Schulich school of Medicine and Dentistry logo Continuing Professional Development at Schulich School of Medicine & Dentistry

Faculty Development 2017-2018

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Certificate in Advanced Methods of Teaching (AMT) for Medicine, Dentistry and Basic Medical Sciences

AMT 1 - Preparing to Teach

Prerequisite to enrolling in the Certificate in Advanced Methods of Teaching
Participants will be introduced to the teaching portfolio and the components important for promotion and tenure.  They will consider their own evidence-based philosophy that underpins their teaching approach.  They will also identify a pedagogical problem which will be their focal point for the course and drive their learning experience in the AMT.

By the end of the topic participants will be expected to be able to:
   1) identify and approach an appropriate mentor
   2) identify a pedagogical problem in their current teaching context
   3) write an evidence-based teaching philosophy that informs of their approach to teaching

Wednesday Evening: November 22, 5:00 to 8:00 p.m.
Health Sciences Addition, room H022, Western University
Facilitator: Mark Weyers
Course #1532
Credit Hours: 2.75

Thursday Afternoon: November 23, 1:00 to 4:00 p.m.
Health Sciences Addition, room H022, Western University
Facilitator: Mark Weyers
Course #1533
Credit Hours: 2.75

Register now

AMT 2 - Advanced Small Group Teaching

Using Learning Outcomes to Plan and Design Interactive Learning Sessions
Participants will be introduced to a Model of Planning (MOP) that uses learning outcomes to plan strategically, facilitate active engagement and cut planning time by up to 50%. This method has been taught to university faculty in Canada, the UK and across Europe. Participants will learn how to write learning outcomes that can be used to frame effective questions and engaging group discussions and increase higher level thinking (i.e. problem-solving; critical thinking).  

The topic will culminate with participants presenting course artifacts (e.g. learning activities) that they have designed during this topic.

By the end of this topic participants will be expected to be able to:
   1) use effective questioning techniques to engage students in higher level thinking
   2) employ strategies for effective group discussions
   3) plan an effective small group session for active student engagement
   4) design learning activities to engage students in higher level thinking
   5) identify and implement a variety of learning activities for different purposes and assessment goals

Wednesday Evenings: November 29, December 6 and 13, 5:00 to 8:00 p.m.
Health Sciences Addition, room H022, Western University
Facilitator: Mark Weyers
Course #1534
Credit Hours: 8.25

Thursday Afternoons: November 30, December 7 and 14, 1:00 to 4:00 p.m.
Health Sciences Addition, room H022, Western University
Facilitator: Mark Weyers
Course #1535
Credit Hours: 8.25

Register now

AMT 3 - Methods of Assessment

Using Learning Outcomes to Design Assessment Tasks and Assessment Rubrics
Participants will discuss the purposes of assessment and consider how variety and innovation in assessment can enhance learning.  Participants will also learn how to use learning outcomes to design assessment briefs and assessment rubrics aligned to course learning and how to provide effective formative assessment (descriptive feedback) to foster higher order learning.  

The topic will culminate with participants presenting course artifacts (e.g. assessment task and rubrics) that they have designed during this topic.

By the end of this topic, participants will be expected to be able to:
   1) design and write an assessment task aligned to their course learning outcomes
   2) design and write an assessment rubric aligned to their course learning outcomes and an assessment task
   3) problematize the impact of assessment on student learning and engagement
   4) design an appropriate formative assessment strategy to enhance student learning

Wednesday Evenings: January 17, 24 and 31, 5:00 to 8:00 p.m.
Health Sciences Addition, room H022, Western University
Facilitator: Mark Weyers
Course #1536
Credit Hours: 8.25

Thursday Afternoons: January 18, 25 and February 1, 1:00 to 4:00 p.m.
Health Sciences Addition, room H022, Western University
Facilitator: Mark Weyers
Course #1537
Credit Hours: 8.25

Register now

AMT 4A - Clinical Teaching for Medicine

This topic is for clinicians who teach learners of all stages - from medical students to fellows, across all clinical settings - and is organized around 6 subtopics: learning climate; control of session; communication of goals; promoting understanding and retention; evaluation; and feedback.

This topic aims to enhance the physician’s teaching toolbox by exploring new teaching behaviors that can be applied to and implemented in day-to-day teaching moments.

