Credit Bodies: American Medical Association – AMA PRA Category 1

SickKids Advanced Cardiology Education (ACE) Program 2025 – 39 hr Certificate of Completion (Formerly SickKids Advanced Paediatric Cardiology Program)

The ACE Program has been developed, operated, and delivered by SickKids, over the past 9 years to healthcare professionals across 5 continents. (Refer to Uploads Folder: 2024-25-SKACE-Demographics)

A comprehensive, 33-week online curriculum that empowers healthcare professionals with the latest technical, cognitive, collaborative, and affective skills necessary to deliver high-quality care to children with heart disease. This livestream webinar series, consists of 200+ sessions and takes place every Friday from 9:00 a.m. to 4:30 p.m. Eastern Time, and all sessions are recorded for later on-demand review. The program offers a unique opportunity to participate in a psychologically safe and enriching community of practice by engaging with over 100 renowned interprofessional subject matter experts and sharing knowledge and experiences with learners from around the world. Participants are eligible to earn up to 200 continuing professional development credits, and an Accredited Certificate of Completion. Attendees develop a fundamental knowledge of topics. See detailed agenda of sessions https://web.cvent.com/event/6130e94c-76c2-49e9-aec2-97c5f8985be0/websitePage:62804b6d-2006-4d1a-a77d-248f7c9fb45d.
In 2024 we developed a 39-hour Certificate of Completion program designed to provide participants with foundations in pediatric cardiology.
To acquire the 39-hour certificate, participants must attend a minimum of 20 hrs or more of Foundational Core Sessions. Elective sessions can make up the remainder of the 39 hours. Refer to the “39 hr Certificate of Completion-Foundation and Elective Sessions” document which identifies those sessions that are Foundational Core and those sessions that are Elective. Sessions are categorized under Foundational, Advanced Core, and Elective based upon thoughtful decision making about the topic itself, the level of learners, and how well sessions were attended in the previous year.
Faculty consist of but are not limited to Paediatric Cardiovascular Surgeons, Cardiologists, Intensivists, Interventionalists, Anesthesiologists, Paediatricians, Nurse Practitioners, Registered Nurses, Respiratory Therapists, Pathologists, Radiologists, Perfusionists, Hematologists, Pharmacists, Bioethics, and Educational Specialists. Best suited to national/international health care professionals invested in better outcomes for children with congenital and acquired heart disease. Refer to “Global Reach, Demographics, and Participant Outcomes 2024-2025 doc”.

SickKids Paediatric Infectious Diseases Update 2026 (SickKids Paediatric ID Update 2026)

New and emerging infectious diseases continue to play a critical role in pediatric practice. Prevention, diagnosis, and management of these conditions are integral to optimizing child health outcomes. This half-day virtual conference will highlight current and leading-edge knowledge and practices in pediatric infectious diseases, with content relevant to health care professionals in pediatrics, infectious diseases, and family medicine.

The program will feature one plenary presentation and five concise “Quick Hit” sessions, each designed to deliver focused, practical updates. Approximately one-third of each session will be reserved for audience questions and discussion. Educational methods will include case-based learning, interactive multiple-choice questions (MCQs), and opportunities for real-time engagement with expert faculty to reinforce learning and promote clinical application.

Skin Health Advocate and Resource Professional (SHARP) Program 2025 – Wounds Canada Institute

To prevent wounds and their complications, it is imperative that front-line health-care clinicians acquire the knowledge to identify patients at risk for wounds and to implement appropriate preventative and treatment measures, using a systematic approach.

Based on the best available evidence, including the content of Wounds Canada’s Foundations of Best Practice for Skin and Wound Management documents, this self-paced, multi-faceted program aims to produce health-care clinicians competent in wound prevention and care. This is accomplished by having students complete/participate in:
● 23 highly interactive online modules
● 8 synchronous webinars moderated by renowned Canadian experts who guide students through the application of course knowledge to complex clinical cases
● 2 robust assignments
● An asynchronous text-based peer-to-peer discussion forum facilitated by program faculty

Topics addressed in this comprehensive, longitudinal program include skin and wound anatomy and physiology, the Wound Prevention and Management Cycle, local wound care, and the prevention and management of common wound types, including diabetic foot ulcers, pressure injuries, surgical wound complications, skin tears, venous leg ulcers, burns, peripheral arterial ulcers, and moisture-associated skin damage.

