The education program has yet to be approved for CPD credit. Conference organizers plan to request 00.0 hours of Mainpro M-1 credits from the Physician Assistant Certification Council of Canada. Total number of approved credits yet to be determined.
PROGRAM-AT-A-GLANCE
I participate as an examiner for the PACCC Test committee. How can I claim credits for my contributions?
There are several options available for you to receive MOC credits:
- The time you spend participating in any part of the examination process – from setting the exam standards, to being an examiner can be claimed as an activity for 15 credits per year under Section 2: Systems Learning: Examination Development.
- The time you spend in the development and submission of a clinical scenario for inclusion in an oral examination or an MCQ or SAQ for a written examination can be submitted as a personal learning project in Section 2.
- The time you spend on reviewing the feedback on your contributions to the examination process (e.g. the quality of your MCQs) or your performance during the examination (e.g. during an oral examination) is a review of your “educational” practice that could be included under Section 3: Practice Assessment (3 credits per hour).
Welcome and Opening Remarks
1045 – 1100
Dr. Ann Collins, CMA President
Opening Remarks
1045 – 1100
OMA
Q. I am having trouble registering
A. Be sure you’re on the CAPA 2021 site.
Your personalized link was sent to you via email. If you no longer have this email, please contact Olivia Onuk at oonuk@capa-acam.ca.
Q. Will conference sessions be recorded for viewing at a later time?
A. As long as the speaker consents, yes the sessions will be recorded for viewing later.
Q. I purchased 2 Day Sessions + Workshops. Are all sessions and workshops included?
A. Yes! By purchasing the 2 Day Session + Workshop package, you will receive access to ALL recorded sessions and workshops.
Q. How long will these materials remain accessible?
A. All recorded sessions will be available on the CAPA 2020 site until June 2021.
Q. How many credit hours is the CAPA 2020 program worth?
A. The Physician Assistant Certification Council of Canada has awarded the following credit hours for CAPA 2020:
Conference sessions 7.0 credit hours
Workshop 4.0 credit hours
TOTAL: 11.0 (Section 1 credit hours for live sessions + workshops)
*Please note that if you watch recordings of the concurrent sessions and complete the evaluations afterwards, you could potentially earn up to 27.0 Section 1 credit hours.
Students can potentially earn up to 29.0 Section 1 credit hours, which second year students can claim in their bonus period of 15 October 2020 to 31 December 2020.
Q. How do I report Conference sessions and workshop credit hours?
A. You can report the Conference sessions and workshop credit hours in Section 1: Group Learning – Accredited Conference.
Q. How many unaccredited credit hours is the CAPA 2020 program worth?
A. The Physician Assistant Certification Council of Canada has awarded the following credit hours for CAPA 2020:
Regular members – 1.5
CAF members – 2.0
Students – 2.5
CAF Student members – 3.0
Q. How do I report unaccredited conference session credit hours?
A. You can report the unaccredited conference session credit hours in Section 1: Group Learning – Unaccredited Conference.
Q. I attended the Pharma sponsored sessions during CAPA 2020, where can I record these hours?
A. These hours cannot be claimed for credit hours under Section 1 within the MOC Program. You may, however, be stimulated by this event to continue your learning and develop a personal learning project (see PLP question).
Q. What is a personal learning project (PLP) and how can I incorporate this into my learning plan?
A. A personal learning project (PLP) is a self-initiated learning activity that is stimulated by a question, issue or dilemma in your professional practice. For example, PLPs can be created based on updating your knowledge to prepare a presentation, further research after reading a journal article or after participating in a point-of-care activity. They can be inspired by any aspect of your professional practice (CanMEDS Roles) and are flexible and adaptable within any learning context.
Oral/Panel Presentations
We are seeking presenters who can bring unique perspective to CAPA 2021 participants. Speakers should present a well-prepared talk that focuses on a specific and relevant topic.
Panels can include a maximum three speakers plus a moderator to keep the conversation moving and ensure that everyone gets a chance to speak. Abstracts must indicate if identified panellists are proposed or confirmed, and preference will be given to panel abstracts with confirmed panellists.
Keynote Panel Discussion: Racism in Medicine : Correcting actions and improving care
1100 – 1200 EST
Moderator: Maitry Patel, CCCPA
Panelists: Laura Mae Lindo, M.Ed, PhD, Critic, Anti-Racism New Democratic Party of Ontario; Ohood Elzibak, CCPA, MPAS, BHSc. (PA); Third panelist TBD
Events in recent months have highlighted the pressing need to acknowledge and correct long-standing racism in Canada. Excellent and equitable healthcare for all depends on embracing diversity and promoting cultural safety. We must face up to our systemic social challenges by understanding their origins, gaining cultural literacy, and committing to improving conditions in our communities and healthcare systems.
Learning Objectives
At the conclusion of this session the participant will be able to:
- Acknowledge racism as a systemic social problem in Canada that leads to health inequities for Black, Indigenous & People of Colour (BIPOC) communities;
- Recognize ingrained and acquired biases that contribute to racism in our communities and healthcare systems;
- Identify strategies to oppose racism and improve the quality of and access to healthcare for all;
- Develop a personal plan to act as an effective and supportive ally to BIPOC individuals and groups.
Plenary Panel Discussion – First you see me, now you don’t: The shift to virtual care during a global pandemic
1100 – 1200 EST
Mairty Patel, CCPA; Jeremy Heinerich, PA-C and Deaana Lautenbach, CCPA
COVID-19 has impacted every aspect of our lives including how we deliver care to patients. Using telemedicine to treat patients has universally become the norm. Providers are increasingly using live video, audio, and instant messaging to communicate with their patients remotely. This panel discussion will define the PAs role in delivering virtual care and examine how we can continue to effectively deliver quality care moving forward.
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Describe the PA role in delivering virtual care;
- Identify platforms to facilitate virtual care;
- Recall case examples;
- Discuss best practices to ensure success for both patient and caregiver.
Welcome Icebreaker Reception
1900 – 2000
Clinical Skills Workshops
Clinical skills workshops are interactive sessions that focus on specific skills which can be developed by observation and discussion.
Workshops will be offered in full-day and half-day format. Full day workshops are five hours in length, with a one-hour break for lunch. Half day workshops are two hours in length.
PAs in the media: the top of stories of the decade and lessons we can learn from them- Panel Discussion
1200 – 1300
Moderator: Ohood Elzibak, CCPA, MPAS, BHSc. (PA)
Panelists: Anne Dang, CCPA, BHSc. (PA); Sahand Ensafi, CCPA, BHSc. (PA); Maureen Taylor, CCPA, BHSc. (PA)
The PA profession has seen significant growth and development in Canada over the past decade. PAs have been a key topic in healthcare and have been featured in many stories across various media outlets, including major newspapers, academic and institutional communications, hospital and government correspondence and social media platforms. This panel discussion will explore PA representation in the media by examining video, audio, print and online communication that highlights the struggles and victories of PAs over the past decade. Panelists will share insight into past and emerging trends related to PA practice and integration in Canada. They will reflect on the impact of positive and negative news stories on public acceptance and understanding of the PA profession. They will discuss the importance of
continued media representation of PAs to enhance community relations and ultimately propel the profession forward.
LEARNING OBJECTIVES
At the conclusion of this session, the participant will be able to:
- Examine the top news stories relating to PAs and reflect on how they represent the status of PA integration in Canada over the past decade.
- Identify barriers to practice for Canadian PAs and explore avenues for advocacy to optimize the growth of the profession and improve community relations.
- Evaluate positive and negative portrayals of PAs in the media and their impact on the public’s understanding and acceptance of the PA role.
Approach to the Diabetes Patient with Cardiovascular Disease
1200 – 1300 EST
James Kim, MBBCh, PgDip (Diabetes)
Patients with diabetes mellitus are at an increased risk of not only microvascular complications but also macrovascular complications including heart failure, coronary artery disease, and cerebrovascular events. Recent dedicated cardiovascular outcome trials have indicated increased cardiovascular benefit with certain glucagon-like pepid 1 receptor analogs (GLP-1 RAs) and sodium glucose cotransporter receptor inhibitors (SGLT-2i s), with nuances between specific agents in each class. With the plethora of trial data out there, clinicians would appreciate a simplified approach on which patient would benefit from what medication. We will be discussing a case-based approach to discuss a simplified clinical approach for optimal utilization of these medications.
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Illustrate the increased risk of cardiovascular complications in patients with diabetes;
- Discuss the cardiovascular benefit of newer diabetes medications and the clinical relevance;
- Use a case-based management approach for implementing these medications in clinical practice.
Poster Presentation
The poster session is an opportunity for PAs to share the results of their research or the details of interesting clinical cases and to stimulate discussion with their colleagues. In addition to presenting the posters electronically, authors are given time during the conference to present their findings.
Female Sexual Health: Compassionate Care for your Menopausal Patient
1200 – 1300 EST
Dianna Wachtel, DHSc, PA-C, CCPA
Historically there has been much confusion and concern surrounding the administration of replacement hormones for peri-menopausal and post-menopausal women. Research shows that approximate 50% of post-menopausal women are affected by decreased sex drive, pain with intercourse, vulvo-vaginal atrophy, and urinary problems. Other articles point out that many women “suffer in silence” because they are uncomfortable or embarrassed to discuss these problems with their providers. It’s time for primary care providers to educate themselves on how best to approach these topics with their female patients before these life-altering changes occur. The timing and scope of the problem will be outlined: timeline, physical symptoms, and physiologic changes; Best communication techniques will be discussed, latest research on symptomatic and systemic treatment will be considered.
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Compare and contrast the sexual health concerns of peri and post-menopausal women;
- Determine the best way to open this topic with patients;
- Outline available treatment options – oral, topical, etc. and contrast rosks/benefits;
- Discover sources of current literature on women’s sexual health topics.
Taking the Urgency out of Urinary Tract Infections/Overactive Bladder/and Intersitial Cystitis (UTI/OAB/ICS)
1200 – 1300 EST
Todd Bryden, CCPA
The basis of this lecture will be to provide information on the diagnosis and differentials for Urinary Tract Infections, Overactive Bladder and Intersitital Cystitis, treatments for these conditions and appropriate time to refer to a urologist. The lecture will use multiple references including the Canadian and American Urological Guidelines to provide clinicians the tools to manage these common conditions with the most up to date information.
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Recognize and treat uncomplicated and complicated UTIs;
- Recognize and differentiate between Overactive Bladder and Interstitial Cystitis;
- Know when emergent versus routine referral to urology is required for UTI/OAB/ICS.
Host
Our Virtual Networking Reception needs a host for each room!
We’re going all out to make this event a success. We need fabulous party hosts who can bring their own style and personality to the table. To be considered, let us know what topic you would like to focus on in your party room, how you will keep attendees engaged, and what past experiences you have with hosting networking events.
How do I register for the Certification Exam?
The registration form will be made available on line, simply complete the online registration form and it will automatically be submitted to PACCC. Once the registration form and fees have been received, a receipt will be sent out.
Covid-19: Pathophysiology of the Virus
1200 – 1300 EST
Kali Braun, PA MPAS (2020); Jared Bullard, MD
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Describe the virology of SARS-CoV-2, including its likely viral origins and and key viral mechanisms to better understand therapeutic and diagnostic strategies;
- Describe the current epidemiology and clinical presentations of COVID-19;
- Discuss current public health interventions, approved treatments, and vaccine development.
Networking Break with Exhibitors
1300 – 1400
- The Personal Insurance Company
- AT Still University
- Johnson & Johnson
- Merck
- Novartis
- College of Physicians and Surgeons of Alberta
Success Spotlight
We are seeking member stories to feature. If you are dedicated to caring for others and interested in being recognized, we encourage you to submit your story!
Networking Break with Exhibitors
1300 – 1400
- The Personal Insurance Company
- AT Still University
- Johnson & Johnson
- Merck
- Novartis
- College of Physicians and Surgeons of Alberta
Alcohol Use Disorder
1400 – 1500
Nino Parunashvili BScPA, CCPA; Darren J. Holub MD, BSc, FRCPC, FASAM, DABAM, CCSAM
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Outline the Rapid Access Addiction Medicine (RAAM) Model;
- Recall the history and facts about alcoholism;
- Identify the pathophysiology and diagnosis of Alcohol Use Disorder;
- Describe case based treatment of Alcohol Use Disorder.
Video Shorts
Do you have a quick tip or recommendation you’d like to share with our community without having to host a session or be a panelist? Send us your video message (max. 2min!) and we might showcase it during our conference!
WORKSHOP: SPLINTING SKILLS FOR PHYSICIAN ASSISTANTS
0900 – 1200
Thomas V. Gocke III, MS, ATC, PA-C, DFAAPA and Lucy Yang, CCPA
Description
This workshop will provide attendees with the knowledge and skills to apply an acute care splint for injuries to the upper extremity utilizing fiberglass splint materials, manage potential splint complications and advise patients with appropriate splint care discharge instruction.
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Demonstrate the appropriate application techniques for an acute care volar wrist splint in a patient with Wrist-Hand-Finger trauma.
- Demonstrate the appropriate application techniques for an acute care Thumb Spica splint in a patient with thumb/radial-sided wrist trauma.
- Demonstrate the appropriate application techniques for an acute care Sugar-tong splint in a patient with distal Radius/Forearm trauma.
- Demonstrate the appropriate application techniques for an acute care Long-arm splint in a patient with Elbow/Humerus trauma.
- Demonstrate the appropriate application techniques for an acute care Coaptation splint in a patient with proximal Humerus trauma.
- Demonstrate the appropriate use of an upper extremity sling for Sugar-tong & Long-arm splints.
- Provide patients with appropriate discharge instructions that outline splint care, signs for concern and appropriate follow up instructions.
PRESENTATION
Annual Members Meeting
1400 – 1600 EST
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Recall the progress that the association has made for the organization and PA profession within the past year;
- Recognize the issues the association and PA profession is currently facing;
- Identify next steps for sustainability of the association and advancement of the PA.
Poster Presentations
1400 – 1500
Authors of the poster presentations will be given fifteen minutes to go over the highlights of their research poster, followed up by questions from attendees.
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Explain the importance of PA led research
- Recall current research conducted and identify relevance to PA profession
- Identify gaps in research
WORKSHOP: INTRODUCTION TO ADVANCED AIRWAY DEVICES
1300 – 1600
Jason Primrose
Description
Advanced airways are often critical for the management of critically ill patients. PA’s who work in acute or intensive care settings should be familiar with advanced airways, indications and contraindications of specific advanced airways, what can go wrong with them and how to troubleshoot problems.
Learning Objectives
1. Differentiate indications and contraindications for advanced airways selection.
2. Differentiate the benefits and risks of advanced airway placement.
3. Appraise the potential patient harm from inappropriate provider use of advanced airway devices.
4. Inspect for variable airway anatomy and predict the difficult airway and manage complicated use of advanced airway devices.
5. Prioritize selection and sizing for placement of an ET tube, LMA, and supraglottic airways in a clinical setting.
6. Practice placing advanced airways of various types, both non-assisted and using assisted laryngoscopy. Practice basic troubleshooting.
7. Understand superiority of assisted laryngoscopy versus direct for providers with limited intubation experience.
PRESENTATION
10 Years of Physician Assistant Education in Ontario: A Tale of Two Universities
1400 – 1500 EST
Leslie Nickell, MSW, MD, CCFP; Dr. Kristen Burrows
Background: Physician Assistants (PAs) were introduced in Ontario to improve patient access to care, support delivery of care, and to enhance quality of care. Two Ontario civilian training programs are offered by the University of Toronto and McMaster University, both comprised of a 24-month curriculum of medical sciences and clinical rotations.
Methods: A joint survey was conducted to explore where graduates are working, how prepared they felt for their role, and barriers to working as a PA. At the time of survey release (November 2019), 387 students had graduated from the two programs; 82% of graduates responded to the survey (n=318); 90% are currently working as a PA.
Results: Graduates are employed in primary care/family medicine (27%), surgery/ subspecialties (25%), medicine/subspecialties (23%), and emergency medicine(12%); 74% work in an urban setting, 22% work in rural/underserved regions, and 3% have left the Province. Respondents feel well prepared for their role in patient education, moderately prepared for teaching and leadership, and less prepared to conduct research. 97% of PAs consider themselves part of an interprofessional team (working with two or more health professionals). Barriers to working to full potential as a PA included inadequate funding (74%), role misunderstanding (70%), role resistance from other health care providers (67%) and hospital policies (65%).
Discussion & Conclusion: Ontario University PA graduates provide a wide range of patient care and contribute to medical teaching, mentorship and quality improvement initiatives. PA training programs produce skilled and flexible healthcare professionals that can improve access to care and extend physician services.
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Learn about where Ontario civilian PA program graduates are working, what they are doing, and their perceptions about how well their PA program prepared them for their current role;
- Understand how alumni and graduate data are used to inform curriculum design, to support and identify priority issues for PA advocacy within the health care system, and to ensure ongoing quality improvement of PA education programs;
- Appreciate how PA education programs help shape the expansion of the physician assistant profession across Canada.
Johnson & Johnson Sponsored Webinar: Thinking Beyond Sugar in Diabetes – Smoking cessation and cardiovascular risk reduction in patients with diabetes
1630 – 1730
Michael Boivin, Clinical Pharmacist Consultant, Certified Diabetes Educator (CDE) and Certified Tobacco Educator (CTE)
Description
Tobacco is the leading cause of preventable death. It affects nearly every organ in the body. Tobacco use in Canada has decreased significantly from historic highs in the 1960’s but have stabilized over the last few years with 15.8% of Canadians 12 years of age and older being a daily or occasional smoker.
Cardiovascular disease and macrovascular complications are the leading cause of death in people with type 2 diabetes. Diabetes guidelines stress the importance of complication risk reduction in patients with diabetes and to not solely focus on glycemic control.
This presentation will focus on cardiovascular risk reduction in patients with type 2 diabetes. It will stress on the importance on smoking cessation to prevent and reduce complication risk in people with diabetes. Practical tips will be shared in how to manage people with type 2 diabetes who use tobacco. It will also review the current recommendations to reduce cardiovascular risk in this large patient population.
Learning Objectives
- Review the impact of tobacco use in people with prediabetes and diabetes
- Ensure people with type 2 know their ABCDESSS to reduce their cardiovascular risk
- Determine effective methods of approaching the topic of smoking cessation in individuals who use tobacco
- Review the different pharmacotherapy options to improve smoking cessation rates in people with diabetes
- Discuss the strategies to reduce cardiovascular risk in people with type 2 diabetes
RURAL/REMOTE DEMOGRAPHICS FOR PAs
1035 – 1125
Stephanie Schneider, CCPA and Jan A. Drutz, PA-C
Description
Stephanie started her employment with the Northern Regional Health Authority four and a half years ago. She was the first PA in Manitoba’s Public Health System servicing 26 northern and remote communities, more than 800km from a tertiary centre. Since 2013 they have added another PA in both The Pas and in the clinic in Thompson, they have also had another work in satellite locations in a community hospital. At this time they occupy roles as hospitalists, emergency medicine, cancer care, primary care, surgical assist and isolated locales. Familiarity with the PA role is finally becoming more recognized and utilization of them in nursing stations has started to become a dialogue that upper levels of management are excited to consider.
Northern Manitoba has some of the highest rates of TB in the developed world, highest rates of MRSA in Canada, a devastating community presence of chronic disease processes such as diabetes, and a suicide epidemic among youth that has been the centre of a 5th estate documentary in the past year. People continually suffer from the lack of access to continuous primary care and the current infrastructure/budgets don’t reflect a paradigm shift despite the ongoing dialogues demonstrating the consequences of healthcare resource paucity. Recruitment and retention is very low due to the demanding workloads imposed upon physicians, the vast majority being IMG’s who step up to do work that Canadian physicians generally do on a locum basis.
One of the largest communities for example has a population of 7,000 people with a nursing station that has 1-2 physicians, 5-6 nurses, and only POC labs and diagnostics.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Analyze community and population health demographics
2. Discuss health professional resources for healthcare aides, nurses, and physicians
3. Propose supportive integration of the PA profession as a healthcare resource to benefit the healthcare funding and infrastructure models, as well as provide physician support.
4. Analyze PA professional preparation needed for healthcare system integration.
3. Propose adaptation of healthcare guidelines in support of PA professional supportive integration in marginalized communities.
PRESENTATION
Sleep-Related Topics
1500 – 1600 EST
Dr. Adrian S. Banning; Stephen Wolfe
Sleep is critically important to physical and mental health as well as job performance, making it a topic all PAs and PA students should be familiar with. An unspoken ideological assumption is that practicing medicine sometimes requires large sacrifices to personal well-being and sleep, especially in shift work. This interactive presentation will lead the audience through several important sleep-related topics, with adult learning principles in mind, including i.) the neurophysiology of sleep and common myth versus facts related to sleep, ii.) a summary of research supporting the relationship between sleep and performance and finally, iii.) suggestions for improved sleep hygiene. While hard work and commitment to our patients and roles are necessary, research demonstrates that lack of sleep harms individuals, clinical, and academic performance making this presentation relevant to all conference attendees.
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Describe the basic neurology of sleep and sleep patterns;
- Correlate sleep quality, health, performance, and clinical decision-making;
- Assess sleep hygiene strategies.
Merck Sponsored Webinar: Effective communication about HPV vaccination: Content and facts to improve HPV vaccination
1630 – 1730
Denise Black, MD, FRCSC
Learning Objectives:
At the conclusion of this session, the participant will be able to:
1. Review the risk of HPV across a woman’s lifespan;
2. Discuss the opportunities and techniques to initiate HPV discussions;
3. Describe the importance of HCP advice on vaccine-preventable diseases;
4. Share the experience on setting processes in the office to make appropriate recommendation for immunization.
Thursday, October 24
Workshop: Point of Care Ultrasound
0800 – 1200 and 1230 – 1630
Jordan Levinter, CCPA, The Hospital for Sick Children
This short introductory workshop offers novices and those with no point-of-care ultrasound experience the opportunity to learn about the emerging field of POCUS from experts in the field. A flipped-classroom model coupled with guided, hands-on instruction is designed to enhance participant learning. This is combined with case-based learning to allow for optimal translation into clinical practice.
