Learning Objectives:
1. Describe the Peers for Peers support Program.
2. Strengthen empathetic and active listening skills for supporting peers in distress.
3. Differentiate between empathetic listening and being a good clinician.
4. Describe professionalism definitions, frameworks, and policies.
5. Recognize the importance of role modelling in the development of professional identities.
6. Identify microaggressions in medicine and describe approaches to resolving challenging professional interactions.
7. Identify signs of physician distress and appreciate drivers that may cause it.
8. Employ newly acquired skills to provide support and guide peers, particularly if a peer is suicidal.
9. Describe and distinguish the aspects denoted in the Workplace Behaviour Continuum.
10. Recognize implicit biases, and employ strategies to mitigate biases in the workplaceThis event is an Accredited Group Learning Activity (Section 1) as defined by the Maintenance of Certification Program of the Royal College of Physicians and Surgeons of Canada, and approved by Continuing Professional Development, Schulich School of Medicine & Dentistry, Western University. You may claim a maximum of 3.5 hours (credits are automatically calculated).
This one-credit-per-hour Self-Learning program meets the certification criteria of the College of Family Physicians of Canada and has been certified by the Continuing Professional Development, Schulich School of Medicine & Dentistry, Western University for up to 3.5 Mainpro+ credits.
Each participant should claim only those hours of credit that he/she actually spent participating in the educational program.
This program has received no commercial support.
This offering is an openly available digital game, where you take on the role of designing simulation scenarios for students.
It was developed through collaboration between:
- Continuing Professional Development, Schulich School of Medicine & Dentistry, Western University (CPD)
- Canadian Surgical Technologies & Advanced Robotics (CSTAR), London Health Sciences Center
- Healthing Media Group, Postmedia
This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca
This work is licensed under an Ontario Commons License – No Derivatives.
By the end of this module, participants will be able to:
- Explain differences between CBME and the traditional time-based model of postgraduate medical education
- Describe neurology EPAs and milestones and explain how they change as training advances
- Explain how residents are entrusted to independently perform the tasks of a neurologist
- Define formative assessment and develop strategies for providing/receiving effective feedback
- Explain how determination of progression (summative assessment) occurs and the role of the Competence Committee
This activity is an Accredited Self Assessment Program (Section 3) as defined by the Maintenance of Certification Program of The Royal College of Physicians & Surgeons of Canada, and is approved by Continuing Professional Development, Schulich School of Medicine & Dentistry, Western University. You may claim a maximum of 0.5 hour for this activity (credits are automatically calculated).