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

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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.

Credits (up to)

Improving Patient Access to Care in the Community

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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.

Credits (up to)

Concurrent Disorders Certificate Program

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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

Credits (up to)

2024- Medical Psychiatry Collaborative Care Certificate

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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)

Credits (up to)

Advanced Training Program in Psychoanalytic Psychotherapy

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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.

Credits (up to)

Pediatric Emergency Medicine Point-of-Care Ultrasound Workshop 2025

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This one-day pre-conference workshop is designed to introduce and reinforce core point-of-care ultrasound (POCUS) applications relevant to the care of pediatric patients across diverse clinical settings. It is intended for pediatric emergency physicians, general pediatricians, family medicine physicians, hospitalists, trainees, nurse practitioners, physician assistants, and other allied health professionals who care for children and have novice to intermediate ultrasound experience.

The program integrates didactic and hands-on components, covering core POCUS applications including knobology, lung, cardiac, inferior vena cava (IVC), soft tissue, renal and bladder, rectal diameter measurement, and ultrasound-guided vascular access. Clinical integration is emphasized through case-based discussions for each application.

Participants will rotate through expert-led, small-group hands-on stations designed to maximize scanning time and individualized feedback. Simulation models, volunteer scanning, and image interpretation exercises will be incorporated. A session on documentation and billing practices relevant to the Ontario context is also included.

Pre- and post-workshop learning materials, including open-access modules and reference handouts, will be provided to support longitudinal skill development.

This workshop aligns with competency-based education principles and is designed to facilitate the safe, practical integration of pediatric POCUS across community and hospital-based practice environments

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Paediatric Project ECHO Series – Year 9

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The Paediatric Project ECHO program is a regularly scheduled series that includes teleECHO sessions and Core Competency webinars. It includes 4 specialty series: Obesity Management, Complex Care, Palliative Care, and Pain Management. It will have monthly sessions (per specialty) that are 60-90 minutes in length via videoconferencing. TeleECHO sessions will consist of two components: a didactic presentation and case-based learning. The didactic presentation is given by specialists in paediatric obesity management, complex care, pain, and palliative care. This presentation will focus on a different topic each session and include as the presenter will ask participants questions throughout. There will be an opportunity for discussion and clarifying questions following the presentation. The second part of the session will be case-based learning, where health care providers will present a de-identified patient case study. During the case presentation, the presenter will have questions for the community to help work through medical management. All attendees are invited to participate by asking clarifying questions and making recommendations on case management. All ECHO sessions are free for participants, without a minimum or maximum requirement for attendance. Core Competency sessions will feature longer didactic presentations focusing on fundamentals, with no formal patient case presentation.

Credits (up to)

Fundamentals of Addiction online course

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This course is intended for professionals working with individual who may be facing mental health and addiction issues. It aims to help further their understanding of addictive behaviour for both substance use issues and problem gambling and to develop approaches to support their clients/patients in clinical settings. The topics covered include: social determinants of health; harm reduction; screening and assessment; treatment and legal issues and ethical considerations. We present the bio-psycho-social-plus (BPS+) model of addiction, which provides a multidimensional way of understanding this complex field.

Credits (up to)

The Long COVID Web ECHO

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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

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

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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)