Canada)
  • Industry (e.g. pharmaceutical companies, medical device companies, etc.)
  • Medical education or communications (MEC) companies (e.g. CME Inc.)
  • For-profit online educators, publishing companies or simulation companies (e.g. Medscape)
  • Small number of physicians working together to develop educational programming
  • Any other for-profit organizations/ventures
Responsibilities

The physician organization is responsible for:

  • Ensuring that all accreditation/certification standards are met
  • Appointing the Scientific Planning Committee (SPC) to develop and plan the program
  • Receiving support funds and registration
  • Payment of honoraria, travel, lodging and expenses
  • Submitting an application to UBC CPD
  • Implementing the activity based on the plan approved by UBC CPD
  • Providing attendees with certificates of participation
  • Maintaining attendance records for a six-year period
Co-development

Co-development is the process by which two or more not-for-profit organizations — at least one of which must be the physician organization — prospectively collaborate to develop content. Although some responsibilities may be delegated to the co-developing organization, the physician organization must assume control over all aspects as if they were planning the event independently.

Co-development may or may not include financial support; but for-profit organizations cannot be co-developers.

Scientific Planning Committee (SPC)

All accredited/certified activities must have a scientific planning committee (SPC), appointed by and including member(s) of the accountable physician organization that are representative of the target audience.

UBC CPD requires a minimum of two physicians to sit on each SPC. If the target audience is inter-professional, the SPC should consists of representatives from each profession where possible. Meeting minutes should be kept from year to year with dates and attendees.

Disclosures (from each SPC member) and declarations (for specific SPC member roles) need to be signed and submitted with application.  See below.

Responsibilities of SPC

The SPC must ensure that decision-making related to the following CPD program elements is under its exclusive control:

a.    identification of the educational needs of the intended target audience;

b.    development of learning objectives;

c.    selection of educational methods;

d.    selection and invitation of all persons involved in development, delivery and evaluation of the CPD activity (e.g. speakers, moderators, facilitators, instructors, authors);

e.    development and delivery of content;

f.    evaluation of outcomes;

g.    review of disclosures prior to the activity and to evaluations and final budget following the activity.

The SPC cannot include members from pharmaceutical, medical supply, medical education, or other for-profit companies. Inclusion of members from industry or other for-profit companies on the SPC is strictly prohibited.

Roles of SPC (declarations)

Consult CHECKLIST & Forms to access the appropriate Declaration Forms.

Declarations are required by select SPC members who qualify to take on a formal role for the credit type. A qualifying physician may have more than one SPC role (eg. one could serve as accountable physician and RCSPC member).

Accountable Physician

Required for all programs. The accountable physician is the chair or one member of the SPC representing the physician organization, and as such agrees to assume ultimate responsibility for upholding the accreditation/certification standards and for following the UBC CPD Guidelines for Support in preparing and implementing the CPD activity. 

RCPSC Member

Required for MOC credits. One member of the Royal College of Physicians and Surgeons of Canada (RCPSC) is required to be on the SPC to represent the target audience of specialists. The declaration verifies the RCPSC member of having had substantial input into the program.

UBC FoM Member

Required for Mainpro+ credits. One physician member of the UBC Faculty of Medicine (UBC FoM) is required to be on the SPC to represent UBC FoM.  The declaration verifies the UBC FoM member of having had substantial input into the program. 

CFPC Member

Required for Mainpro+ credits. One member of the College of Family Physicians of Canada (CFPC), residing in the province of BC, is required to be on the SPC to represent the target audience of BC family physicians.

Disclosures

Disclosures of one’s financial relationships is an international best practice for those developing content for accredited activities. The aim of disclosures is to bring to light potential conflicts of interest (COI) – situations in which individuals stand to gain financially through promotion of a product or service via the accredited activity.

Transparency around financial relationships supports the ethical goal of accreditation which is to separate education from promotion. Anyone who controls content must complete a disclosure form.

Collect & Review disclosures

  1. UBC CPD collects and reviews the disclosures of the SPC for COIs
  2. SPC collects and reviews all other disclosures (speakers, moderators, facilitators, and authors) for COIs
  3. Identify and remove any conflicts of interest
  4. Ensure disclosures are available to participants for transparency

Conflicts of Interest (COI)

No longer limited to relationships with the pharmaceutical, biotechnology, or medical device industries, COIs could include promoting one’s own services, soliciting subscribers, increasing book sales, etc. For activities to be eligible for accreditation, any intent to promote must be identified and removed beforehand.

