Education Standards

Short Explanation:
This question asks whether any part of the educational content—such as text, images, case studies, assessments, or presentation materials—was generated or assisted by artificial intelligence (AI) tools (e.g., ChatGPT, Copilot, Gemini, Grammerly, DALL·E, etc.). If AI tools were used, you must disclose (in subsequent questions) where and how they were used, and describe the human review process that ensured the content’s accuracy, relevance, and alignment with certification standards.

Hints for Answering:

• Indicate whether AI tools were used in any stage of content creation (e.g., drafting, editing, generating visuals, summarizing literature) by choosing "Yes" or "No".

Tips:

• AI-generated content must be reviewed by a subject matter expert to ensure it is evidence-based, free from bias, and appropriate for the target audience.
• Avoid using AI-generated content that has not been reviewed or that introduces bias.
• If AI was used to generate images or text, ensure that it does not include discriminatory, outdated, or misleading information.

Why this is important:
Transparency about the use of AI tools helps maintain the integrity and trustworthiness of CPD activities. It ensures that content meets the ethical and educational standards required for certification, including accuracy, relevance, and inclusivity. Proper disclosure also supports informed participation and helps mitigate potential bias introduced by automated tools.

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Short Explanation:
This question asks you to describe the specific ways artificial intelligence (AI) tools were used to generate or support the creation of educational content for your CPD activity. It focuses on the function and purpose of AI in the development process.

Hints for Answering:

• Identify the AI tool(s) used (e.g., ChatGPT, Copilot, Gemini, Grammerly, DALL·E, etc.).
• Describe what kind of content was created or enhanced using AI (e.g., text, images, outlines, summaries).
• Explain the role AI played in the content development process (e.g., drafting, formatting, generating ideas, visual design).

Tips:

• Be clear and specific about how AI contributed to the content.
• If multiple tools were used, describe each one’s function separately.
• If AI was used for brainstorming or outlining, say so—even if the final content was rewritten.
• If AI was used for visuals, describe what types of images were generated and for what purpose.

Example:
We used ChatGPT to generate initial outlines for two learning modules and to draft sample discussion questions. Grammarly was used to refine grammar and tone in participant-facing materials. DALL·E was used to create visual illustrations for a case-based scenario. These tools helped streamline the content development process and provided creative input for early drafts.

Why this is important:
Understanding how AI tools were used helps clarify the origin of the educational content and supports transparency in the development process.

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Short Explanation:
This question asks you to describe the process used to review AI-generated content to ensure it is accurate, equitable, and free from bias. It focuses on how your team identified and addressed potential issues introduced by AI tools, particularly those related to clinical accuracy, inclusivity, and fairness.

Hints for Answering:

• Describe who reviewed the AI-generated content (e.g., SPC members, subject matter experts).
• Explain how the content was checked for clinical accuracy, relevance, and alignment with learning objectives.
• Outline how you assessed the content for bias, including cultural, racial, gender, or other forms of bias.
• Mention any tools, checklists, or frameworks used to support the review process.

Tips:

• Ensure that reviewers considered both overt and subtle forms of bias, including language, imagery, and examples.
• Avoid vague statements—be specific about the steps taken to ensure fairness and accuracy.

Example:
All AI-generated content was reviewed by the Scientific Planning Committee, including two CFPC members and a health equity advisor. Clinical content was cross-checked against current guidelines and peer-reviewed literature. The team used a bias review checklist to assess for inclusive language, representation, and cultural sensitivity. Visuals generated by AI were screened to ensure they did not reinforce stereotypes. Any content flagged for potential bias was revised or replaced.

Why this is important:
AI tools can unintentionally introduce errors or reinforce systemic biases. A thorough human review process ensures that CPD content is accurate, inclusive, and aligned with the ethical and educational standards required for certification. This helps protect learners and patients while supporting equitable health care education.

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Short Explanation:
This question asks you to explain how you will inform participants that AI tools were used in the development of your CPD activity’s content, and how you will communicate the steps taken to ensure that content is accurate and appropriate. This disclosure must be clear, accessible, and included in participant-facing materials.

Hints for Answering:

• Identify where the disclosure will appear (e.g., opening slides, course website, participant handouts, program booklet).
• Describe how the disclosure will be worded—will it include the names of AI tools used and the types of content they helped create?
• Indicate whether the disclosure will also mention that the content was reviewed by human experts for accuracy and bias.
• Ensure the disclosure is made early in the learning experience (e.g., at the beginning of the session or in pre-course materials).