Workshop: When in Doubt Punch it Out – The skin and all that lies within
0900 – 1200
Doris Hansen, MS, PA-C, Bassett Healthcare Network;
Amanda Perrotta, CCPA, BHSc(PA), BSc, Honors Kinesiology
The objective of this hands-on workshop is to enhance clinical skills and knowledge for addressing Dermatology/Plastic Surgical procedures in an outpatient/inpatient setting and wound care/dressing techniques.
Participants will learn the following skills: Assessing and diagnosing clinical picture appropriately, how to perform a biopsy of a lesion or chronic wound, applying skills and proper technique. Subcutaneous cyst, keloids and hypertrophic scars, how to inject and treat. Interpreting pathology and determine a medical plan.
Workshop: Stop the Bleed
1030 – 1200 and 1300 – 1430
Andrew Lim, BHSc (PA), BASc. (Hons), CCPA; Mike Dalliday, CCPA; Kimberley May, CCPA; David Kuhns, MPH, CCPA, PA-C
Massive bleeding from any cause, but particularly from an active shooter or explosive event where a response is delayed can result in death. Victims can quickly die from uncontrolled bleeding, within five to 10 minutes.
Stop the Bleed is an initiative of the American College of Surgeons and the Hartford Consensus that provides civilian bystanders the skills and basic tools to stop uncontrolled bleeding in an emergency situation and save lives.
Similar to how the general public learns and performs CPR, the public must learn proper bleeding control techniques, including how to use their hands, dressings, and tourniquets. Only certified healthcare providers can administer a Stop the Bleed course.
Who is it for?
Certified healthcare providers offer Stop the Bleed training to the general public as well as people that work in public areas or venues who may be a first person on scene until a first responder arrives (e.g. security, event staff, vendors etc.).
Welcome Reception presented by:
MD Financial Management and Scotia Bank
1700 – 1900
Dude Where’s My Blood: Anemia
1500 – 1600 EST
Andrew Herber, PA-C, Mayo Clinic
The following presentation is a fast paced, cased based, high energy presentation on the multiple etiologies of anemia. Lecture reviews acute, chronic, micro, macro, and hemolytic anemias. Audience will work through cases and interpret findings to determine likely etiology of anemia and best treatment. Lecture will also discuss evidence based guidelines regarding transfusion practices as well as impact of hospital acquired anemia on patient outcomes.
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Recognize common laboratory findings associated with different types of anemia;
- Recall workup of anemia;
- Review evidence based guidelines on transfusions;
- Describe impact of hospital acquired anemia on patient outcomes.
Novartis Sponsored Webinar: Advances in Heart Failure Management, A Practical Discussion
1630 – 1730
Diego Delgado, MD. MSc, FCCS, FACC
Learning Objectives
- Discuss the burden of heart failure in Canada;
- Review relevant clinical trial results and implications for managing Heart Failure with reduced ejection fraction (HFrEF);
- Discuss opportunities to optimize patients with HFrEF to GDMT.
Friday, October 25
Breakfast
0745 – 0845
Welcome and Opening Remarks
0845 – 0900
Dr. Sohail Gandhi, President, Ontario Medical Association
The Burnout Crisis: How Can We Heal the Healers?
0900 – 1030
Facilitator: Sharona Kanofsky, PA-C, CCPA
Panelists: E. Ann Collins, BSc, MD, President-elect Canadian Medical Association;
Kirsten Luomala, CD, MPAS, CCPA;
Third panelist TBC
Professional burnout, among clinicians and beyond, is reaching crisis levels. Among Canadian physicians, more than one in four doctors report high levels of burnout and one in three screened positive for depression.
Unfortunately, much less is known about how burnout is affecting Canadian PAs, both in the public health system and the military, where PAs serve in unique and stressful environments. However, we do know that burnout across all health professions, is linked to increased medical errors, increased health care costs, and poor patient outcomes.
In this opening plenary, physician and PA leaders will share their candid thoughts on the influence of team dynamics, scope of practice, and role ambiguity on one’s job satisfaction. They will also discuss what it will take to reverse these trends and how health professionals can come together to pursue a better path to wellness.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Define burnout and discuss how it is affecting Canadian health care professionals
2. Differentiate between individual and systemic factors that negatively affect PA health
3. Explain how burnout affects patient outcomes
Resiliency Skills for Healthcare Providers
1035 – 1125
Dr. Leslie Nickell, Medical Director, PA Program, University of Toronto and Shayna Kulman-Lipsey, Manager, Counselling Services, Health Professions Student Affairs, Faculty of Medicine, University of Toronto
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Recognize the importance of the resilience continuum that can impact well-being
2. Describe the seven key behaviours that support an ‘upward spiral’
3. Identify challenges/opportunities for resilience in your working environment
Practicing Evidence-Based Medicine while Respecting Indigenous Healing Beliefs and Culture
1035 – 1125
Amy Montour BScN, MSc, MD, CCFP, Clinical Professor, McMaster University
Wake up its time to talk about Sleep Apnea!
1035 – 1125
Emily Murphy MPS, PA-C; Assistant Professor and Director of Clinical Education, University of Pittsburg; Jamie Hammond MS, MPAS, PA-C, Assistant Professor, University of Pittsburg
One half of US adults report sleep disturbances with only 30% of adult Americans report obtaining sufficient sleep. The prevalence of sleep apnea 20 to 30 percent in males (1 in 4) and 10 to 15 percent in females (1 in 10). Symptoms include excessive daytime fatigue, insomnia, lack of energy, morning headaches, difficulty focusing, frequent nocturnal urination , mood changes including irritability and depression, waking up with breath holding, gasping or choking, habitual snoring or breathing interruptions which are noted by bed partner.
Comorbidities often include obesity, treatment resistant hypertension, arrhythmias, heart disease and history of stroke and myocardial infarction.
Short-term physiologic and psychological effects of sleep apnea include impaired daytime cognitive functioning, irritability, difficulty concentrating, lack of motivation, depressed mood, difficulty with work, school and driving and heightened perception of pain. Long term physiologic and psychological effects of sleep apnea include glucose intolerance, obesity, impaired immune responses, accelerated atherosclerosis and increased risk of cardiac disease and stroke.
Simple and validated screening tools include STOP-BANG and Epworth Sleepiness Scale can be easily utilized by providers to identify patients who should be tested. Gold standard for diagnosis is in a lab or home polysomnography.
Treatments include weight loss, oral appliance, positive pressure airway therapy, medical implant and surgery.
Sleep apnea is easy to screen and treat and has a huge impact on the patients overall health and comorbidities with proper treatment and monitoring.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Discuss the etiology, presentation, and diagnosis of obstructive sleep apnea
2. Review strategies for management of obstructive sleep apnea
3. Explain the long-term physiologic and psychological effects of sleep-wake disorders
Networking Lunch with Exhibitors
1125 – 1240
Urology: A Quick Clinician Guide A to P
1245 – 1335
Todd Bryden, CCPA
This presentation will cover common Urologic conditions, emergencies, investigations and treatments. The presentation will include topics such as Hematuria (Micro & Macro/Gross), Acute Urinary Retention, Kidney Stones, Epididymitis/Orchitis/Orchialgia, Testicular Torsion and Fournier’s Gangrene and the important clinical features of each that would require immediate Urology consult. If time permits, some of the commonly encountered problems of inserting Urinary Catheters will be addressed.
Attendees will increase their knowledge and comfort level when dealing with the various common Urological complaints and emergencies that present to clinics, emergency rooms and hospital wards that are seen on a regular basis.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Recognize true Urologic Emergencies
2. Treat/Investigate Common Urologic complaints
3. Recognize difficult Foley Catheter insertions
Initiating Insulin in an Outpatient Setting
1245 – 1335
Elizabeth Roessler, MMSc., PA-C, Assistant Professor, Yale University
Type 2 diabetes mellitus is a chronic, progressive disease characterized by multiple defects in glucose metabolism and associated with insulin resistance and slowly progressive beta-cell failure. By the time that Type 2 diabetes is diagnosed in patients, up to one half of their beta-cells are not functioning properly. Due to this, patients with Type 2 diabetes often don’t meet treatment goals and may need insulin to augment therapy. Furthermore, studies have shown that on average, as many as 40-80% of patients with Type 2 diabetes will need insulin within 10 years of diagnosis. Since most of these patients are cared for primarily in Primary Care outpatient settings, initiation of insulin therapy should be routine in any practice. However, it is not surprising that the initiation of insulin is one of the most difficult aspects of managing patients with Type 2 diabetes. Challenges of initiating insulin therapy are two-fold. First is the patients fear of and reluctance to begin insulin. Second, and more significant, is clinicians’ hesitancy due to lack of knowledge and the view that initiating insulin is a complex and time consuming process, a treatment of last resort. This presentation will review the challenges of initiating insulin in the outpatient setting and provide clear, evidence-based guidelines related to the management of insulin therapy.
Learning Objectives
At the conclusion of this session, the particiapnt will be able to:
1. Identify current Canadian Diabetes Association Standards of Care, Hgb, A1C and glucose goals
2. Review and understand the current diabetes treatment algorithms
3. Explain how to calculate and initiate insulin and maximize oral medications
4. Summarize when and how to intensify insulin therapy
Workshop: Frozen Shoulder – Anatomy, Management, Injections, Risks, and Exercise Therapy
1245 – 1430
Daniel Avrahami, BPHE,DC, MSc, PA and Kim Scott, BSc, PA
Frozen shoulder is a poorly understood condition that typically involves substantial pain, movement restriction, and considerable morbidity. The lifetime prevalence of frozen shoulder is estimated to be 2 to 5 percent of the general population. Full recovery can take up to 3 years. However, if diagnosed and treated early an episode of Frozen Shoulder can be significantly shortened, and possible reversed. The aim of this presentation is to provide a framework for the assessment and management of Frozen Shoulder. Included in the presentation is a review of relevant anatomy, patient management strategies, injection skills, and patient self-management strategies. A hands-on workshop on corticosteroid injections for the glenohumeral and subacromial joint will be provided.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Clinically identify Frozen Shoulder
2. Recommend how to manage a patient with Frozen Shoulder and patient self-management strategies
3. Practice glenohumeral and subacromial joint injection skills
Intermittent Fasting as An Approach to Metabolic Syndrome and Insulin Resistance
1340 – 1430
Andrea Lombardi, HBA, MBA, BHScPA, CCPA
The Intensive Dietary Management (IDM) Program is one that focuses on meal-timing, time restricted eating (TRE) and intermittent fasting (IF) in the treatment of patients and clients with metabolic syndrome (MetS) and insulin resistance (IR). The IDM Program was founded in June 2012 as a physical clinic in serving the Greater Toronto Area, and has now expanded to an online program serving clients worldwide. Founders, Dr. Jason Fung and clinical researcher Megan Ramos have become world-leading authorities on the topic of therapeutic fasting.
The IDM Program seeks to investigate the significance of meal timing, rather than composition of the meal itself. Many patients with MetS and/or IR, such as pre-diabetes, T2 diabetes, non-alcoholic fatty liver disease, and polycystic ovarian syndrome, have attempted some kind of dietary program or regimen, but continue to struggle with their metabolic disease.
Since its inception, the IDM Program and has worked with over 8000 patients and clients world-wide on various fasting protocols, primarily and IF. This presentation seeks to demonstrate that when one eats matters just as much as how one eats. It will explain the physiology of IF as well as commonly used protocols to treat various metabolic disorders. It will also share up-to-date research on IF in the treatment of MetS as well as clinical data collected from the IDM Program, including a new case series on the use of IF in the reversal of T2 diabetes published in the British Medical Journal in 2018.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Explain the physiology of time-restricted eating and intermittent fasting
2. Identify time-restricted eating and intermittent fasting as approaches to metabolic syndrome and insulin resistance (with or without the concurrent use of medication)
3. Prescribe basic protocols to patients with various metabolic disorders (with or without the concurrent use of medication)
Thoracic and Lumbar Spine Disorders in a Primary Care Practice
1340 – 1430
Tom Gocke, DMSc, PA-C, DFAAPA, Orthopaedic Educational Services Inc.
Managing Thoracic & Lumbar Spine Disorders by the Primary Care Physician Assistant lecture is designed to enhance the diagnostic skills in the evaluation of non-traumatic Thoracic & Lumbar spine conditions. Attendees’ will enhance their ability to recognize normal radiographic anatomy of the thoracic & Lumbar spine. Attendees will use this knowledge to master skills needed for the evaluation and management of common non-traumatic Thoracic & Lumbar spine conditions seen by the Primary Care Physician Assistant. Using physical examination review and clinical case study attendee’s will be able to demonstrate their abilities to recognize common conditions of the Thoracic & Lumbar spine.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Determine and accurately communicate radiographic image results of Thoracic and Lumbar Spine conditions to patients and supervising physician(s)
2. Describe physical exam techniques necessary in the assessment of Lumbar spine conditions in a primary care patient
3. Describe the diagnosis and determine appropriate management techniques for a primary care patient with Lumbar Spine conditions
Networking Break with Exhibitors
1435 – 1455
Common Pediatric Overuse Injuries and Growth Plate Fractures
1500 – 1550
Adam Moore, MHS, PA-C, ATC, Assistant Professor, Salus University
Children are becoming more active in sports and physical recreation and at earlier ages than ever before. Per the United States Center of Disease Control (CDC.gov). “More than 2.6 million children 0-19 years old are treated in the emergency department each year for sports and recreational-related injuries.”
The goal of this lecture is to cover in detail the most common pediatric overuse injuries and growth plate fractures and treatment of each. The etiology, pathophysiology, clinical presentation, diagnostic testing, and treatment options for conditions including Sever’s Disease, Osgood-Schlatter Disease, Sinding-Larsen Johannson Syndrome, Little League Shoulder, elbow medial epicondylitis, torus fractures, and Salter Harris I fractures will be discussed. All of the information is relevant to those physician assistants providing care to children in both the primary care and orthopaedic realms.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Recognize and diagnose common pediatric overuse musculoskeletal injuries
2. Discuss the treatment of common pediatric overuse musculoskeletal injuries
3. Identify and treat common pediatric growth plate fractures
Implementation of a PA-led Patient Centered Goals of Care Consultation Service in a Community Hospital
1500 – 1550
Monica Monchis, CCPA, Royal Victoria Regional Health Centre
This presentation will highlight a program implemented at a community hospital that was designed to identify hospitalized patients at high risk of dying and ensure that their treatment preferences for end-of-life care were aligned with their values and goals of care. The program also assessed the feasibility of using an intensive care unit (ICU) physician assistant (PA) to implement this advance care planning (ACP). Findings from the program demonstrates the impact that PAs can have in ensuring that patients are making informed decisions about their care and the value this will add to our health care system.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Show the unique role of an ICU physician assistant engaging in advance care planning discussions with hospitalized patients and collaborating within an inter-professional team
2. Outline a systematic approach for eliciting hospitalized patients’ values and goals of care surrounding life sustaining therapies
3. Illustrate the demand for an integrated advance care planning service that ensures patients can provide informed consent and appreciate the value this will add to the health care system
The Past, Present and Future of Orthopaedic Surgery PAs in Canada: A Panel Discussion
1500 – 1550
Anne Dang, BHSc (PA), BHSc. (Hons), CCPA;
Ohood Elzibak, BHSc.(PA), MPAS, CCPA;
Deanna Groenestege, BScPA, BASc Kin.(Hons), CCPA;
Andrew Lim, BHSc (PA), BASc. (Hons), CCPA
Orthopaedic Surgery is one of the key areas for PA practice and growth in Canada. In 2016, The Conference Board of Canada published a report identifying orthopaedics as one of top three practice areas that hold the most promise for increased productivity by greater use of PAs. The Canadian Institute for Health Information also released a report showing that 3 of the top 5 most commonly performed surgeries in Canada are orthopaedic procedures. As more orthopaedic PAs enter the workforce, it is important to discuss practice trends and avenues for professional growth and development.
This session is aimed at practicing orthopaedic surgery PAs and students or current PAs looking to transition into a role in orthopaedics. The session is moderated by an orthopaedic surgery PA with a near-decade experience in the field and will provide insight from three expert panelists who practice in diverse orthopaedic settings and are actively involved in professional advocacy. Topics explored during the question-answer session include the orthopaedic PA job market, current clinical roles in orthopaedics, challenges affecting practice growth and strategies to overcome them. Additionally, the panelists will provide insight and recommendations related to funding/billing, role expansion and professional advocacy. This session is interactive and audience members will have the opportunity to participate in live polling as well as pose questions to the speakers.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Appraise the growth of the orthopaedic PA role in Canada over the past decade
2. Outline the diverse roles and responsibilities of an orthopaedic surgery PA in outpatient vs. inpatient and trauma vs. elective practice settings
3. Outline the current status of the orthopaedic surgery PA job market and identify strategies to assist PAs in securing employment in orthopaedic surgery
4. Identify challenges faced by orthopaedic PAs in clinical practice and strategies used to overcome them
5. Explore the future of the orthopaedic PA profession in Canada and brainstorm initiatives to help propel the profession forward in matters related to funding, role expansion and professional advocacy
CAPA Annual Members Meeting
1600 – 1730
Leslie St. Jacques, CCPA, CAPA President; Patrick Nelson, Executive Director
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Recall the progress that the association has made for the organization and PA profession within the past year
2. Recognize the issues the association and PA profession is currently facing
3. Identify next steps for sustainability of the association and advancement of the PA profession
Provincial Member Forums:
1735 – 1815
Provincial Directors for Ontario, Pacific, Atlantic, Prairie and Quebec
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Recall the progress that has been made for the Physician Assistant (PA) profession within the region in the past year
2. Recognize the issues specific to the geographic area that the PA profession is currently facing
3. Identify next steps for advancement of the PA profession in that area
The Development of the PA Profession in Europe
1500 – 1600 EST
Kate Straughton; Ciara Melia
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Identify countries in Europe where the PA model has been introduced and give an oversight of the development across Europe;
- Provide an update on the Physician Associate profession in the UK and Republic of Ireland;
- Discuss challenges faced by these countries in progressing the development of the PA profession.
Saturday, October 26
Breakfast
0715 – 0800
The Top 10 Missed Emergency Medicine Complaints
0800 – 0850
John Bielinski, Jr. MS, PA-C, CME4Life
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Implement the HEART score in the discharge of patients with low risk chest pain
2. Recall the most effective test to now miss the diagnosis of acute appendicitis
3. Recognize the presentation of a pulmonary embolism
Cannabis and the Current Landscape since Legalization
0800 – 0850
Jason Busse, DC, PhD, Associate Professor, McMaster University
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Identify who uses cannabis and why
2. Discuss current evidence for therapeutic use of cannabis
3. Outline promising areas for future research
Housekeeping and Speaker Introductions
0900 – 0910
The Power of Kindness: A Personal and Professional Search
0910 – 1000
Dr. Brian Goldman, Radio Host – White Coat, Black Art
Dr. Brian Goldman is a staff emergency physician at Sinai Health System in Toronto. Since 2007, he has hosted White Coat, Black Art an award-winning show about the patient experience in the culture of modern medicine. He is author of three Canadian bestselling books. His latest book, The Power of Kindness: Why Empathy is Essential in Everyday Life, his personal and professional search for empathy inside his brain, his heart and around the world.
Learning Objectives
At the conclusion of this session the participant will be able to:
1. Define the key parts of empathy and distinguish them from sympathy
2. List personal and system factors that detract from empathy in health care
3. Develop ways to be more empathic on the job
Networking Break with Exhibitors
A Beautiful Death: An Overview of Medically Assisted Dying (MAID) in Canada
1030 – 1120
Dr. Tatiana Conrad, University Health Network, Princess Margaret Hospital-Ontario Cancer Institute
This session will serve to inform physician assistants about the evolution of Medically Assisted Dying (MAiD) in Canada and will also identify roles for PAs in the patient/family experience.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Develop a cultural context of MAID in Canada
2. Identify the process & eligibility criteria for MAID in Canada
3. Discuss barriers to access of MAID
4. Identify role for PA’s in discussion of MAID
Making Friends and Influencing People: Practical Tips on Starting Your PA Career
1030 – 1120
Vanessa Martino, CCPA; Mike Dalliday, CCPA
This mentorship session is for everyone, from students and new graduates seeking their first job to experienced PAs looking for a career change. You’ll hear from PAs who started networking early to land their ideal job. They will share approaches to job searching and networking, and describe the lessons they learned over the course of many conversations and meetings with physicians, administrators, and health care decision makers.