COI Management

The SPC must have procedures in place to be followed to review disclosures prior to the activity so that a determination can be made about whether or not a COI exists.
Appropriate COI management strategies include:
    • The presenter is asked to present on a different subject.
    • The presenter alters their financial relationship.
    • The presenter relinquishes control of content of the presentation.
    • Independent expert content review is obtained.
On rare occasions, a speaker or SPC member may need to be replaced.

Conduct Needs Assessment

Needs assessment is the process involved in gathering information to identify the learning needs of the target audience. The learning needs are the basis for identifying appropriate learning objectives and the content and format of the educational activity. To identify the learning gap the SPC should describe the target audience, work environment or work activities, and demonstrate a valid professional practice gap from which the educational needs are identified. Identify preferred learning style and current knowledge or skill level, then determine desired knowledge or skill level.

The most useful needs assessments are those where multiple methods are utilized to identify educational needs linked to improved patient care. 

NOTE: With the new National Standard released in Jan 2018, needs assessment tools are required to be submitted with an application (examples include past evaluations, focus group questionnaires etc.).

Perceived and Unperceived Needs

Perceived Needs

Self-recognized: I know what I want and need to know:

  • Survey

  • Interview
  • Focus Group Interview
  • Key Informant
  • Representative Planning Committee
  • Meetings with Colleagues
  • Evaluation of Previous CPD Activity

Unperceived Needs

Unknown to the learner: I don’t know what I don’t know:

  • Knowledge test

  • Chart Audit

  • Critical Incident Reports

  • Duplicate Prescription/Health Care Diary

  • Expert Advisory Group

  • Patient/Colleague Feedback

  • Direct Observation of Practice Performance

  • Data from Electronic Medical Records (EMR)

  • Provincial and national datasets

To uncover the needs of the target audience, the SPC should discuss the following questions:

  • How common is the need among the target audience?

  • How many different assessment sources indicate this need?

  • How significantly will the unfulfilled learning need hinder health care delivery?

  • How directly is the need related to actual physician performance?

  • How likely is it that a CPD activity will improve practice behaviour?

  • Are sufficient resources available to effectively address this topic?

  • How receptive will the target audience be to a session on this topic?

Define Target Audience

The target audience is the specific group of specialists and/or family physicians, along with other healthcare professionals for whom the CPD activity will be developed, and must be determined from the inception of the activity. Aside from governing the program design and content, identifying the target audience determines which type of credits will be most appropriate.

Target Audience List
RCPSC Target Audience CFPC Target Audience
Acute Care Point of Care Ultrasonography (POCUS)
Addiction Medicine
Adolescent and Young Adult (AYA) Oncology
Adolescent Medicine
Adult Cardiac Electrophysiology
Adult Echocardiography
Adult Hepatology
Adult Interventional Cardiology
Adult Thrombosis Medicine
Advanced Heart Failure and Cardiac Transplantation
Aerospace Medicine
Anatomical Pathology
Anesthesiology
Brachytherapy
Cardiac Surgery
Cardiology (adult or pediatrics)
Child and Adolescent Psychiatry
Child Maltreatment Pediatrics
Clinical Immunology & Allergy (adult or pediatrics)
Clinical Pharmacology & Toxicology
Clinician Educator
Clinician Investigator Program
Colorectal Surgery
Critical Care Medicine (adult or pediatrics)
Cytopathology
Dermatology
Developmental Pediatrics
Diagnostic Radiology
Emergency Medical Services
Emergency Medicine
Endocrinology & Metabolism (adult or pediatrics)
Forensic Pathology
Forensic Psychiatry
Gastroenterology (adult or pediatrics)
General Internal Medicine
General Pathology
General Surgery
General Surgical Oncology
Geriatric Medicine
Geriatric Psychiatry
Gynecologic Oncology
Gynecologic Reproductive Endocrinology & Infertility
Hematological Pathology
Hematology
Hyperbaric Medicine
Infectious Diseases (adult or pediatrics)
Internal Medicine
Interventional Radiology
Maternal Fetal Medicine
Medical Biochemistry
Medical Genetics and Genomics
Medical Microbiology
Medical Oncology
Neonatal Perinatal Medicine
Nephrology (adult or pediatrics)
Neurology (adult or pediatrics)
Neuropathology
Neuroradiology
Neurosurgery
Nuclear Medicine
Obstetrics & Gynecology
Occupational Medicine
Ophthalmology
Orthopedic Surgery
Otolaryngology - Head and Neck Surgery
Pain Medicine
Palliative Medicine
Patient Safety and Quality Improvement
Pediatric Emergency Medicine
Pediatric Hematology/Oncology
Pediatric Radiology
Pediatric Surgery
Pediatric Urology
Pediatrics
Physical Medicine & Rehabilitation
Plastic Surgery
Psychiatry
Public Health and Preventive Medicine
Radiation Oncology
Respirology (adult or pediatrics)
Rheumatology (adult or pediatrics)
Sleep Disorder Medicine
Solid Organ Transplantation
Sport and Exercise Medicine
Surgical Foundations
Thoracic Surgery
Transfusion Medicine
Trauma General Surgery
Urology
Vascular Surgery
Other/General Practice/Health Care Professional
Royal College of Physicians and Surgeons of Canada
Canadian Medical Protective Association