Tips:

• Use plain language that participants can easily understand.
• If the activity includes multiple modules or formats (e.g., live and asynchronous), ensure the disclosure is included in each.
• Consider including a brief rationale for using AI tools, to support transparency and trust.

Example:
At the beginning of the session, a slide will inform participants that AI tools (ChatGPT and DALL·E) were used to assist in drafting case scenarios and generating visual content. The slide will also state that all AI-generated content was reviewed by the Scientific Planning Committee for clinical accuracy and equity. This disclosure will also be included in the participant handout and on the course website under the “About this Program” section.

Why this is important:
Clear disclosure of AI use supports transparency, builds trust with participants, and aligns with certification standards. It ensures learners are aware of how content was developed and reassures them that appropriate review processes were followed to maintain educational quality and integrity.

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Short Explanation:
This question asks you to identify the primary Family Medicine audience(s) for the CPD activity, based on the findings of your needs assessment.

Hints for Answering:

• Select all audience groups that were specifically identified through your needs assessment process.
• Ensure that your selection aligns with the learning objectives and content of the activity.

Tips:

• The needs assessment may include surveys, interviews, evaluations from previous programs, or literature reviews.
• Be specific and accurate—only select groups that were clearly identified as needing the education provided.
• If multiple groups are selected, ensure the activity is designed to meet the needs of each.

Why this is important:
Identifying the correct target audience ensures the CPD activity is relevant, appropriately designed, and aligned with the professional development needs of participants. It also supports the validity of your planning process and helps reviewers assess the educational impact of the activity.

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Short Explanation:
This question asks you to identify the specific community of practice within family medicine that the CPD activity is designed to support.

Hints for Answering:

• Select the area(s) of clinical focus that best describe the intended audience’s scope of practice.
• Your selection should reflect the content of the program and the learning needs identified in your planning process.

Tips:

• Choose only the communities of practice that are directly relevant to the program’s objectives and content.
• If the activity addresses multiple areas (e.g., Mental Health and Chronic Pain), select all that apply.
• Ensure consistency between this selection and the learning objectives, and target audience.

Why this is important:
Identifying the appropriate community of practice helps reviewers understand the clinical context of the activity and ensures that the content is relevant and appropriately targeted. It also supports accurate classification and reporting of CPD activities.

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Short Explanation:
This question asks you to identify the primary target audience for the CPD activity from among Royal College specialties and affiliated groups.

Hints for Answering:

• Select all specialties and professional groups that the program is specifically designed to support.
• Your selections should reflect the content, learning objectives, and needs assessment findings.

Tips:

• Be as specific as possible—select only those specialties that are directly relevant to the program.
• If the activity is broadly applicable across specialties, you may select “Royal College of Physicians and Surgeons of Canada” or “Other/General Practice/Health Care Professional” as appropriate.
• Ensure consistency between this selection and the learning objectives, and target audience.

Why this is important:
Accurately identifying the target audience ensures the CPD activity is appropriately categorized and evaluated. It also helps ensure the content is relevant and meaningful to the intended participants, supporting effective learning and professional development.

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Short Explanation:
This question asks how you determined what learners believe they need to learn or improve upon.

Hints for Answering:

• Perceived needs are self-identified by learners.
• Select all methods you used to gather this information.

Tips:

• Common methods include:
  • Surveys of potential participants.
  • Feedback from previous educational events.
  • Focus groups or interviews.
  • Other methods—be sure to specify.

Why this is important:
Understanding perceived needs ensures the CPD activity is relevant and responsive to what learners believe they need to improve their practice.

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Short Explanation:
This question asks how you identified learning needs that participants may not be aware of themselves.

Hints for Answering:

• Unperceived needs are often revealed through objective data or expert analysis.
• Select all methods used to uncover these needs.

Tips:

• Examples include:
  • Literature reviews and clinical guidelines.
  • Referral patterns or critical incident reports.
  • Patient feedback or lived experience input.
  • Chart audits, quizzes, or direct observation.
  • Expert input from the SPC or advisory groups.
  • Data analysis—specify if using “Other.”

Why this is important:
Identifying unperceived needs helps ensure the CPD activity addresses critical gaps that may not be self-identified by learners, enhancing its educational value and impact.

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Short Explanation:
This question asks how you identified learning needs that faculty may not be aware of themselves.

Hints for Answering:

• Unperceived needs are often revealed through objective data or expert analysis.
• Select all methods used to uncover these needs.

