Continuing Professional Development
Chair : Dr. Yvonne Chan, Toronto, ON Email: [email protected]
Welcome to the Society’s CME/CPD section.
Did you know that the Royal College has introduced a change to the Maintenance of Certification (MOC) Program? If you are a Royal College Maintenance of Certification (MOC) Program participant with a new MOC cycle starting on or after January 1, 2014, you now must:
- Obtain 400 credits within the new 5-year cycle
- Obtain a minimum 40 credits/year
- Complete a minimum of 25 credits/cycle in sections 1,2, and 3 of the MOC Program
Accredited Group Learning Activities
Conferences, rounds, journal clubs or small-group activities that adhere to Royal College standards. Accredited group learning activities can occur face-to-face or online.
• Accredited rounds, journal clubs, small-groups – 1 credit per hour
• Accredited conferences – 1 credit per hour
Unaccredited Group Learning Activities
Unaccredited rounds, journal clubs, small-group activities or conferences that have not been submitted for accreditation and have no industry sponsorship.
• Unaccredited rounds, journal clubs, small groups or conferences – 0.5 credits per hour (maximum of 50 credits per cycle)
Learning activities initiated by a physician (independently or in collaboration with peers or mentors) to address a need, problem, issue or goal relevant to their professional practice.
• Fellowships – 100 credits per year
• Formal courses – 25 credits per course
• Personal learning projects – 2 credits per hour
• Trainee-ships – 2 credits per hour
Learning activities used by a physician to enhance their awareness of new evidence, perspectives or discoveries that are potentially relevant to their professional practice.
• Reading a book – 10 credits per book
• Reading a book chapter or journal volume – 2 credits per chapter/volume
• Reading a journal article or bulk journal reading with transcript – 1 credit per article
• Bulk online reading/scanning with transcript – 1 credit per hour
• Podcasts, audio, video, internet searching (Medscape, UpToDate, DynaMed) – 0.5 credits per activity
• POEMs – 0.25 credits per activity
Learning stimulated by participation in activities such as setting practice standards, patient safety, continuous
quality improvement; curriculum development; assessment tools and strategy development; examination board membership; or peer review.
• Clinical practice guideline development – 20 credits per year
• Quality care/patient safety committee – 15 credits per year
• Curriculum development – 15 credits per year
• Examination development – 15 credits per year
• Peer review – 15 credits per year
(CPD Tips for Section 3 – Dr. Gigi Osler, Past CPD Committee Chair, Spring 2018)
If my experience is like many of yours, obtaining Maintenance of Certification (MOC) credits in Section 3: Assessment, is very challenging. The emphasis on assessment underlines its importance to provide data and feedback in order to identify our knowledge or performance needs and to develop future learning opportunities. Meaningful and constructive feedback is essential in assessment and for improving our skills.
Here is an easy, no-cost way to earn Section 3: Assessment credits (and even Section 2: Self-learning credits if you are really motivated!). Performance assessment activities can occur in a simulated or actual practice environment. It requires a colleague but both of you will be able to claim MOC credits:
• Ask a trusted colleague to assess your performance, either your technical or non-technical skills, during a simulated or actual surgical procedure. You can have them either assist you during the procedure or simply observe your performance.
• Immediately after the procedure, consider what worked well for you, what you would like to continue doing, and what you would like to improve on during future surgeries.
• Then review and discuss how you think you performed with your colleague. Review and discuss their feedback on your performance.
• Re-evaluate your self-assessment and compare to their feedback. Did you both agree that certain elements of your performance could be improved? If so, this is the perfect time to decide on a plan of action for further improvement, such as pursuing a Personal Learning Project (PLP), which earns your further credits in Section 2: Self-learning. PLP Template
• To assist you in this assessment activity, the CPD Committee has developed these downloadable and fillable forms that can be used to assess both your technical and non-technical skills. Direct Observation Forms
• If you were assessed, you can claim “Section 3: Direct Observation” which earns you 3 credits/hour of time spent reflecting on your performance, receiving feedback and revising your self-assessment.
• As the “assessor”, your colleague can claim 15 “Section 2: Peer Review” credits for the year (regardless of how many times during the year they assess you or other colleagues).
I look forward to seeing you in Quebec City on June 16-19, 2018 for our 72nd Annual Meeting!
Programs approved by Royal College accredited CPD provider organizations that provide data with feedback to individual physicians regarding their current knowledge base, enabling the identification of needs and development of future learning opportunities relevant to their practice.
Accredited self-assessment programs – 3 credits per hour
Activities that provide data with feedback to individual physicians, groups or inter-professional health teams related to their personal or collective performance across a broad range of professional practice domains. Performance assessment activities can occur in a simulated or actual practice environment.