Aboriginal health
Academic medicine
Addiction medicine
Administration
Adolescent medicine
Aesthetic Medicine
Allergy
Allied health professionals
Alternative/complementary medicine
Anesthesia and analgesia
Art and medicine
Assessment
Basic sciences
Behavioural science
Cancer care
Cardiovascular medicine
Cardiovascular surgery
Child Abuse
Chiropractic medicine
Chronic disease management
Clinical practice guidelines
Communication
Community medicine
Cosmetic medicine
Critical care
Culture
Dentistry/oral medicine
Dermatology
Diabetes
Domestic Violence
Drugs
Emergency medicine
Endocrinology
ENT
Environmental medicine
Epidemiology
Ethics
Faculty Development
Forensic medicine
Gastroenterology
General surgery
Genetics
Geriatric medicine/care of the elderly
Global health
Gynecology
Health economics
Health policy
Hematology
History
Homecare
Hospitalist care
Imaging techniques
Immunology
Infectious disease
International medicine
Laboratory medicine
Legal/medico-legal
Lifestyle
Management
Medical careers
Medical education
Medical informatics
Medical students and residents
Men’s health
Mental health
Molecular medicine
Nephrology
Neurology
Neurosurgery
Nuclear medicine
Nursing
Nutrition and metabolism
Obstetrics
Occupation/industrial medicine
Oncology
Ophthalmology
Orthopedic surgery
Pain management
Palliative care
Pathology
Patients
Pediatrics
Pharmacology
Pharmacy
Practice improvement
Practice management
Preventive medicine
Prison medicine
Psychiatry
Psychotherapy/counseling
Public health
Quality improvement
Radiation therapy
Radiology
Rehabilitation medicine
Religion/spirituality
Research methods
Respiratory medicine
Rheumatology
Rural medicine
Sexual health and medicine
Sociology
Sports and exercise medicine
Statistics
Surgery
Thoracic surgery
Toxicology
Transplant medicine
Travel medicine
Tropical medicine
Urology
Vaccines
Vascular surgery
Women’s health

 

 

Financial Accountability

The physician organization must have overall accountability for the finances of the CPD activity.

Accredited activities should aim to be financially self-sustaining, and should not be profit-generating. Surplus funds generated from a recurring activity should be earmarked for the planning, development, or delivery of subsequent activities of a recurring nature. Surplus funds from a single, non-recurring event should be returned to the physician organization (not an individual) and be used to support continuing education activities in the organization.

The responsibility for payments may only be delegated to a third party not-for-profit organization.

Create a Budget

Identify all sources of funding/revenue and expenses directly on the budget, even if internally funded. Indicate how any surplus or deficit will be handled. A budget with all projected revenues/funding from all sources, and general expenses, is to be submitted with the application package.

See the CHECKLIST & Forms for a sample budget.

Sponsorship

If you are planning to obtain sponsorship, please read the UBC CPD Guidelines for Support. Remember that commercial sponsorship requires that registration fees be charged.

Only the UBC CPD-approved sponsorship opportunities may be offered in the prospectus, which outlines exactly the opportunities that sponsors would have for supporting an event.
See the CHECKLIST & Forms for: Sponsorship Request Letter template.

The terms, conditions and purposes by which commercial sponsorship is provided must be documented in a written agreement that is signed by the CPD provider organization and for-profit sponsors. The sponsorship agreement reflects the sponsorship request/prospectus.

See CHECKLIST & Forms for: Sponsorship Agreement template.

All sponsors must be acknowledged in a standardized way using the following acknowledgment statement:

"Funds in support of [Name of CPD activity] were provided as an educational grant to [Name of physician organization]. The funds were independently allocated and disbursed in accordance with the UBC CPD Support Guidelines, adherent to the National Standard."

Choose Learning Format

The SPC must ensure that the selected educational methods and delivery are consistent with the identified need(s) and stated learning objectives as well.