Tips:

• Examples include:
  • Literature reviews
  • Student feedback
  • Student assessment results
  • Accreditation reports
  • Medical education literature
  • Gap analysisInterviews with stakeholders
  • Other - please specify

Why this is important:
Identifying unperceived needs helps ensure the CPD activity addresses critical gaps that may not be self-identified by learners, enhancing its educational value and impact.

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Short Explanation:
This question asks whether the needs assessment was tailored to the clinical roles and responsibilities of your intended audience.

Hints for Answering:

• Indicate whether the needs assessment considered the specific practice settings and responsibilities of the target audience.

Tips:

• Consider how the scope of practice influenced the selection of topics, learning objectives, and content format.

Why this is important:
Aligning the needs assessment with the audience’s scope of practice ensures the CPD activity is practical, relevant, and applicable to their day-to-day work.

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Short Explanation:
This question asks you to summarize the learning needs identified through your needs assessment and, if applicable, explain how these relate to gaps in CanMEDS-FM competencies or the Fundamental Teaching Activities Framework.

Hints for Answering:

• Clearly outline the key knowledge, skill, or behavior gaps identified from your data.
• If this is a Mainpro+ application:
  • Link the identified gaps to specific CanMEDS-FM Roles (e.g., Medical Expert, Communicator, Collaborator, Leader, Health Advocate, Scholar and Professional).
  • If the activity is focused on teaching or faculty development, relate the needs to relevant FTA Framework domains (e.g., Clinical Preceptor, Teacher Outside the Clinical Setting, Educational Leader).

Tips:

• Use data from both perceived and unperceived needs assessments to support your summary.
• Be specific—describe how the data led to identifying particular gaps.
• If multiple gaps were identified, group them by theme or competency area for clarity.

Why this is important:
Demonstrating a clear link between the needs assessment and the educational design of the activity ensures that the program is relevant, evidence-informed, and aligned with professional development frameworks.

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Short Explanation:
This question asks you to identify which CanMEDS or CanMEDS-FM Roles are addressed by the CPD activity.

Hints for Answering:

• Select all roles that are meaningfully supported by the program’s content and learning objectives.
• Consider both the explicit focus of the activity and any secondary competencies that may be developed.

Tips:
Each CanMEDS/CanMEDS-FM Role represents a key area of physician competence. Consider how your program supports development in one or more of the following roles:

• Medical Expert / Family Medicine Expert: Central to most CPD activities. This role integrates all other competencies and focuses on clinical decision-making, diagnosis, and patient care.
• Communicator: Relevant if the program addresses patient interviews, shared decision-making, delivering difficult news, or improving communication with patients, families, or teams.
• Collaborator: Applies to activities involving interprofessional teamwork, referral processes, or shared care models.
• Leader: Relevant for topics such as healthcare systems, quality improvement, resource management, or leadership in clinical settings.
• Health Advocate: Applies when the program addresses social determinants of health, equity, access to care, or advocacy for individual or community health.
• Scholar: Relevant if the activity involves teaching, research, evidence-based practice, or lifelong learning strategies.
• Professional: Applies to topics related to ethics, professionalism, physician wellness, accountability, or regulatory responsibilities.

Select only the roles that are meaningfully addressed by the program’s content and learning objectives.

Why this is important:
Mapping the program to relevant CanMEDS/CanMEDS-FM Roles ensures alignment with national competency frameworks and helps demonstrate the educational value and relevance of the activity to participants’ professional development.

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Short Explanation:
This question asks you to explain how the CanMEDS or CanMEDS-FM competency framework informed your needs assessment process and helped identify relevant learning gaps.

Hints for Answering:

• Describe how the CanMEDS/CanMEDS-FM Roles were used to guide the analysis of perceived and unperceived needs.
• Explain how the framework helped identify specific competencies (knowledge, skills, or behaviors) that the CPD activity aims to address.

Tips:

• You may have mapped survey or interview responses, literature findings, or expert input to one or more CanMEDS/CanMEDS-FM Roles.
• Consider whether the framework helped prioritize which gaps to address in the program.
• If applicable, describe how the competencies were used to shape the learning objectives or content focus.

Examples:

• Example 1: Medical Expert role
  A chart audit revealed inconsistent management of patients with multimorbidity. This gap was mapped to the Medical Expert role, highlighting the need for updated clinical knowledge and decision-making strategies in complex care.

• Example 2: Communicator role
  Patient feedback indicated that some physicians struggled with delivering bad news empathetically. This was identified as a gap in the Communicator role, prompting the inclusion of a session on communication techniques for emotionally charged conversations.
  
