Credit Bodies: Certificate of Completion Hours

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”.

Improving Patient Access to Care in the Community

This IMPACC (Improving Patient Access to Care in the Community) program is an interprofessional primary care CPD program designed to equip paramedics with the competencies necessary to support effective collaboration within interprofessional primary care teams. Following a comprehensive needs analyses, we have developed a longitudinal comprehensive CPD program that not only addresses current gaps in paramedic education but also anticipates the future trajectory of healthcare services. The program is designed to empower paramedics with the competencies required to navigate and contribute effectively to interprofessional primary care teams that are not co-located, offering more community-based health and social services that are both responsive and integrative. This program integrates a competency-based educational framework, ensuring that learners acquire the requisite skills for contemporary healthcare delivery. The curriculum employs a blended learning approach, combining online didactic learning with hands-on, practical experience. It emphasizes case-based and simulation-based training, reflecting real-world scenarios to develop critical thinking and clinical decision-making skills. Reflective practice and continuous professional development are embedded throughout the program to encourage continued lifelong learning. Rigorous assessment protocols ensure that upon completion, paramedics are not only proficient in their clinical skills but are also adept at navigating the complexities of integrated healthcare environments.

2024-2027 – Stepping Stones: A Foundational Faculty Development Program

Note: The CFD Faculty Development Workshops Series 2024-2025 and the Journal Club 2024-2025 are being submitted for accreditation as components of this Certificate program. The two applications for the components will include requests for Royal College and CFPC accreditation. The Stepping Stones Certificate will be reviewed as a certificate of completion (minimum 39 hours) only.

Stepping Stones is a one to three year foundational faculty development program offered by the Centre for Faculty Development (CFD). The goals of the program are: to promote growth and development of individuals in relation to their educational activities as teachers, educators, leaders, scholars, and advocates; and to provide opportunities for networking and collaboration across caring and learning environments.
Stepping Stones consists of integrated workshop and Journal Club components. Participants are required to attend 8 Journal Club sessions, complete two assignments and attend a total of 26 hours of workshops.

Concurrent Disorders Certificate Program

The Concurrent Disorders Certificate Program is designed to help participants gain skills and knowledge to better identify, assess and provide treatment to people with concurrent disorders. This program requires the completion of a core course as well as two electives, plus a two-part learning goal and reflection assignment. All of the courses are offered online. To receive a certificate of completion, learners must:
– complete a core course and two elective courses within four years
– complete a two-part learning goal and reflection activity
– submit a written request to graduate, listing the courses completed toward completion of the certificate

2024- Medical Psychiatry Collaborative Care Certificate

The Medical Psychiatry Collaborative Care Certificate (MP3C) is a continuing professional development program designed to build integrated mental and physical health and collaborative care capacity of inter-professional care providers. Participants attend online and in-person, interprofessional environments that are didactic and vary in length between three to seven hours. The team-based case studies following the self-study and classroom learning are designed to foster deeper generative processing and learning on the subject and how to create coordinated care plans across various disciplines in a collaborative care team. The sessions introduce practical and accessible assessment tools and demonstrate how to use these tools to identify and/or manage co-morbidities in physical and mental health.
* CPD Accreditation Note: This application is being submitted as a 39 hour Certificate of Completion. Program is comprised of the following 3 components, each is being reviewed for Royal College and CFPC credits.
Foundational Skills Course (has been submitted)
MP3C Summative Skills (Capstone Project) (to be submitted)
Practice Improvement Workshops (has been submitted)

Certificate Program in Patient Safety and Quality Improvement 2025-2026

The proposed program will teach concepts of patient safety and quality improvement using didactic and interactive sessions followed by an evaluative presentation of a project. It will cover topics such as : 1) Model for Improvement 2) Core definitions and epidemiology in patient safety 3) Approaches to measuring healthcare quality and performance 4) Methods for assessing quality and safety problems 5) Unique methods in patient safety ( human factors engineering, event analysis) 6) QI methods : Run Charts and Control charts 7) QI methods in safety and quality 8) Leading change and stakeholder engagement 9) Topics of special interest to safety and quality ( communication, safety culture, teamwork, resource stewardship, health informatics, patient engagement) 10) Equity in QI

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.

Advanced Training Program in Psychoanalytic Psychotherapy

This 3 year program included 60
weekly three-hour seminars over two
years, which focused on both
theoretical knowledge and clinical
skills.
Trainees were required to treat two
adults in long-term psychoanalytic
psychotherapy and complete 100
hours of supervision from two
psychoanalytic therapists.
Methods of evaluation included
demonstration of specific skills in
supervision, written case reports,
clinical presentations and independent
assessor reports.

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.

Social, Political, and Scientific Issues in Family Medicine

This course was originally established about 30 years ago within DFCM’s masters degree program. It explores the history and current state of Family Medicine as an academic and community-oriented discipline. Using McWhinney’s Textbook of Family of Medicine (2016) and a series of guest speakers, learners will analyze and evaluate presentations on a variety of social, political and scientific issues in primary care, and in doing so, broaden their understanding of the forces that influence one’s ability to provide quality primary care in Ontario, Canada.

There will be 7 modules involving in-person, interactive seminars and online activities (discussion and reflective activities). The in-person sessions occur approximately every 2 weeks from September to December with the online activities occurring between sessions.

Each in-person seminar is 3 hours in length and broken into a 90-minute student led discussion and analysis of selected chapters from McWhinney’s Texbook of Family Medicine (2016) and a 75 min seminar on selected primary care-oriented topics. There are 21 hours of in-person learning in this course.

For the online activities, learners prepare for and engage in quizzes, 3 online discussion groups and 2 reflective papers deepening learning gained in seminars and applying learned concepts to their own practice and to novel primary care topics.

Freeman, T. (2016). McWhinney’s textbook of family medicine (T. Freeman, Ed.; Fourth edition.). Oxford University Press.