Mainpro+

Short Explanation:
This question asks whether your program includes teaching or demonstration of aesthetic medicine procedures. Aesthetic medicine refers to a range of non-surgical treatments aimed at improving cosmetic appearance. These procedures are typically elective and focus on enhancing physical features rather than treating medical conditions.

Hints for Answering:
If your program includes any content related to cosmetic enhancements—such as Botox or dermal filler injections, laser skin treatments, chemical peels, or body contouring techniques—you should answer “Yes.”

Tips:

• Aesthetic procedures are generally performed to improve appearance, skin texture, or body shape.
• These procedures may be taught in workshops, lectures, or hands-on demonstrations.
• If you are unsure whether a procedure qualifies as aesthetic, consider whether its primary purpose is cosmetic rather than therapeutic.

Why this is important:
Identifying whether aesthetic procedures are included helps reviewers understand the scope and focus of your program. It also ensures that the educational content is appropriately categorized and reviewed.

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Short Explanation:
This question asks whether your program is structured as a modular activity. A modular program consists of multiple, self-contained units (modules) that are thematically linked and designed to be completed individually or as part of a series.

Hints for Answering:
Answer “Yes” if your program includes two or more modules that share a common theme and are intended for the same target audience. Each module should be able to stand alone, offering educational value even if a participant completes only one.

Tips:

• A single application for Mainpro+® certification can be submitted for a modular program if the following conditions are met:
  • All modules are designed for a common audience.
  • The content across modules is thematically connected.
  • Each module provides standalone educational value.
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• Certificates or letters of participation must clearly indicate:
  • The title of the overall CPD program
  • The CERT+ Session ID number for the module
  • The title of the module(s) that an individual has completed (e.g., “Module I: Introduction to Diabetic Foot Care”)
  • The number of credits based on the module(s) the participant has completed (e.g., “Module I: Introduction to Diabetic Foot Care – 1.0 Mainpro+ Certified Self-Learning credit”)

Why this is important:
Identifying a program as modular helps reviewers understand how the content is structured and ensures that each module meets certification standards. It also ensures that participants receive accurate documentation of their learning and credit allocation.

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Short Explanation:
This question asks you to describe the mechanisms your program uses to monitor learner participation and to support learner engagement through opportunities for questions and answers. This applies to both live and asynchronous formats.

Hints for Answering:
Clearly outline how attendance or completion is recorded (e.g., sign-in sheets, login tracking, module completion data). Also explain how learners can interact with faculty or facilitators—such as through live Q&A sessions, discussion forums, email, or messaging tools.

Tips:

• For live sessions (in-person or virtual), describe how attendance is verified (e.g., registration check-in, Zoom reports).
• For asynchronous programs, explain how progress is tracked (e.g., learning management system logs, quiz completions).
• Indicate how learners can ask questions—during sessions, via email, or through a course platform—and how responses are provided.
• If your program includes a help desk or designated contact for learner support, mention it here.

Why this is important:
Tracking participation ensures that learners are actively engaged and eligible to receive credit. Providing opportunities for interaction supports deeper learning and aligns with Mainpro+® standards for active engagement and accessibility.

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Short Explanation:
This question asks you to identify the format of your CPD activity. The options reflect the most common types of Mainpro+® Certified Activities and help determine the appropriate review process and certification requirements.

Hints for Answering:
Select the option that best describes your program’s structure and delivery format. If your activity does not fit any of the listed categories, select “Any other CPD program or activity” and provide a brief description in the text box.

Tips:

• Hospital or clinical rounds: These scheduled education sessions are developed by hospital, health system, or academic departments and delivered from or within a hospital, clinical, or academic setting. The SPC must be accountable to a clinical or academic department head.
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• Journal clubs: These involve groups of physicians and other health professionals who meet on a regular schedule to review and critically evaluate recent articles in scientific and medical literature. Members of a journal club are also the SPC for the club.
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• Regularly scheduled series: These live (online or in-person) activities are planned as series with regular schedules. They can be offered outside a clinical or hospital setting and there is no restriction on the number of participants. Regularly scheduled series may be organized by eligible CPD provider organizations (see above), including medical education companies.
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• Single-delivery conference, scientific assembly, congress or similar event: A one-time event with a defined agenda and audience. Does not include satellite symposia or ancillary sessions.
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• Small-group learning activities: These activities are planned by an organized group of physicians and other health care professionals, for approximately 12 participants or fewer, to review and discuss practice related issues. Members of the small group act as the SPC for the group.
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• Any other CPD program or activity: Use this option if your program does not match any of the above. Be sure to describe the format clearly. These can include more oral based approaches, including learning circles in the community, incorporating and supporting creative expression (e.g., creative arts therapy methods), etc.

Why this is important:
Selecting the correct program type ensures that your application is reviewed according to the appropriate standards and that the certification process reflects the structure and intent of your activity.

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Short Explanation:
This question asks you to explain how the structure and delivery method of your CPD activity support the learning objectives. The goal is to ensure that the educational design is intentional, effective, and aligned with the desired outcomes.

Hints for Answering:
Describe how the format (e.g., lecture, case-based discussion, simulation, online module) supports the content and helps learners meet the stated objectives. Consider how the activity engages learners, accommodates different learning styles, and provides opportunities for reflection or application.

Tips:

• Reference the learning objectives and explain how the format helps achieve them.
• Highlight any interactive elements, such as Q&A, small group work, or quizzes.
• If the activity is online, describe how learners are guided through the material and how their progress is supported.

Examples:

• Single-Delivery Conference on Innovations in Primary Care
  Format: One-day, in-person conference with keynote presentations, breakout sessions, and panel discussions
  Design Rationale: The conference brings together family physicians and allied health professionals to explore emerging trends and best practices in primary care. The format includes a mix of expert-led presentations and interactive breakout sessions, allowing participants to engage with content relevant to their practice. This structure supports the learning objectives by offering both foundational knowledge and opportunities for discussion and reflection within a single, focused event.
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• Resident Research Day
  Format: In-person event featuring oral and poster presentations by family medicine residents
  Design Rationale: The event provides residents with an opportunity to present their research findings to peers, faculty, and community physicians. The format includes structured oral presentations with Q&A, as well as interactive poster sessions. This design supports the learning objectives by fostering scholarly communication skills, encouraging critical appraisal of research, and promoting peer-to-peer learning in a supportive academic environment.
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• Simulation-Based Training on Emergency Procedures
  Format: In-person simulation with debriefing
  Design Rationale: Learners participate in simulated emergency scenarios followed by structured debriefs. This hands-on, immersive format allows for skill development and immediate feedback, supporting the objective of improving procedural competence and team communication.