• Example 3: Collaborator role
  Focus group discussions with interprofessional teams revealed challenges in coordinating care for patients with chronic conditions. This was linked to the Collaborator role, leading to the development of content on effective team communication and shared care planning.
  
• Example 4: Leader role
  Hospital quality assurance data showed delays in implementing new clinical protocols. This was associated with the Leader role, identifying a need for training in change management and leadership in quality improvement initiatives.
  
• Example 5: Health Advocate role
  A literature review and community health data highlighted disparities in access to care for Indigenous populations. This was mapped to the Health Advocate role, supporting the inclusion of content on cultural safety and advocacy for health equity.
  
• Example 6: Scholar role
  Survey responses showed that many physicians lacked confidence in appraising new research. This gap was aligned with the Scholar role, leading to the inclusion of a workshop on evidence-based medicine and critical appraisal skills.
  
• Example 7: Professional role
  Incident reports and peer feedback identified issues related to boundary setting and ethical decision-making. This was linked to the Professional role, prompting the inclusion of a session on professionalism, ethics, and physician wellness.

Why this is important:
Using the CanMEDS/CanMEDS-FM framework ensures that the CPD activity supports recognized professional competencies and aligns with national standards for physician development. It also helps demonstrate the educational relevance and rigor of your planning process.

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Short Explanation:
This question asks you to list the overall learning objectives for the CPD activity and identify the corresponding CanMEDS or CanMEDS-FM competencies each objective addresses.

Hints for Answering:

• Use the two-column table:
  • Left column: Clearly written learning objectives derived from your needs assessment.
  • Right column: The most relevant CanMEDS/CanMEDS-FM Role(s) that align with each objective.
• Consider using the chatbot tool below to help develop or review your learning objectives.

Tips:

• Learning objectives should be specific, measurable, and action-oriented (e.g., “By the end of this session, participants will be able to…”).
• Each objective may align with one or more CanMEDS/CanMEDS-FM Roles.
• Ensure consistency with the gaps identified in your needs assessment and the content of the program.

Example:

Why this is important:
Linking learning objectives to recognized competency frameworks ensures that the CPD activity supports meaningful professional development and aligns with national standards.

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Short Explanation:
This question asks you to list the types of information sources the Scientific Planning Committee (SPC) used to develop the educational content of the CPD activity.

Hints for Answering:

• Identify the evidence-based resources and references that informed the program’s design.

Tips:

• Common sources include:
  • Peer-reviewed scientific literature
  • Clinical practice guidelines (e.g., national or specialty-specific)
  • Systematic reviews or meta-analyses
  • Consensus statements or position papers
  • Epidemiological or health system data
  • Input from subject matter experts
  • Patient feedback or lived experience (especially for advocacy or communication-focused sessions)
• Ensure that sources are current, credible, and relevant to the identified learning needs.

Why this is important:
Using high-quality, evidence-based sources ensures that the CPD activity is scientifically sound, up-to-date, and aligned with best practices. It also supports the educational integrity and accreditation of the program.

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Short Explanation:
This question asks how individuals responsible for developing or delivering content were informed of the requirement to use generic names (or both generic and trade names) when describing therapeutic options, and to avoid exclusivity or branding.

Hints for Answering:

• Describe the communication method used to inform speakers, authors, and planning committee members of this requirement.
• If you used the Speaker Communication Template, mention that it includes a specific point addressing this standard.

Tips:

• The Speaker Communication Template is a recommended tool that outlines key ethical and content standards, including the use of generic names.
• You may also reinforce this requirement through:
  • Speaker briefing sessions or orientation emails
  • Written agreements or speaker guidelines
  • Content review and feedback by the Scientific Planning Committee (SPC)
• Ensure that all presenters are aware that promotional content or brand exclusivity is not permitted in accredited CPD activities.

Why this is important:
Using generic names and avoiding branding ensures that CPD content remains unbiased, evidence-based, and free from commercial influence. This supports the integrity of the educational activity and compliance with national accreditation standards.

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Short Explanation:
This question asks whether any part of the CPD activity will include reference to treatments that are not approved by Health Canada or are being used outside their approved indications.

Hints for Answering:

• Select “Yes” only if off-label or unapproved treatments will be discussed in any presentation or material.
• If “Yes” is selected, you must complete Question 101.

Tips:

• Ensure that any discussion of off-label use is evidence-based and clearly identified as such.
• Presenters must disclose when a treatment is not approved for the indication being discussed.
• The Scientific Planning Committee should review such content carefully to ensure it is balanced and not promotional.