By the end of this topic participants will be expected to be able to:
   1) create a stimulating learning climate that encourages learner involvement, promotes respect and comfort, and fosters the admission of limitations
   2) control a teaching session by focusing a topic and pacing it effectively
   3) communicate teaching goals through the establishment, expression and collaboration of goals
   4) promote understanding and retention through the organization of material presented, use of clarity and emphasis, and by fostering active learning
   5) evaluate the learner by observing, by questioning, and by assessing self-assessment.
   6) provide effective feedback by incorporating minimal feedback, behavioral feedback, and interactive feedback

Wednesday Mornings: January 17, 31 and February 14, 9:00 a.m. to 12:00 p.m.
Health Sciences Addition, room H022, Western University
Facilitator: Josee Paradis
Course #1538
Credit Hours: 8.25

Register now

AMT 4C - Advanced Student Engagement Strategies

This topic for Clinical Academics and Basic Medical Sciences faculty is hands-on and interactive, and offers tips on how to deliver an effective lecture. Participants will learn techniques to make the best use of voice and body language to deliver more interactive sessions that capture and hold students’ interest. The workshop also covers how to incorporate humour, metaphor and story-telling techniques to enhance lectures.

By the end of this topic, participants will be expected to be able to:
   1) effectively plan a large group lecture
   2) build metaphor, humour and story-telling techniques into a lecture
   3) implement strategies for engaging larger groups in active learning

Wednesday Evenings: February 7, 14 and 28, 5:00 to 8:00 p.m.
Health Sciences Addition, room H022, Western University
Facilitator: Mark Weyers
Course #1539
Credit Hours: 8.25

Thursday Afternoons: February 8, 15 and March 1, 1:00 to 4:00 p.m.
Health Sciences Addition, room H022, Western University
Facilitator: Mark Weyers
Course #1540
Credit Hours: 8.25

Register now

Teaching Foundations

A Workshop for Small Group (PCCIA) Facilitators

Small groups offer excellent opportunities for students to learn, but how can this be facilitated by faculty?

In the Schulich Medicine program, small groups of students meet weekly with a facilitator to foster independent learning skills regarding patient scenarios. PCCIA (Patient-Centred Context: Integration & Application) and expert tutorials both employ small groups.

In this PCCIA-focused workshop, participants will examine the goals and objectives of small group learning, the role of the facilitator, group process, peer assessment, and evaluation of student performance. Participants will also have an opportunity to work with an experienced facilitator following the workshop.

Date and location to be confirmed
Credit Hours: 2.00

Register now

Approaches to Flipping Your Classroom

This is an engaging, interactive workshop about the application of the flipped classroom. Participants will be able to experience the flipped classroom from a student’s point of view, will learn the pedagogy and rationale behind the use of the flipped classroom for classes large and small, and will learn about simple tools that can be used in flipped classroom development.

This workshop will be videoconferenced from London to Windsor. Please choose the location most convenient for you.

Date and location to be confirmed
Credit Hours: 2.00

Digital Copyright Made Easy

Dealing with copyright issues for scholarly activities and clinical practices can be complicated. Improve your confidence when making decisions about copyright-related and permission issues presented by free and subscription-based online resources. Learn more about our easy-to-use tools that can help you simplify your decision path by following specific points when making copyright-related decisions about digital content. Sample case studies will make it simple to put it all in perspective.

The January workshop will be videoconferenced from London to Windsor. Please choose the location most convenient for you.

Date and location to be confirmed
Credit Hours: 3.00

Professionalism: Encouraging Exemplary Behaviour and Remediating Lapses

Many faculty have described concerns about learners’ attitudes or comportment in clinical settings. They aren’t always comfortable in addressing lapses in professional behaviour, especially with limited exposure to individual learners. Drawing on real-life scenarios, this workshop will offer participants an opportunity to describe challenges in providing feedback and in holding learners accountable. It will also offer participants the opportunity to learn new ways to promote professional behaviour, to coach learners whose behaviour has been problematic, and to mentor other faculty facing similar challenges.

After this workshop, participants will be able to articulate, more confidently and with more detail, the unprofessional behaviour they have encountered teaching in clinical settings. Participants will also be able to provide more focused, detailed feedback to learners whose behaviour has been considered problematic in clinical settings. Participants will learn to assist their colleagues in addressing unprofessional behaviour by coaching/mentoring and/or by enhancing protocols within their clinical unit.