There’s great demand for health care professionals who prove themselves to be enterprising and proactive in everything they do, starting with their job search. This session will give you the chance to ask questions and get practical advice for career success.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Illustrate the PA value proposition and how to effectively make the case for hiring a PA
2. Prepare for different networking scenarios and how to respond
3. Develop a step-by-step approach to your job search
Workshop: Demystifying EKG Interpretation
1030 – 1220
John Bielinski, Jr. MS, PA-C, CME4Life
ECG interpretation is an art. You need to have a clear picture of patient presentation in conjunction with an understanding of pathophysiology and the ECG. It’s a puzzle. The objectives of this workshop is to teach clinical application of ECG interpretation as taught through the 5 causes of ST segment elevation, 4 causes of ST depression, 4 causes of a clipped T wave and the 3 causes of a wide complex QRS.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Explain the two safety nest of EKG Interpretation
2. Identify the five causes of ST segment elevation
3. Define the four causes of ST segment depression
4. Examine the four causes of a flipped T wave
5. Evaluate the causes of a wide complex QRS
6. Review the three causes of hyperkalemia
Opioids for Chronic non-Cancer Pain
1130 – 1220
Jason Busse, DC, PhD, Associate Professor, McMaster University
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Recognize benefits and harms of opioids for chronic pain
2. Interpret treatment effects
3. Identify the role of patient values and preferences
Finding your Funding Panel Discussion
1130 – 1220
Maitry Patel, CCPA, University Health Network; Deniece O’Leary, MPAS, PA-C, Faculty Member, University of Toronto
This session will offer strategies and advice on how to find funding to secure your position.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Recognize potential barriers in identifying funding for your position
2. Identify various routes for funding to explore
3. Apply strategies to secure funding
Networking Lunch with Exhibitors
Implementation of Standardized Discharge Prescriptions to Manage Post-Operative Pain in Thoracic Surgery
1330 – 1420
Yousra Hasnain (CCPA); Alison Wallace (MD, PHD)
The overuse of opioids for post-operative pain has contributed to an opioid epidemic. Over prescribing of opioids after Thoracic Surgery can be prevented with standardized discharge prescriptions. This presentation will outline guidelines for discharge medications and explain how a patient information sheet can be effective in counseling patients on opioid use, adjunct pain medications, and advising on safe disposal. The aim is to avoid over-prescribing and ensure patients have adequate pain management after being discharged.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Summarize opioid epidemic effects on healthcare specifically in surgery
2. Explain the rational of implementation of standardized discharge medications
3. List the benefits of a team based approach of a PA and MD team
ADHD Awareness and Management
1330 – 1420
Dr. Joan Flood
Learning Objectives
At the conclusion of this activity, participants will be able to:
1. Define ADHD as well as its various presentations and associations with other comorbid psychiatric disorders
2. Identify common misperceptions that prevent many primary care practitioners from treating ADHD
3. Apply 2018 Canadian ADHD Practice Guidelines to the assessment and management of ADHD
Pre-Operative Assessment – Considerations and Guidelines for the Primary Care PA
1430 – 1520
Rita A. Rienzo MMSc, PA-C, Assistant Professor, Yale University
Primary Care providers are frequently asked to evaluate a patient’s readiness for surgery and to provide medical clearance. The goal of the evaluation is to detect unrecognized diseases and risk factors that may increase the risk of surgery, as well as to maximize the patient’s status relative to their pre-existing conditions in order to mitigate potential post-operative complications. The significance of the task, however, may compel providers to over-test, which can be costly, may over-expose patients to needless labs and procedures, create additional anxiety, and may also cause an unnecessary delay of the surgery, potentially worsening the underlying condition. Providers may feel compelled to order a battery of labs and studies based on existing protocols that may not provide any additional or useful information to the anesthesiologist or the surgeon. Current guidelines recommend that preoperative assessment focus on 1) the individual patient’s pre-existing conditions and 2) investigation of previously undiagnosed conditions, as suggested by the history and physical exam that may present a post-operative risk. This presentation seeks to advise PAs on the appropriate pre-operative evaluation of adults undergoing elective non-cardiac surgery.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Determine the appropriate patient-specific pre-operative work-up, based on past medical history and physical exam, to mitigate post-operative complications
2. Identify medical problems that increase morbidity and mortality related to non-cardiac surgery
3. Identify current Canadian Cardiovascular Society guidelines for assessing and managing cardiac risk for non-cardiac surgery patients
Hypertension Guidelines
1430 – 1520
Dr. George Zimakas
Learning Objectives
At the conclusion of this activity, participants will be able to:
1. Apply appropriate methods for making a diagnosis of hypertension
2. Implement evidence-based threshold and target BPs
3. Integrate new guidelines for hypertension management including:
– Use of longer-acting over shorter-acting diuretics
– Use of single pill combinations as a first-line treatment
Student Workshop: How to Succeed on Clinical Rotations and Early in Your Career
1430 – 1620
Ohood Elzibak, BHSc.(PA), MPAS, CCPA, Assistant Clinical Professor (Adjunct), McMaster University
This is an interactive workshop aimed at first and second year Physician Assistant students who are looking to optimize their time and experience while on clinical rotations. The session will begin with a brief overview of the CanMEDS-PA framework and its relevance to the clinical PA student. Audience members will have an opportunity to share examples of how the framework can be applied to clinical encounters with patients, colleagues, co-learners and supervisors. The speaker will then share concrete, practical tips on becoming “The Ideal PA Clerk”, incorporating feedback form current PA educators and clinical evaluators. The second part of the workshop involves a breakout session where students will be presented with a conflict scenario related to clinical rotations and will collaborate in small groups to brainstorm conflict resolution strategies. An open, large group discussion will follow and a model will be proposed by the speaker to help students strategically and systematically address conflict. The session will conclude with general tips on scheduling electives, tackling a challenging job market and transitioning into new employment.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Outline the duties and responsibilities of a PA clerk and a newly graduated PA by applying the CanMEDS-PA framework
2. Identify the characteristics of “The Ideal PA Clerk” based on the principles of the CanMEDS-PA profile
3. Outline strategies for developing an effective clerkship schedule and setting up suitable electives
4. Investigate appropriate avenues for resolving conflict between a PA clerk and a supervisor, another learner, a patient or a staff member
5. Discuss strategies for turning a rotation into a potential job opportunity
6. Explore the utility of networking and inquiry skills to allow for a smooth transition into a new career
The Nurse Practitioner role: Challenges and opportunities for the non-physician workforce
1530 – 1620
Dawn Tymianski, PhD, NP Adult, CEO, Nurse Practitioners Association of Ontario
The purpose of this talk is to provide a background and discuss the scope of practice of the Nurse Practitioner workforce and the challenges faced by this non-physician workforce in health care delivery. Topics will include regulation and legislation, funding models, license portability, and workforce sustainability. Additionally, the talk will discuss improving role integration in the changing healthcare landscape.
Learning Objectives
At the conclusion of this session, the participants will be able to:
1. Understand the role and scope of practice of Nurse Practitioner
2. Appreciate the barriers for the non-physician workforce in healthcare delivery
3. Consider the potential opportunities for the non-physician workforce in the changing landscape
Liability Insurance
1630 – 1700
Adèle E. Robinson, BCom, CIP, CRM, Vice President Programs, Bradley’s Commercial Insurance Limited
CPAEA AGM
CAF Members Forum
1630 – 1720
Marc Bilodeau, Deputy Surgeon General, Canadian Armed Forces
The Deputy Surgeon General will address CAF members.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Recall the progress that has been made for the Physician Assistant (PA) profession within the CAF in the past year.
Cocktails
1830 – 1900
Awards Gala and President’s Dinner
1900 – 0100
Controversies and Successes; The International PA Movement!
1600 – 1700 EST
Ruth Ballweg, MPA, PA-C Emeritus; David Kuhns MPH, PA-C
Continuing on from prior presentations on this topic, David Kuhns and Ruth Ballweg will provide the most currently available information on PA developments globally. As compared to prior reports, this session will provide new and unique information on leadership characteristics, strategic decisions and relationships with physician/surgeon groups that have led to success. The presentation will also identify barriers to PA development created by individuals, organizations and professional groups and recommend strategies for management of resistance.
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Identify and consider the countries who have most recently entered PA development activities. Describe their motives, models of care and long-term plans for PAs;
- Describe the proposed strategies in each of these countries to increase access to care, remediate predicted physician shortages and deliver cost-effective care;
- Apply these learnings to the Canadian setting—and consider what is needed to “activate” interest in PA development in the Canadian provinces where PAs are not currently recognized.
Sunday, October 27
Breakfast
0745 – 0800
A Fast Trip Around the World Highlighting PA Expansion
0800 – 0850
Ruth Ballwag, MPA, PA-C Emeritus, DFAAPA; David Kuhns, MPH, CCPA, PA-C, Consultant on International Development of the Physician Assistant/Associate (PA) Education and Clinical Roles
PAs involved in the International Development of PAs will update attendees on the most recent developments for PAs globally. In addition to reviewing the history and priorities of specific countries as they “Adapt” the flexible PA role and educational training model to their unique needs, the presenters will also discuss new and promising developments in the United Kingdom, India, Israel, the Republic of Ireland and Australia/New Zealand.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Recognize and describe the complexities of creating a new career in the health workforce by comparing the experience of Canada—with multiple levels in a federated governance structure—to the experience in The Netherlands, a geographically small country with a single governmental structure
2. Recall of the long history of the PA concept in multiple countries including Sub-Saharan
Africa beginning in the 1970’s as a side effect of revolutions which drove doctors (both ex-pats and citizens) out of Africa
3. With respect to the creation of innovative workforce models—such as PAs—be able to describe and discuss common barriers, facilitating factors and opportunities as the career moves forward toward full development
CPAEA Round-Table Discussion: Ongoing Research
0800 – 0850
Facilitator: Ian W Jones, MPAS, PA-C, CCPA, DFAAPA
Learning Objectives
After participating in this round table discussion, the PA will:
1. Improve their understanding of current issues within PA research.
2. Develop problem-solving and team building strategies supporting PA research.
3. Learn where to develop a range of information and research skills enabling clinical environment quality assurance.
Quality Improvement initiatives for Physician Assistants
0800 – 0850
Saira Rashid, CCPA
Quality Improvement is crucial for all healthcare providers including Physician Assistants to ensure that we continue to escalate standards of patient care. As relatively new healthcare professionals in Canada, PAs can play a vital role in improving patient care, healthcare organizations’ efficiency and in reducing medical errors/wastes. Furthermore no workplace is perfect hence having an approach to solving work-related problems from a QI perspective can be fruitful at many levels.
In this session, PAs will be inspired to conduct quality improvement projects in their workplace. Through a small-group based interactive session, PAs will be able to identify QI opportunities in their work environment and will establish an approach at QI projects.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Define Quality Improvement (QI)
2. Recognize why QI is important for PAs
3. Identify a simple approach to QI projects for PA students and practicing PAs
4. Discuss examples of successful PA-led QI projects
Housekeeping and Speaker Introduction
0900 – 0905
Poster Presentations
0905 – 1030
Authors of the poster presentations will be given five minutes to go over the highlights of their research poster, followed up by questions from attendees.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Explain the importance of PA led research
2. Recall current research conducted and identify relevance to PA profession
3. Identify gaps in research
Opioid Use Disorder: Diagnosis and Treatment
1040 – 1130
Nino Parunashvili CCPA; Darren J. Holub, MD, Halton RAAM Clinic
Opioid Use Disorder (OUD) has often been stigmatized as a bad choice or moral weakness. We intend to demonstrate evidence of addiction as a chronic relapsing and remitting disease. A primary aim of this talk is to familiarize the audience with OUD and current treatment options available in Ontario. Further, we will discuss aspects of Opioid Agonist Therapy (OAT), including advantages and disadvantages, along with details regarding the individual medications (methadone and buprenorphine/naloxone). This presentation will also review general objective and subjective approach to OUD patients, as well as the signs and symptoms of opioid withdrawal and toxicity.
OUD not only greatly affects the individuals who suffer from it, but has devastating effects on families, healthcare systems, and society as a whole. With increasing demand, greater numbers of primary care practitioners are involved in OAT provision. As a result, it is crucial for PAs to be able to recognize, evaluate, refer, and establish treatment plans for patients with Opioid Use Disorder.
PAs are comfortable with the management of most chronic conditions, such as hypertension, dyslipidemia, thyroid disease etc., however, Substance Use Disorder, despite being a common chronic condition, remains an area that requires greater understanding among health care providers.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Explain what opioids are; a brief history
2. Recognize signs and symptoms of opioid withdrawal and toxicity
3. Demonstrate Opioid Use Disorder as a chronic condition, breaking the stigma
4. Diagnose Opioid Use Disorder (DSM-5)
5. Outline the effects of Opioid Use Disorder on individuals and society
6. Review Opioid Agonist Therapy: basics of methadone and buprenorphine treatment
Together We Are Stronger: Building Capacity for PA Leadership
1040 – 1130
Facilitator: Leslie St. Jacques, CCPA, University Health Network – Krembil Brain Institute; Panelists: Anne Dang, BHSc (PA), BHSc. (Hons), CCPA;
Dee Naidu, CCPA, Sunnybrook Health Sciences Centre;
Anna D’Angela, MBA, PA student class of 2021;
Sahand Ensafi, CCPA, University of Toronto;
Kirsten Luomala, CCPA, University of Alberta Hospital;
Deniece O’Leary, MPAS, PA-C, University of Toronto.
Physician Assistants in Canada have built a strong foundation for the profession, and point the way forward to future work to be done. PAs demonstrate our clinical skills on a daily basis in our workplaces and frequently take on leadership roles in that context. Within our clinical areas and in offices of governance, we have created new paths for PAs, and built the structures for PA governance and education in Canada. Building leadership skills amongst our members will ensure that PAs will have the ability to speak for our profession and to chart its course into the future.
This panel discussion will explore:
• Building capacity for leadership among PAs
• Qualities of leadership
• How to get started in leadership roles
• Mentors and supports and how to find them
• Preparing for leadership roles in health care organizations, research, education, government and advocacy
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Recognize qualities required for leadership
2. Identify pathways to develop leadership skills – clinical, administrative, education, research and other (entrepreneurship, industry, consulting, volunteering)
3. Recognize oneself as a potential leader
4. Recognize the role of mentors and learn strategies to develop supportive relationships
Workshop: How to Initiate Insulin
1040 – 1250
Priya Narula, CCPA, LMC Diabetes & Endocrinology
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Effectively introduce the start of basal insulin to patients
2. Review the steps on how to initiate basal insulin to patients
3. Discuss hypoglycemia, basal insulin dosing and how to empower patients to titrate
Networking Lunch
1130 – 1200
Rashes to Recognize in Primary Care
1200 – 1250
Nino Parunashvili, CCPA; Dr. Peter Tzakas
Rashes that are drastically different in the eyes of dermatologists look all too similar to other medical professionals. This is because the majority of dermatological conditions look similar and may have varying overlapping stages.
To avoid unnecessary biopsies, excisions, and other costly and invasive procedures it is essential to recognize common and dangerous dermatological conditions.
Some of the key differentiators for these conditions will be reviewed in a clinical contest with considerations of age, presenting symptom, and visual illustrations. Brief pathophysiology, diagnostic, and treatment options for each condition will be covered.
Intro to dermatology: skin anatomy, skin function, basic dermatological terminology, medical history intake principles in dermatology.
Common skin lesions: Cellulitis, Impetigo, Keloid, Folliculitis, Herpes Zoster, Pytireasis rosea, HSP, Roseola, Scarlet Fever, Candideal Intertrigo, HFMD, Kawasaki disease, Erythema infectiosum, Folliculitis, Molluscum contagiosum.
Rashes that may be dangerous: meningococcemia, necrotizing fasciitis, toxic epidermal necrolysis, Steven- Johnson syndrome, Toxic shock syndrome, pemphigus vulgaris, anaphylaxis, Kawasaki’s Disease, Erysipelas, Rocky Mountain Spotted fever, endocarditis, burns, skin malignancy (SCC/ BCC).
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Review skin anatomy, function, and basic dermatological terminology
2. Recognize common dermatological conditions
3. Recognize dermatological conditions that are dangerous
4. Identify diagnostic and treatment options for those conditions
Eye Pain What not to miss?
1200 – 1250
Sahand Ensafi, CCPA, Assistant Clinical Professor, University of Toronto
It’s a busy shift and the next patient waiting to be seen is screaming in agony as a result of eye pain. You haven’t brushed up on your ophthalmology skills in a long time and think twice about picking up the chart. This talk will provide you with some helpful tips and tricks to guide you in your assessment of painful eye conditions.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Identify painful eye conditions that can cause significant morbidity if not diagnosed/managed appropriately
2. Assess painful eye conditions
3. Increase familiarity with the management of painful eye conditions
Medical Education and Physician Assistants: A Global Collaboration
1300 – 1350
Marie Meckel, BA, BS, MS(PA), MPH, PA-C, Assistant Professor, Bay Path University; Kristen Burrows, BSc, BHSc(PA), MSc, CCPA), Assistant Clinical Professor (Adjunct), McMaster University
This presentation will highlight a project initiated in 2018 to bolster the profession globally and to establish a global database on PA education. Data collection, analysis, and evaluation of worldwide educational methodologies was collated from Canada, India, Israel, South Africa, Botswana, Australia, the Republic of Southern Sudan, UK, and the USA. Real-time data is being collected using an online survey template developed by the initial working group, and allows for additional recruitment of other countries as they are identified.
It is anticipated that the findings from this project will help establish a database to understand where PAs have been integrated to support the delivery of healthcare worldwide, and to examine the various approaches to PA education. In addition, the findings from this project will support policy change and incentivize financial support for worldwide PA educator and practitioner exchange programs. Collaborating, collecting data and sharing best practices will allow us to bolster our profession and enhance our contributions to solving healthcare issues that exist globally.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Summarize the global impact of physician assistants in delivering healthcare
2. Identify various approaches to PA education and training pathways in other countries
3. Recognize the importance of global collaboration with PA educators and clinicians
Practicing Medicine Across Canada and Abroad: PA’s in the Canadian Armed Forces
1300 – 1350
Major Stuart Russelle MMM, CD, MPAS, CCPA
The Canadian Armed Forces exists within a federal jurisdiction as such the laws that regulate health care in the Provinces do not apply. This provides a unique opportunity for Physician Assistants to work broadly across the Canadian countryside even when provincial regulation is not well established. The CAF understands the importance on effective regulation of PAs to ensure the care they provide to military members is effective and safe, as military PAs practice in a myriad of environments. As Physician Assistants have rapidly evolved in Canada, so too has the profession evolved in the CAF. These promising next steps offer a new career landscape to practicing medicine as a Physician Assistant.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Describe practicing medicine in the Federal jurisdiction
2. Compare and contrast Professional Regulation of PAs in the CAF
3. Diversity, Diversity, Diversity! Describe the diversity the CAF has to offer
4. Articulate PA Evolution in the CAF and describe The Next Steps
Workshop: Ultrasound Guided Central Line and Arterial/Venous Line Placement
1300 – 1450
David A. Smith, MPAS, PA-C, Assistant Professor, Salus University; Adam Moore, PA-C, AT-C
Central venous access devices (CVADs) and arterial line placement are commonly used in the inpatient and outpatient settings. Physician assistants must understand CVADs and arterial line indications, intended uses, functional lifespans, complications, and indications for removal. This workshop will instruct the participant on how to place a central and arterial line using ultrasound guidance. The workshop will also allow each participant to conduct each procedure on state of the art simulation manikins specifically designed for ultrasound insertion.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Recognize the indications and contraindications for central and arterial line placement
2. Apply basic concepts of ultrasound training to locate arterial and venous vasculature
3. Via ultrasound with the use of manikins properly demonstrate arterial and venous line placement
HPB Surgery: What is it and how does it affect my practice?
1400 – 1450
Julie Krista Slavinski, CCPA
HPB (hepato-pancreatic biliary) surgery is a subspecialty of General Surgery involving the surgical management of cancers of the pancreas, liver, and bile ducts, bile duct injuries, and other pathologies of the HPB region. The surgeries performed are complex and often necessitate prolonged hospital admissions to manage the immediate postoperative period and any complications that can develop. Most Physician Assistant’s experience with HPB surgery will be confined to the initial presentation of patients at time of diagnosis or in the management of any postoperative complications once the patient has been discharged from hospital. This presentation will provide several case studies to illustrate pathologies managed by an HPB service. It will briefly explain the surgeries involved in their management. The postoperative complications and how they are managed as an outpatient will then be discussed in greater detail. After the presentation, the PA should be able to understand the diagnosis and referral of HPB pathologies. They will be able to have informed discussions with their patients about HPB surgeries, the repercussions of HP surgeries, and be comfortable with managing some of the complications.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Identify the pathologies managed by an HPB surgical practice and how they present
2. Identify common complications of HPB surgery and how to manage them in an outpatient setting
3. Communicate to their patient population management details of HPB pathologies
PA School: Surviving Didactic Year
1600 – 1700 EST
Carmen Konzelman & Aurthi Muthukumaran
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Discuss didactic year at each civilian PA program;
- Identify survival tips & useful resources for 1st year;
- Develop strategies on how to prepare for clinical year;
- Participate in a Q&A discussion for additional topics.
MANAGEMENT AND REHABILITATION OF MILD TRAUMATIC BRAIN INJURIES
0800 – 0850
Captain Amy Streeter, Physiotherapist
Description
This presentation will discuss the management and rehabilitation of patients with mild Traumatic Brain Injuries (mTBI). The 2017 Concussion in Sport Group Consensus Statement states that treatment of individuals with post-concussion symptoms should be individualized and target specific medical, physical and psychosocial factors that are identified on assessment. This includes a targeted physiotherapy program. Pulling together the latest research on the management of this population, we will examine who would be appropriate for referral to physiotherapy and what you can expect from an assessment and treatment plan within the context of a case.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Have a general understanding of the most recent guidelines for management of patient post- concussion;
2. Know when it is appropriate to refer patients to physiotherapy; and
3. Have an overall picture of what to expect from the rehabilitation team.
PRESENTATION
Workshop: Reading Computed Tomography (CT) Scans
1100 – 1300 EST
Dr. Eugene Yu
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Describe the basics of Brain anatomy;
- Identify techniques used in neuroimaging;
- Develop an approach using CT of the brain;
- Recall case based important scenarios including basic principles and concepts;
- Interactive and didactic.
Workshop: Basic Clinical 12 Lead EKG Interpretation
1100 – 1300 EST
John Bielinski, CME4Life
Workshop: Resume Building and Cover Letter
1100 – 1300 and 1400 – 1600 EST
Maitry Patel, CCPA; Anne Dang, CCPA
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Learn about the purpose, structure and content of creating PA-specific resumes and cover letters;
2. Recognize and use skills that will have a high impact on potential employers;
3. Hands on resume and cover letter practice.
Networking Break with Exhibitors
1300 – 1400
- The Personal Insurance Company
- AT Still University
- Johnson & Johnson
- Merck
- Novartis
- College of Physicians and Surgeons of Alberta
Workshop: Chest Radiography
1400 – 1600 EST
Stephen Kapuvari CCPA: Alayna Weigel, CCPA
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Describe physics and technology of CXR;
- Provide a quick overview of PACS tips and tricks;
- Identify anatomy visible in a CXR;
- Outline CXR quality critique;
- Explain approach to CXR;
- Assess common pathology seen via CXR;
- Identify and assess catheter and lines;
- Recall cases.