Why this is important:
Transparency about off-label or unapproved treatments protects participants, supports informed clinical decision-making, and ensures compliance with ethical and accreditation standards.

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Short Explanation:
This question asks you to justify why off-label or unapproved treatments are being discussed and how they are relevant to the educational goals of the activity.

Hints for Answering:

• Describe the clinical context or evidence that supports the inclusion of these treatments.
• Explain how the discussion addresses a gap in knowledge or practice identified in the needs assessment.

Tips:

• Provide a rationale based on current research, clinical guidelines, or expert consensus.
• Ensure the discussion is objective, balanced, and includes mention of approved alternatives.
• Avoid any appearance of promotion or endorsement of unapproved therapies.

Why this is important:
Providing a clear rationale for discussing off-label treatments ensures the content remains educational, evidence-informed, and compliant with national standards for accredited CPD.

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Short Explanation:
This question asks how speakers were informed of the requirement to incorporate high-quality, evidence-based content into their presentations, in alignment with the Quality Criteria for accredited CPD activities.

Hints for Answering:

• Describe how the planning committee communicated expectations regarding the use of evidence.
• If you used the Speaker Communication Template, note that it includes a point addressing this requirement.

Tips:
According to the Quality Criteria for Incorporation of Evidence:

• An outline of the evidence and how it was used to create the content must be provided and references must be included within materials.
• Evidence should come from systematic reviews/meta-analyses of studies (RCTs, cohort case control studies), or single, moderate-sized, well-designed RCTs or well-designed, consistent, controlled but not randomized trials or large cohort studies.
• Lack of evidence for assertions or recommendations must be acknowledged.
• If a single study is the focus or select studies are omitted program developers must provide rationale to support this decision.
• Graphs and charts cannot be altered to highlight one treatment or product.
• Both potential harms and benefits should be discussed and an efficient way to present this to clinicians is number needed to treat (NNT) and number needed to harm (NNH). As well as absolute and relative risk reductions.
• Content must reflect patient-oriented outcomes and avoid surrogate outcomes.
• Canadian-based evidence should be included where it exists.

Why this is important:
Ensuring that speakers use high-quality, balanced evidence supports the scientific integrity of the CPD activity, promotes unbiased learning, and ensures compliance with national accreditation standards.

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Short Explanation:
This question asks how the CPD activity will address common barriers that may prevent physicians from applying new knowledge or changing their practice.

Hints for Answering:

• Describe how the program design anticipates and responds to challenges that participants may face when trying to implement what they’ve learned.
• Include both educational and practical strategies.

Tips:
According to the Quality Criteria, addressing barriers to change may include:

• Identifying common barriers such as time constraints, lack of resources, patient resistance, or system-level limitations.
• Incorporating discussion of these barriers into the educational content (e.g., through case studies, panel discussions, or facilitated dialogue).
• Providing strategies to overcome barriers, such as:
  • Tools or checklists for clinical practice
  • Communication techniques for difficult conversations
  • Workflow integration tips
  • Peer support or mentorship models

Why this is important:
Addressing barriers to change increases the likelihood that participants will apply what they’ve learned in practice. It also supports meaningful behavior change and aligns with national accreditation standards for effective CPD.

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Short Explanation:
This question asks you to describe the instructional methods and delivery formats chosen to help participants achieve the learning objectives of the CPD activity.

Hints for Answering:

• Explain how the selected methods support active learning and knowledge retention.
• Describe how the format aligns with the content and the needs of the target audience.

Tips:
Choose learning methods and formats that are appropriate for the subject matter and encourage participant engagement. Examples include:

• Lectures or presentations: Useful for delivering foundational knowledge or updates on clinical guidelines.
• Case-based learning: Encourages application of knowledge to real-world scenarios.
• Small group discussions: Facilitates peer learning and deeper exploration of complex topics.
• Workshops: Ideal for hands-on skills development or collaborative problem-solving.
• Simulations or role-playing: Effective for practicing communication, teamwork, or clinical procedures.
• Polling or quizzes: Helps assess understanding and stimulate interaction.
• Panel discussions or Q&A sessions: Allows for diverse perspectives and clarification of key points.
• Reflective exercises: Encourages participants to consider how they will apply learning in their own practice.

Why this is important:
Selecting the right mix of learning methods helps ensure that the educational content is engaging, relevant, and effective in supporting meaningful learning and potential practice change.