Spring 2018: date, time and location to be confirmed

Leadership & Management

Conflict Resolution: Skills & Processes

In this intensive one-day workshop, learn how to reduce stress and the risk of escalating, and how to work with others to reach agreement from differing positions. Choose an appropriate approach to dealing with conflict and learn a collaborative conflict resolution model. The skills and approaches presented will allow you to advance your interests without harm to key relationships, enhance buy-in, lower resistance, and use your time to create optimal outcomes. This workshop is a prerequisite for Principled Negotiation.

Next Offering: to be confirmed
Facilitator: Janine Higgins
Credit Hours: 6.75

Emotional Intelligence

Emotional and social intelligence determines how we leverage IQ into success in life and work. Participants will learn to accurately recognize, attend to and understand emotion; manage, control and appropriately express emotions, and appreciate the affect and influence of emotions on decision-making, achievement and influence on others. You can’t change your IQ but you can increase your Emotional Quotient (EQ) with understanding and attention.

Next Offering: Spring 2018
Facilitator: Janine Higgins
Credit Hours: 6.75

Register now

Principled Negotiation

This workshop introduces a structured approach to negotiation allowing you to meet your needs and reduce resistance in others. Learn the key ingredients that optimize results, and learn how to avoid the biggest negotiating mistake. This course builds on skills and concepts covered in Conflict Resolution. Participants must have previously taken the Conflict Resolution: Skills and Processes workshop before attending this workshop.

Next Offering: to be confirmed
Facilitator: Janine Higgins
Credit Hours: 6.75

Mentorship

Implementing a Schulich Faculty Mentorship Program in Your Department

Why mentorship? Institutions with supportive cultures thrive: new faculty benefit from experienced input, senior faculty benefit from junior faculty perspective, and the institution benefits from increased productivity.

This workshop will be of interest to any clinical faculty member who has not yet achieved career rank and/or tenure or who has a change in their academic role (ARC), as well as clinical faculty members at any rank who are interested in a mentorship committee.

This workshop will provide training for both mentors and mentees who participate on a formal Schulich mentorship committee.

Wednesday, September 13, 1:30 to 3:00 p.m.
Health Sciences Addition, room H101, Western University
Facilitators: Doug Jones, Laura Foxcroft
Course #1516
Credit Hours: 1.50

Register now

Mentoring a Learner in Difficulty

Within this workshop participants will learn to define the different types of learners based on indicators such as attitude, knowledge, behaviour and life events. Participants will also be educated in approaches to managing the learner in difficulty and the importance of documentation of problems and attempts at management. Participants will gain an understanding of the departmental, Faculty and University process along with how to identify intervention and escalation strategies.

Next Offering: to be confirmed
Facilitator: Terri Paul
Credit Hours: 3.00

Principles and Practices of Being a Mentor

This interactive workshop has been developed for basic science faculty, dentistry faculty and clinical faculty to discuss the principles and practices of being an effective mentor. The purpose of the workshop is to learn “best practices” on how to establish and maintain an effective mentoring relationship. Video examples of mentoring sessions will be provided to demonstrate and discuss the practise of mentoring.

This workshop will be videoconferenced from London to Windsor. Please choose the location most convenient for you.

Next Offering: to be confirmed
Credit Hours: 2.00

Career Development

How to Get Promoted: For UWOFA Members and Affiliated Institute Scientists

Whether you are up for promotion next year or in five years, to be successful it is important to be aware of University requirements for promotion, tenure or the granting of sequential term appointments. UWOFA members, including basic scientists in clinical departments and affiliated Institute scientists, can benefit from this practical workshop, which will also provide guidance on preparing teaching dossiers, promotion and tenure dossiers, and presenting your case.

Next Offering: Spring 2018
Facilitators: Bertha Garcia, Lindsay Bos
Credit Hours: 2.00

Register now

How to Get Promoted: For Clinical Academics at the Assistant Professor Rank

Whether you are up for promotion next year or in five years, in order to be successful, it is important to be aware of the University requirements for promotion and the granting of continuing appointments. Clinical academics in both the Senate and Provost streams can benefit from this practical workshop, which will provide guidance on preparing teaching dossiers, promoting dossiers, and presenting your case.

Next Offering: Spring 2018
Facilitators: Bertha Garcia, Lindsay Bos
Credit Hours: 2.00

Register now

Should I Get Promoted? For Clinical Academics at the Associate Professor Rank

Whether you are up for promotion next year or in five years, in order to be successful, it is important to be aware of the University requirements for promotion and the granting of continuing appointments. Clinical academics in both the Senate and Provost streams can benefit from this practical workshop, which will provide guidance on preparing teaching dossiers, promoting dossiers, and presenting your case.

