This program is designed to develop the leadership skills of our faculty, following the domains: Agent and Advocate for Change, Evidence-Informed CPD, Partnerships and Collaboration, and Integration with Systems. Advanced CPD Leadership Development is a faculty development certificate program designed to meet the needs of individuals who are responsible for promoting excellence, innovation, and change in continuing education initiatives for health professionals. This program specifically aims to build leadership capacity by providing participants with the necessary knowledge, tools and skills to lead continuing education initiatives for health professionals in today’s complex health care environment. We’ll begin by exploring how the demands and forces of change in health care environments have created opportunities and challenges to continuing health education providers. Then, apply best practices in CPD and change management principles to overcome barriers to change and implement new initiatives. In addition, learn how to foster collaboration and expand CPD networks, promote innovation in CPD, and identify opportunities for scholarship.
Keywords: Faculty Development
2026 BPAO Women’s Health CPD – Women’s Health Reimagined: Centering Advocacy, Lived Experience, and Multidisciplinary Care.
This program will strengthen participants’ ability to deliver equitable, culturally safe, evidence-informed, and patient-centred care for women and gender-diverse people across the life course. Through a fireside chat, a lived-experience panel, and interactive case-based sessions, participants will deepen their clinical knowledge and practical skills in six priority areas: advocacy, identity, lived experience, and the systems and expectations that shape women’s health; disability-affirming care and advocacy; mental health during the menopause transition, including mood, anxiety, and cognitive symptoms; preeclampsia and lifelong cardiovascular risk; endometriosis diagnosis, management, and long-term care; and prevention and management of radiation-related skin changes in breast-cancer care.
Designed for family physicians, specialists, and other health-care professionals, the program will support participants to recognize inequities and barriers to care; apply accessible, trauma-informed, and disability-affirming communication; use evidence-informed assessment and management approaches; coordinate care across transitions and specialties; and advocate for practice, organizational, and policy changes that advance equitable women’s health outcomes.
Credits (up to)
INTAPT – Interprofessional Applied Practical Teaching in the Health Professions 2026-27
INTAPT: Interprofessional Applied Practical Teaching and Learning in the Health Professions is a survey course in clinical education that fosters excellence in clinical teaching by providing clinician teachers and educators with the foundational competencies and skills to develop and teach educational programs.
The course is designed to provide participants with a broad introductory overview of clinical education, teaching, and learning issues in health professional training as a field of scholarly inquiry and research.
The course will examine the major topics which are important in developing educational programs for health sciences and will introduce students to some of the important literature in the field of teaching and learning including as it is applied to practicum/field supervision. It will also provide participants with opportunities to develop a scholarly and practical approach to teaching with generous use of case studies and in working in small groups and multidisciplinary teams.
Credits (up to)
Orientation for New Faculty 2026
This program helps to orient new faculty to the Department of Psychiatry. It provides a welcome and facilitates the building of personal connections with Departmental leaders. It introduces faculty to their academic roles and responsibilities. It provides workshops and sessions on implicit bias, anti-racism, anti-dscrimination, teaching/education scholarship and establishing a career in research and patient safety/quality improvement. It also provides tips for academic career success and mentorship.
Credits (up to)
New and Evolving Academic Leaders (NEAL) Program 2026-2027
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- Wed Sept 23, 2026 – Friday Sept 25, 2026
Part B- Thurs Oct 15, 2026 – Fri Oct 16, 2026
Module 2:
Thursday Jan 21, 2027 – Fri Jan 22, 2027
Monday Jan 25, 2027-Tues Jan 26, 2027
Module 3:
Part A- Thurs April 15, 2027 – Fri April 16, 2027
Part B- Wed May 5 – Fri May 7, 2027
Credits (up to)
Teaching and Learning in the Clinical Context (TLC) – Fall 2026
Teaching and Learning in the Clinical Context (TLC) is a 12-week virtual program with both self-paced, interactive eLearning modules as well as facilitated 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.