Why this is important:
Mainpro+® standards emphasize the importance of active learning and alignment between content, format, and outcomes. A well-designed activity enhances learner engagement and supports meaningful knowledge transfer.

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Short Explanation:
This question asks you to identify the types of evidence that informed the development of your CPD activity. Selecting the appropriate sources helps demonstrate that your content is grounded in credible, relevant, and up-to-date information.

Hints for Answering:
Check all boxes that apply to the evidence used in your program. If your content draws from a source not listed, select “Other” and provide a brief description.

Tips:

• Use systematic reviews and randomized control trials to support clinical recommendations.
• Observational studies and case reports are useful for illustrating real-world scenarios or emerging trends.
• Clinical guidelines provide authoritative summaries of best practices.
• Pedagogical, social sciences, humanities, or business literature may be relevant for topics like communication, leadership, ethics, or health systems.
• Be prepared to provide references or citations if requested during the review process.

Why this is important:
Mainpro+® standards require that CPD activities be evidence-based. Identifying your sources ensures transparency and supports the credibility and educational value of your program.

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Short Explanation:
This question asks you to identify the types of evidence or theoretical frameworks that informed the educational design of your faculty development program. These sources help demonstrate that the program is grounded in sound educational principles.

Hints for Answering:
Check all boxes that apply to the sources you used when designing the program. If your design was influenced by a source not listed, select “Other” and briefly describe it.

Tips:

• Pedagogical literature includes research on teaching methods, curriculum design, and instructional strategies.
• Social sciences literature may inform aspects like communication, group dynamics, or organizational behaviour.
• Humanities literature can provide insights into ethics, professionalism, and reflective practice.
• Business literature may be relevant for leadership, management, or quality improvement topics.
• Educational theory refers to frameworks such as adult learning theory, experiential learning, or transformative learning.
• Be prepared to explain how these sources influenced your program’s structure, delivery, or evaluation.

Why this is important:
Faculty development programs must be intentionally designed to support teaching and leadership competencies. Identifying the evidence base ensures the program is educationally sound and aligned with Mainpro+® standards for certified faculty development activities.

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Short Explanation:
This question asks you to explain the process used to find and choose the evidence that supports your program content. This ensures that the material is grounded in credible, relevant, and up-to-date sources.

Hints for Answering:
Briefly describe the methods you used to gather evidence—such as literature searches or review of clinical guidelines—and how you determined which sources were appropriate for inclusion.

Tips:

• Mention databases or journals searched (e.g., PubMed, Medline).
• Describe any criteria used to assess the quality or relevance of sources (e.g., publication date, peer-reviewed status, applicability to family medicine).
• If your program includes non-clinical content (e.g., leadership, teaching), explain how you selected relevant pedagogical or theoretical literature.

Example:
To support the development of this program on managing chronic pain in primary care, the planning committee conducted a targeted literature search using PubMed and the Cochrane Library. Keywords included “chronic pain,” “primary care,” “non-opioid treatment,” and “family medicine.” The committee prioritized systematic reviews and Canadian clinical guidelines published within the last five years. Sources were selected based on their relevance to family physicians, methodological quality, and applicability to Canadian practice settings. In addition, input was sought from a subject matter expert in pain management to ensure the inclusion of emerging evidence and best practices.

Why this is important:
Mainpro+® standards require that CPD content be evidence-based. Describing your evidence selection process demonstrates transparency and supports the credibility of your program.

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Short Explanation:
This question asks you to identify the methods used to evaluate the effectiveness of your CPD activity. Evaluation is a key component of quality assurance and continuous improvement in continuing professional development.

Hints for Answering:
Check all the formats that apply to your program. At a minimum, you must provide participants with an evaluation form—either online or paper-based—such as the template provided in the application materials.

Tips:

• Evaluation form (online or paper-based): This is required for all activities. It should assess learning objectives, program quality, facilitation, and perceived bias. The provided template meets these requirements.
• Observation and feedback on performance: Often used in simulation or hands-on workshops.
• Project completion/grading: Appropriate for programs involving assignments or applied learning tasks.
• Exam/quiz/test: Useful for assessing knowledge acquisition, especially in self-learning or assessment-based activities.
• Other: Use this option if your program uses a unique or innovative evaluation method. Be sure to describe it clearly.

Why this is important:
Evaluation helps determine whether learning objectives were met, identifies areas for improvement, and ensures that the activity meets Mainpro+® standards. It also provides valuable feedback for faculty and program planners.

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Short Explanation:
This question asks you to explain why you chose your specific evaluation methods and how they help determine whether the learning objectives were achieved and whether learners gained relevant knowledge or skills.

Hints for Answering:
Describe how your evaluation tools (e.g., feedback forms, quizzes, observation checklists) align with the learning objectives. Explain how the data collected will be used to assess both the effectiveness of the program and the competence or confidence of the learners.

Tips:

• Reference the learning objectives and describe how each is evaluated.
• If using the standard evaluation form, highlight how it captures feedback on knowledge gain, and program quality and effectiveness.
• If using additional tools (e.g., quizzes, observed performance), explain how they provide more direct evidence of learning.

Example:

• The evaluation strategy was selected to align with the program’s learning objectives, which focused on improving clinical decision-making and communication skills. The standard evaluation form was used to gather participant feedback on the relevance and clarity of the content, the effectiveness of the facilitators, and self-reported changes in knowledge and confidence. Specific questions were used to assess how well each learning objective was met and to gauge participants’ confidence in applying what they learned. This approach provides meaningful insight into the program’s effectiveness and supports continuous quality improvement.
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• The evaluation strategy was selected to assess knowledge acquisition related to the program’s learning objectives on updated clinical guidelines. A short multiple-choice quiz was administered at the end of the session, covering key concepts presented during the activity. The quiz was designed to align directly with the stated learning objectives, ensuring that each question measured a specific area of intended knowledge gain. Participant responses were reviewed to identify common areas of misunderstanding, which informed future revisions to the content. This approach provided an objective measure of learning and reinforced key takeaways for participants.

Why this is important:
Mainpro+® standards require that CPD activities include meaningful evaluation. A well-chosen evaluation strategy helps ensure the program is effective, supports continuous improvement, and provides evidence of learner competence.

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Short Explanation:
This question asks you to explain how participant feedback is reviewed and used to improve the quality of your CPD activity. It also asks who receives the feedback and how often this process occurs.

Hints for Answering:
Describe your process for collecting, summarizing, and reviewing evaluation data. Indicate who receives the feedback (e.g., speakers, planning committee) and how often evaluations are reviewed (e.g., after each session, annually). Explain how the feedback informs future planning or revisions.