Next Offering: Spring 2018
Facilitators: Bertha Garcia, Lindsay Bos
Credit Hours: 2.00

Register now

Communications

Assert Yourself

Assertiveness does not mean getting your point across at the expense of others, nor compromising your principles to placate others. Rather, assertiveness is clear, respectful communication. An assertive person handles potentially stressful situations by design rather than by default. This course will identify the differences between passive, aggressive, and assertive approaches, and teaches assertive language behaviours. Participants will have opportunities to practise assertiveness, and consider how to use assertiveness skills in their work and personal circumstances. Assertiveness skills will draw better responses from others and allow you to be less stressed, more positive, more creative, and better able to get your job done more effectively.

Next Offering: Spring 2018
Facilitator: Janine Higgins
Credit Hours: 4.50

Register now

Speak So Others Listen

A three-session practical presentation skills workshop designed to develop additional confidence in your communication skills. Learn and practise strategies for giving both prepared and extemporaneous speeches. Master how to introduce yourself in networking settings and how to control nervousness. The enrolment maximum is set to 10 to allow participants to have plenty of time to speak and receive feedback.

Fridays, October 27, November 3 and 10, 2017, 12:00 to 2:00 p.m.
Health Sciences Addition, room H022, Western University
Facilitators: Campus Communicators - Jimmy Chien, Donna Moore, Lance Mercer
Course #1527
Credit Hours: 6.00

Register now

Webinars: Canadian Association for Medical Education (CAME)

Humanism in Medicine: Reflection, Dialogue and the Possibilities of Care

Presented by: Arno K. Kumagai, MD, Professor and Vice Chair for Education, Department of Medicine; F.M. Hill Chair in Humanism Education, Women’s College Hospital and University of Toronto

We practice in a profession that requires both specialized knowledge and technical skill; however, it also deals with human beings at their most vulnerable moments — during times of suffering, loss, desolation and pain.  Learning to practice medicine with excellence, compassion, and justice requires more than a background in the biomedical and clinical sciences; it demands a refinement of one’s ability to connect with others in order to provide critical assistance when it is needed the most.  This approach lies at the heart of patient-centred care.

Learning Objectives:
- Explore the meanings of patient- or person-centred care from a variety of perspectives: evidence-based, philosophical, ethical, and humanistic
- To explore the role of dialogue and reflection in ways in which person-centred care may be learned and taught
- To understand how education in person-centred care and education for equity and social justice are actually one and the same
- To reflect on the power of the humanities in understanding the human dimensions of illness and care

Tuesday, September 12, 12:00 to 1:00 p.m.
Health Sciences Addition, room H101, Western University

Register now

Raters as the Unit of Analysis in Performance Based Assessment of Clinical Competence

Presented by: Walter Tavares, Scientist and Assistant Professor at the Wilson Centre, and Post MD Education (Post Graduate Medical Education and Continued Professional Development) at the University of Toronto in the Department of Medicine

Competency based medical education, broadening conceptions of competence and the need to assess competence in complex clinical settings has placed an increased reliance on rater judgment.  Whether it is to formulate feedback for learner development, make point-in-time decisions regarding competence or contribute information to competence committees in order to formulate summative or progress decisions, rater behaviour, performance and contributions (numerical or narrative) is a critical element in contributing to (or threatening) validity arguments.  This session places raters as the unit of analysis and explores the impact of common rater expectations on assessment frameworks.  By exploring factors affecting rater contributions / performance, we hope to equip attendees with knowledge, organized in a validity framework, that may facilitate processdecisions when considering performance based assessment of clinical competence.

Learning Objectives:
- Position rater contributions in common validity frameworks
- Describe the act of rater based assessments including points of threat to assessment frameworks
- Describe organizing frameworks in rater cognition research
- Discuss the role of rating demands on rater performance / behaviour

Tuesday, November 14, 12:00 to 1:00 p.m.
Health Sciences Addition, room H101, Western University

Register now

Technology & Computer Skills

Introduction to the OWL Learning Management System

This interactive workshop is designed for those individuals with minimal experience in using the OWL learning management system, and who are working towards a basic knowledge level to utilize OWL as part of their teaching and/or project work.

