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
Archives: Programs
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)
Credits (up to)
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.
Credits (up to)
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
Credits (up to)
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.
Credits (up to)
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.
Credits (up to)
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.
Credits (up to)
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.
Credits (up to)
Pediatric Emergency Medicine Point-of-Care Ultrasound Workshop 2025
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
Credits (up to)
Paediatric Project ECHO Series – Year 9
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.