Tips:

• The CFPC recommends that a summary of evaluations be shared with all speakers and presenters to support their professional development.
• Feedback should be reviewed by the planning committee and used to make improvements to future iterations of the program.
• Evidence of how feedback was used must be included in future certification applications.

Example:
Evaluation forms are collected at the end of each session and compiled into a summary report. This report is reviewed by the scientific planning committee and shared with all presenters to support their ongoing development. Feedback is analyzed to identify strengths and areas for improvement, such as content clarity, engagement strategies, or logistical issues. Revisions based on this feedback are documented and implemented in future offerings of the program. This process occurs after each delivery of the activity and is a key part of our quality improvement cycle.

Why this is important:
Using evaluation feedback for continuous improvement ensures that CPD activities remain relevant, effective, and aligned with learner needs. It also supports accountability and transparency in the certification process.

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Short Explanation:
This question asks whether and how your needs assessment considered the diversity of patient populations served by your target audience. This includes factors such as race, ethnicity, gender identity, sexual orientation, socioeconomic status, language, and geographic location.

Hints for Answering:
If your needs assessment included data or input related to diverse patient populations, describe how this was done. If it did not, reflect on how you could incorporate this consideration in future program planning.

Tips:

• Consider whether your needs assessment included demographic data, patient feedback, or literature addressing health disparities.
• If you consulted with community representatives or included voices from equity-deserving groups, mention that.
• If this was not addressed, suggest ways to include it next time (e.g., targeted surveys, focus groups, or collaboration with patient advocacy groups).

Example:
The needs assessment included a review of local public health data highlighting disparities in diabetes outcomes among Indigenous and racialized communities. This informed the inclusion of culturally responsive care strategies in the program content. In future programs, we plan to expand this approach by incorporating patient interviews and collaborating with community health organizations to better understand the needs of underrepresented populations.

Why this is important:
While not mandatory for approval, incorporating EDI principles into CPD planning helps ensure that educational content is relevant to the diverse populations served by family physicians. It also aligns with the CFPC’s commitment to social accountability and equitable health outcomes.

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Short Explanation:
This question asks how your program design incorporated diverse perspectives to ensure the learning experience is inclusive, relevant, and reflective of the populations served by family physicians.

Hints for Answering:
Describe how you selected content, speakers, case examples, or teaching methods that reflect a range of cultural, social, and demographic experiences. If this was not done, consider how it could be integrated in future programming.

Tips:

• Include examples of how you addressed cultural safety, health equity, or social determinants of health.
• Mention if you included speakers or panelists from diverse backgrounds, or if patient stories or case studies reflected a range of lived experiences.
• If applicable, describe how your planning committee considered EDI principles during program development.

Example:
To enrich the learning experience, we included case studies that reflected the experiences of patients from different cultural and socioeconomic backgrounds, including newcomers to Canada and individuals living in rural and remote communities. We also invited a speaker with lived experience navigating the health care system as a member of an equity-deserving group. These perspectives helped highlight barriers to care and encouraged participants to reflect on how they can provide more inclusive and culturally responsive care.

Why this is important:
Incorporating diverse perspectives enhances the relevance and impact of CPD activities. It also supports the CFPC’s commitment to equity, diversity, inclusion, and social accountability in continuing professional development.

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Short Explanation:
This question asks you to describe the intentional steps taken to ensure that your program content includes a range of perspectives that reflect the diversity of patients, learners, and communities relevant to the topic.

Hints for Answering:
Explain how you selected content, contributors, or case examples to reflect different cultural, social, or demographic viewpoints. If this was not done, describe the barriers and how you plan to address this in future programming.

Tips:

• Consider whether your content includes examples or data from diverse populations.
• Mention if you consulted with individuals from equity-deserving groups or included their lived experiences.
• If you reviewed materials for inclusive language or cultural sensitivity, include that here.
• If you haven’t yet incorporated diverse perspectives, suggest how you might do so in future (e.g., through advisory input, speaker selection, or content review).

Example:
To ensure the content reflected diverse perspectives, the planning committee reviewed all case examples and learning materials for cultural relevance and inclusivity. We included scenarios involving patients from different ethnic backgrounds, gender identities, and rural/urban settings. Additionally, we invited a guest speaker with lived experience as a newcomer to Canada to share insights on navigating the health care system. In future programs, we plan to establish a formal advisory group to provide input on EDI considerations during content development.

Why this is important:
Incorporating diverse perspectives ensures that CPD activities are inclusive, socially accountable, and relevant to the realities of practice in Canada’s diverse communities. It also supports the CFPC’s broader goals around equity and health system responsiveness.

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Short Explanation:
This question asks how your program design supports inclusive learning by addressing the varied needs and preferences of participants. This includes considerations for accessibility, learning styles, prior knowledge, and engagement strategies.

Hints for Answering:
Describe how your activity accommodates different ways of learning (e.g., visual, auditory, kinesthetic), supports learners with disabilities, and considers varying levels of experience or familiarity with the topic.

Tips:

• Mention the use of multiple instructional methods (e.g., lectures, discussions, case studies, hands-on practice).
• Describe any accessibility features (e.g., captioning, alt text, screen reader compatibility, physical accessibility).
• If you offer content in different formats or allow learners to engage at their own pace, include that.
• If you haven’t yet incorporated these strategies, suggest how you might do so in future programming.

Example:
The instructional design for this in-person workshop included a variety of learning formats to accommodate different preferences and experience levels. The agenda featured short didactic presentations, followed by facilitated small-group discussions and hands-on practice stations. This allowed participants to engage with the material in multiple ways—through listening, discussion, and experiential learning. Printed materials were provided in advance and in large-print format upon request. The venue was selected for its physical accessibility, including wheelchair access and accessible washrooms. In future iterations, we plan to explore the use of assistive listening devices and offer materials in alternative formats (e.g., digital or audio) to further support diverse learning needs.

Why this is important:
Designing inclusive learning experiences ensures that all participants—regardless of background or ability—can engage meaningfully with the content. This aligns with the CFPC’s commitment to equity and accessibility in continuing professional development.

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Short Explanation:
This question asks you to describe the steps taken to ensure your learning environment is inclusive and accessible to participants with diverse needs. This includes physical, sensory, cognitive, and technological accessibility considerations.

Hints for Answering:
Provide specific examples of how your program accommodated participants with disabilities or other accessibility needs. If you haven’t yet implemented these strategies, describe how you plan to do so in future programming.