Learning outcomes for this session include:
-
Navigation of the OWL interface and site
- Utilizing "My Workspace"
- OWL site set-up(course/project), including preferences
- Uploading content to an OWL site
- Accessing OWL online resources and support
- An opportunity for individual OWL course/project site consultations

As this is an interactive session, you are welcome bring course/project content materials you intend to use in building your OWL site to work on during the session (USB recommended), or as part of the individual OWL course/project site consultations of the session.

You will require a western email/user ID (example: jsmith9@uwo) in order to access the system.

Next Offering to be confirmed

Register now

Utilizing Advanced Features of the OWL Learning Management System

This interactive workshop is designed for those individuals who currently utilize the OWL learning management system for course and/or projects, and who already have a working knowledge of:

- OWL interface and site navigation
- Utilizing "My Workspace"
- OWL (course/project) site set-up, including preferences
- Uploading content to an OWL site

The Advanced OWL session will build on previous knowledge and experience, and learning outcomes include:

- Building interaction through the use of Forums
- Creation of an OWL Assignment
- Creation of OWL Assessments
- Establishing an OWL Gradebook
- Posting of Announcements
- Accessing OWL online resources and support
- An opportunity for individual OWL course/project site consultations

As this is an interactive session, you are welcome bring course/project content materials you intend to use in building your OWL site to work on during the session (USB recommended), or as part of the individual OWL course/project site consultations of the session.

You will require a western email/user ID (example: jsmith9@uwo) in order to access the system.

Next Offering to be confirmed

Register now

Scholarship

Research Metrics

Research metrics are increasing in their use and application in tenure-track and grant applications. This hands-on workshop focuses on various approaches to assessing the quality and impact of research. It provides an overview of article, author, and journal assessments including their strengths and limitations.

Please contact cpd@schulich.uwo.ca to request individual training.

Navigating the World of Open Access

From funding to final dissemination, scholarly publishing is experiencing profound change. This workshop will provide an opportunity to have a conversation about significant developments in scholarly publishing and how they impact you and your research. Discussion points will include:

  • your rights as an author
  • tri-council funding and open access
  • getting published and copyright clauses
  • scholarship @ Western and Western’s Open Access Fund

Come with your questions and experiences and leave with new knowledge to help you navigate the shifting scholarly publishing environment.

Please contact cpd@schulich.uwo.ca to request individual training.

Web of Science

This session surveys the database collection that comprises the Web of Science (WoS). Through a combination of demonstration and hands-on exercises, you will learn about federated searching, navigating between the various components of WoS, determining the top journals in a particular field of study and using citation searching to track developments in a particular area.

Please contact cpd@schulich.uwo.ca to request individual training.

Introduction to Zotero for Citation Management

Zotero is citation management software that can help with your writing, research and collaborations. This session explores the main features of Zotero, including citation management and bibliography creation. Hands-on practice enables you to get comfortable with using this tool.

Please contact cpd@schulich.uwo.ca to request individual training.

Managing References and Saving Time with Mendeley

Mendeley is a reference management system that can help with your writing, research and collaborations. This session explores the main features of Mendeley, including citation management and bibliography creation. Hands-on practice enables you to get comfortable using this tool.

Please contact cpd@schulich.uwo.ca to request individual training.

Grey Literature: Untapped Information Resources

The peer-reviewed journal article is considered the main route of scholarly communication, however, clinicians and scientists also share the results of their research in a variety of other unpublished formats referred to as grey literature. This session defines grey literature, and discusses the various types. Through hands-on activities, you will become familiar with resources that aid in locating this type of literature.

Please contact cpd@schulich.uwo.ca to request individual training.

Literature Searching and Discovery for Systemic Reviews

Systematic reviews challenge the researcher to locate "everything" written on a given topic. Using systematic review guidelines, participants will identify suitable databases and grey literature sources for locating relevant studies, develop comprehensive search strategies, properly translate searches from one database to another, utilize citation searching and report their methodology for publication in a transparent and reproducible manner.

Please contact cpd@schulich.uwo.ca to request individual training.

The Truth is Out There: Information Gathering for Literature Reviews

Success in locating articles for reviews is closely linked to knowing where to search and how to search once you get there. This session teaches the principles behind conducting literature searches designed to ensure the comprehensive retrieval of articles relevant to your research topic.

Please contact cpd@schulich.uwo.ca to request individual training.

Full Text, Mobile Apps, Point-of-Care Tools, and More: Introduction to Western Libraries

New to Western Libraries? Feel like you are not utilizing library resources to their full potential? This custom made session focuses on increasing your ability to harness library resources to meet your scholarly and research needs.