Group Learning Credits

For Group Learning activities, at least 25% of the total education time must be allocated for interactive learning which allows participants to interact with the group (ask questions of instructors, hear responses to other’s questions, and participate in discussions). Incorporating interactive learning using question and answer periods, case studies, discussions, etc., helps participants to understand, translate and apply content to their specific practice contexts. Ensure that moderators and presenters have been informed to allow time for interactivity.

Virtual (Synchronous) Group Learning
Real-time virtual group learning activities such as webinars and Zoom must allow participants to interact with the group the same as if the event was live in-person and provide evaluation feedback.

Online (Asynchronous) Group Learning
Participants still have opportunity to interact with instructors, each other, and materials, but not necessarily in real time. Program would need to have some interactive opportunity for learners such as a monitored, facilitated discussion board that closes after limited time. (Note: for Mainpro+ credits the discussion board needs to be summarized at the end).

Assessment Credits

Assessment activities require additional educational strategies to assess the learners' knowledge or performance, and exclude the requirement for group interactivity.
Validate the number of credits by having a few physicians complete the activity and take an average time.

MOC Section 3 Knowledge Assessment (eg. online modules)

The learning can take place online or in person, but interactivity is not a focus as it is for group learning. The following additional elements are required that will assess the learners' knowledge, and allow the learner to learn from 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

MOC Section 3 Performance Assessment (eg. 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.

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.

Individualized Feedback
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.

Reflective Tool
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.

Reflective Tool template

Create Learning Objectives

Learning objectives that address identified needs must be created for the overall event and for individual sessions, and be available to participants on the program brochure and/or handout materials. A learner-centered objective is specific, short-range, and relatively concrete. It describes what a learner will be able to do differently (what learner behaviour will change) if they attend the presentation.

Learner Centered Objectives

The change in behaviour is characterized by the use of an action verb. Crystalize the intent of your sessions by reviewing the list of action verbs.

“What will the learner be able to DO once learning has occurred?”

Eg:
Identify the inflammatory markers in AMD.
Recognize the predictors of diabetic retinopathy.
Describe the process of fluid detection by OCT.
Appraise difficult cases presented by members.

Avoid the use of vague verbs such as understand, know, appreciate, familiarize, gain knowledge of, grasp, be aware of, comprehend, appreciate, study, become acquainted with or learn about.

CanMEDS/CanMeds-FM

The CanMEDS and CanMEDS-FM competencies are frameworks that identify and describe the abilities physicians require to effectively meet the health care needs of the people they serve. These abilities are grouped thematically under seven roles. A competent physician seamlessly integrates the competencies of all seven CanMEDS Roles.
 
CPD activities usually address one or two roles for the learner by tying them to the learning objectives.

CanMeds ROLE Description  
Medical/ Family Medicine Expert Medical Expertise  
Communicator Communicating with Patients  
Collaborator Collaborating with Colleagues  
Leader Coordinating Team Care  
Health Advocate Advocating for Improved Care  
Scholar Contributing to Medical Academic
Knowledge Domain
 
Professional Accountability and Ethical Practice  

 

Develop Content

Design your CPD learning activity to address the professional practice gaps identified by the needs assessment.

​Create a detailed program with an agenda of topics, speakers, start and end times, question and answer/discussion periods, breaks, etc.

  • Include learner-centred objectives.
  • Count credit hours by totaling the educational hours and subtracting the breaks.
  • Relay the accreditation standards to all those developing content ("speaker communications"):
Informing of standards (speaker comms)

The scientific planning committee (SPC) is accountable for all content delivered and must ensure that all persons involved are formally informed of the accreditation/certification standards. As stated in the UBC CPD Guidelines for Support, Element 2.2, inform those responsible for developing or delivering content about the following:

  • NEEDS: the identified needs of the target audience;
  • LEARNING OBJECTIVES: must be based on identified needs, and be in learner-centred format;
  • BALANCE: content and materials provide a balanced view across all relevant options related to the content area and reflect the current scientific literature;
  • GENERIC NAMES: description of therapeutic options must utilize generic (or both generic and trade) names and not reflect exclusivity and branding;
  • OFF-LABEL USE: presenters must declare any off-label use when making therapeutic recommendations for medications that have not received regulatory approval;
  • AVOID BIAS: every effort must be made to avoid bias, whether commercial or other;
  • DISCLOSURE: of all relationships with for-profit and not-for-profit organizations is required; presenters must disclosure to participants, both on slides (disclosure, management) and verbally
  • REFERENCES to evidence used to create content must be included in presentations;
  • INTERACTIVITY: time allotment must be adhered to, including time for interactivity such as Q & A; and
  • COPYRIGHT: content and materials must meet professional standards and legal requirements, including the protection of privacy, confidentiality, and copyright.