Workshop: Advanced Clinical 12 Lead EKG Interpretation
1400 – 1600 EST
John Bielinski, CME4Life
LIFE AS A MILITARY PA
0910 – 1000
Captain D. Brad Olmstead M.M.M., CD, MPAS, CCPA
Description
This session will outline the various paths one can take in the military i.e. army, navy and air force. There will be a representative from each stream in the CAF who will show pictures to further emphasize what the experience is like. Having multiple speakers and showing pictures will make the session dynamic and engaging.<br><br>
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Explain what is entailed in joining the CAF.
2. Discuss the potential benefits and opportunities of joining.
3. Reflect how these opportunities could benefit them.
PRESENTATION
WORKSHOP: EVALUATION AND MANAGEMENT OF COMMON ORTHOPAEDIC FOOT AND ANKLE INJURIES FOR THE PRIMARY CARE PHYSICIAN ASSISTANT
1045 – 1215; 1245 – 1345
Thomas V. Gocke, III, MS, ATC, PA-C, DFAAPA
Orthopaedic Educational Services Inc.
Description
This workshop will develop the attendees’ ability to recognize normal radiographic anatomy of the Foot and use this when assessing injury radiographs. Using clinical cases, attendee’s will possess the ability to recognize common injuries of the Calcaneous, Mid-foot, Metatarsals and Toes.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Accurately communicate normal radiographs of the foot to patients and supervising physician(s).
2. Describe the diagnosis and demonstrate the management techniques for a primary care patient with Plantar Fasciitis.
3. Describe the diagnosis and demonstrate the management techniques for a primary care patient with Retrocalcaneal bursitis.
4. Describe the diagnosis, employ physical examination techniques and demonstrate the management for a primary care patient with a Calcaneous fracture.
5. Describe the diagnosis and demonstrate the management for a primary care patient with a Lis-franc injury.
6. Describe the diagnosis and demonstrate the management for a primary care patient with a 5th Metatarsal base fracture.
7. Describe the diagnosis and demonstrate the management for a primary care patient with Metatarsal shaft fracture(s).
8. Describe the diagnosis and demonstrate the management for a primary care patient with Toe fractures/dislocations.
PRESENTATION
How can I get credits for participating in committees?
For participating in certain committees, you may claim 15 credits per year per committee. The purpose or activity of the committee (working group, task force or similar title) must be to improve or enhance the quality, safety, or effectiveness of the health care system. The committee must have a formal structure with an appointment process and defined terms of reference. It must also meet on a regular schedule.
How will I receive my exam results?
The Pass/Fail results will be forwarded to each individual by email to the email address included on the registration form.
GENERAL SURGERY… WHAT YOU DON’T WANT TO MISS AND HOW TO MANAGE WHEN YOU DO!
1245 – 1335
Jeffrey Harnden, CCPA, BA honors kinesiology/biology, Master degree of PA studies
Description
Learn an approach to recognizing, investigating and managing common post-operative complications of general surgery with focus on infection and shock. Special attention will be made regarding bedside observation/exam and history as well as interpretation of blood work and vital signs to rule in/out potentially serious complications. Organize your differential diagnosis to determine the source of abnormality, initial management and further investigation, if necessary. Recognize when, what, and where to refer and gain a basic approach to medical management.
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Develop an approach to rounding on surgical patients, with emphasis on general observation, bedside physical exam, recognition of peripheral lines and drains, and changes in vital signs.
- Develop a dynamic differential for common abnormal labs and vital signs.
- Recognize and have an approach to the initial management of septic shock.
- Identify the concept and risk factors of anastomotic leaks with main focus on the bowel.
PRESENTATION
PLENARY: FIRST NATIONS HEALTH CARE
0910 – 1000
Elder Roberta Price from the Snuneymuxw and Cowichan First Nations and Ruth Kenny, Social Worker, BC Women’s Hospital and Health Centre Indigenous Health
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Recognize the work the BC Women’s and Children’s hospitals do for women and families in Indigenous Health
- Recognize the role of an elder in health services
- Identify what Indigenous Culturally Safe practice is it and why it is important
- Apply Indigenous Cultural Safe practice in future patient encounters
PRESENTATION
DEPRESCRIBING: THE SOLUTION TO IRRATIONAL POLYPHARMACY
1010 – 1100
Thomas L. Perry MD, FRCPC Therapeutics Initiative, UBC
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Recognize the need to review prescription and non-prescription drugs methodically for all patients;
2. Rank drugs as “essential”, “probably harmful”, or “irrelevant”;
3. Recognize that competent deprescribing can liberate patients suffering from imposed drug toxicity.
PRESENTATION
TRACKING YOUR ACTIVITY: HELPING TO DEFINE THE PA ROLE
1030 – 1120
Russ Ives, CCPA
Description
The Physician Assistant (PA) profession in Canada is growing exponentially every year with rapid success in numbers continuing to rise however there still remains to be a lack of research to justify this to governments, employers, and potential stakeholders. The success we are currently enjoying needs to be managed properly so that we can ensure PAs become and stay an integral part of the Canadian health care system. The solution seems simple; we need more research on the profession but the question is how do we conduct enough research on a big enough scale to demonstrate the value of PAs? The answer; we implement a mobile app that allows PAs to track/timely document their inpatient clinical encounters. This will allow us to generate reports specific to the services offered, time required and patient populations being seen, all of which will show a wide variety of data. There currently are positive accounts of how employing a PA has proven beneficial however this information is largely anecdotal, based on personal accounts from physician employers and supervisors with limited direct statistical validated information. What we need is to understand the key drivers and activities performed by PAs and to obtain tangible results that can be used to prove a PAs worth.
Inspired by the Typhon Groups Physician Assistant Student Tracker or PAST system utilized by PA students at the University of Manitoba, PAST is designed specifically for PA education programs and allows participants’ to document their clinical experiences and generate activity log reports. The Canadian PA Activity Tracker will do much of the same however will be designed to efficiently collect information in an expedited manner and reflect what PAs are doing across the country. This information will then be used to garner support from governments, employers, as well as potential stakeholders.
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Identify the need for research of the PA profession on a large scale.
- Recognize what could happen if growth of the profession is not properly managed.
- Extrapolate what the results of data collected from the Canadian PA Activity Tracker will mean for the PA profession.
- Discuss features of the Canadian PA Activity Tracker.
- Identify a timeline of when the Canadian PA Activity Tracker will become available.
PRESENTATION
COLON CANCER IN YOUNG ADULTS
1245 – 1335
Kerubo Workman, BScN, RN, BHSc-PA, CCPA
Description
Hypothesis: The incidence of colorectal is increasing in young adults between ages 19-45. Methods: This study was a review of literature on the incidence of colorectal cancer in young adults in the past 10 years. A search was done using the NIH PubMed database. Most relevant paper were reviewed. Results: The final search identified 122 articles from which 11 studies were selected for analysis. There is an increasing incidence of colorectal cancer in young adults. Conclusion: There has been a significant increase in the incidence of colorectal cancer in young adults. Further studies should be done to determine the cause of this rise, and set guidelines for early screening and prevention strategies.
PRESENTATION
THE VOMITING CHILD; SELECTED CASES IN PEDIATRIC ABDOMINAL PAIN
1040 – 1130
Julia Clemens, Physician Assistant at The Hospital for Sick Children
Description
Accounting for about 9% of all pediatric visits, acute abdominal pain is in the “bread and butter” of primary and emergency practice. How do you keep your guard up for pathology when you’ve already seen 10 patients with gastroenteritis today? This session is a case based approach to pediatric abdominal pain and vomiting that will help participants identify red flags on history and physical exam and select appropriate work up for these patients. We will also review the management of some common causes of abdominal pain from infant to adolescent.
Learning Objectives:
At the conclusion of this session, the participant will be able to:
- Develop an age appropriate differential diagnosis for abdominal pain and vomiting
- Identify red flags on history and physical exam for abdominal pathology
- Apply appropriate investigations for the evaluation of suspected pyloric stenosis, malrotation with midgut volvulus, intussusception, appendicitis and other diagnoses
- Review guidelines on the management of gastroenteritis, constipation and gastroesophageal reflux
PRESENTATION
What if I am not successful?
Individuals who meet the eligibility criteria described in the Policy and procedure document will be eligible to take the PACCC PA Cert Exam up to five years after successful completion of a CMA accredited program. During that five year period the exam may be taken a maximum of four times. When either the fifth year or the fourth attempt is exhausted, whichever occurs sooner, the individual loses eligibility to take the PACCC PA Cert Exam. The policy for the number of attempts takes effect immediately while the within a five year period will take effect after the 2014 PACCC PA Cert Exam.
FREE OPEN ACCESS MEDUCATION (FOAM) AND USEFUL APPS FOR PRACTICING PAs
1340 – 1430
Nick Withers CD, MD, CCFP(EM), FCFP
Medical Director 24/7 Occupational & Emergency Medicine Solutions Inc.
Description
FOAMed continues to thrive in the digitally connected world. With numerous sites providing superb education at no cost, it can become difficult to stay current on all websites, podcasts, and e-mails. Dr. Withers will provide a summary of popular FOAM resources. With smartphones ubiquitous in society, medical applications abound but change so fast that it can be challenging to maintain awareness of the latest and greatest. As a Clinical Assistant Professor within the Department of Emergency Medicine at UBC, Dr. Withers has regular contact with learners (including military PAs) and will provide an overview of his favourite clinical applications.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Discuss the exciting world of FOAMed.
2. Identify a selection of FOAM resources considered useful for the majority of clinical PAs.
3. Identify and demonstrate smartphone applications that improve patient care or enhance patient safety.
PRESENTATION
COMMON CARDIOLOGY CONSULT QUESTIONS
1130 – 1220
Sunil Mankad, MD, FACC, FASE, FCCP
Description
This will be a case based presentation that will help answer common Cardiology questions such as the following: 1) What do I do with an elevated troponin in patients without ECG changes or symptoms? 2) How should I use the high-sensitivity troponin assay? 3) What do I do with my patient who has stress induced cardiomyopathy? 4) In patients with CAD preparing for noncardiac surgery, how do I stratify and reduce their risk?
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Manage the diagnostic evaluative approach of a patient with an elevated troponin.
2. Distinguish the underlying mechanism and treatment of stress induced cardiomyopathy.
3. Manage the diagnostic evaluative approach of a patient with cardiac risk factors undergoing non-cardiac surgery.
PRESENTATION
How can I get credits for all the research done for grant applications?
Any research and learning you do in relation to grant applications may be recorded as personal learning projects (PLPs) in Section 2: Planned Learning.
WHAT YOU NEED TO KNOW ABOUT TRAUMA AND POSTTRAUMATIC STRESS DISORDER
1340 – 1430
LCol Andrea Tuka MD, CCFP, FRCPC
Description
This short case based presentation provides information on screening, assessment and management of PTSD in military and the general Canadian population. It will present relevant issues the Physician Assistants may encounter in different practice settings. The presentation also reviews the current treatment recommendations based on Clinical Practice Guidelines.
Learning Onjectives
At the conclusion of this session, the participant will be able to:
- Recognize the risk factors for trauma-related conditions and individuals as well as populations vulnerable developing PTSD
- Identify signs and symptoms of PTSD and get familiar with the PC– PTSD Screening Tool
- Understand the evidence-based treatment modalities for PTSD
PRESENTATION
TREATING YOUR TRANSGENDER PATIENTS IN PRIMARY CARE
1130 – 1220
Josef Burwell, MS, PA-C and Colten Smith, MS, PA-C, Peacework Medical
Description
Healthy transgender adults can seek relief for gender dysphoria through gender transition in primary care. With careful attention to existing protocols for diagnosis, informed consent, treatment plans, and labs for ongoing evaluation, safety and best practices are emphasized. Preventative measures for transgender adults will also be addressed. Quality measures for how to make a clinic more welcoming to gender and sexuality minorities will be included. The two presenters co-direct a clinic for transgender adults in the U.S.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Diagnose gender dysphoria.
2. Understand the informed consent process for hormone therapy vs. the behavioral therapy model.
3. Treat gender dysphoria with hormone therapy.
4. Provide sound preventative care for transgender individuals.
5. Make any clinic more welcoming to gender and sexuality minorities through language, action and awareness.
PRESENTATION
THE ANNUAL PELVIC EXAM, OR IS IT? DO CURRENT PAP GUIDELINES PUT PATIENTS AT RISK?
1200 – 1250
Dianna Wachtel, DHSc, PA-C, CCPA
Description
When you tell your patient she doesn’t need a PAP test (cervical cancer screening) for 3 years, does she still need a pelvic exam in the interim?
Although the Canadian Task Force on Preventative Health Care (CTFPHC) and the America College of Physicians (ACS) no longer recommend annual pelvic examination, the American College of Obstetrics and Gynaecology (ACOG) still does. What is our responsibility to our patients to make sure they have adequate health screenings? While the CTFPHC and ACP cite reasons not to do the exams, namely fear, pain, embarrassment, and of course (as with digital rectal exams with men), potential over-diagnosis and unnecessary treatment; ACOG recommends the exam, but admits there is little evidence supporting its utility in detection of pathology in asymptomatic women.
How then do we find balance in following clinical guidelines and keeping our patients healthy?
The presentation will also cover male PAP tests and include discussion of screening guidelines, including special cases, necessary health education for both providers, women and men, and pathology missed by lack of pelvic exams (cases).
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Differentiate between the current PAP test guidelines in pre-, post-menopausal and trans men and women.
2. Describe the difference between “PAP” and “pelvic exam”.
3. Investigate various pathologies (e.g. vulvar lesions, ovarian tumors, etc.) that may be missed if gynecological exams are not performed.
4. Prepare patient education supporting gynecological symptom evaluation.
PRESENTATION
Where can I report my participation in doing peer reviewing of journals and/or grant applications?
Participants who are actively engaged in the peer review process throughout the year for activities such as peer reviewing journal articles and reviewing research grant applications can submit this activity in Section 2: Systems Learning: Peer Assessment for 15 credits per year.
What is the eligibility requirement to write the exam?
Eligibility criteria can also be found here.
ELIGIBILITY
To establish eligibility to challenge the PACCC PA Cert Exam all applicants must meet either of the following:
Be a graduate of a Canadian PA program recognized by PACCC (CAF PA program, University of Manitoba, McMaster University and the Consortium of PA Education all previously accredited by the CMA).
- Requires validation of successful completion of a Canadian PA programs previously accredited by the CMA.
- New graduate’s first exam attempt must be made within the first three (3) years after graduation
- Previously CMA accredited PA program graduates are eligible to take the PACCC PA Cert Exam up to five years after successful completion of a CMA accredited program; during that five (5) year period the exam may be taken a maximum of four (4) times, when either the fifth (5th) year or the fourth (4th) attempt is exhausted, whichever occurs sooner, the individual loses eligibility to take the PACCC PA Cert Exam.
OR
Be a graduate of an Accreditation Review Commission (ARC) program and be certified by the National Commission of Certification for Physician Assistant (NCCPA)
- Requires validation of successful completion of an ARC accredited US PA program and proof of current NCCPA membership.
- NCCPA member number must be included on the registration form.
- Must also declare if your name appears on the National Physicians Data Bank (NPDB) Report). No other International program graduates are eligible.
Even if you have earned a medical degree, you must still graduate from a program recognized by PACCC (in Canada the CAF PA Program, University of Manitoba, McMaster University and the Consortium of PA Education) or an ARC-PA accredited program in the US to take the Canadian PA Cert Exam.
Trainees of a CMA accredited program may be eligible to sit the PACCC PA Cert Exam in the last two months of their training program pending confirmation of completion of core competencies by the program. Canadian PA programs previously accredited by the CMA with candidates registering to write the PACCC PA Cert Exam in the last two months of their training must provide PACCC with a list confirming the names of each enrolled student that has completed core competencies and are eligible to challenge the PACCC PA Cert Exam. Candidates whose names do not appear on the provided list will be redirected to their PA Program and their registration form will be refused. Should a candidate not be successful in graduating from their PA program, their PACCC PA Cert Exam results become null and void. Under no circumstances will these candidates be advised of their PACCC PA Cert Exam results prior to PACCC receiving confirmation of successful program completion.
PACCC will not waive any eligibility requirements
The PACCC Manager, Certification approves all applications for eligibility to sit the PACCC PA Cert Exam. If there is insufficient documentation to substantiate the certification requirements the application will be refused. All applications will be reviewed 30 days before the exam date. In the event of a refusal, a candidate can dispute the decision in writing within 2 weeks before the exam date. All written disputes will be referred to the PACCC for immediate review and consideration.
ONLINE PA CERT EXAM REGISTRATION
The online registration dates will be posted annually in the Exam Dates and Online Exam Registration sections under the PACCC logo on the CAPA Website. No registrations will be accepted after the posted close date.
Requests for late registrations must be submitted in writing to sbourgon@capa-acam.ca. PACCC reserves the right to waive the registration deadline under extenuating circumstances however, PACCC decisions are final.
IRREGULAR BEHAVIOUR
Any behaviour that threatens the integrity or security of the PA Cert Exam and the certification process is considered by PACCC to be irregular behaviour. Irregular behaviour includes, but is not limited to:
- making false representations on CAPA membership applications or falsifying supporting documentation;
- altering or falsifying CCPA certificates or otherwise misrepresenting a certification status;
- altering or falsifying PA Cert Exam performance reports;
- seeking or having access to the PA Cert Exam materials before the PA Cert Exam is administered;
- impersonating an examinee or engaging someone else to take the PA Cert Exam by proxy;
- copying of the PA Cert Exam answers from someone else or allowing answers to be copied;
- copying, memorizing and/or reproducing PA Cert Exam items for personal use or distribution;
- purchasing or stealing any PA Cert Exam materials;
- possessing unauthorized materials or equipment during the administration of a PA Cert Exam;
- making a false or intentionally misleading report accusing others of irregular behaviour.
To help PACCC maintain the integrity and security of its certification process, anyone acting in good faith that has information or evidence that irregular behaviour has occurred is encouraged to submit a written, signed statement to PACCC detailing the incident and providing copies of any supporting evidence or documentation.
If PACCC determines that irregular behaviour has occurred, it may invalidate scores, suspend or revoke existing certifications, temporarily or permanently bar individuals from the PA Cert Exam, or may impose other sanctions or take other actions, as it deems appropriate, including legal action.
APPEAL PROCESS
Any candidate subject to an adverse decision by PACCC can submit an appeal (see Appeal Process document).
A failing score on the PACCC PA Cert Exam is NOT subject to appeal.
The following adverse decisions by PACCC (or delegated to its Manager, Certification) are subject to appeal.
- Disciplinary action based on irregular behaviour of candidates as reported in writing to PACCC before, during or after a PA Cert Exam;
- Disciplinary action based on fraudulent use of the CCPA credential;
- Denial of eligibility to sit a PA Cert Exam;
- Revocation of eligibility to sit a PA Cert Exam;
- Revocation of certification;
- Other adverse action regarding the CCPA credential.
RE-CERTIFICATION
There is no requirement for re-certification. Canadian Certified Physician Assistant’s (CCPA) are required to maintain their competency through the tracking of Continuing Professional Development (CPD). All CCPAs must be a regular or sustained member of CAPA and must track their CPD credits through the CPD Tracking Tool of the Royal College of Physicians and Surgeons of Canada (the Royal College) MAINPORT ePortfolio login. Please review the PACCC CPD policy on non-compliance.
NUMBER OF ATTEMPTS AND RE-WRITES
Individuals who meet the eligibility criteria described in this document will be eligible to take the PACCC PA Cert Exam up to five years after successful completion of a previously CMA accredited program. During that five year period the exam may be taken a maximum of four times. When either the fifth year or the fourth attempt is exhausted, whichever occurs sooner, the individual loses eligibility to take the PACCC PA Cert Exam.
RE-ESTABLISHING ELIGIBILITY
Only 2 circumstances are accepted for re-establishing eligibility:
- Candidate has missed the “first exam attempt must be made within the first three (3) years after graduation”.
- Candidate is outside of the “up to five years after successful completion of a PA program”
To re-establish eligibility, the candidate must:
- If not already rectified, re-establish membership with CAPA (a re-instatement fee will be applied to all membership renewals)
- Provide a letter confirming employment as a PA since the last year of CAPA membership
- Provide proof of continuing professional development (CPD) since the last year of CAPA membership
All requests are subject to PACCC approval. Candidates may be requested to provide more information at the Council’s discretion.
Once eligibility is re-established:
- the first attempt must be taken within the 1st year of notification of re-eligibility (if not taken, the candidate loses the eligibility to take the PA Cert Exam
- only a combined total of 4 lifetime attempts is allowed; after a combined total 4 attempts is exhausted the individual loses the eligibility to take the PACCC PA Cert Exam and no other re-eligibility requests will be accepted.
Unsuccessful after 4 attempts
The only way to establish new eligibility is to complete an unabridged PA program recognized by PACCC.
AGGREGATE DATA
Aggregate data (candidate names are removed) is provided to each Canadian PA program recognized by PACCC to provide the information required to meet requirements for the maintenance of accreditation.
LIST OF CCPAs
All individuals who obtain the Canadian Certified Physician Assistant (CCPA) designation are added to a list containing the names of all PAs that hold the CCPA designation and such other information as PACCC deems relevant in the interest of public safety and this list shall be open to the public.
QUESTIONS OR REQUESTS
All questions or requests must be sent or submitted to the Director, Certification at sbourgon@capa-acam.ca
MASS GATHERING/EVENT MEDICINE
1500 – 1550
Robert Harley, CCPA
Description
Event medicine is an up and coming sub-culture of Mass Gathering Medicine which is itself new. Between the both, there represents a new niche that PAs can get involved with and thrive.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Differentiate the differences between Mass Gathering Medicine and Event Medicine.
2. Defend application and prose expansion of the PA professional role and skill set as appropriate and conducive in various settings across Canada.
3. Utilize different conferences and courses that are available to PAs interested in Mass Gathering and Event medicine areas of practice.
4. Apply for positions within Mass Gathering and Event medicine areas of practice.
PRESENTATION
ARE YOU TOO SMART TO BE INFLUENCED BY MARKETING?