Tips:

• Consider physical accessibility (e.g., wheelchair access, seating arrangements).
• Mention sensory accommodations (e.g., captioning, large-print materials, assistive listening devices).
• Include cognitive or learning accommodations (e.g., clear language, visual aids, pacing).
• If your program was virtual, describe platform accessibility features (e.g., screen reader compatibility, keyboard navigation).

Example:
For our in-person event, we selected a venue that was fully wheelchair accessible, including entrances, seating, and washroom facilities. All presentation slides were designed with high-contrast text and minimal visual clutter to support participants with low vision or cognitive processing differences. We offered printed handouts in large print upon request and ensured that facilitators used microphones to support participants with hearing impairments. In future events, we plan to incorporate assistive listening devices and provide materials in alternative formats such as audio recordings or screen-reader-friendly PDFs.

Why this is important:
Creating an inclusive learning environment ensures equitable access to CPD for all participants and aligns with the CFPC’s commitment to accessibility and inclusion in continuing education.

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Short Explanation:
This question asks whether your program includes any optional enhanced activities that allow participants to earn additional certified credits beyond the core program. These activities are designed to deepen learning and support practice change.

Hints for Answering:
Select “Yes” if your program includes any structured follow-up activities such as practice-based reflection, outcome measurement, or tools that reinforce learning. If not, select “No.”

Tips:
Enhanced activities may include one or more of the following:

• A participant-completed needs assessment using their own practice data
• Practice tools or resources with follow-up to assess impact
• A formal reflection exercise on applying learning to practice
• An objective measurement of change, such as:
  • A knowledge test
  • A commitment-to-change statement with follow-up
  • A patient outcome measurement

Why this is important:
Enhanced activities support deeper engagement and real-world application of learning, and can provide participants with additional credit opportunities.

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Short Explanation:
This question asks you to identify which optional enhanced activities your program includes. These activities are designed to deepen learning, support practice change, and allow participants to earn additional certified credits.

Hints for Answering:
Check all the enhanced activity types that apply to your program. You will be asked to provide further details for each selected option.

Tips:
You may select one or more of the following elements:

• A needs assessment activity completed by participants using data from their own practice (e.g., chart audits, patient surveys, EMR data review).
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• Practice tools and resources with follow-up to assess how they were used and their impact on practice (e.g., checklists, decision aids, templates).
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• A formal reflection exercise where participants document how they applied learning in practice over time (e.g., reflective journaling, structured follow-up forms).
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• An objective measurement of change in performance, competence, or skill (e.g., pre/post assessments, peer feedback, patient outcome data).

If you select any of these, you will be asked how the activity supports the learning objectives and estimate the additional time required to complete it.

Why this is important:
Enhanced activities promote real-world application of learning and support continuous improvement in clinical practice. They also provide participants with the opportunity to earn additional Mainpro+® certified credits.

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Short Explanation:
This question asks you to explain how the additional enhanced activities included in your program contribute to achieving the overall learning objectives. These activities are optional for participants but must be clearly aligned with the program’s educational goals.

Hints for Answering:

• Identify each enhanced activity and describe its purpose.
• Explain how the activity supports one or more of the program’s learning objectives.
• Highlight how the activity encourages reflection, practice change, or performance improvement.
• If applicable, describe how the activity builds on or reinforces the core content of the program.

Tips:

• Be specific about which learning objectives are supported by each enhanced activity.
• Include an estimate of the additional time required to complete each activity.
• If the activity includes follow-up or feedback, explain how this contributes to sustained learning or practice change.

Why this is important:
Enhanced activities provide opportunities for deeper engagement and application of learning. They support the translation of knowledge into practice, which is a key goal of continuing professional development. Clearly demonstrating how these activities align with learning objectives helps reviewers assess their educational value and ensures they meet Mainpro+ certification standards.

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Short Explanation:
This question asks you to identify the level at which the assessment data is focused—whether it reflects an individual’s practice, a group’s collective performance, or an organization-wide process. While the assessment is completed by an individual, the data being analyzed may come from different sources.

Hints for Answering:

• Individual Practice: Select this if the data being assessed pertains to the participant’s own clinical practice.
  Examples:
  • A physician reviews their own patient charts or prescribing patterns.
  • A POCUS simulation assesses the participant’s individual scanning technique and interpretation.
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• Group Practice: Select this if the data reflects the collective performance of a team or clinic, even though the assessment is completed individually.
  Examples:
  • A physician compares their own practice to anonymized data from their clinic or peer group.
  • A simulation is based on common team-based challenges identified in group performance data (e.g., delays in sepsis recognition in an emergency department).
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• Organization: Select this if the data is drawn from a broader organizational level, such as a hospital, health authority, or system-wide initiative.
  Examples:
  • A physician reflects on organizational quality indicators, such as hand hygiene compliance or patient satisfaction scores.
  • A simulation is designed around a system-level issue, such as communication breakdowns during patient transfers.

Tips:

• Focus on the source of the data, not who is completing the assessment.
• If the activity includes benchmarking or feedback, consider whether the comparison is to individual, group, or organizational norms.
• Be consistent with this selection in related questions about feedback, reflection, and outcome measurement.

Why this is important:
Identifying the type of assessment helps reviewers understand the context and relevance of the activity. It ensures that the assessment is appropriately aligned with the learning objectives and supports meaningful reflection and practice improvement.

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Short Explanation:
This question asks you to indicate the type(s) of data participants will use to reflect on their performance or practice. These data sources form the foundation of the assessment activity and should be relevant, credible, and aligned with the learning objectives.

Hints for Answering:

• Teaching assessments: Select this if participants will review evaluations of their teaching performance, such as peer or supervisor assessments.
  Example: A faculty member reviews structured feedback from a teaching observation tool.

• Student feedback: Select this if participants will reflect on feedback provided directly by learners.
  Example: A physician reviews end-of-rotation evaluations completed by medical students.

• Patient feedback on student performance: Select this if participants will use feedback from patients about how students performed under their supervision.
  Example: A preceptor reflects on patient comments regarding a student’s communication or professionalism.

• Accreditation reports/standards: Select this if the assessment involves reviewing institutional or program-level accreditation data.
  Example: A department head reflects on feedback from an accreditation review to identify areas for improvement in teaching or supervision.

• Other – please specify: Select this if the data source does not fit the above categories.
  Example: Simulation performance data, peer review of clinical care, or EMR-based quality indicators.

Tips:

• Choose all data sources that apply to your activity.
• Ensure the selected data sources are clearly described in your program materials and are used to support meaningful reflection and feedback.
• If selecting “Other,” provide a brief but specific description of the data source.