Please contact cpd@schulich.uwo.ca to request individual training.

Introduction to GIS for Health Care: Re-Creating John Snow's 1854 Cholera Map

Geographical Information Systems (GIS) can be described as people using hardware, software, geospatial layers, and data to produce maps. This session will introduce the core concepts of GIS and how it is applied as an analysis, visualization and interpretation tool to better understand the geographic relations in health care, including epidemiology, site analysis, and research.

Through a hands-on exercise, attendees will re-create a web-based version of John Snow’s map of the 1800s Cholera outbreak in London, U.K.

Date and location to be confirmed
Credit Hours: 3.00

Faculty Development - Windsor Campus

A Workshop for Small Group (PCCIA) Facilitators

Small groups offer excellent opportunities for students to learn, but how can this be facilitated by faculty?

In the Schulich Medicine program, small groups of students meet weekly with a facilitator to foster independent learning skills regarding patient scenarios. PCCIA (Patient-Centred Context: Integration & Application) and expert tutorials both employ small groups.

In this PCCIA-focused workshop, participants will examine the goals and objectives of small group learning, the role of the facilitator, group process, peer assessment, and evaluation of student performance. Participants will also have an opportunity to work with an experienced facilitator following the workshop.

Thursday, September 14, 5:00 to 7:00 p.m.
Health Sciences Addition, room H101, Western University
Facilitator: Herschel Rosenberg
Course #1520
Credit Hours: 2.00

Approaches to Flipping Your Classroom

This is an engaging, interactive workshop about the application of the flipped classroom. Participants will be able to experience the flipped classroom from a student’s point of view, will learn the pedagogy and rationale behind the use of the flipped classroom for classes large and small, and will learn about simple tools that can be used in flipped classroom development.

This workshop will be videoconferenced to Windsor from London.

Date and location to be confirmed
Credit Hours: 2.00

Digital Copyright Made Easy

Dealing with copyright issues for scholarly activities and clinical practices can be complicated. Improve your confidence when making decisions about copyright-related and permission issues presented by free and subscription-based online resources. Learn more about our easy-to-use tools that can help you simplify your decision path by following specific points when making copyright-related decisions about digital content. Sample case studies will make it simple to put it all in perspective.

Date and location to be confirmed
Credit Hours: 3.00

Professionalism: Encouraging Exemplary Behaviour and Remediating Lapses

Many faculty have described concerns about learners’ attitudes or comportment in clinical settings. They aren’t always comfortable in addressing lapses in professional behaviour, especially with limited exposure to individual learners. Drawing on real-life scenarios, this workshop will offer participants an opportunity to describe challenges in providing feedback and in holding learners accountable. It will also offer participants the opportunity to learn new ways to promote professional behaviour, to coach learners whose behaviour has been problematic, and to mentor other faculty facing similar challenges.

After this workshop, participants will be able to articulate, more confidently and with more detail, the unprofessional behaviour they have encountered teaching in clinical settings. Participants will also be able to provide more focused, detailed feedback to learners whose behaviour has been considered problematic in clinical settings. Participants will learn to assist their colleagues in addressing unprofessional behaviour by coaching/mentoring and/or by enhancing protocols within their clinical unit.

Date and location to be confirmed
Credit Hours: 2.50

Principles & Practices of Being a Mentor

This interactive workshop has been developed for faculty to discuss the principles and practices of being an effective mentor. The purpose of the workshop is to learn “best practices” on how to establish and maintain an effective mentoring relationship. Video examples of mentoring sessions will be provided to demonstrate and discuss the practice of mentoring.

This workshop will be videoconferenced to Windsor from London.

Date and location to be confirmed
Facilitator: Doug Jones
Credit Hours: 2.00

By Request Training
Time spent in one-on-one training is not eligible for Maincert Section1 or Mainpro-M1 continuing education credits. There are alternative ways for the individual participant to obtain credits through their respective college:

For time spent in one-on-one training, members of the Royal College of Physicians and Surgeons of Canada are eligible to claim 2 credits per hour as Planned Learning under Section 2 of the Framework of CPD Activities.

Members of the College of Family Physicians of Canada are eligible to claim one Mainpro-M2 credit per hour for self-directed learning activities under the current Mainpro framework. Depending on the topic, members may be eligible to earn Mainpro-C credits with bonus Mainpro-M1 credits by completing a Linking Learning to Practice exercise. Please consult http://cfpc.ca/Linking_Learning_to_Practice for additional details.