1500 – 1550
Alan Cassels, Communications Director, Therapeutics Initiative Department of Anesthesiology, Pharmacology and Therapeutics, UBC Faculty of Medicine
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Define a fiduciary relationship between a patient and a healthcare provider within the context of standard clinical practice.
2. Discriminate anchoring, blind spot, and confirmation bias, as well as the bandwagon effect.
3. Explain how reciprocity works and relate it to the receipt of gifts/compliments/money from pharmaceutical companies.
4. Qualify the influence of large and small gifts from pharmaceutical and device companies and explain how reciprocity plays a part in this process.
5. Reasonably examine clinician behavioral changes as influenced by pharmaceutical marketing exposure.
6. Infer clinician understanding of their influenced behavior from pharmaceutical and device company marketing.
7. Examine how exposure to pharmaceutical and device company marketing can impact your fiduciary relationship with your patients.
PRESENTATION
When is the next set of Certification Exams to be scheduled?
The exact dates, timings and actual location can be found here.
CPAEA POSTER PRESENTATIONS
1500 – 1550
Description
Authors of the poster presentations will be given five minutes to go over the highlights of their research poster, followed up by questions from attendees.
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Explain the importance of PA led research.
- Recall current research conducted and identify relevance to PA profession.
- Identify gaps in research.
Posters
LOOK WHO’S TALKING: THE USE OF SOCIAL MEDIA AMONG THE EMERGING CANADIAN PA PROFESSION
CABERGOLINE AND LACTATION SUPPRESSION
THE UTILIZATION OF PHYSICIAN ASSISTANTS IN MANITOBA OVER THE LAST 15 YEARS
ENTRUSTABLE PROFESSIONAL ACTIVITIES FOR CANADIAN PHYSICIAN ASSISTANTS
EVOLUTION OF PA EDUCATION IN CANADA SHARED LESSONS, ONE OUTCOME
CHARCOT’S 3 AND REYNAUD’S 5 – ACUTE CHOLANGITIS IN THE ED
1300 – 1350
Sean Kelcey, CCPA
Description
Acute cholangitis is a serious infection of the biliary tree that can present in a number of ways, including sepsis. Early recognition and management are key to reducing morbidity and mortality from this illness.
PRESENTATION
Where can I record the time I spend reviewing a colleague’s practice?
You may record reviews that you do of your colleague’s practice under Section 2: Systems Learning): Peer Review and you will receive 15 credits for the year.
INFORMATION SESSION: JOURNAL OF CANADA’S PHYSICIAN ASSISTANTS
1820 – 1920
Ian W Jones, MPAS, PA-C, CCPA, DFAAPA and Rebecca Mueller, MSc, PA-C
Description
JCANPA Editors Becky Mueller and Ian Jones are offering a personal learning session about the open access Journal of Canada’s Physician Assistants. This casual event will answer questions and participants will discover:
Learning Objectives
1. What is an Open Access Journal?
2. Why Open Access Matters?
3. How Does It Work at JCANPA?
4. What is involved in the Copyright and the Creative Commons Attribution (CC BY) license?
5. What does JCANPA publish?
6. How is it indexed and where?
PRESENTATION
PHYSICIAN ASSISTANT CLINICAL EDUCATION (P.A.C.E.): A RAPID REVIEW OF HIGH-YIELD PAEDIATRIC EMERGENCIES
1330 – 1420
Jordan Levinter, CCPA and Devin Singh, MD
Description
P.A.C.E. is a new clinical education program developed by the staff at SickKids. The goal of the program is to deliver high-quality, evidence-based paediatric education to Physician Assistants throughout Canada and beyond. Education is delivered through a combination of synchronous and asynchronous on-line presentations.
This presentation will give a brief overview of the program and provide a rapid overview of 2 common paediatric emergency presentations with uncommon underlying pathologies. Participants will be walked through case presentations, learn to identify red flags, and review the management of these high-yield paediatric diagnoses.
The truly lethargic infant is a presentation that makes even experienced clinicians nervous. There are numerous reasons for this presentation, including infectious, non-accidental trauma, and intussusception. We will review a case based on a real patient encounter of an infant with intussusception. We will discuss pertinent history and physical exam findings, in addition to appropriate investigations and management.
Everyone has suffered a sore throat and fever. We know the common causes: viruses, streptococci, and mononucleosis, but what about when symptoms persist. We will review a case, based on a real patient encounter of a teenage with Lemierre’s Syndrome, also known as jugular vein suppurative thrombophlebitis. Pathogenesis, diagnosis, and management will be cover.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Understand the goals of the P.A.C.E. program and how to get involved.
2. Develop an approach to the listless infant.
3. Apply appropriate investigations and treatments to an infant with intussusception.
4. Describe the pathogenesis of Lemierre’s Syndrome.
5. Understand the investigations and emergent treatment of Lemierre’s Syndrome.
PRESENTATION
Where can I record the time I spend reviewing feedback that I received from colleagues/others related to my practice and/or my teaching?
If a colleague reviews your practice and provides feedback, the time spent on this activity, including any additional time you spend reviewing that feedback, can be recorded under Section 3:Assessment: Practice Assessment and you will receive 3 credits per hour. Reviewing feedback from your teaching sessions can also be reported in Section 3:Assessment: Practice Assessment.
How do I get a replacement certificate?
A replacement certificate can be requested. There is a $50 charge to issue a replacement certificate due to name change, loss or other factors beyond CAPA’s control.
INVASION OF THE MASTER GLAND: SUSPICION, INVESTIGATION AND MANAGEMENT OF PITUITARY TUMOURS
1330 – 1420
Leslie St. Jacques, CC-PA; BA, BHSc-PA MES, MSW
Description
The Pituitary is referred to as the “master gland” due to its pervasive control of our hormones. A pituitary tumour can drastically alter a person’s body and rob them of their vision. Far from being rare, pituitary tumours are frequently found incidentally on brain imaging done for other reasons. This visual presentation will utilize case examples and imaging to describe types of pituitary tumours and their effects, when to suspect your patient’s signs and symptoms could be related to the pituitary and what to order: labs, imaging, eye exams and referrals.
PRESENTATION
CASE REVIEWS OF SUBARACHNOID HEMORRHAGES
1400 – 1450
Franklin Marquez, CCPA, CPSNB, AAPA-F
Description
Three cases will be discussed on the management and treatment of a subarachnoid hemorrhage – from the young drunk driver to the geriatric on anticoagulation slip and fall. The difference between epidural, subdural and SAH will be overviewed to clearly understand the difference of intracranial bleeds.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Discriminate the differences between intracranial hemorrhages.
2. Distiguish the predictive value of the GCS when managing a SAH.
3. Differentiate the best diagnostic tools and treatment models for SAH.
PRESENTATION
CPAEA PREPARING FOR THE JOB INTERVIEW
1330 – 1420
Ian Jones, MPAS, PA-C, CCPA, DFAAPA
Description
The University of Manitoba MPAS team will provide an interactive demonstration and audience participation event in preparing for the job interview as a PA.
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Learn the steps involved in preparing for a job interview that relate to increased impact and presentation.
- Prepare a self-reflection to answer traditional, hypothetical and behavior descriptive questions.
- Learn through participation how E.S.P., S.T.A.R., and preparation for negative questions will improve your chances to land the dream job you desire.
PRESENTATION
CHOOSING WISELY CANADA
1430 – 1520
Dr. Wendy Levinson, Professor of Medicine and Past Chair of the Department of Medicine at the University of Toronto
Delivered via webcast
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Describe Choosing Wisely Canada in its first 4 years
- Outline approaches medical, nursing, and pharmaceutical societies have used to engage their members
- Discuss strategies to implement Choosing Wisely Canada recommendations
PRESENTATION
ISSUES IN TRANSGENDER HEALTH
1400 – 1450
Dr. Gail Knudson
Learning Objectives
- Understand relationship among some components of sexuality and gender
- Introduce the concept of minority stress
PRESENTATION
Where can I record an online self-assessment program (SAP)?
Online self-assessment programs (SAP) do not automatically qualify for Section 3 credits in the MOC Program. All online self-assessment programs (SAP) must be reviewed and approved directly by a Royal College Accredited CPD Provider and if approved, would contain the Royal College accreditation statement. See a list of accredited Section 3 activities.
UNPLANNED ONCOLOGY HOSPITALIZATIONS: DEVELOPMENT OF AN ONCOLOGY SERVICE IN A GENERAL MEDICINE PROGRAM
1430 – 1520
Kamshad Touri, MD, CCPA
Description
Oncology patients often have unpredictable and complex needs that require management within an acute care inpatient setting. Studies have demonstrated that due to a high burden of illness in particular malignancies hospitalization can be unavoidable despite even the most diligent ambulatory care. Unplanned oncology hospitalizations are defined as admissions for the management of a complication related to an underlying oncological disease or its treatment, or for symptom control or palliation. There is evidence that demonstrates that patients with advanced disease are more likely to have an unplanned hospitalization, and that these admissions are a marker of poor prognosis with a predicted median survival of less than 3 months following hospitalization. Unsurprisingly, as the incidence of cancer is increasing unplanned admission rates are also on the rise. Consequently, the traditional resources to care for this complex population of patients are being exhausted. Therefore, the development of innovative models of care to support this growing cohort is critical. In response to this need a specialized interdisciplinary team supported by a Physician Assistant was established within a general medicine service. The purpose of this presentation is to discuss how this new model provides quality improvement for oncology patients undergoing unplanned hospitalizations. The presentation will explore processes used to foster and streamline comprehensive oncology care within a general medicine program.
PRESENTATION
I participated in a self-assessment program (SAP) not listed in MAINPORT ePortfolio. Where do I record this activity?
If a SAP is not listed in MAINPORT ePortfolio, please contact us at: certification@capa-acam.ca to confirm its status. If it is not accredited by a Royal College CPD Accredited Provider, then you may choose to claim this activity as a personal learning project.
CPAEA STUDENT WORKSHOP
1330 – 1500
Ian Jones, MPAS, PA-C, CCPA, DFAAPA
Description
Representatives from the Canadian PA Programs will answer audience questions in an open format panel discussion. There are multiple pedagogical approaches to PA education in Canada. Is there one best way? Core faculty will discuss merits and disadvantages to each and address questions from student and graduates PAs. Discussion on the future of PA education in Canada and the proposed new accreditation standards, and Entrustable Professional Acts for PAs (EPA-PA) will also be had.
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Identify various teaching approaches to PA education in Canada.
- Recognize the merits and disadvantages of different teaching approaches.
- Discuss the future of PA education, accreditation standards and Entrustable Professional Acts for PAs.
ACUTE PAINLESS VISION LOSS
1530 – 1620
Sahand Ensafi, B.H.Sc, CCPA
Description
Ophthalmologic complaints are often a dreaded complaint for numerous clinicians. This talk aims to provide a review and approach to several key conditions causing acute painless vision loss. Following this talk, the audience will hopefully become more comfortable in assessing one of these conditions when they come through their front door.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Differentiate between the most common etiologies causing acute ophthalmologic blindness.
2. Formulate a diagnostic and evaluative approach to acute painless vision loss.
3. Differentiate between the management of ophthalmologic conditions causing acute painless vision loss.
PRESENTATION
HEALTH LITERACY AND PATIENT EDUCATION
1530 – 1620
Alison Plotzke, CCPA
Description
The relationship between poor health literacy and health status is well-recognized and well-documented. However, there is still substantial gap between translation of information and knowledge between health care providers and patients.
Physician Assistants (PAs) play a significant role, within many areas of medicine, in assessing new patients, continued patient care, and discharging patients. All of these are opportunities for PAs to perform health literacy assessment, including health-related reading fluency, numeracy, and prior knowledge. This allows PAs to deliver tailored health information and to communicate transparently with the patients. PAs can take a leadership role in the development of patient education resources, accounting for individual patients’ needs, and work to implement these changes in all areas of medicine.
When patients comprehend their diagnoses, the proposed treatment and overall care plan, there is enhanced capability for self-management. Consequently, compliance with the proposed regimen is improved. In these instances, health literacy enables patients to be in greater control over their health, including the personal, social and environmental determinants of health that are at play.
Health literacy can be used as an asset to improve overall patient outcomes, equipping PAs as front-line educators. PAs can develop and attain skills in patient advocacy and providing tailored information, which would ultimately lead to overall improved health outcomes.
Learning Objectives:
At the conclusion of this session, the participants will be able to:
- Define health literacy amongst Canadian patients and its impact on health outcomes;
- Review the factors which mitigate low health literacy;
- Discuss the role of PA in developing patient education materials; and
- Develop skills PAs can incorporate in their routine practice that will lead to improved health outcomes, discussions surrounding health choices, and patient satisfaction.
Can I apply extra credits (>400) earned in my current cycle towards my next cycle?
There is currently no provision to carry forward completed credits to a future MOC cycle and the completion of 400 credits is a minimum 5-year cycle requirement. MOC Program participants who achieve 400 credits before the end of their cycle are still required to complete at least 40 credits in each of the remaining years of their current cycle.
RECORDING YOUR CONTINUING PROFESSIONAL DEVELOPMENT (CPD) 101
1600 – 1630
Sandra Bourgon, Certification Manager
Description
This session will review the basics of the Royal College’s MOC Program with respect to credit requirements, the MOC Framework, and CPD activities eligible for credit. The presentation will include explanations on where and how to record CPD activities relevant to Physician Assistants (PAs). The session will be interactive and time will be allotted toward the end of the session for any additional queries.
Learning Objectives
At the conclusion of this session, the participant will be able to:
- List credit requirements.
- Identify CPD activities eligible for credit.
- Record CPD activities in the MAINPORT ePortfolio recording tool.
PRESENTATION
I work part-time. Do I need to complete the same number of credits as someone who is in full-time practice?
MOC Program participants who are in part-time practice are required to maintain their knowledge, skills, and competencies. There is a wide range of learning activities included within the MOC Program and the 400-credit requirement for a 5-year MOC cycle has been deemed to be reasonable and achievable for all participants.
What documentation do I need to provide when reporting learning activities supported or tracked by third-party organizations such as Medscape, UpToDate and Dynamed?
Both the certificate and transcript/list must be provided in order for these activities to be applied to your MOC Program cycle.
What type of documentation do I need to keep for validation purposes?
MOC program participants should keep their supporting documentation for the duration of their current cycle. At this time, only the following activities may require supporting documentation for validation purposes:
- Section 1: Group Learning (a certificate of attendance or certificate of completion from the sponsoring organization)
- Section 2: Formal Courses and Traineeships (a certificate of completion of the course from the sponsoring organization)
- Section 3: Accredited Self-Assessment Programs (a certificate of completion of the accredited self-assessment program by the sponsoring organization)
- Section 3: Accredited Simulation Activities (confirmation of participation by the accredited simulation program or CPD provider organization).
How long do I need to keep my supporting documentation?
You should keep your documentation for the duration of your current cycle. However, you may also wish to verify with your provincial regulatory body to confirm what their requirements are.
Who is CAPA?
CAPA is the Canadian Association of Physician Assistants, a national professional organization that advocates for Physician Assistants (PAs) and represents its membership across Canada and globally. CAPA has established and maintains the national standard of practice for PAs, the Scope of Practice and National Competency Profile. It assists in providing the National Certification Process, the National PA Entry to Practice Certification Exam, and Registry for its members. CAPA’s goal is to provide efficacious health professionals to the Canadian public, and to foster the development of the profession in all provinces. By helping to develop educational programs and assisting legislators, CAPA ensures quality health provision for Canadians.
What should I do if I cannot provide supporting documentation for a learning activity?
If your CPD activity is pending credit validation and you cannot provide the required supporting documentation, then the activity cannot be validated and the credits will not be applied to your MAINPORT ePortfolio credit summary.
How can I submit my last year’s CPD activities if I’ve missed the January 31st deadline?
You may report past CPD activities within your current cycle through the process of credit validation. For specific questions, please contact the Manager, Certification 877-744-2272, 613-248-2272 or by email at certification@capa-acam.ca.
What is the difference between “Reading” and “Bulk Reading” when reporting a Section 2: Self-Learning Activity?
The “Reading” category is to be used when you are recording your reflections on one self-learning activity, such as reading a journal article. If you are reporting on a number of journal articles read, please use the “Bulk” option.
What is the difference between “Internet Searching” and “Bulk Online Reading/Scanning with Transcript” when reporting Section 2 internet searches conducted through third-party organizations such as Medscape, UpToDate, and Dynamed?
Both options are valid when entering internet search activities conducted through a third-party organization (like Medscape, UpToDate or Dynamed). If you are entering just one activity choose “Internet Searching.” If you are entering more than one activity at once, choose “Bulk Online Reading/Scanning with Transcript”. This selection will allow you to enter the total number of activities in bulk. For activities conducted with third-party organizations and submitted under the bulk option, both the certificate and transcript/list must be uploaded to MAINPORT ePortfolio in order for the activities to be applied to your MOC Program cycle.
Can I record activities done through organizations such as Medscape, UpToDate, and Dynamed in bulk?
Yes. As long as you have the proper documentation from the third-party organizations (certificate and transcript/list of activities), you can report these activities in bulk as follows:
- Click on “Enter a CPD Activity”
- Select Section 2: Self-Learning Activities
- Choose “Bulk Online Reading/Scanning with Transcript” from the dropdown menu
- Enter information for all required fields marked with red asterisks
- Upload the certificate and transcript/list of activities provided by the third-party organization
Both the certificate and transcript/list must be provided in order for these activities to be applied to your MOC Program cycle.
What is an Accredited Self-Assessment program?
Accredited Self-Assessment programs use brief, highly directed questions in structured formats, such as multiple-choice or short-answer questions, to elicit reliable constructed responses from participants to assess aspects of knowledge in defined domains. Feedback provides opportunities for participants to identify areas for improvement and future learning.
What is Chart Audit and Feedback?
Chart audit and feedback is an assessment strategy that uses data recorded in a chart or electronic health record to assess the performance of an individual, group or team against one or more measures of performance. Chart audits can focus on process or outcomes of care provided to one or more patients. Feedback is provided to facilitate the identification of areas for future learning and improvement.
What is Multi-Source Feedback?
Multi-source feedback uses standardized questionnaires to gather data from multiple observers across a range of CanMEDS-PA Roles. Physician assistants are provided with a summary of their performance across a set of behaviours in relation to their peers. Feedback provides an opportunity to identify areas of strength and improvement and set goals for future learning.
What is Direct Observation?
Direct observation uses supervisors, colleagues or peers to observe a PA performing a regular professional activity to identify whether specific behaviours or competences were demonstrated. The observer provides feedback to the PA on what was, or was not, observed in order to assist the PA in identifying areas for improvement or enhancement.
What is Feedback on Teaching?
Summaries or compilations of evaluations of teaching completed by students, residents, physicians, PAs or health professionals provide physician assistant educators evidence related to the effectiveness and impact of teaching. Reviewing these evaluations provides opportunities to identify areas for improvement within this dimension of professional practice.
What is an Annual Performance Review?
Annual reviews provide physician assistants with an opportunity to reflect on past performance goals and establish plans for the coming year. Use the feedback provided by supervising physicians, peers, department/division chairs or chiefs of staff to set new goals or identify strategies for improvement or professional development.
What is Practice Assessment?
Practice assessment is a comprehensive approach to reviewing a physician assistants’ practice to assess adherence to established professional practice standards across multiple CanMEDS-PA roles using multiple assessment strategies. Practice assessments are completed by trained peer assessors and may integrate a records review, interviews with colleagues or co-workers, direct observations of interactions with patients, and patient questionnaires to enable the development of a comprehensive report of the overall quality and safety of the practice with recommendations that serve as the basis for future learning and improvement.
What is the Holding Area?
The Holding Area is an area of MAINPORT ePortfolio that contains activities that require some additional information before they are counted in the MOC credit system. There are three different types of activities that can exist in the Holding Area. The first is an Incomplete Activity. These are activities that have been partially entered into MAINPORT ePortfolio. The second type of activity that occurs in the Holding Area is activities that have been automatically sent to MAINPORT ePortfolio on your behalf. The final kinds of activity that can exist in the Holding Area are CPD activities that are awaiting credit validation.
How do I enter my yearly hours for rounds in MAINPORT ePortfolio?
You can enter your yearly attendance at rounds either individually or as a “block” of hours. For example, if you attended 20 hours of rounds during the year, you may choose to record each round you attended separately or record it as one entry worth 20 credits in Section 1.
I attended a 3-day conference. Do I need to report each day separately or can I record my overall attendance as one entry?
You may record your conference attendance as one entry and report the total hours attended. Please record the end date of the conference in MAINPORT ePortfolio.
I completed a day course and submitted this under Section 2: Formal Course. MAINPORT ePortfolio automatically gives me 25 credits for this – how can I change the number of credits?
Formal courses are usually developed in collaboration with a university, community college, specialty (e.g., a diploma program) or other educational organizations. They require a formal registration process and provide a transcript or certificate of completion. This type of course can lead to the achievement of a formal designation or certificate. Formal Courses occur over a period of time usually equivalent to one term at a university but not less than 6 weeks. Examples of Formal Courses: Masters or PhD programs. Other courses that are shorter in duration are more typical of a section 1 accredited group learning activity where you would receive one credit per hour of participation.
Is there a mobile app version of MAINPORT ePortfolio available?
Yes. iPhone users can download the MAINPORT ePortfolio Mobile app from the App Store. Android users can download the app from the Play Store.
Can I record activities when not connected to the internet?
Yes, you can record activities when you are offline. Simply record the information as you normally would. As soon as you connect to a WiFi network, your MAINPORT ePortfolio account will be automatically updated.
I have a Blackberry; can I download the MAINPORT ePortfolio app?
The app is not available for Blackberry users. However, if you have a Blackberry, you can access the MAINPORT ePortfolio mobile site from your device.
I have an iPad. Can I download the MAINPORT ePortfolio app?
For the best MAINPORT ePortfolio user experience, we recommend that iPad users connect directly to MAINPORT ePortfolio rather than using the app.
Why am I having problems downloading the MAINPORT ePortfolio app to my iPhone?
Please note that if you do not have the latest version of iOS installed on your Apple device, you will need to update it to the latest version.