Why this is important:
The quality and relevance of the data used in an assessment activity directly impact its educational value. Identifying appropriate data sources ensures that participants engage in meaningful reflection and that the activity meets Mainpro+ standards for Certified Assessment Activities.

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Short Explanation:
This question asks you to identify how participants will receive feedback during the assessment activity. Feedback is a critical component of Certified Assessment Activities, as it supports reflection, learning, and performance improvement.

Hints for Answering:

• Self-assessment of practice questionnaire with results compared to standards: Select this if participants complete a self-assessment and receive feedback by comparing their responses to established benchmarks or best practices.
  Example: A faculty member completes a teaching self-assessment and compares their responses to national teaching standards.

• Teaching assessment review exercise: Select this if participants review structured evaluations of their teaching performance.
  Example: A physician reviews a summary of teaching evaluations from students or peers.

• Peer observation of teaching with feedback: Select this if participants are observed teaching and receive feedback from a peer.
  Example: A colleague observes a teaching session and provides structured feedback using a rubric.

• Debrief and feedback from simulation: Select this if the activity includes a simulation followed by a facilitated debrief.
  Example: After a POCUS simulation, the participant receives feedback on image acquisition and interpretation.

• Feedback from coaches, peers, students, or mentors: Select this if participants receive feedback from any of these sources in a structured or informal format.
  Example: A mentor provides feedback on a participant’s teaching approach during a clinical rotation.

• Other – please specify: Select this if the feedback method does not fit the above categories.
  Example: Feedback from patient satisfaction surveys or automated performance dashboards.

Tips:

• Select all feedback methods that apply to your activity.
• Ensure the feedback is timely, relevant, and clearly linked to the learning objectives.
• If selecting “Other,” briefly describe the feedback method and how it supports reflection and improvement.

Why this is important:
Feedback is essential for promoting self-awareness and guiding change in practice. Identifying the forms of feedback used in your activity helps reviewers assess the educational value and alignment with Mainpro+ standards.

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Short Explanation:
This question asks you to identify the methods used to determine the need for your CPD assessment activity. A valid needs assessment is a foundational requirement for Mainpro+ certification and must demonstrate how the activity addresses both perceived and unperceived learning needs of the target audience.

Hints for Answering:
You may select one or more of the listed methods that were used to inform the development of your assessment activity. These methods should be supported by documentation or rationale in your application. For example:

• Regulatory requirements may include mandates from licensing bodies or health authorities.
• Practice guideline changes refer to updates in clinical practice recommendations.
• Safety protocols might include new procedures to improve patient or provider safety.
• Surgical procedures/checklists could involve updates to operative standards or tools.
• Strategic/operational plans may reflect institutional or departmental goals.
• Student/patient feedback includes surveys, interviews, or focus groups.
• Other should be used if your method does not fit the above categories—be sure to specify.

Tips:
When selecting needs assessment methods, consider how each source contributes to identifying both perceived and unperceived learning needs. For example:

• Use student/patient feedback to uncover communication gaps or areas for improvement in patient care.
• Refer to strategic/operational plans to align your activity with institutional goals or health system priorities.
• Practice guideline changes and safety protocols often highlight emerging standards or risks that require updated competencies.
• If you select Other, ensure the method is clearly described and justifiable in the context of your target audience and learning objectives.

Be sure to know how the selected methods informed the development of your learning objectives and how they relate to CanMEDS-FM competencies. This strengthens your application and demonstrates thoughtful planning.

Why this is important:
A well-documented needs assessment ensures that your CPD activity is relevant, evidence-informed, and aligned with the professional development needs of family physicians. It also supports the credibility and educational value of your program, which is essential for Mainpro+ certification.

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Short Explanation:
This question asks you to describe the specific learning or practice gaps identified through your needs assessment and explain how those findings informed the design and selection of the assessment activity.

Hints for Answering:
Summarize the key themes or issues that emerged from your data sources (e.g., surveys, feedback, guideline changes, safety reports). Then, explain how these findings led to the choice of assessment method (e.g., simulation, chart audit, peer review) and how the assessment addresses the identified gaps.

Tips:
Be specific about the connection between the data and the assessment. For example:

• If student/patient feedback revealed communication challenges, a simulation-based assessment might be appropriate.
• If practice guideline changes introduced new clinical protocols, a chart audit could assess adherence.
• If safety protocols highlighted recurring errors, a checklist-based assessment might be used to evaluate compliance.

Also, describe how the assessment aligns with relevant CanMEDS-FM competencies and supports performance improvement.

Example:
A review of recent safety protocol updates and critical incident reports revealed inconsistent documentation of allergy status in patient charts. This gap was linked to increased risk of adverse drug events. In response, the planning committee selected a chart audit assessment to evaluate current documentation practices. The assessment focused on the Medical Expert and Communicator roles within the CanMEDS-FM framework and included feedback to support practice improvement.

Why this is important:
Demonstrating a clear link between identified needs and the chosen assessment method ensures that the activity is relevant, targeted, and capable of producing meaningful improvements in practice. This is a key requirement for Mainpro+ certification.

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Short Explanation:
This question asks you to describe the process for selecting and preparing assessors who will provide feedback or evaluate participants in the assessment activity. This ensures that assessors are credible, consistent, and aligned with the goals of the activity.

Hints for Answering:

• Explain the criteria used to select assessors (e.g., clinical expertise, teaching experience, familiarity with assessment tools).
• Describe how assessors are oriented or trained to ensure consistency and fairness in their evaluations.
• If applicable, mention any tools or rubrics used to guide assessor feedback.

Tips:

• Assessors should be selected based on their ability to provide constructive, unbiased, and relevant feedback.
• Training may include reviewing the assessment objectives, practicing with sample cases, or calibrating scoring using standardized tools.
• If peer or faculty assessors are used, describe how they are supported to ensure alignment with the learning objectives and feedback standards.

Example Answer:
Assessors are selected based on their clinical and teaching expertise, as well as familiarity with the assessment content. Preference is given to those with experience in providing constructive feedback. They receive a brief orientation that includes an overview of the learning objectives, use of standardized assessment tools, and guidance on delivering consistent, actionable feedback. Calibration exercises or sample cases may be used to ensure alignment across assessors.

Why this is important:
Well-prepared assessors are essential to the integrity of Certified Assessment Activities. Their feedback helps participants reflect meaningfully and supports practice improvement. Clear selection and training processes also ensure fairness and consistency across participants.

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Short Explanation:
This question asks you to identify the types of practice data that participants used during the assessment activity. These data sources help ground the activity in real-world practice and support meaningful reflection and improvement.

