Archives: Programs
Legal Issues in Mental Health in Ontario 2026-2027
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
Credits (up to)
Network for Healthy Populations 2026 Education Seminar Series
The Network hosts a virtual Education Seminar Series, scheduled on the third Monday of each month. Three Seminars each year are held in partnership with the Banting and Best Diabetes Center (BBDC), with a focus on offering students and trainees an opportunity to share their research.
The goals of the Network’s Education Seminars are to:
1) Promote and showcase cutting edge research and innovations from outstanding academic researchers, community organizations, clinicians and patient partners that highlight the goals and objectives of the Network.
2) Mobilize knowledge amongst university, community and clinical partners in areas such as innovative research methodologies, stakeholder, community, and patient engagement practices, research outcomes and implementation science.
3) Share experiences and evidence on how to design, implement and evaluate interventions that reduce risk, improve care, and support the creation of healthier living environments.
4) Create a venue to build and foster cross-disciplinary collaboration between Network members including academic researchers, community organizations, clinicians, trainees, students and patient partners.
Credits (up to)
Toronto Breast Imaging Conference
Credits (up to)
CMS Masterclass
Credits (up to)
Creative and Reflective Writing Workshop for Health Practitioners
Planning Inclusive Educational Events Workshop for Interprofessional Health Students
The Planning Inclusive Educational Events workshop is an opportunity to promote Temerty Faculty of Medicine’s Inclusive Educational Events Planning Guide (https://temertymedicine.utoronto.ca/inclusive-educational-events-planning-guide) and socialize inclusion considerations with interprofessional health students (including MD, rehabilitation sciences, and graduate students) working and learning in academic, clinical and research environments. By facilitating a live, interactive program with practical examples on using key concepts from the guide, the Office of Inclusion and Diversity and its collaborators aim to promote skills development among participants by enhancing the way they incorporate access, inclusion and belonging in educational event settings in order to enhance event relevance, attendance, participation and feedback.
The program design is a 2-hour virtual live workshop which will provide facilitated information on inclusive event planning concepts including avoiding tokenism, selecting diverse speakers, and cultivating social safety. Participants will partake in activities to enhance and apply their knowledge of these concepts including knowledge/perspective sharing, small group exercises, scenario/vignette unpacking, and land acknowledgement development.
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”.
Credits (up to)
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.
Credits (up to)
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.