How do I know if my hospital round or journal club is accredited? Where and when can I get a record of attendance for these activities?
Rounds and journal clubs that are accredited will provide a Royal College accreditation statement on the advertisement for the event. You may also contact your Rounds Chair for further information and for an official record of attendance.
Can you send me a list of accredited group learning CPD activities and/or accredited Self-Assessment Programs for my specialty?
You can find a list of CPD activities by specialty here. Please note that while the information provided is comprehensive, it does not necessarily represent all approved activities available for credit. For more information, please contact the Accredited CPD Providers directly.
How are the CanMEDS-PA roles being promoted as a framework for lifelong learning in MAINPORT ePortfolio?
MAINPORT ePortfolio will support the link between learning and CanMEDS-PA in two ways. Each template will enable learners to link the portion of the group learning, self-learning or assessment activity that was linked to each CanMEDS-PA Role. In addition, the CPD planning tool in MAINPORT will support the link between specific goals and one or more CanMEDS-PR roles.
The MOC framework is intending to promote a competency-based approach to lifelong learning that is not just focused on knowledge (the traditional domain of the medical expert), but on multiple skills, competencies and abilities. CanMEDS-PA is an excellent example of a competency framework that is relevant to the planning and development of learning activities for practice. Currently, all accredited Royal College CPD provider organizations are required to develop needs assessment strategies that span multiple CanMEDS roles. Self-learning can be focused in any CanMEDS domain and although there are limited tools to assess performance across multiple CanMEDS roles the development of 360° assessments and other multi-source feedback strategies are becoming more common.
How do I know if a conference held in Canada qualifies for Section 1 of the MOC Program?
In Canada, conferences, courses, workshops and seminars must be approved by an accredited CPD provider. Section 1 approval will be recognized by the following statement on program materials: “This 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 [accredited provider’s name].” (Please refer to the next question regarding the exception.)
Where do I report my attendance at the CAPA conference?
The CAPA conference can be recorded as an accredited activity under Section 1 of the MOC Program. Unless otherwise stated in the program.
I participated in a group learning activity approved for AMA PRA Category 1, AAPA Category 1, AAFP Prescribed or CFPC Mainpro/Mainpro+ Certified Group learning credits. Are these credits approved for MOC Section 1?
For PAs, group learning activities developed by the AMA PRA for Category 1, the AAPA for Category 1, the AAFP for Prescribed credits or the CFPC Mainpro+ Certified Group learning can be recorded as accredited activities under Section 1 of the MOC Program.
Where can I report my attendance at a conference held outside of Canada or a conference held overseas?
All live conferences or live courses held outside of Canada can be reported as accredited group learning activities under Section 1 of the MOC Program if they are developed by a university, academy, college, academic institution or physician organization.
I attended an educational dinner event hosted by a pharmaceutical company. Where can I record these hours?
These hours cannot be claimed for credit within the MOC Program. However, this event may encourage you to continue your learning and develop a personal learning project (see PLP question).
Can working or clinical rounds be self-approved for MOC Section 1 credits?
No. In order for rounds, journal clubs or small group learning activities to be self-approved for MOC Section 1 credits, they must meet the accreditation standards as defined by the Royal College. These standards include the establishment of a planning committee, the development of learning objectives based on a needs assessment conducted for the target audience, adherence to established ethical standards and the execution of an evaluation strategy of the rounds program. Typically, “working” or “clinical” rounds are not formal CPD activities, rather, they are bedside visits by a physician—or other health professional—to evaluate treatment, assess current course and document the patient’s progress or recuperation.
Can morbidity and mortality (M&M) rounds be accredited for MOC Section 3 credits?
No. Morbidity and mortality (M&M) rounds cannot be accredited for MOC Section 3 credits because they typically review one patient/physician at a time. This is not considered feedback on performance in practice. A formal audit and feedback on a minimum of 10 patients is needed to be representative of one’s performance in practice. Morbidity and Mortality rounds are group-learning activities that can be included under Section 1: Group Learning: Rounds, assuming that they have been approved through the self-accreditation process of the Royal College.
Where do I record a PhD or Master’s program?
PhD or Master’s programs can be submitted at 25 credits per course in Section 2 under Formal Course.
What is a personal learning project (PLP) and how can I incorporate this into my learning plan?
A personal learning project (PLP) is a self-initiated learning activity that is stimulated by a question, issue or dilemma in your professional practice. For example, PLPs can be created based on updating your knowledge to prepare a presentation, further research after reading a journal article or after participating in a point-of-care activity. They can be inspired by any aspect of your professional practice (CanMEDS Roles) and are flexible and adaptable within any learning context.
What is a traineeship and can you provide some examples of activities that would fit in this section?
Traineeships are structured learning activities designed to meet an identified professional need. Traineeships require the identification of learning objectives and a supervisor who will help you to plan learning activities that meet your learning objectives. The supervisor is also responsible for verifying that activities have been completed and can provide meaningful feedback on what was achieved. The final step required for all traineeships is the documentation of the learning outcomes that were identified for practice. Participation in activities such as PALS, NALS, ATLS, ACLS, and BLS, to name a few, are considered traineeships.
Why are there different sub-types for personal learning project (PLP) under Section 2: Self-Learning Activities?
When reporting a PLP in MAINPORT ePortfolio, you must select a sub-type (from a drop-down menu) to clarify the reason behind the creation of your learning plan. This allows us to capture data about how you are using PLPs, which will in turn support future improvements to the MOC framework. The following sub-types are available within MAINPORT ePortfolio (each is eligible for 2 credits/hour):
- Address clinical or academic questions
- Preparation for formal teaching activities
- Development of research activities
- Address medical-professional administrative or systems related questions/issues
- Other—Please describe the type of PLP
Where do I record activities such as using Medscape, UpToDate, and Dynamed?
These activities are recorded in Section 2: Self-Learning Activities for 0.5 credits/activity. For activities conducted with third party organizations, both the certificate and transcript/list must be uploaded to MAINPORT ePortfolio in order for the activities to be applied to your MOC Program cycle.
How can I get credits for reading journal articles, books, etc.?
Each journal article you read that you have deemed has had a significant impact on your learning or practice can be recorded in Section 2:Self-Learning: Reading or Bulk Reading). In addition, you may read journal articles and/or books with the specific objective of answering a question, issue, or problem you have identified in your professional practice. In this instance, this can be claimed in Section 2 as a personal learning project (PLP) for 2 credits per hour.
Can I claim MOC credits for teaching or giving presentations?
You may report the new learning acquired while preparing or researching for your teaching sessions or presentations under Section 2 as a personal learning project (PLP).
Are Physician Assistants regulated through a college?
It is CAPA’s vision to eventually have all PAs regulated within Canada and registered with the Provincial College of Physicians and Surgeons. PAs are currently able to work within the public healthcare system in the following provinces: Alberta, Manitoba, New Brunswick, Ontario, and Nova Scotia. The province of Saskatchewan will be establishing PA in the province by the summer of 2023. In Newfoundland, a pilot project will be starting sometime in 2023. Each province has handled the introduction of PAs differently. We recommend that you review the Legislation page on the CAPA website regarding legislation in each province as some provinces have some alternate streams that can apply to PAs trained internationally.
What types of activities can I report in Section 1: Group Learning?
In Canada, participation as an attendee/learner in:
- Accredited conferences, courses, seminars, workshops, approved by a Royal College accredited CPD provider. Some of these accredited group learning activities are listed on the Royal College website. Note that this is not an inclusive list therefore Section 1 accreditation is recognized when the following statement is on the program materials: “This 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 (accredited provider’s name).”
- Other accredited conferences, short duration courses, seminars, workshops, held in Canada, but developed by an Accreditation Council for Continuing Medical Education (ACCME) – accredited physician organization (such as a university, academy, specialty society, hospital department);
- Accredited web-based group learning activities approved by a Royal College accredited CPD provider. Section 1 accreditation is recognized when the following statement is on the program materials: “This 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 (accredited provider’s name).”
- Accredited hospital rounds, tumor boards, M&M rounds, journal clubs, and small group learning activities that meet the accreditation standards as defined by the Royal College, and have been registered at the Royal College (look for the accreditation statement which confirms MOC section 1 approval).
Outside Canada or overseas, participation as an attendee/learner in:
- Live conferences, short duration courses, seminars, workshops that have been developed by a university, academy, college, academic institution or physician organization.
Participation in Section 1 unaccredited group learning activities = 0.5 credit per hour of participation (50 credits maximum per cycle).
Unaccredited activities:
- Participation as a learner/attendee in unaccredited rounds, journal clubs or small-group activities which are in the process of meeting the educational and ethical standards, and/or rural or local conferences that have no industry sponsorship.
Who are Physician Assistants and what do they do?
Physician Assistants (PA) are highly skilled health professionals who support physicians in all health care settings. In Canada, the PA role was developed within the Canadian Forces Health Services to provide a full spectrum of medical care. Within a formal Physician/Physician Assistant relationship, a PA has the skills and experience to deal with medical emergencies, specialty practice environments, as well as everyday health care needs. Depending on the agreement between the physician and the PA, activities may include conducting patient interviews, histories, physical examinations; performing selected diagnostic and therapeutic interventions; and counseling on preventive health care. The PA is a physician extender and not an independent practitioner; they work under the direction of supervising physicians within the client/patient-centered care team. As part of their comprehensive responsibilities, PAs conduct physical exams, diagnose and treat illnesses, order and interpret tests, counsel on preventive health care, assist in surgery, and write prescriptions. Within the physician-PA relationship, physician assistants exercise autonomy in medical decision making and provide a broad range of diagnostic and therapeutic services. A PA’s practice may also include education, research, and administrative services.
What types of activities can I report in Section 2: Self-Learning?
- PhD & Master’s Programs: can be submitted at 25 credits per course under Formal Course.
- Other types of Formal Courses: participation as a learner in other types of formal courses is eligible for 25 credits per course (These are usually developed in collaboration with a university, community college, specialty (e.g. diploma program) or other educational organizations. These require a formal registration process and provide a transcript or certificate of completion. This type of course can lead to the achievement of a formal designation or certificate and usually occur over a period of time usually equivalent to one term at a university but not less than 6 weeks. Note that other courses that are shorter in duration are more typical of a Section 1 accredited group learning activity (provided it meets the section criteria) and would be submitted at one (1) credit per hour.
- Participation as a learner in activities such as: Advanced Cardiovascular Life Support (ACLS), Pediatric Advanced Life Support (PALS), Neonatal Advanced Life Support (NALS), Advanced Trauma Life Support (ATLS), and Basic Life Support (BLS) are eligible for two (2) credits per hour under Traineeship.
- Activities such as doing additional research and acquiring new learning/knowledge while:
- Addressing clinical or academic questions;
- Doing research and preparation for formal teaching activities or presentations;
- Doing research for the development and submission of a clinical scenario for inclusion in an oral examination or an MCQ or SAQ for a written examination;
- Doing research for grant applications, writing a publication or article;
- Addressing medical-professional administrative or systems-related questions;
- Addressing other CanMEDS roles.
The learning acquired during the research and preparation for these can be submitted as Personal Learning Projects (PLPs) where you will earn two (2) credits per hour.
- Reading Journal Articles: For each journal article that you read and have deemed has had a significant impact on your learning or practice can be recorded individually and receive one (1) credit per article.
- Listening/viewing podcasts, audiotapes, videotapes, and reviewing enduring materials or scanning the internet (such as Medscape, UpToDate, etc.) = 0.5 credit per topic searched.
- InfoPoems = 0.25 per activity.
- Certain committees are eligible for 15 credits per year/per committee. This can be submitted as a Quality Care/Patient Safety Committee activity. (Note that the purpose or activity of the committee – working group, task force or similar title – must be to improve or enhance the quality, safety, or effectiveness of the health care system. They must have a formal structure with an appointment process and defined terms of reference and must also meet on a regular schedule.)
- Developing clinical practice guidelines with your colleagues or participating in activities or groups that set clinical care standards for your hospital can earn you 20 credits per year
- Developing Curriculum – at the undergraduate, postgraduate or professional practice level – can earn you 15 credits per year.
- Examination process – for provincial or national certification processes or systems (such as setting the exam standards, being an examiner) can earn you 15 credits per year as an Examination Development activity.
- Peer reviewing journal articles, reviewing research grant applications can earn you 15 credits per year as a Peer Assessment activity. The 15 credits are eligible for your yearly contributions.
- Creating assessment strategies or reviewing your peers or colleagues can earn you 15 credits per year as a Peer Assessment activity. The 15 credits are eligible for your yearly contributions.
- Other Systems Learning Activities such as Patient Safety Initiatives, Quality of Care initiatives, Clinical Performance Standard Setting Activities, Assessments strategies for learners or education programs, can earn you 15 credits for the year.
Where do Physician Assistants practice?
In the Canadian Forces, Physician Assistants support supervising physicians with medical emergencies as well as everyday health care needs. In civilian practice, PAs work in primary care and specialty practice, in hospital and community care settings, and in physician employed settings. care centers, and many other areas of Health Care. 79,000 PAs assist physicians in a variety of settings, including urban neighborhoods, rural communities, hospitals, doctor’s offices, the military and public health. About 50% work in primary care, with the balance in specialties including surgery, internal medicine and emergency care.
What’s the difference between a PA and a physician?
Physician assistants are educated in the medical model; in some schools they attend many of the same classes as medical students. One of the main differences between PA education and physician education is not the core content of the curriculum, but the amount of time spent in formal education. In addition to time in school, physicians are required to do an internship, and complete a residency in a specialty following that. PAs do not have to undertake an internship or residency.
What is the PACCC doing to ensure that PAs are maintaining their CPD?
PACCC will be using an audit process in that members will be selected randomly and they will be asked to submit documentation supporting Mainpro credits.
What will Physician Assistants mean for patients?
The PA role is designed to provide Canadians with improved access to appropriate health care providers, with the goal of improved patient satisfaction and patient care. Importantly, the literature demonstrates that PAs are effective providers when measured against patient safety, quality of care, and productivity. Physician Assistants make a significant contribution to the health care system wherever they are found.
What is the working relationship between a physician and a physician assistant?
The relationship between a PA and the supervising physician is one of mutual trust and respect. The physician assistant is a representative of the physician, treating the patient in the style and manner developed and directed by the supervising physician. The physician and PA practice as members of a medical team.
What formal education do Physician Assistants have?
Accredited PA education programs are available in Canada and in the United States. There are currently four accredited PA education programs in Canada. These programs are accredited through the Canadian Medical Association Conjoint Accreditation process. The accredited programs are: the Canadian Forces Medical Services School, the University of Manitoba, and McMaster University and the PA Consortium (University of Toronto, Northern Ontario School of Medicine and the Michener Institute for Education at UHN). Education in these programs focuses on understanding the pathophysiology of disease, differential diagnosis determination, and treatment plan development. The programs includes one year of clinical rotation in areas such as emergency medicine, pediatrics, internal medicine, orthopedics, sports medicine, general surgery, urology, anesthesia, trauma team and family practice. The University of Manitoba, in Winnipeg offers a graduate degree program, while McMaster University in Hamilton and the PA Consortium offer an undergraduate program of Science Physician Assistant. All accredited PAEP will allow graduates to challenge the Canadian PA Entry to Practice Certification Examination.
What does “CCPA” stand for? What does the “CC” mean?
The designation Canadian Certified Physician Assistant or CCPA means that the person who holds the title has met the defined course of study and has undergone testing by the Physician Assistant Certification Council of Canada (PACCC). The PACCC is an independent Council of the Canadian Association of Physician Assistants (CAPA) that administers and maintains the PA certification process. The Certification Council consists of various members of the medical community that represent a number of different viewpoints and concerns as well as those of Physician Assistants.
What types of activities can I report in Section 3: Assessment?
- Do you teach? Reviewing your annual teaching evaluations counts for the time you spend reviewing and reflecting on your data and getting peer feedback.
- Do you participate in a performance appraisal, 360° assessment or any other type of workplace assessment related to practice domains including communication, leadership or managerial ability? The time you spend reviewing and reflecting on your data counts for Section 3.
- Do you write peer reviewed journal articles? The time spent reviewing the feedback you receive from your peers counts in Section 3 for 3 credits per hour.
- Do you conduct chart audits or other practice performance based assessments? That can also be claimed for Section 3.
- The Royal College has several accredited self-assessment programs that are free. The Bioethics modules are available on our website and since they address ethics in medicine, they are applicable to anyone.
- The CMPA also has accredited medico-legal self-assessment programs available on their website.
- A list of all accredited self-assessment programs is available on the Royal College website.
What about liability insurance for Physician Assistants?
Smith & Reid currently offers liability insurance for Certified Physician Assistants (Canadian or US) who are members of CAPA. In some jurisdictions PAs are covered under the employer’s comprehensive general liability insurance. The Canadian Medical Protective Association provides professional liability protection to those physicians who supervise and work with PAs.
How do I become a Physician Assistant?
At present there are four Physician Assistant Education Programs (PAEP) in Canada: the Canadian Forces Medical Services School, the University of Manitoba, McMaster University, and the PA Consortium (University of Toronto, Northern Ontario School of Medicine and the Michener Institute of Applied Sciences). PAEP includes one year of didactic classroom medical education and 12-14 months of clinical exposure and rotations at hospitals and medical clinics throughout Canada. All programs meet the same standard and apply for accreditation from the Canadian Medical Association’s Conjoint Accreditation Services.
How did the Physician Assistant profession begin?
In the mid-1960s, physicians and educators recognized there was a shortage and uneven distribution of primary care physicians. To expand the delivery of quality medical care, Dr. Eugene Stead of the Duke University Medical Center in North Carolina put together the first class of PAs in 1965. He selected Navy corpsmen who received considerable medical training during their military service but who had no comparable civilian employment. He based the curriculum of the PA program, in part, on his knowledge of the fast-track training of doctors during World War II.
In Canada, Physician Assistants evolved from Sick Berth Attendants of the Navy, and Medical Technicians with advanced responsibility in the military. They had extensive training and with formal education expanded their role to meet the needs of the services in all the different environments the Canadian Forces Served.
For more information about the history of the PA profession, visit the American Academy of Physician Assistant’s PA History Center web page. www.pahx.org
Does becoming a Physician Assistant makes it easier to become a doctor?
Physician Assistants want to be Physician Assistants. There is no short cut and no stepping stone from the Physician Assistant profession to that of a physician, in the same way that there are no shortcuts to becoming a PA.
Can Physician Assistants safely deliver health care?
Yes. Canadian Forces PAs have been providing care safely in Canada and abroad for many years. The United States has over 40 years of successful integration of PAs in the health workforce. Studies of PAs practicing in other countries indicate that the in-hospital mortality rate of patients who were treated by PAs is no different from the rates associated with other health professionals. There is also no difference in incidence of drug reactions, medical errors, or complications, or need for additional medical interventions when care is delivered by PAs.
Are Physician Assistants replacing any other providers?
No. PAs work to enhance the practice and the lifestyle of the entire medical team. They are integral to the team, and supplement, not supplant the work of physicians. PAs work within inter-professional teams that might include nurses, nurse practitioners, physiotherapists, physicians, and other providers. Every health professional serving patients brings unique qualities and experiences to the work they do, and does so in collaboration with the rest of the care team.
What are the consequences of failing to meet the established CPD requirements?
Failure to complete the CPD requirements may result in the forfeiture of the privilege to use the CCPA designation.
I participate as an examiner for the PACCC Test committee. How can I claim credits for my contributions?
There are several options available for you to receive MOC credits:
- The time you spend participating in any part of the examination process – from setting the exam standards, to being an examiner can be claimed as an activity for 15 credits per year under Section 2: Systems Learning: Examination Development.
- The time you spend in the development and submission of a clinical scenario for inclusion in an oral examination or an MCQ or SAQ for a written examination can be submitted as a personal learning project in Section 2.
- The time you spend on reviewing the feedback on your contributions to the examination process (e.g. the quality of your MCQs) or your performance during the examination (e.g. during an oral examination) is a review of your “educational” practice that could be included under Section 3: Practice Assessment (3 credits per hour).
Welcome and Opening Remarks
1045 – 1100
Dr. Ann Collins, CMA President
Opening Remarks
1045 – 1100
OMA
Q. I am having trouble registering
A. Be sure you’re on the CAPA 2021 site.
Your personalized link was sent to you via email. If you no longer have this email, please contact Olivia Onuk at oonuk@capa-acam.ca.
Q. Will conference sessions be recorded for viewing at a later time?
A. As long as the speaker consents, yes the sessions will be recorded for viewing later.
Q. I purchased 2 Day Sessions + Workshops. Are all sessions and workshops included?
A. Yes! By purchasing the 2 Day Session + Workshop package, you will receive access to ALL recorded sessions and workshops.
Q. How long will these materials remain accessible?
A. All recorded sessions will be available on the CAPA 2020 site until June 2021.
Q. How many credit hours is the CAPA 2020 program worth?
A. The Physician Assistant Certification Council of Canada has awarded the following credit hours for CAPA 2020:
Conference sessions 7.0 credit hours
Workshop 4.0 credit hours
TOTAL: 11.0 (Section 1 credit hours for live sessions + workshops)
*Please note that if you watch recordings of the concurrent sessions and complete the evaluations afterwards, you could potentially earn up to 27.0 Section 1 credit hours.
Students can potentially earn up to 29.0 Section 1 credit hours, which second year students can claim in their bonus period of 15 October 2020 to 31 December 2020.
Q. How do I report Conference sessions and workshop credit hours?
A. You can report the Conference sessions and workshop credit hours in Section 1: Group Learning – Accredited Conference.
Q. How many unaccredited credit hours is the CAPA 2020 program worth?
A. The Physician Assistant Certification Council of Canada has awarded the following credit hours for CAPA 2020:
Regular members – 1.5
CAF members – 2.0
Students – 2.5
CAF Student members – 3.0
Q. How do I report unaccredited conference session credit hours?
A. You can report the unaccredited conference session credit hours in Section 1: Group Learning – Unaccredited Conference.
Q. I attended the Pharma sponsored sessions during CAPA 2020, where can I record these hours?
A. These hours cannot be claimed for credit hours under Section 1 within the MOC Program. You may, however, be stimulated by this event to continue your learning and develop a personal learning project (see PLP question).