 

Non-Compliance Procedures

The SPC must have a process in place to identify and address instances where CPD activities are not in compliance with the UBC CPD Guidelines for Support, and UBC CPD should be consulted should any instances arise. If no process currently exists, the UBC CPD Non-Compliance Procedures (released November 2018) may be used.

 

Application Phase

Apply Now

By now your program is ready to be reviewed for CPD credit approval.

Consult the CHECKLIST & Forms to ensure you have all of the required documentation, and apply.

Delivery Phase

Deliver Program

Once your program has been approved, you will receive an approval email with your official accreditation/certification statement to be used on certificates, as well as the "Accredited by UBC CPD" logo. This information may also be used for advertising the CPD credits for your learning activity. UBC CPD forwards notification of approval to the appropriate medical college(s) so that physician may claim credits after attending.

Registration

All participants must be able to register for the CPD activity in some way and receive a record of registration (eg. registration system, email, etc.).

Registration fees can be waived only when there is no commercial sponsorship. When a CPD activity has commercial sponsorship, the UBC CPD Support Guidelines require a reasonable registration fee to be paid by participants in order to offset the perception of industry bias. Trainees may in either case be offered reduced or waived registration fees.

Attendance records must be kept by the physician organization for 5 years for MOC Credits, and 6 years for Mainpro+ credits.

Certificates

A certificate of participation or written confirmation signed by the chair of the SPC is to be issued to participants for all accredited/certified activities. Physicians must login to their member portal with the Royal College to claim the MOC credits, or the CFPC to claim the Mainpro+ credits.

Who can receive certificates?
All participants. Anyone may use certificates as proof of participation if they are not physicians. Health professionals such as nurses and midwives especially use these certificates to track their own CPD.

See the CHECKLIST & Forms for: Certificate template. 

The certificate must specify the following elements:

  1. The title of the activity as it appears on the application
  2. The name/logo of the physician organization responsible for the activity (and co-developer if applicable)
  3. The date(s) the activity took place
  4. The location of the activity (i.e. city, prov or web-based)
  5. Accreditation/certification statement issued upon approval.
    This will contain the maximum number of credit for which the activity has been approved and a reminder to physicians to only claim for what they attend.
  6. Signature of the Accountable Physician/Chair of planning committee
  7. CERT+ session identification number issued upon approval (Mainpro+ only)
  8. Participant name

Evaluate Program

Participants must be provided with an opportunity to evaluate individual sessions and overall CPD activity. The evaluation system must provide participants with the opportunity to i) Identify whether the individual session and overall CPD activity learning objectives were met, ii) Identify whether the content was balanced and free of commercial or other inappropriate bias, and iii) Identify the potential impact of the CPD activity for their practice (reflection). 
See the CHECKLIST & Forms for: Evaluation Form and Speaker Evaluation templates.

 Questions required to be included on the evaluation:

  1. Did the program meet the stated learning objectives:
    □  Yes            □  No         □  N/A     |     If no, please explain: (text box)
     
  2. Did you perceive any degree of bias in any part of the program?
    □  Yes            □  No     |     If yes, please describe: (text box)
     
  3. Reflecting on the program content, I am motivated to change my practice in the following ways:
    (text box)
     
  4. Did the program content offer balanced views across all relevant options related to the content area?
    It is a requirement of the National Standard that program be evaluated for balance when therapeutic options are being discussed.
    Can be omitted if no therapeutic options are discussed in the program (ie. faculty development, quality improvement, etc.)
     
  5. Can you identify any barriers to incorporating what you learned into your practice?
    Develop a strategy to identify barriers to practice change. Using a question on the evaluation form to explore individuals’ knowledge, beliefs, attitudes, and behaviour is one way to achieve this.
    Can be omitted if another strategy has been developed.


Note: As of June 2018, these two questions are no longer required on evaluations:

  • This CPD activity content enhanced my knowledge  
  • Indicate which CanMEDS/CanMEDS-FM roles you felt were addressed
Post-Activity Phase

Report Back

The evaluation must include the question: “Did you perceive any degree of bias in any part of the program? Yes/No”. The responses to this question (ie. the number of yes, no and total responses) are to be forwarded to UBC CPD within 3 months of the event, via a brief email.

Send via Email

Accreditation Infographic