Hints for Answering:
Select all applicable data sources that were used by participants to inform their self-assessment or performance review. These may include:

• EMR data/patient records: Clinical documentation, prescribing patterns, or diagnostic coding.
• Teaching assessments: Feedback from learners or supervisors in educational settings.
• Patient feedback: Surveys, interviews, or satisfaction scores.
• 360 feedback: Multi-source feedback from peers, staff, and patients.
• Other: Any additional data source not listed—be sure to specify.

Tips:
Choose data sources that are relevant to the learning objectives and assessment method. For example:

• Use EMR data for chart audits or quality improvement initiatives.
• Use 360 feedback for assessments focused on communication or collaboration.
• Use patient feedback to explore patient-centred care or cultural safety.

Ensure that the data used is anonymized and ethically collected, and that participants had the opportunity to reflect on the data in relation to established standards or benchmarks.

Example:
Participants in a peer-review assessment activity used EMR data to analyze their documentation of chronic disease management. They also reviewed patient feedback collected through post-visit surveys to assess communication effectiveness. These data sources were compared against national guidelines and used to identify areas for improvement in both clinical care and patient interaction.

Why this is important:
Using real practice data ensures that the assessment is relevant, personalized, and capable of driving meaningful change. It also supports the Mainpro+ requirement for evidence-informed, reflective learning.

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Short Explanation:
This question asks you to explain how you ensured that the time allocated for the activity is appropriate for achieving the stated learning objectives. Reviewers want to see that the activity is realistic and well-paced.

Hints for Answering:

• Describe how the complexity and number of learning objectives were considered when determining the time frame.
• Mention any pilot testing, feedback from previous sessions, or expert input used to validate the timing.
• If applicable, explain how the format (e.g., simulation, self-assessment, debrief) influenced the time allocation.

Tips:

• Ensure that the time frame allows for active learning, feedback, and reflection, not just content delivery.
• If the activity includes multiple components (e.g., simulation + debrief), describe how time is distributed across them.
• Be specific—avoid vague statements like “we believe it is sufficient.”

Example Answer:
The time frame was determined by mapping each learning objective to specific activities and estimating the time required for instruction, interaction, and feedback. For example, each simulation scenario is followed by a 15-minute debrief to support reflection. The overall schedule was reviewed by faculty with experience in delivering similar programs and adjusted based on pilot feedback to ensure feasibility.

Why this is important:
A well-structured time frame ensures that participants can meaningfully engage with the material, receive feedback, and reflect on their learning. It also demonstrates thoughtful planning and alignment with Mainpro+ standards.

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Short Explanation:
This question asks you to describe the sources of evidence that informed the design and validation of the assessment component delivered as part of your continuing professional development (CPD) activity.

Hints for Answering:
You should describe both the clinical or educational evidence that supports the content of the assessment and the methodological evidence that supports the assessment format used during the CPD session.

Tips:
Since the assessment occurs during the CPD activity, consider the following:

• Reference clinical guidelines, peer-reviewed literature, or national standards that informed the content being assessed.
• Describe how the assessment format (e.g., simulation, case-based quiz, peer feedback) was selected and validated—this could include referencing published frameworks (e.g., CanMEDS-FM, Kirkpatrick, Moore’s levels) or pilot testing with a representative group.
• If the assessment tool was adapted or newly developed, explain how it was reviewed by the Scientific Planning Committee or subject matter experts to ensure relevance and clarity.

Example:
The assessment was delivered as part of a CPD session on optimizing asthma care in primary practice. The content was based on the Canadian Thoracic Society Asthma Management Guidelines (2021) and recent literature on inhaler technique and adherence. The assessment involved a structured case-based quiz and a peer discussion component. The quiz was developed using Bloom’s taxonomy to assess application and analysis skills, and reviewed by the Scientific Planning Committee, which included two CFPC members and a respiratory therapist. The assessment format was piloted in a previous CPD session and refined based on participant feedback to ensure clarity, relevance, and alignment with CanMEDS-FM roles such as Medical Expert and Communicator.

Why this is important:
Using credible, up-to-date evidence and validated assessment methods ensures that the activity is educationally sound, relevant to family medicine, and meets Mainpro+ certification standards.

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Short Explanation:
This question asks you to identify how change in participant knowledge, skills, or performance will be objectively measured. These measurements help demonstrate the effectiveness of the assessment activity.

Hints for Answering:

• Fulfillment of a quality improvement cycle: Select this if participants complete a full QI cycle (e.g., Plan-Do-Study-Act) and outcomes are measured.
  Example: A physician implements a change in practice and tracks patient outcomes over time.

• Commitment to change contract with follow-up: Select this if participants identify intended changes and are followed up to assess implementation.
  Example: Participants complete a form stating intended changes and receive a follow-up survey 3 months later.

• Observation and feedback in a practice setting: Select this if participants are observed in real or simulated settings and receive structured feedback.
  Example: A peer observes a teaching session and provides feedback using a rubric.

• Summative assessment of change in knowledge/skill/performance: Select this if participants complete a post-activity test or skills assessment.
  Example: A simulation includes a checklist-based evaluation of procedural skills.

• Goal setting with follow-up/feedback: Select this if participants set specific goals and receive feedback on progress.
  Example: A participant sets a teaching improvement goal and discusses progress with a mentor.

• Other – please specify: Select this if your activity uses a different method.
  Example: Analysis of EMR data before and after an intervention.

Tips:

• Choose all methods that apply to your activity.
• Ensure the selected methods are clearly described in your program materials and linked to the learning objectives.
• If selecting “Other,” briefly describe the method and how it measures change.

Why this is important:
Objective measurements of change provide evidence that the activity leads to meaningful learning and practice improvement. They also support the credibility and educational value of the Certified Assessment Activity.

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Short Explanation:
This question asks you to explain how your evaluation approach was chosen and how it effectively measures whether participants achieved the learning objectives and demonstrated competence.

Hints for Answering:

• Describe how the evaluation method aligns with the learning objectives (e.g., knowledge, skills, performance).
• Explain how the strategy provides evidence of learning or change, such as through self-assessment, feedback, or performance data.
• Mention any tools or frameworks used to guide the evaluation design (e.g., Kirkpatrick Model, Moore’s Levels, CanMEDS-FM competencies).

Tips:

• Include how the evaluation captures both participant experience and learning outcomes.
• If applicable, describe how the evaluation allows for disaggregated data (e.g., by learner demographics) or feedback on equity, diversity, and inclusion.
• Be specific—describe what is being measured, how, and why it’s appropriate for this activity.