Q. What is a personal learning project (PLP) and how can I incorporate this into my learning plan?
A. A personal learning project (PLP) is a self-initiated learning activity that is stimulated by a question, issue or dilemma in your professional practice. For example, PLPs can be created based on updating your knowledge to prepare a presentation, further research after reading a journal article or after participating in a point-of-care activity. They can be inspired by any aspect of your professional practice (CanMEDS Roles) and are flexible and adaptable within any learning context.
Oral/Panel Presentations
We are seeking presenters who can bring unique perspective to CAPA 2021 participants. Speakers should present a well-prepared talk that focuses on a specific and relevant topic.
Panels can include a maximum three speakers plus a moderator to keep the conversation moving and ensure that everyone gets a chance to speak. Abstracts must indicate if identified panellists are proposed or confirmed, and preference will be given to panel abstracts with confirmed panellists.
Keynote Panel Discussion: Racism in Medicine : Correcting actions and improving care
1100 – 1200 EST
Moderator: Maitry Patel, CCCPA
Panelists: Laura Mae Lindo, M.Ed, PhD, Critic, Anti-Racism New Democratic Party of Ontario; Ohood Elzibak, CCPA, MPAS, BHSc. (PA); Third panelist TBD
Events in recent months have highlighted the pressing need to acknowledge and correct long-standing racism in Canada. Excellent and equitable healthcare for all depends on embracing diversity and promoting cultural safety. We must face up to our systemic social challenges by understanding their origins, gaining cultural literacy, and committing to improving conditions in our communities and healthcare systems.
Learning Objectives
At the conclusion of this session the participant will be able to:
- Acknowledge racism as a systemic social problem in Canada that leads to health inequities for Black, Indigenous & People of Colour (BIPOC) communities;
- Recognize ingrained and acquired biases that contribute to racism in our communities and healthcare systems;
- Identify strategies to oppose racism and improve the quality of and access to healthcare for all;
- Develop a personal plan to act as an effective and supportive ally to BIPOC individuals and groups.
Plenary Panel Discussion – First you see me, now you don’t: The shift to virtual care during a global pandemic
1100 – 1200 EST
Mairty Patel, CCPA; Jeremy Heinerich, PA-C and Deaana Lautenbach, CCPA
COVID-19 has impacted every aspect of our lives including how we deliver care to patients. Using telemedicine to treat patients has universally become the norm. Providers are increasingly using live video, audio, and instant messaging to communicate with their patients remotely. This panel discussion will define the PAs role in delivering virtual care and examine how we can continue to effectively deliver quality care moving forward.
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Describe the PA role in delivering virtual care;
- Identify platforms to facilitate virtual care;
- Recall case examples;
- Discuss best practices to ensure success for both patient and caregiver.
Welcome Icebreaker Reception
1900 – 2000
Clinical Skills Workshops
Clinical skills workshops are interactive sessions that focus on specific skills which can be developed by observation and discussion.
Workshops will be offered in full-day and half-day format. Full day workshops are five hours in length, with a one-hour break for lunch. Half day workshops are two hours in length.
PAs in the media: the top of stories of the decade and lessons we can learn from them- Panel Discussion
1200 – 1300
Moderator: Ohood Elzibak, CCPA, MPAS, BHSc. (PA)
Panelists: Anne Dang, CCPA, BHSc. (PA); Sahand Ensafi, CCPA, BHSc. (PA); Maureen Taylor, CCPA, BHSc. (PA)
The PA profession has seen significant growth and development in Canada over the past decade. PAs have been a key topic in healthcare and have been featured in many stories across various media outlets, including major newspapers, academic and institutional communications, hospital and government correspondence and social media platforms. This panel discussion will explore PA representation in the media by examining video, audio, print and online communication that highlights the struggles and victories of PAs over the past decade. Panelists will share insight into past and emerging trends related to PA practice and integration in Canada. They will reflect on the impact of positive and negative news stories on public acceptance and understanding of the PA profession. They will discuss the importance of
continued media representation of PAs to enhance community relations and ultimately propel the profession forward.
LEARNING OBJECTIVES
At the conclusion of this session, the participant will be able to:
- Examine the top news stories relating to PAs and reflect on how they represent the status of PA integration in Canada over the past decade.
- Identify barriers to practice for Canadian PAs and explore avenues for advocacy to optimize the growth of the profession and improve community relations.
- Evaluate positive and negative portrayals of PAs in the media and their impact on the public’s understanding and acceptance of the PA role.
Approach to the Diabetes Patient with Cardiovascular Disease
1200 – 1300 EST
James Kim, MBBCh, PgDip (Diabetes)
Patients with diabetes mellitus are at an increased risk of not only microvascular complications but also macrovascular complications including heart failure, coronary artery disease, and cerebrovascular events. Recent dedicated cardiovascular outcome trials have indicated increased cardiovascular benefit with certain glucagon-like pepid 1 receptor analogs (GLP-1 RAs) and sodium glucose cotransporter receptor inhibitors (SGLT-2i s), with nuances between specific agents in each class. With the plethora of trial data out there, clinicians would appreciate a simplified approach on which patient would benefit from what medication. We will be discussing a case-based approach to discuss a simplified clinical approach for optimal utilization of these medications.
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Illustrate the increased risk of cardiovascular complications in patients with diabetes;
- Discuss the cardiovascular benefit of newer diabetes medications and the clinical relevance;
- Use a case-based management approach for implementing these medications in clinical practice.
Poster Presentation
The poster session is an opportunity for PAs to share the results of their research or the details of interesting clinical cases and to stimulate discussion with their colleagues. In addition to presenting the posters electronically, authors are given time during the conference to present their findings.
Female Sexual Health: Compassionate Care for your Menopausal Patient
1200 – 1300 EST
Dianna Wachtel, DHSc, PA-C, CCPA
Historically there has been much confusion and concern surrounding the administration of replacement hormones for peri-menopausal and post-menopausal women. Research shows that approximate 50% of post-menopausal women are affected by decreased sex drive, pain with intercourse, vulvo-vaginal atrophy, and urinary problems. Other articles point out that many women “suffer in silence” because they are uncomfortable or embarrassed to discuss these problems with their providers. It’s time for primary care providers to educate themselves on how best to approach these topics with their female patients before these life-altering changes occur. The timing and scope of the problem will be outlined: timeline, physical symptoms, and physiologic changes; Best communication techniques will be discussed, latest research on symptomatic and systemic treatment will be considered.
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Compare and contrast the sexual health concerns of peri and post-menopausal women;
- Determine the best way to open this topic with patients;
- Outline available treatment options – oral, topical, etc. and contrast rosks/benefits;
- Discover sources of current literature on women’s sexual health topics.
Taking the Urgency out of Urinary Tract Infections/Overactive Bladder/and Intersitial Cystitis (UTI/OAB/ICS)
1200 – 1300 EST
Todd Bryden, CCPA
The basis of this lecture will be to provide information on the diagnosis and differentials for Urinary Tract Infections, Overactive Bladder and Intersitital Cystitis, treatments for these conditions and appropriate time to refer to a urologist. The lecture will use multiple references including the Canadian and American Urological Guidelines to provide clinicians the tools to manage these common conditions with the most up to date information.
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Recognize and treat uncomplicated and complicated UTIs;
- Recognize and differentiate between Overactive Bladder and Interstitial Cystitis;
- Know when emergent versus routine referral to urology is required for UTI/OAB/ICS.
Host
Our Virtual Networking Reception needs a host for each room!
We’re going all out to make this event a success. We need fabulous party hosts who can bring their own style and personality to the table. To be considered, let us know what topic you would like to focus on in your party room, how you will keep attendees engaged, and what past experiences you have with hosting networking events.
How do I register for the Certification Exam?
The registration form will be made available on line, simply complete the online registration form and it will automatically be submitted to PACCC. Once the registration form and fees have been received, a receipt will be sent out.
Covid-19: Pathophysiology of the Virus
1200 – 1300 EST
Kali Braun, PA MPAS (2020); Jared Bullard, MD
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Describe the virology of SARS-CoV-2, including its likely viral origins and and key viral mechanisms to better understand therapeutic and diagnostic strategies;
- Describe the current epidemiology and clinical presentations of COVID-19;
- Discuss current public health interventions, approved treatments, and vaccine development.
Networking Break with Exhibitors
1300 – 1400
- The Personal Insurance Company
- AT Still University
- Johnson & Johnson
- Merck
- Novartis
- College of Physicians and Surgeons of Alberta
Success Spotlight
We are seeking member stories to feature. If you are dedicated to caring for others and interested in being recognized, we encourage you to submit your story!
Networking Break with Exhibitors
1300 – 1400
- The Personal Insurance Company
- AT Still University
- Johnson & Johnson
- Merck
- Novartis
- College of Physicians and Surgeons of Alberta
Alcohol Use Disorder
1400 – 1500
Nino Parunashvili BScPA, CCPA; Darren J. Holub MD, BSc, FRCPC, FASAM, DABAM, CCSAM
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Outline the Rapid Access Addiction Medicine (RAAM) Model;
- Recall the history and facts about alcoholism;
- Identify the pathophysiology and diagnosis of Alcohol Use Disorder;
- Describe case based treatment of Alcohol Use Disorder.
Video Shorts
Do you have a quick tip or recommendation you’d like to share with our community without having to host a session or be a panelist? Send us your video message (max. 2min!) and we might showcase it during our conference!
WORKSHOP: SPLINTING SKILLS FOR PHYSICIAN ASSISTANTS
0900 – 1200
Thomas V. Gocke III, MS, ATC, PA-C, DFAAPA and Lucy Yang, CCPA
Description
This workshop will provide attendees with the knowledge and skills to apply an acute care splint for injuries to the upper extremity utilizing fiberglass splint materials, manage potential splint complications and advise patients with appropriate splint care discharge instruction.
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Demonstrate the appropriate application techniques for an acute care volar wrist splint in a patient with Wrist-Hand-Finger trauma.
- Demonstrate the appropriate application techniques for an acute care Thumb Spica splint in a patient with thumb/radial-sided wrist trauma.
- Demonstrate the appropriate application techniques for an acute care Sugar-tong splint in a patient with distal Radius/Forearm trauma.
- Demonstrate the appropriate application techniques for an acute care Long-arm splint in a patient with Elbow/Humerus trauma.
- Demonstrate the appropriate application techniques for an acute care Coaptation splint in a patient with proximal Humerus trauma.
- Demonstrate the appropriate use of an upper extremity sling for Sugar-tong & Long-arm splints.
- Provide patients with appropriate discharge instructions that outline splint care, signs for concern and appropriate follow up instructions.
PRESENTATION
Annual Members Meeting
1400 – 1600 EST
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Recall the progress that the association has made for the organization and PA profession within the past year;
- Recognize the issues the association and PA profession is currently facing;
- Identify next steps for sustainability of the association and advancement of the PA.
Poster Presentations
1400 – 1500
Authors of the poster presentations will be given fifteen minutes to go over the highlights of their research poster, followed up by questions from attendees.
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Explain the importance of PA led research
- Recall current research conducted and identify relevance to PA profession
- Identify gaps in research
WORKSHOP: INTRODUCTION TO ADVANCED AIRWAY DEVICES
1300 – 1600
Jason Primrose
Description
Advanced airways are often critical for the management of critically ill patients. PA’s who work in acute or intensive care settings should be familiar with advanced airways, indications and contraindications of specific advanced airways, what can go wrong with them and how to troubleshoot problems.
Learning Objectives
1. Differentiate indications and contraindications for advanced airways selection.
2. Differentiate the benefits and risks of advanced airway placement.
3. Appraise the potential patient harm from inappropriate provider use of advanced airway devices.
4. Inspect for variable airway anatomy and predict the difficult airway and manage complicated use of advanced airway devices.
5. Prioritize selection and sizing for placement of an ET tube, LMA, and supraglottic airways in a clinical setting.
6. Practice placing advanced airways of various types, both non-assisted and using assisted laryngoscopy. Practice basic troubleshooting.
7. Understand superiority of assisted laryngoscopy versus direct for providers with limited intubation experience.
PRESENTATION
10 Years of Physician Assistant Education in Ontario: A Tale of Two Universities
1400 – 1500 EST
Leslie Nickell, MSW, MD, CCFP; Dr. Kristen Burrows
Background: Physician Assistants (PAs) were introduced in Ontario to improve patient access to care, support delivery of care, and to enhance quality of care. Two Ontario civilian training programs are offered by the University of Toronto and McMaster University, both comprised of a 24-month curriculum of medical sciences and clinical rotations.
Methods: A joint survey was conducted to explore where graduates are working, how prepared they felt for their role, and barriers to working as a PA. At the time of survey release (November 2019), 387 students had graduated from the two programs; 82% of graduates responded to the survey (n=318); 90% are currently working as a PA.
Results: Graduates are employed in primary care/family medicine (27%), surgery/ subspecialties (25%), medicine/subspecialties (23%), and emergency medicine(12%); 74% work in an urban setting, 22% work in rural/underserved regions, and 3% have left the Province. Respondents feel well prepared for their role in patient education, moderately prepared for teaching and leadership, and less prepared to conduct research. 97% of PAs consider themselves part of an interprofessional team (working with two or more health professionals). Barriers to working to full potential as a PA included inadequate funding (74%), role misunderstanding (70%), role resistance from other health care providers (67%) and hospital policies (65%).
Discussion & Conclusion: Ontario University PA graduates provide a wide range of patient care and contribute to medical teaching, mentorship and quality improvement initiatives. PA training programs produce skilled and flexible healthcare professionals that can improve access to care and extend physician services.
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Learn about where Ontario civilian PA program graduates are working, what they are doing, and their perceptions about how well their PA program prepared them for their current role;
- Understand how alumni and graduate data are used to inform curriculum design, to support and identify priority issues for PA advocacy within the health care system, and to ensure ongoing quality improvement of PA education programs;
- Appreciate how PA education programs help shape the expansion of the physician assistant profession across Canada.
Johnson & Johnson Sponsored Webinar: Thinking Beyond Sugar in Diabetes – Smoking cessation and cardiovascular risk reduction in patients with diabetes
1630 – 1730
Michael Boivin, Clinical Pharmacist Consultant, Certified Diabetes Educator (CDE) and Certified Tobacco Educator (CTE)
Description
Tobacco is the leading cause of preventable death. It affects nearly every organ in the body. Tobacco use in Canada has decreased significantly from historic highs in the 1960’s but have stabilized over the last few years with 15.8% of Canadians 12 years of age and older being a daily or occasional smoker.
Cardiovascular disease and macrovascular complications are the leading cause of death in people with type 2 diabetes. Diabetes guidelines stress the importance of complication risk reduction in patients with diabetes and to not solely focus on glycemic control.
This presentation will focus on cardiovascular risk reduction in patients with type 2 diabetes. It will stress on the importance on smoking cessation to prevent and reduce complication risk in people with diabetes. Practical tips will be shared in how to manage people with type 2 diabetes who use tobacco. It will also review the current recommendations to reduce cardiovascular risk in this large patient population.
Learning Objectives
- Review the impact of tobacco use in people with prediabetes and diabetes
- Ensure people with type 2 know their ABCDESSS to reduce their cardiovascular risk
- Determine effective methods of approaching the topic of smoking cessation in individuals who use tobacco
- Review the different pharmacotherapy options to improve smoking cessation rates in people with diabetes
- Discuss the strategies to reduce cardiovascular risk in people with type 2 diabetes
RURAL/REMOTE DEMOGRAPHICS FOR PAs
1035 – 1125
Stephanie Schneider, CCPA and Jan A. Drutz, PA-C
Description
Stephanie started her employment with the Northern Regional Health Authority four and a half years ago. She was the first PA in Manitoba’s Public Health System servicing 26 northern and remote communities, more than 800km from a tertiary centre. Since 2013 they have added another PA in both The Pas and in the clinic in Thompson, they have also had another work in satellite locations in a community hospital. At this time they occupy roles as hospitalists, emergency medicine, cancer care, primary care, surgical assist and isolated locales. Familiarity with the PA role is finally becoming more recognized and utilization of them in nursing stations has started to become a dialogue that upper levels of management are excited to consider.
Northern Manitoba has some of the highest rates of TB in the developed world, highest rates of MRSA in Canada, a devastating community presence of chronic disease processes such as diabetes, and a suicide epidemic among youth that has been the centre of a 5th estate documentary in the past year. People continually suffer from the lack of access to continuous primary care and the current infrastructure/budgets don’t reflect a paradigm shift despite the ongoing dialogues demonstrating the consequences of healthcare resource paucity. Recruitment and retention is very low due to the demanding workloads imposed upon physicians, the vast majority being IMG’s who step up to do work that Canadian physicians generally do on a locum basis.
One of the largest communities for example has a population of 7,000 people with a nursing station that has 1-2 physicians, 5-6 nurses, and only POC labs and diagnostics.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Analyze community and population health demographics
2. Discuss health professional resources for healthcare aides, nurses, and physicians
3. Propose supportive integration of the PA profession as a healthcare resource to benefit the healthcare funding and infrastructure models, as well as provide physician support.
4. Analyze PA professional preparation needed for healthcare system integration.
3. Propose adaptation of healthcare guidelines in support of PA professional supportive integration in marginalized communities.
PRESENTATION
Sleep-Related Topics
1500 – 1600 EST
Dr. Adrian S. Banning; Stephen Wolfe
Sleep is critically important to physical and mental health as well as job performance, making it a topic all PAs and PA students should be familiar with. An unspoken ideological assumption is that practicing medicine sometimes requires large sacrifices to personal well-being and sleep, especially in shift work. This interactive presentation will lead the audience through several important sleep-related topics, with adult learning principles in mind, including i.) the neurophysiology of sleep and common myth versus facts related to sleep, ii.) a summary of research supporting the relationship between sleep and performance and finally, iii.) suggestions for improved sleep hygiene. While hard work and commitment to our patients and roles are necessary, research demonstrates that lack of sleep harms individuals, clinical, and academic performance making this presentation relevant to all conference attendees.
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Describe the basic neurology of sleep and sleep patterns;
- Correlate sleep quality, health, performance, and clinical decision-making;
- Assess sleep hygiene strategies.
Merck Sponsored Webinar: Effective communication about HPV vaccination: Content and facts to improve HPV vaccination
1630 – 1730
Denise Black, MD, FRCSC
Learning Objectives:
At the conclusion of this session, the participant will be able to:
1. Review the risk of HPV across a woman’s lifespan;
2. Discuss the opportunities and techniques to initiate HPV discussions;
3. Describe the importance of HCP advice on vaccine-preventable diseases;
4. Share the experience on setting processes in the office to make appropriate recommendation for immunization.
Thursday, October 24
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Workshop: Point of Care Ultrasound 0800 – 1200 and 1230 – 1630 Jordan Levinter, CCPA, The Hospital for Sick Children This short introductory workshop offers novices and those with no point-of-care ultrasound experience the opportunity to learn about the emerging field of POCUS from experts in the field. A flipped-classroom model coupled with guided, hands-on instruction is designed to enhance participant learning. This is combined with case-based learning to allow for optimal translation into clinical practice. |
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Workshop: When in Doubt Punch it Out – The skin and all that lies within 0900 – 1200 Doris Hansen, MS, PA-C, Bassett Healthcare Network; Amanda Perrotta, CCPA, BHSc(PA), BSc, Honors Kinesiology The objective of this hands-on workshop is to enhance clinical skills and knowledge for addressing Dermatology/Plastic Surgical procedures in an outpatient/inpatient setting and wound care/dressing techniques. Participants will learn the following skills: Assessing and diagnosing clinical picture appropriately, how to perform a biopsy of a lesion or chronic wound, applying skills and proper technique. Subcutaneous cyst, keloids and hypertrophic scars, how to inject and treat. Interpreting pathology and determine a medical plan. |
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Workshop: Stop the Bleed 1030 – 1200 and 1300 – 1430 Andrew Lim, BHSc (PA), BASc. (Hons), CCPA; Mike Dalliday, CCPA; Kimberley May, CCPA; David Kuhns, MPH, CCPA, PA-C Massive bleeding from any cause, but particularly from an active shooter or explosive event where a response is delayed can result in death. Victims can quickly die from uncontrolled bleeding, within five to 10 minutes. Stop the Bleed is an initiative of the American College of Surgeons and the Hartford Consensus that provides civilian bystanders the skills and basic tools to stop uncontrolled bleeding in an emergency situation and save lives. Similar to how the general public learns and performs CPR, the public must learn proper bleeding control techniques, including how to use their hands, dressings, and tourniquets. Only certified healthcare providers can administer a Stop the Bleed course. Who is it for? Certified healthcare providers offer Stop the Bleed training to the general public as well as people that work in public areas or venues who may be a first person on scene until a first responder arrives (e.g. security, event staff, vendors etc.). |
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Welcome Reception presented by: MD Financial Management and Scotia Bank 1700 – 1900 |
Dude Where’s My Blood: Anemia
1500 – 1600 EST
Andrew Herber, PA-C, Mayo Clinic
The following presentation is a fast paced, cased based, high energy presentation on the multiple etiologies of anemia. Lecture reviews acute, chronic, micro, macro, and hemolytic anemias. Audience will work through cases and interpret findings to determine likely etiology of anemia and best treatment. Lecture will also discuss evidence based guidelines regarding transfusion practices as well as impact of hospital acquired anemia on patient outcomes.
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Recognize common laboratory findings associated with different types of anemia;
- Recall workup of anemia;
- Review evidence based guidelines on transfusions;
- Describe impact of hospital acquired anemia on patient outcomes.
Novartis Sponsored Webinar: Advances in Heart Failure Management, A Practical Discussion
1630 – 1730
Diego Delgado, MD. MSc, FCCS, FACC
Learning Objectives
- Discuss the burden of heart failure in Canada;
- Review relevant clinical trial results and implications for managing Heart Failure with reduced ejection fraction (HFrEF);
- Discuss opportunities to optimize patients with HFrEF to GDMT.