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Short Explanation:
This question asks you to indicate which interactive methods will be used in the CPD activity to ensure that at least 25% of the program involves active participant engagement.

Hints for Answering:

• Select all methods that will be used to promote interaction between participants, facilitators, and the content.
• These methods should be integrated into the program design and not limited to optional or informal components.

Tips:
Interactive methods can include a wide range of formats. Examples include:

• Audience Q&A sessions: Allow participants to ask questions and engage with presenters.
• Audience response systems: Use polling tools or apps to gather real-time input.
• Case discussions: Encourage participants to apply knowledge to clinical scenarios.
• Quizzes or multiple-choice questions: Reinforce learning and assess understanding.
• Discussion boards: Facilitate asynchronous engagement in virtual or hybrid formats.
• Small group breakouts: Promote peer-to-peer learning and deeper discussion.
• Game-based learning: Use gamification to enhance motivation and retention.
• Role playing: Practice communication or clinical skills in a simulated setting.
• AI-enabled tools: Support personalized learning or interactive case simulations.
• Simulation/immersive scenarios: Provide hands-on or virtual practice environments.
• Learning circles: Foster collaborative reflection and shared learning.
• Creative arts: Use storytelling or therapeutic arts to explore complex topics.

If you select “Other,” be sure to specify the method and explain how it supports interactivity.

Why this is important:
Interactive learning enhances engagement, supports deeper understanding, and increases the likelihood of knowledge transfer and behavior change. It is a key component of effective CPD design.

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Short Explanation:
This question asks you to describe the methods that will be used to gather feedback from participants about the quality and effectiveness of both the overall group learning program and its individual sessions. Evaluation is a critical component of quality assurance and continuous improvement in CPD activities.

Hints for Answering:

• Indicate how evaluations will be distributed (e.g., electronically, on paper).
• Mention if feedback will be collected immediately after sessions or at a later time.
• Describe how the evaluation data will be reviewed and used to improve future programming.

Tips:

• Please use CPD's Evaluation Form Template which has all the required questions for Mainpro+ and MOC applications.

Why this is important:
Participant evaluations provide essential insights into the relevance, quality, and impact of CPD activities. They help identify strengths and areas for improvement, ensuring that future programming remains responsive to learners’ needs and aligned with accreditation standards.

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Short Explanation:
This question asks you to select keywords from a predefined list that best describe the content and focus of your CPD activity. These keywords help CFPC members locate programs that align with their specific learning interests and professional development goals.

Hints for Answering:

• Carefully review the full list of keyword options provided.
• Choose only those keywords that directly reflect the core themes, clinical areas, or target audiences of your program.
• Avoid over-selecting—focus on the most relevant and specific terms.

Tips:

• Consider the primary medical disciplines, populations, or practice settings addressed in your program.
• If your program spans multiple areas, select a balanced set of keywords that reflect its interdisciplinary nature.
• If unsure, you can refer to your program’s learning objectives for guidance.

Why this is important:
Selecting accurate and relevant keywords ensures your program is easily discoverable by learners using the CFPC’s search tools. This helps connect the right audience with your content, increasing participation and impact. Even if you don't opt to promote your activity on the CFPC website, the keywords can be used for internal review.

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Short Explanation:
This is an open text box where you can share any additional information, clarifications, or concerns related to your application. It’s your opportunity to communicate directly with the application reviewer.

Hints for Answering:

• Use this space to:
  • Clarify any responses you feel may need context
  • Note any pending details or documents
  • Ask questions or flag concerns about the application process
  • Provide background information that may help reviewers understand your program

Tips:

• Be clear and concise—this field is reviewed by the CPD Office and can help prevent delays or follow-up emails.
• If you’re unsure where to include a specific detail elsewhere in the application, this is a good place to mention it.

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Short Explanation:
This section is reserved for internal use by the CPD reviewer. It allows the reviewer to provide feedback, suggestions, or required revisions based on their evaluation of the application.

Hints for Understanding:

• Applicants cannot edit this field directly.
• Reviewers may use this space to highlight missing information, clarification requests, or recommendations for improvement.

Tips:

• Although you cannot change the content of this section, you should carefully review and implement any suggested revisions.
• Addressing reviewer comments thoroughly and promptly can help expedite approval and ensure your application meets accreditation standards.
• If you are unsure how to respond to a comment, contact the CPD Office for guidance.

Why this is important:
Reviewer comments provide valuable guidance to help align your application with accreditation requirements. Responding to this feedback demonstrates a commitment to quality improvement and increases the likelihood of your activity being approved.

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