Example Answer:
We chose the evaluation approach to match the hands-on nature of the simulation. Since the goal is to improve how participants respond to urgent care scenarios, we designed the simulation to reflect real-life situations they might face in practice. After completing the simulation, participants receive feedback from a facilitator based on a checklist of key actions and decisions. They also complete a short self-reflection to think about what went well and what they could improve. This combination helps us see whether the learning objectives were met and gives participants a chance to reflect on their performance in a meaningful way.

Why this is important:
A well-designed evaluation strategy ensures that the activity is achieving its intended outcomes and provides data for continuous improvement. It also demonstrates accountability and alignment with Mainpro+ standards.

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Short Explanation:
This question asks you to describe whether and how the needs assessment considered the diversity of patient populations served by the target audience. If EDI was not addressed, you’re encouraged to reflect on how it could be incorporated in future planning.

Hints for Answering:

• If EDI was considered, describe how the needs assessment captured the perspectives or needs of diverse patient groups.
  Examples:
  • Collecting demographic data from participants or patients
  • Including patient representatives in planning
  • Reviewing literature on health disparities or underserved populations
  •  
• If EDI was not addressed, explain why and suggest how it could be included in future programs.
  Examples:
  • Adding questions about patient diversity to future surveys
  • Consulting with community organizations or patient advocates
  • Reviewing practice data by population subgroups

Tips:

• Be honest—this question is not scored, but thoughtful responses help improve future programming.
• Consider diversity in terms of race, ethnicity, gender identity, sexual orientation, language, ability, socioeconomic status, and geography.
• If your program serves a specific population (e.g., rural, Indigenous, newcomer), mention how that was reflected in the needs assessment.

Example Answer:
In this activity, the needs assessment focused primarily on clinical practice gaps identified through participant surveys and feedback from previous programs. While we did not specifically collect data related to diverse patient populations, we recognize the importance of doing so in future planning.

To better incorporate equity, diversity, and inclusion, we plan to include questions in future needs assessments that ask participants to reflect on challenges they face when caring for patients from different cultural, linguistic, or socioeconomic backgrounds. We also intend to consult local health equity data and consider involving patient representatives or community organizations to help identify specific needs related to underserved populations.

Why this is important:
Incorporating EDI into CPD planning helps ensure that programs are relevant, inclusive, and responsive to the needs of all patients. It also supports the CFPC’s commitment to social accountability and equitable health outcomes.

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Short Explanation:
This question asks you to describe how the assessment activity reflects or includes perspectives from diverse populations. This could relate to the content, format, case examples, or feedback mechanisms used in the activity.

Hints for Answering:

• Describe how the activity includes case scenarios, examples, or data that reflect a range of patient backgrounds (e.g., cultural, linguistic, socioeconomic, geographic).
• Mention whether the activity design considered barriers to care, health disparities, or social determinants of health.
• If applicable, explain how diverse voices (e.g., patients, community members, or underrepresented groups) informed the development of the activity.

Tips:

• Consider diversity in terms of race, ethnicity, gender identity, sexual orientation, language, ability, age, and rural/urban context.
• If your activity includes simulation, describe how the scenarios reflect real-world diversity.
• If EDI was not explicitly included, you can describe how it could be incorporated in future iterations.

Example Answer:
The assessment activity includes case scenarios that reflect patients from a variety of cultural and socioeconomic backgrounds, including newcomers to Canada and individuals living in rural areas. These scenarios were designed to highlight how social factors can influence clinical decision-making and patient outcomes. We also reviewed the content to ensure inclusive language and avoid assumptions about gender, culture, or health literacy. In future versions, we plan to involve patient partners to further strengthen the diversity of perspectives included.

Why this is important:
Incorporating diverse perspectives helps ensure that CPD activities are inclusive, relevant, and responsive to the needs of all patients. It also supports the CFPC’s commitment to equity and social accountability.

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Short Explanation:
This question asks you to describe how the assessment activity was designed to be inclusive and accessible to a wide range of learners. It also asks how you ensured that the content reflects diverse perspectives relevant to the topic.

Hints for Answering:

• Describe how the activity supports different learning styles (e.g., visual, auditory, experiential).
• Mention any accessibility features (e.g., screen reader compatibility, captioned videos, alt text, font size).
• Explain how the activity accommodates learners with different levels of experience or background knowledge.
• Describe how diverse perspectives were included in the content (e.g., case examples, cultural considerations, inclusive language).

Tips:

• Consider how the activity supports learners with disabilities, language barriers, or limited prior experience.
• If the activity includes simulation, describe how it allows for hands-on learning and individualized feedback.
• If EDI was not explicitly addressed, suggest how it could be incorporated in future versions.

Example Answer:
The assessment activity was designed to support a variety of learning preferences by combining case-based scenarios, visual aids, and interactive discussion. For participants who prefer hands-on learning, the simulation component allows them to apply knowledge in a realistic setting with immediate feedback.

To support accessibility, all written materials use clear language and accessible formatting, including large fonts and high-contrast visuals. The activity also includes a brief orientation to ensure participants with different levels of experience feel prepared.

We reviewed the content to ensure it reflects diverse patient experiences, including cases involving patients from different cultural and socioeconomic backgrounds. In future iterations, we plan to consult with patient partners to further strengthen the inclusion of diverse perspectives.

Why this is important:
Designing inclusive assessment activities ensures that all participants can engage meaningfully, regardless of their background or learning needs. It also supports the CFPC’s commitment to equity, diversity, and inclusion in continuing professional development.

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Short Explanation:
This question asks you to describe how the assessment activity was designed to be accessible to participants with different physical, sensory, cognitive, or technological needs.

Hints for Answering:

• Mention any universal design principles or accessibility features you included.
  Examples:
  • Large, readable fonts and high-contrast visuals
  • Screen reader–friendly documents
  • Captions or transcripts for audio/video content
  • Clear, plain language in instructions and materials
  •  

• Describe how you accommodated different abilities or learning needs, such as flexible pacing or alternative formats.

• If applicable, explain how participants could request accommodations.

Tips:

• Think about accessibility in both in-person and online formats.
• Consider physical access, sensory needs (e.g., vision, hearing), and cognitive load.
• If accessibility was not explicitly addressed, suggest how it could be incorporated in future versions.

Example Answer:
We designed the assessment activity with accessibility in mind by using clear, high-contrast visuals and large, easy-to-read fonts. All written materials are screen reader–compatible, and video content includes captions. Instructions are written in plain language to reduce cognitive load.