Completion of online modules includes reviewing best practice recommendation documents, watching educational videos, completing knowledge check questions, and reviewing case studies.

Led by interprofessional faculty, webinars have students discussing their success in applying their new knowledge and enablers and barriers to practice change. Using live polling, QandA submission and unmuted discussion, students also discuss complex wound cases presented by faculty, demonstrating the application of best practices in the prevention and management of wounds. Live webinars for each wound etiology occur twice annually, with an archived version available for viewing should the student not be able to attend the live session.

Students will access the asynchronous online discussion forum after each webinar to enhance their learning and networking with program faculty and other students through reflecting on the discussion board prompts and contributing at least one original post and one original response on each forum. Participation is only evaluated for completion.

To successfully complete the program, students must submit two assignments. These assignments have students applying validated risk assessment and screening tools and a wound assessment/measurement tool in different case studies, and based on their findings, identifying appropriate goals and prevention and/or treatment strategies.

The Excellence in Quality Improvement EQUIP Academic Certificate Program

The EQUIP program uses a mix of didactic and interactive small group sessions to address the specific learning needs of faculty members working in academic settings (i.e., academic medical centers, teaching hospitals, ambulatory teaching clinics, and other related clinical learning environments) by training them to be academic QI faculty champions and help academic departments / universities address the pressing need to develop capacity in QI.

17th Annual Women’s Health Symposium

WHS 2026: 17th Annual Women’s Health Symposium is a 1/2-day (8:30am to 1:15pm ET) live Zoom webinar format. The symposium will include a half-day of insightful learning and interaction, a dynamic and engaging virtual symposium focused on the latest in women’s health. The SPC have invited expert clinicians to deliver concise, practical presentations on key topics impacting women today. Participants will benefit from live Q&A and a transcript of all questions answered during the sessions, full access to the recorded program (available for 1-month post-event), and a relaxed, professional environment to learn and connect.

Teaching and Learning in the Clinical Context Program (TLC)

Teaching and Learning in the Clinical Context (TLC) is a 12-week virtual program with both self-paced, interactive eLearning modules as well asfacilitated group learning sessions.
The goals of the program are for participants to:
1. Develop the foundational knowledge and skills needed to teach in the clinical context.
2. Recognize how to be adaptive clinical teachers, responsive to unique contextual and learner needs.
The program is practical and evidence-informed, enabling clinicians to successfully teach and prepare our learners for the current and future healthcare climate.
Topics Covered in the Modules Include (but are not limited to):
Identity as a clinical teacher
The teaching and learning environment
Power and the teacher-learner partnership
Critical reflection
Identifying learner needs and setting objectives
Educational approaches
Giving and receiving feedback
The learner in difficulty
Learner mistreatment
The development and delivery of the program are underpinned by an anti-oppression lens. The program is also anchored by the locally developed Faculty Developer Competence Model.

New and Evolving Academic Leaders (NEAL) Program 2025-2026

The NEAL Program is a one-year advanced leadership development program offered by the Centre for Faculty Development (CFD). In the NEAL program, the group builds a learning community through three intensive one-week modules over the year, themed as Foundations, Influence and Adaptation. In these modules, interdisciplinary faculty share resources and build capacity for reflective and relational practice, system thinking, influence and impact, and leading from adaptive purpose. Between modules, participants deepen their learning with coaching, peer connections, diverse assignments and leading a capstone project through engaging others. The program is intentionally shaped to bring together a diverse set of participant leaders to consider how we all need to work collaboratively in shaping and shifting our broader system for positive health outcomes. Learners may have a formal role as a leader, or may be an influencer or change agent with a meaningful purpose. NEAL is a Canadian Society of Physician Leaders-approved leadership CPD activity required as part of the Academic Route for the Canadian Certified Physician Executive (CCPE) designation.

Module 1:
Part A- Mon Sept 29, 2025 – Wed Oct 1, 2025
Part B- Thurs Oct 23, 2025 – Fri Oct 24, 2025
Module 2:
Mon Jan 26, 2026 – Thurs Jan 29, 2026
Module 3:
Part A- Mon April 27, – Wed April 29, 2026
Part B- Thurs May 14 – Fri May 15, 2026

ECHO Program for Clinical Trialists, Investigators and Biostatisticians

This is an application for a biweekly (once every two weeks) virtual community of practice program which uses the ECHO model.

ECHO (Extension for Community Healthcare Outcomes) is an established platform that has been used at UHN and in other centers in Ontario to train healthcare providers in remote and underserved areas.