• Accredited simulation activities
• Chart audit and feedback
• Multi-source feedback
• Direct observation
• Feedback on teaching
• Annual performance review
• Practice assessments
* All assessment activities are 3 credits per hour
Here is an easy, no-cost way to earn Section 3: Assessment credits (and even Section 2: Self-learning credits if you are really motivated!) Read More
Download a PDF on
MOC – Section 2
- Want an easy way to earn more Maintenance of Certification (MOC) credits?
- Want to triple your MOC credits when you attend an accredited meeting?
- Want to earn MOC credits when you attend non-accredited meetings?
Develop a Personal Learning Project (PLP). A PLP is a learning activity that you create to address a question, need, or goal relevant to your professional practice. PLPs are a great way to maximize your learning and earn you 2 credits / hour in Section 2. If you develop a PLP at an accredited meeting then these Section 2 credits are in addition to the meeting’s Section 1 credits.
We have developed an easy way for you to create a PLP and earn Section 2 credits. PLPs can be used at both accredited and non-accredited group learning activities (for example at a pharmaceutical dinner or satellite symposium). You can also create PLPs to answer any learning question, at any time, not just at meetings.
Here is a 6-step process for developing your PLP for use at a meeting:
1. Download the PLP template –
2. What do you want to learn? Identify your question.
3. Develop a learning plan. Review the learning objectives for the meeting and any reading material.
4. At the meeting, learn with intent and keep your question in mind. Discuss your question informally with your colleagues.
5. After the meeting, reflect on your question:
a. What did you learn?
b. What additional learning will you do?
c. Will you make a change in your practice?
6. Use the template to document your PLP in MAINPORT.
Your CPD Committee will continue to find ways for you to maximize your learning and MOC credits. Please email me [email protected] with any questions, ideas, suggestions or comments. Have a great summer!
MOC – Section 2 and/or Section 3
- Write papers for publication?
- Review manuscripts for journals?
If so, you can earn Section 2 and/or Section 3 Maintenance of Certification (MOC) credits for your time.
As an author, the time that you spend reviewing the feedback from your peers on each submitted article counts in Section 3 (Assessment) under Practice Assessment for 3 credits/hour. No documentation is required to record this activity.
As a journal reviewer, the time that you spend reviewing articles by your peers counts in Section 2 (Self-learning) under Peer Review for 15 credits per year (note this is not 15 credits per article, just 15 credits per year total). No documentation is required to record this activity.
Please email me at [email protected] with any questions, tips, or comments.
In an effort to facilitate CSO members’ acquisition of CPD credits under the Maintenance of Certification program of the Royal College of Physicians and Surgeons of Canada we are pleased to provide additional services through this page.
Please note that there is a fee of $250 per application to accredit a CPD event.
Currently Available …
The CSOHNS acknowledges that professional development represents more than traditional continuing medical education focused primarily on updating medical knowledge and intends to offer learning opportunities that extend beyond the limits of traditional themes. Our statement of goals will reflect outcomes across the competencies included within the CanMEDS framework and across knowledge, skills, performance, and health outcome domains. This framework demonstrates our commitment to constant quality improvement.
The target audience of our CME/CPD programs is the membership of the Society. The membership of the Society is comprised of physicians certified as specialists in Otolaryngology-Head and Neck Surgery by the Royal College of Physicians and Surgeons of Canada and residents in graduate medical education in the specialty of Otolaryngology-Head and Neck Surgery. The two main types of clinicians that are targeted are those practicing in community centers or academic institutions across Canada.
We aim to contribute to the continuing professional development of our membership/target audience by:
- Offering educational content that includes presentation of cutting edge research, thereby disseminating new knowledge.
- Offering workshops and courses that emphasize acquisition and refinement of practical skills.
- Promoting and fostering a climate of interactivity and discussion.
- Improving the performance of the membership to achieve better health outcomes for patients.
The CSOHNS determines the learning needs (perceived and unperceived) of the membership by examining information collected through: 1) Session-specific evaluation forms from previous annual meetings; 2) General surveys and post-convention questionnaires and 3) Drawing on the expertise of the members of the CSOHNS CPD and Scientific Program Committees and other appropriate individuals.
Based on the needs assessments, the CSOHNS creates learning objectives for the CPD events, outlining the expected increase in knowledge and skills of the members attending. Based on the needs assessments, the CSOHNS chooses appropriate formats, themes, content and speakers, to help achieve the goals and objectives of the CSOHNS CPD events.
New Guidelines for Same Day Thyroid Surgery
At the 2015 Winnipeg Annual Meeting, the Canadian Society of Otolaryngology-Head and Neck Surgery Endocrine Group ratified a guideline to assist thyroid surgeons performing same day thyroid surgery.