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
Credit Bodies: Royal College Maintenance of Certification - Section 1 (Group Learning Activity – In Person or Online)
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.
2025 Immigrant and Refugee Mental Health Project Leadership Course
This course is for leaders who are committed to understanding immigrant and refugee mental health and who lead staff working with immigrants and refugees in Canada. This includes organizations in the health, settlement, social service sectors. The leadership course will improve leader’s knowledge about the support required for immigrants and refugees. It is designed to help leaders understand the mental health needs of immigrants and refugees in order to develop appropriate policies, increase their knowledge on what is required to create a supportive environment for staff so they can promote the mental health of immigrants and refugees and introduce organizational strategies that support and improve the mental health of immigrants and refugees.
Research and Education for Advancement in Community Hospitals (REACH)
A 12 month synchronous virtual webinar series designed to support researchers in community hospitals by providing education and mentorship on how to operationalize research projects. It provides residents and physicians with the essential skills needed to initiate and manage their research projects.
Legal Issues in Mental Health in Ontario 2025-2026
This seven-week course focuses on key legal issues common in providing care in Ontario. Health care practitioners must be constantly mindful of their legal obligations – including those related to admission, treatment, discharge and health records to work effectively with and balance clients’ rights and freedoms as well as diverse societal and organizational expectation
2025-26 Immigrant and Refugee Mental Health Project Main course
The Immigrant and Refugee Mental Health Course offers evidence-based information for service providers to deliver mental health care and support to both immigrants and refugees arriving in Canada. The online course provides an overview on the social determinants of health and its impact on mental health. It emphasizes the role of the migration trajectory when addressing the mental health of immigrant and refugees, while highlighting the specific needs of subpopulations. The course is designed to build capacity in providing equitable access to support and treatment, while highlighting the necessity of partnerships among sectors. Course participants are given access to promising practices and resources applicable to the health and settlement sectors in facilitating successful integration. The course is designed to provide a uniquely interactive learning experience where service providers can consult with experts in the field, share ideas and experiences with hundreds of peers from all over Canada, and learn strategies to use on-the-job. Using online learning technology, the course offers a balance of background information, current research evidence, practical information and video demonstrations.
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.
Leading Improvement in the Quality of Health Care for Community Populations
This course will prepare primary and community health care providers for practice in an environment of continuous quality improvement and accountability through:
Utilizing reflective practice to identify opportunities for improvement in the specific context of their practice environments,
Learning the knowledge and skills of continuous quality improvement and applying them to a project practicum, and
Application of the concepts of leadership to support engagement of colleagues/interprofessional care teams in quality improvement efforts.
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.
Spine Stereotactic Body Radiation Therapy Master Course
This comprehensive, multi-faceted, 12 week training program, is designed for learners to acquire the necessary knowledge and skills to perform Spine SBRT at their home centres by combining didactic lectures with practical exercises. The course is organized in four phases as follows:
Phase 1 – Self Study, Asynchronous Modules
6 Self-study modules comprise phase 1, each module contains active learning through quizzes to test knowledge
Phase 2 – Synchronous, Group Learning (Virtual)
Experts and participants engage in discussion for group learning. Experts will answer learners’ questions, provide feedback and offer insights as it relates to spine SBRT and the material covered in the didactic e-learning modules
covered in the e-learning modules.
Phase 3 – Self Study, Asynchronous
Learners will engage in active learning through online exercises that test clinical judgement and decision making. A total of 10 exercises are available that encompass contouring and treatment planning. Completion of each exercises results in individualized feedback against a gold standard.
Phase 4 – Synchronous, Group Learning (virtual)
A series of synchronous, group learning sessions occur in phase 4.
The first session is dedicated to debriefing the self-study exercises in Phase 3, where experts provide group feedback and answer learner questions associated with the exercises.
The second session is a simulation session to guide learners through clinical decision making.
Learners then engage in a synchronous, interactive sessions testing practical skills in Image Matching where learners will access CT datasets and perform image matches. Experts discuss and provide feedback to debrief each clinical case.
The last synchronous session is a summative patient case study where learners and experts discuss the end to end patient journey using clinical cases through group discussion.
Relevant reference resources are provided to augment the web-based learning to allow the learner to customize the depth and breadth of the learning experience to suit individual learning needs. Periodic assessment throughout the series will permit the learner to test their learning and identify areas for further exploration.