Building on our success of our first accredited cycle (10 Sept 2024 to 10 Sept 2025), we are now implementing the ECHO program for the second time to train clinical research professionals who administer clinical and other research studies.

Clinical research is complex and constantly evolving. Virtual communities of practice programs, like ECHO, allow professionals to share experiences, especially common problems, best practices and insights from diverse research environments, promoting learning and mutual mentoring across institutions and geographies.

Our ECHO for clinical research professionals is a flexible platform for ongoing education, ensuring professionals stay up-to-date with the latest advancements, methodologies, and regulatory changes.

As mentioned, collective problem-solving is a key feature distinguishing the ECHO community of practice from others. Clinical research professionals face unique challenges, and this ECHO provides a space to collectively problem-solve, seek advice, and brainstorm solutions with colleagues who may have faced similar issues.

The ECHO will be delivered according to the standardized educational rubric of the ECHO (Extension for Community Healthcare Outcomes) model where we would be conducting a 1-hour virtual learning session, once a month on a pre-specified key area relating to research coordination/management led by Canadian field experts and participants would be encouraged to bring their problems/areas of concern for discussion.

The Long COVID Web ECHO

This is an application for a monthly virtual Community of Practice (COP) program which uses the ECHO model.

ECHO (Extension for Community Healthcare Outcomes) is an established platform that has been used at UHN and in other centers in Ontario to train healthcare providers in remote and underserved areas (Zhou et al, 2016).

Post COVID-19 Condition (PCC) – also referred to as Long COVID- is a relatively new disease and the science is ever evolving. Our Long COVID ECHO program will serve as a platform for our healthcare practitioners to share new findings, discuss the latest guidelines and learn best practices from each other to treat the 3.5 million (or 11.7% of adult) Canadians who have PCC (StatsCan, 2023).

We are building a collaborative and interconnected Community of Practice to respond to this urgent and unique health challenge, which will accelerate the knowledge to practice continuum, to respond to person-centered needs and improve the lives of Canadians living with PCC. In our application and program, we use the term “Long COVID” to mean this condition.

Canada’s Chief Science Adviser (2022) established a task force in July 2022 to advise on ways to address post-Covid-19 condition in Canada. Below are some of this task force’s recommendations:

1. Provide timely and equitable access to person-centered care pathways for individuals living with PCC across the health care continuum regardless of ability, age, gender, geographic location or socio-economic or cultural background.

2. Establish a Canada-wide research and clinical care network for PCC and other similar post-infection chronic conditions to harmonize and coordinate efforts nationally and internationally.

We are doing just that (the two priorities above) with our ECHO program on Long COVID.

References:

Canada. Innovation, Science and Economic Development Canada; Office of the Chief Science Advisor. (2022, December). Post‑COVID‑19 condition in Canada: What we know, what we don’t know, and a framework for action [Monograph Iu37‑37/2023E‑PDF]. Public Health Agency of Canada.

Statistics Canada. (2023, December 8). Experiences of Canadians with long term symptoms following COVID 19. The Daily. https://www150.statcan.gc.ca/n1/daily-quotidien/231208/dq231208a-eng.htm

Zhou, C., Crawford, A., Serhal, E., Kurdyak, P., & Sockalingam, S. (2016). The Impact of Project ECHO on Participant and Patient Outcomes: A Systematic Review. Academic medicine : journal of the Association of American Medical Colleges, 91(10), 1439–1461. https://doi.org/10.1097/ACM.0000000000001328

Education Scholars Program (ESP) 2025-2027 (Year 1 of 2)

The overall goal of the Education Scholars Program (ESP) is to enhance participants’ capacity as education scholars. Working collaboratively to solve common challenges encountered in health professions education, participants will tackle the most pressing issues in: curriculum and program development, program evaluation, and education leadership and system change. This will be accomplished through collaborative and highly applied projects, small and large group exercises, guided observations and other practically-oriented tasks that promote application of theoretical concepts to participants’ own education contexts. Additionally, individual coaching sessions scheduled throughout the program will support participants in their growth as education scholars and leaders. The program is deliberately designed to build connection and community within and beyond the program.

The ESP consists of 5 units. Each unit contains the following:
– five 3-day module (9:00 am – 4:00 pm)
– two or three 3-hour sessions (1:00-4:00 pm) approximately one month apart
– one 1:1 coaching session (self-scheduled)