Participants were informed that they could request accommodations in advance, and we offered flexible timing for those who needed more time to complete the activity. In future iterations, we plan to consult with accessibility advisors to further improve the inclusivity of our materials.

Why this is important:
Designing accessible CPD activities ensures that all participants can engage fully and equitably. It also reflects a commitment to inclusion and professional responsibility.

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Short Explanation:
This question asks whether your Certified Assessment Activity includes any optional enhanced components that allow participants to earn additional certified credits. These activities go beyond the core assessment and support deeper reflection or practice change.

Hints for Answering:

• Select Yes if your activity includes any of the following:
  • A formal reflection exercise on applying learning to practice
  • A follow-up plan or practice improvement activity
  • A knowledge test completed after a realistic period
  • Meeting with a coach or peer related to a teaching, education, administration, leadership or research improvement plan.
  •  

• Select No if the activity includes only the core assessment without any optional follow-up or extended learning components.

Tips:

• If you select Yes, you’ll need to describe the enhanced activities in a later question and explain how they support the learning objectives.
• Enhanced activities must be clearly defined, time-bound, and feasible for participants to complete.
• You must also estimate the additional time required to complete them.

Why this is important:
Enhanced activities offer participants the opportunity to engage more deeply with the material and apply their learning in practice. They also support the CFPC’s emphasis on reflection, performance improvement, and meaningful continuing professional development.

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Short Explanation:
This question asks you to identify which optional enhanced activities are included in your program. These activities allow participants to earn additional certified credits by engaging in deeper reflection, planning, or follow-up.

Hints for Answering:

• Formal reflection on the application of changes to practice: Select this if participants are asked to reflect on how they applied what they learned in their practice.
  Example: A short written reflection submitted 2–4 weeks after the activity.

• Completion and implementation of a practice improvement plan with follow-up: Select this if participants are expected to create and carry out a plan to improve an aspect of their practice, with follow-up to assess progress.
  Example: A participant develops a plan to improve diabetes screening rates and reports on outcomes after 3 months.

• Completion of a knowledge test after a realistic period: Select this if participants complete a follow-up quiz or test to assess retention and application of knowledge.
  Example: A short case-based quiz sent 4 weeks after the initial activity.

• Meeting with a coach or peer related to a teaching, education, administration, leadership, or research improvement plan: Select this if participants meet with a mentor or peer to discuss progress on a specific improvement goal.
  Example: A follow-up meeting with a peer to review progress on a leadership development plan.

Tips:

• Select all that apply to your program.
• These activities must be documented, submitted and kept on file.
• Be prepared to describe how each selected activity supports the learning objectives and how much additional time is required.
• These activities must be optional and clearly distinguished from the core assessment.

Why this is important:
Enhanced activities promote deeper learning and support meaningful change in practice. They also allow participants to earn additional certified credits in recognition of their extended engagement.

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Short Explanation:
This question asks you to describe how the enhanced activities—such as formal reflection, a practice improvement plan, a knowledge test, or a meeting with a coach or peer—support the achievement of the program’s learning objectives. These activities are optional but can provide participants with additional certified credits by reinforcing learning and promoting meaningful practice change.

Hints for Answering:

• Explain how each enhanced activity aligns with specific learning objectives and supports the application of knowledge in practice.
• Describe how these activities encourage self-assessment, reflection, and feedback, which are key components of Certified Assessment Activities.
• Highlight how these activities contribute to improved clinical performance or patient outcomes.

Tips:

• For formal reflection, describe how it prompts learners to consider how the content applies to their practice and what changes they might implement.
•  
• For the practice improvement plan, explain how it helps learners identify specific goals and actions to improve care, based on what they’ve learned.
•  
• For the knowledge test, clarify how it reinforces key concepts and assesses understanding.
•  
• For the meeting with a coach or peer, describe how it provides feedback, accountability, and an opportunity to discuss challenges and successes in applying new knowledge.

Example Answer:

By the end of the core POCUS simulation workshop, participants will be able to:

1. Identify appropriate clinical scenarios where POCUS can enhance diagnostic accuracy and patient care.
2. Demonstrate correct image acquisition techniques for focused abdominal and cardiac ultrasound.
3. Interpret basic POCUS findings and integrate them into clinical decision-making.
4. Recognize limitations of POCUS and when to seek additional imaging or consultation.
5.  

Learners develop a personalized plan to implement POCUS in a specific clinical context (e.g., using POCUS for first-trimester pregnancy assessments in urgent care). They identify measurable goals and track progress over time. Supports Objectives 1, 2 & 3 by translating workshop skills into real-world application and promoting continuous improvement.

Why this is important:
Enhanced activities deepen engagement with the material and support sustained learning. They help participants move from knowledge acquisition to practice transformation. By linking these activities directly to the learning objectives, you demonstrate that they are purposeful, relevant, and aligned with the goals of the CPD program—ensuring they meet Mainpro+ certification standards and provide value to participants.

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Short Explanation:
This question asks you to indicate the total duration of the CPD activity for each applicable category: Certified Activity, Certified Activity with Enhanced Activities, Certified Assessment Activity, and Certified Assessment Activity with Enhanced Activities. The CPD Office will review your submission and calculate the final eligible hours for Mainpro+ credit.

Hints for Answering:

• Provide the total instructional time in hours and minutes for each applicable category.
• Only include time spent on eligible educational activities (see below).
• Do not include time spent on non-eligible components such as breaks, social events, or evaluations.

Tips:
Eligible activities include:

• Group learning sessions (e.g., lectures, workshops, panel discussions)
• Q&A periods following a lecture
• Facilitated poster sessions
• Simulation debriefs (before or after the activity)

Non-eligible activities include:

• Opening/closing remarks
• Non-facilitated poster sessions
• Award presentations
• Breaks (e.g., lunch, health breaks)
• Social or networking events
• Time spent completing evaluations

Why this is important:
Accurately reporting the duration of eligible educational content ensures that participants receive the correct number of Mainpro+ credits. 

Short Explanation:
This question asks whether you are also seeking accreditation for this program from another organization or certifying body, such as the Royal College of Physicians and Surgeons of Canada (RCPSC).

Hints for Answering:

• Indicate Yes or No.
• If Yes, you will be asked for more details (organization name, number of credits, and type of credits).

Tips:

• If you are applying for dual accreditation (e.g., Mainpro+ Certified Activity and MOC Section 1 credits), ensure that the program meets the standards of both accrediting bodies.

Why this is important:
Disclosing other accreditation applications helps ensure consistency in program content and delivery across certifying bodies. It also allows the CPD Office to avoid duplication of review, and ensure that the program meets the standards of all accrediting organizations involved.

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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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