Friday, October 25
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Breakfast 0745 – 0845 |
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Welcome and Opening Remarks 0845 – 0900 Dr. Sohail Gandhi, President, Ontario Medical Association |
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The Burnout Crisis: How Can We Heal the Healers? 0900 – 1030 Facilitator: Sharona Kanofsky, PA-C, CCPA Panelists: E. Ann Collins, BSc, MD, President-elect Canadian Medical Association; Kirsten Luomala, CD, MPAS, CCPA; Third panelist TBC Professional burnout, among clinicians and beyond, is reaching crisis levels. Among Canadian physicians, more than one in four doctors report high levels of burnout and one in three screened positive for depression. Unfortunately, much less is known about how burnout is affecting Canadian PAs, both in the public health system and the military, where PAs serve in unique and stressful environments. However, we do know that burnout across all health professions, is linked to increased medical errors, increased health care costs, and poor patient outcomes. In this opening plenary, physician and PA leaders will share their candid thoughts on the influence of team dynamics, scope of practice, and role ambiguity on one’s job satisfaction. They will also discuss what it will take to reverse these trends and how health professionals can come together to pursue a better path to wellness. Learning Objectives At the conclusion of this session, the participant will be able to: 1. Define burnout and discuss how it is affecting Canadian health care professionals 2. Differentiate between individual and systemic factors that negatively affect PA health 3. Explain how burnout affects patient outcomes |
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Resiliency Skills for Healthcare Providers 1035 – 1125 Dr. Leslie Nickell, Medical Director, PA Program, University of Toronto and Shayna Kulman-Lipsey, Manager, Counselling Services, Health Professions Student Affairs, Faculty of Medicine, University of Toronto Learning Objectives At the conclusion of this session, the participant will be able to: 1. Recognize the importance of the resilience continuum that can impact well-being 2. Describe the seven key behaviours that support an ‘upward spiral’ 3. Identify challenges/opportunities for resilience in your working environment |
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Practicing Evidence-Based Medicine while Respecting Indigenous Healing Beliefs and Culture 1035 – 1125 Amy Montour BScN, MSc, MD, CCFP, Clinical Professor, McMaster University |
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Wake up its time to talk about Sleep Apnea! 1035 – 1125 Emily Murphy MPS, PA-C; Assistant Professor and Director of Clinical Education, University of Pittsburg; Jamie Hammond MS, MPAS, PA-C, Assistant Professor, University of Pittsburg One half of US adults report sleep disturbances with only 30% of adult Americans report obtaining sufficient sleep. The prevalence of sleep apnea 20 to 30 percent in males (1 in 4) and 10 to 15 percent in females (1 in 10). Symptoms include excessive daytime fatigue, insomnia, lack of energy, morning headaches, difficulty focusing, frequent nocturnal urination , mood changes including irritability and depression, waking up with breath holding, gasping or choking, habitual snoring or breathing interruptions which are noted by bed partner. Comorbidities often include obesity, treatment resistant hypertension, arrhythmias, heart disease and history of stroke and myocardial infarction. Short-term physiologic and psychological effects of sleep apnea include impaired daytime cognitive functioning, irritability, difficulty concentrating, lack of motivation, depressed mood, difficulty with work, school and driving and heightened perception of pain. Long term physiologic and psychological effects of sleep apnea include glucose intolerance, obesity, impaired immune responses, accelerated atherosclerosis and increased risk of cardiac disease and stroke. Simple and validated screening tools include STOP-BANG and Epworth Sleepiness Scale can be easily utilized by providers to identify patients who should be tested. Gold standard for diagnosis is in a lab or home polysomnography. Treatments include weight loss, oral appliance, positive pressure airway therapy, medical implant and surgery. Sleep apnea is easy to screen and treat and has a huge impact on the patients overall health and comorbidities with proper treatment and monitoring. Learning Objectives At the conclusion of this session, the participant will be able to: 1. Discuss the etiology, presentation, and diagnosis of obstructive sleep apnea 2. Review strategies for management of obstructive sleep apnea 3. Explain the long-term physiologic and psychological effects of sleep-wake disorders |
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Networking Lunch with Exhibitors 1125 – 1240 |
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Urology: A Quick Clinician Guide A to P 1245 – 1335 Todd Bryden, CCPA This presentation will cover common Urologic conditions, emergencies, investigations and treatments. The presentation will include topics such as Hematuria (Micro & Macro/Gross), Acute Urinary Retention, Kidney Stones, Epididymitis/Orchitis/Orchialgia, Testicular Torsion and Fournier’s Gangrene and the important clinical features of each that would require immediate Urology consult. If time permits, some of the commonly encountered problems of inserting Urinary Catheters will be addressed. Attendees will increase their knowledge and comfort level when dealing with the various common Urological complaints and emergencies that present to clinics, emergency rooms and hospital wards that are seen on a regular basis. Learning Objectives At the conclusion of this session, the participant will be able to: 1. Recognize true Urologic Emergencies 2. Treat/Investigate Common Urologic complaints 3. Recognize difficult Foley Catheter insertions |
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Initiating Insulin in an Outpatient Setting 1245 – 1335 Elizabeth Roessler, MMSc., PA-C, Assistant Professor, Yale University Type 2 diabetes mellitus is a chronic, progressive disease characterized by multiple defects in glucose metabolism and associated with insulin resistance and slowly progressive beta-cell failure. By the time that Type 2 diabetes is diagnosed in patients, up to one half of their beta-cells are not functioning properly. Due to this, patients with Type 2 diabetes often don’t meet treatment goals and may need insulin to augment therapy. Furthermore, studies have shown that on average, as many as 40-80% of patients with Type 2 diabetes will need insulin within 10 years of diagnosis. Since most of these patients are cared for primarily in Primary Care outpatient settings, initiation of insulin therapy should be routine in any practice. However, it is not surprising that the initiation of insulin is one of the most difficult aspects of managing patients with Type 2 diabetes. Challenges of initiating insulin therapy are two-fold. First is the patients fear of and reluctance to begin insulin. Second, and more significant, is clinicians’ hesitancy due to lack of knowledge and the view that initiating insulin is a complex and time consuming process, a treatment of last resort. This presentation will review the challenges of initiating insulin in the outpatient setting and provide clear, evidence-based guidelines related to the management of insulin therapy. Learning Objectives At the conclusion of this session, the particiapnt will be able to: 1. Identify current Canadian Diabetes Association Standards of Care, Hgb, A1C and glucose goals 2. Review and understand the current diabetes treatment algorithms 3. Explain how to calculate and initiate insulin and maximize oral medications 4. Summarize when and how to intensify insulin therapy |
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Workshop: Frozen Shoulder – Anatomy, Management, Injections, Risks, and Exercise Therapy 1245 – 1430 Daniel Avrahami, BPHE,DC, MSc, PA and Kim Scott, BSc, PA Frozen shoulder is a poorly understood condition that typically involves substantial pain, movement restriction, and considerable morbidity. The lifetime prevalence of frozen shoulder is estimated to be 2 to 5 percent of the general population. Full recovery can take up to 3 years. However, if diagnosed and treated early an episode of Frozen Shoulder can be significantly shortened, and possible reversed. The aim of this presentation is to provide a framework for the assessment and management of Frozen Shoulder. Included in the presentation is a review of relevant anatomy, patient management strategies, injection skills, and patient self-management strategies. A hands-on workshop on corticosteroid injections for the glenohumeral and subacromial joint will be provided. Learning Objectives At the conclusion of this session, the participant will be able to: 1. Clinically identify Frozen Shoulder 2. Recommend how to manage a patient with Frozen Shoulder and patient self-management strategies 3. Practice glenohumeral and subacromial joint injection skills |
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Intermittent Fasting as An Approach to Metabolic Syndrome and Insulin Resistance 1340 – 1430 Andrea Lombardi, HBA, MBA, BHScPA, CCPA The Intensive Dietary Management (IDM) Program is one that focuses on meal-timing, time restricted eating (TRE) and intermittent fasting (IF) in the treatment of patients and clients with metabolic syndrome (MetS) and insulin resistance (IR). The IDM Program was founded in June 2012 as a physical clinic in serving the Greater Toronto Area, and has now expanded to an online program serving clients worldwide. Founders, Dr. Jason Fung and clinical researcher Megan Ramos have become world-leading authorities on the topic of therapeutic fasting. The IDM Program seeks to investigate the significance of meal timing, rather than composition of the meal itself. Many patients with MetS and/or IR, such as pre-diabetes, T2 diabetes, non-alcoholic fatty liver disease, and polycystic ovarian syndrome, have attempted some kind of dietary program or regimen, but continue to struggle with their metabolic disease. Since its inception, the IDM Program and has worked with over 8000 patients and clients world-wide on various fasting protocols, primarily and IF. This presentation seeks to demonstrate that when one eats matters just as much as how one eats. It will explain the physiology of IF as well as commonly used protocols to treat various metabolic disorders. It will also share up-to-date research on IF in the treatment of MetS as well as clinical data collected from the IDM Program, including a new case series on the use of IF in the reversal of T2 diabetes published in the British Medical Journal in 2018. Learning Objectives At the conclusion of this session, the participant will be able to: 1. Explain the physiology of time-restricted eating and intermittent fasting 2. Identify time-restricted eating and intermittent fasting as approaches to metabolic syndrome and insulin resistance (with or without the concurrent use of medication) 3. Prescribe basic protocols to patients with various metabolic disorders (with or without the concurrent use of medication) |
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Thoracic and Lumbar Spine Disorders in a Primary Care Practice 1340 – 1430 Tom Gocke, DMSc, PA-C, DFAAPA, Orthopaedic Educational Services Inc. Managing Thoracic & Lumbar Spine Disorders by the Primary Care Physician Assistant lecture is designed to enhance the diagnostic skills in the evaluation of non-traumatic Thoracic & Lumbar spine conditions. Attendees’ will enhance their ability to recognize normal radiographic anatomy of the thoracic & Lumbar spine. Attendees will use this knowledge to master skills needed for the evaluation and management of common non-traumatic Thoracic & Lumbar spine conditions seen by the Primary Care Physician Assistant. Using physical examination review and clinical case study attendee’s will be able to demonstrate their abilities to recognize common conditions of the Thoracic & Lumbar spine. Learning Objectives At the conclusion of this session, the participant will be able to: 1. Determine and accurately communicate radiographic image results of Thoracic and Lumbar Spine conditions to patients and supervising physician(s) 2. Describe physical exam techniques necessary in the assessment of Lumbar spine conditions in a primary care patient 3. Describe the diagnosis and determine appropriate management techniques for a primary care patient with Lumbar Spine conditions |
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Networking Break with Exhibitors 1435 – 1455 |
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Common Pediatric Overuse Injuries and Growth Plate Fractures 1500 – 1550 Adam Moore, MHS, PA-C, ATC, Assistant Professor, Salus University Children are becoming more active in sports and physical recreation and at earlier ages than ever before. Per the United States Center of Disease Control (CDC.gov). “More than 2.6 million children 0-19 years old are treated in the emergency department each year for sports and recreational-related injuries.” The goal of this lecture is to cover in detail the most common pediatric overuse injuries and growth plate fractures and treatment of each. The etiology, pathophysiology, clinical presentation, diagnostic testing, and treatment options for conditions including Sever’s Disease, Osgood-Schlatter Disease, Sinding-Larsen Johannson Syndrome, Little League Shoulder, elbow medial epicondylitis, torus fractures, and Salter Harris I fractures will be discussed. All of the information is relevant to those physician assistants providing care to children in both the primary care and orthopaedic realms. Learning Objectives At the conclusion of this session, the participant will be able to: 1. Recognize and diagnose common pediatric overuse musculoskeletal injuries 2. Discuss the treatment of common pediatric overuse musculoskeletal injuries 3. Identify and treat common pediatric growth plate fractures |
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Implementation of a PA-led Patient Centered Goals of Care Consultation Service in a Community Hospital 1500 – 1550 Monica Monchis, CCPA, Royal Victoria Regional Health Centre This presentation will highlight a program implemented at a community hospital that was designed to identify hospitalized patients at high risk of dying and ensure that their treatment preferences for end-of-life care were aligned with their values and goals of care. The program also assessed the feasibility of using an intensive care unit (ICU) physician assistant (PA) to implement this advance care planning (ACP). Findings from the program demonstrates the impact that PAs can have in ensuring that patients are making informed decisions about their care and the value this will add to our health care system. Learning Objectives At the conclusion of this session, the participant will be able to: 1. Show the unique role of an ICU physician assistant engaging in advance care planning discussions with hospitalized patients and collaborating within an inter-professional team 2. Outline a systematic approach for eliciting hospitalized patients’ values and goals of care surrounding life sustaining therapies 3. Illustrate the demand for an integrated advance care planning service that ensures patients can provide informed consent and appreciate the value this will add to the health care system |
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The Past, Present and Future of Orthopaedic Surgery PAs in Canada: A Panel Discussion 1500 – 1550 Anne Dang, BHSc (PA), BHSc. (Hons), CCPA; Ohood Elzibak, BHSc.(PA), MPAS, CCPA; Deanna Groenestege, BScPA, BASc Kin.(Hons), CCPA; Andrew Lim, BHSc (PA), BASc. (Hons), CCPA Orthopaedic Surgery is one of the key areas for PA practice and growth in Canada. In 2016, The Conference Board of Canada published a report identifying orthopaedics as one of top three practice areas that hold the most promise for increased productivity by greater use of PAs. The Canadian Institute for Health Information also released a report showing that 3 of the top 5 most commonly performed surgeries in Canada are orthopaedic procedures. As more orthopaedic PAs enter the workforce, it is important to discuss practice trends and avenues for professional growth and development. This session is aimed at practicing orthopaedic surgery PAs and students or current PAs looking to transition into a role in orthopaedics. The session is moderated by an orthopaedic surgery PA with a near-decade experience in the field and will provide insight from three expert panelists who practice in diverse orthopaedic settings and are actively involved in professional advocacy. Topics explored during the question-answer session include the orthopaedic PA job market, current clinical roles in orthopaedics, challenges affecting practice growth and strategies to overcome them. Additionally, the panelists will provide insight and recommendations related to funding/billing, role expansion and professional advocacy. This session is interactive and audience members will have the opportunity to participate in live polling as well as pose questions to the speakers. Learning Objectives At the conclusion of this session, the participant will be able to: 1. Appraise the growth of the orthopaedic PA role in Canada over the past decade 2. Outline the diverse roles and responsibilities of an orthopaedic surgery PA in outpatient vs. inpatient and trauma vs. elective practice settings 3. Outline the current status of the orthopaedic surgery PA job market and identify strategies to assist PAs in securing employment in orthopaedic surgery 4. Identify challenges faced by orthopaedic PAs in clinical practice and strategies used to overcome them 5. Explore the future of the orthopaedic PA profession in Canada and brainstorm initiatives to help propel the profession forward in matters related to funding, role expansion and professional advocacy |
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CAPA Annual Members Meeting 1600 – 1730 Leslie St. Jacques, CCPA, CAPA President; Patrick Nelson, Executive Director Learning Objectives At the conclusion of this session, the participant will be able to: 1. Recall the progress that the association has made for the organization and PA profession within the past year 2. Recognize the issues the association and PA profession is currently facing 3. Identify next steps for sustainability of the association and advancement of the PA profession |
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Provincial Member Forums: 1735 – 1815 Learning Objectives At the conclusion of this session, the participant will be able to: 1. Recall the progress that has been made for the Physician Assistant (PA) profession within the region in the past year 2. Recognize the issues specific to the geographic area that the PA profession is currently facing 3. Identify next steps for advancement of the PA profession in that area |
The Development of the PA Profession in Europe
1500 – 1600 EST
Kate Straughton; Ciara Melia
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Identify countries in Europe where the PA model has been introduced and give an oversight of the development across Europe;
- Provide an update on the Physician Associate profession in the UK and Republic of Ireland;
- Discuss challenges faced by these countries in progressing the development of the PA profession.
Saturday, October 26
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Breakfast 0715 – 0800 |
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The Top 10 Missed Emergency Medicine Complaints 0800 – 0850 John Bielinski, Jr. MS, PA-C, CME4Life Learning Objectives At the conclusion of this session, the participant will be able to: 1. Implement the HEART score in the discharge of patients with low risk chest pain 2. Recall the most effective test to now miss the diagnosis of acute appendicitis 3. Recognize the presentation of a pulmonary embolism |
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Cannabis and the Current Landscape since Legalization 0800 – 0850 Jason Busse, DC, PhD, Associate Professor, McMaster University Learning Objectives At the conclusion of this session, the participant will be able to: 1. Identify who uses cannabis and why 2. Discuss current evidence for therapeutic use of cannabis 3. Outline promising areas for future research |
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Housekeeping and Speaker Introductions 0900 – 0910 |
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The Power of Kindness: A Personal and Professional Search 0910 – 1000 Dr. Brian Goldman, Radio Host – White Coat, Black Art Dr. Brian Goldman is a staff emergency physician at Sinai Health System in Toronto. Since 2007, he has hosted White Coat, Black Art an award-winning show about the patient experience in the culture of modern medicine. He is author of three Canadian bestselling books. His latest book, The Power of Kindness: Why Empathy is Essential in Everyday Life, his personal and professional search for empathy inside his brain, his heart and around the world. Learning Objectives At the conclusion of this session the participant will be able to: 1. Define the key parts of empathy and distinguish them from sympathy 2. List personal and system factors that detract from empathy in health care 3. Develop ways to be more empathic on the job |
| Networking Break with Exhibitors |
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A Beautiful Death: An Overview of Medically Assisted Dying (MAID) in Canada 1030 – 1120 Dr. Tatiana Conrad, University Health Network, Princess Margaret Hospital-Ontario Cancer Institute This session will serve to inform physician assistants about the evolution of Medically Assisted Dying (MAiD) in Canada and will also identify roles for PAs in the patient/family experience. Learning Objectives At the conclusion of this session, the participant will be able to: 1. Develop a cultural context of MAID in Canada 2. Identify the process & eligibility criteria for MAID in Canada 3. Discuss barriers to access of MAID 4. Identify role for PA’s in discussion of MAID |
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Making Friends and Influencing People: Practical Tips on Starting Your PA Career 1030 – 1120 Vanessa Martino, CCPA; Mike Dalliday, CCPA This mentorship session is for everyone, from students and new graduates seeking their first job to experienced PAs looking for a career change. You’ll hear from PAs who started networking early to land their ideal job. They will share approaches to job searching and networking, and describe the lessons they learned over the course of many conversations and meetings with physicians, administrators, and health care decision makers. There’s great demand for health care professionals who prove themselves to be enterprising and proactive in everything they do, starting with their job search. This session will give you the chance to ask questions and get practical advice for career success. Learning Objectives At the conclusion of this session, the participant will be able to: 1. Illustrate the PA value proposition and how to effectively make the case for hiring a PA 2. Prepare for different networking scenarios and how to respond 3. Develop a step-by-step approach to your job search |
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Workshop: Demystifying EKG Interpretation 1030 – 1220 John Bielinski, Jr. MS, PA-C, CME4Life ECG interpretation is an art. You need to have a clear picture of patient presentation in conjunction with an understanding of pathophysiology and the ECG. It’s a puzzle. The objectives of this workshop is to teach clinical application of ECG interpretation as taught through the 5 causes of ST segment elevation, 4 causes of ST depression, 4 causes of a clipped T wave and the 3 causes of a wide complex QRS. Learning Objectives At the conclusion of this session, the participant will be able to: 1. Explain the two safety nest of EKG Interpretation 2. Identify the five causes of ST segment elevation 3. Define the four causes of ST segment depression 4. Examine the four causes of a flipped T wave 5. Evaluate the causes of a wide complex QRS 6. Review the three causes of hyperkalemia |
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Opioids for Chronic non-Cancer Pain 1130 – 1220 Jason Busse, DC, PhD, Associate Professor, McMaster University Learning Objectives At the conclusion of this session, the participant will be able to: 1. Recognize benefits and harms of opioids for chronic pain 2. Interpret treatment effects 3. Identify the role of patient values and preferences |
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Finding your Funding Panel Discussion 1130 – 1220 Maitry Patel, CCPA, University Health Network; Deniece O’Leary, MPAS, PA-C, Faculty Member, University of Toronto This session will offer strategies and advice on how to find funding to secure your position. Learning Objectives At the conclusion of this session, the participant will be able to: 1. Recognize potential barriers in identifying funding for your position 2. Identify various routes for funding to explore 3. Apply strategies to secure funding |
| Networking Lunch with Exhibitors |
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Implementation of Standardized Discharge Prescriptions to Manage Post-Operative Pain in Thoracic Surgery 1330 – 1420 Yousra Hasnain (CCPA); Alison Wallace (MD, PHD) The overuse of opioids for post-operative pain has contributed to an opioid epidemic. Over prescribing of opioids after Thoracic Surgery can be prevented with standardized discharge prescriptions. This presentation will outline guidelines for discharge medications and explain how a patient information sheet can be effective in counseling patients on opioid use, adjunct pain medications, and advising on safe disposal. The aim is to avoid over-prescribing and ensure patients have adequate pain management after being discharged. Learning Objectives At the conclusion of this session, the participant will be able to: 1. Summarize opioid epidemic effects on healthcare specifically in surgery 2. Explain the rational of implementation of standardized discharge medications 3. List the benefits of a team based approach of a PA and MD team |
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ADHD Awareness and Management 1330 – 1420 Dr. Joan Flood Learning Objectives At the conclusion of this activity, participants will be able to: 1. Define ADHD as well as its various presentations and associations with other comorbid psychiatric disorders 2. Identify common misperceptions that prevent many primary care practitioners from treating ADHD 3. Apply 2018 Canadian ADHD Practice Guidelines to the assessment and management of ADHD |
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Pre-Operative Assessment – Considerations and Guidelines for the Primary Care PA 1430 – 1520 Rita A. Rienzo MMSc, PA-C, Assistant Professor, Yale University Primary Care providers are frequently asked to evaluate a patient’s readiness for surgery and to provide medical clearance. The goal of the evaluation is to detect unrecognized diseases and risk factors that may increase the risk of surgery, as well as to maximize the patient’s status relative to their pre-existing conditions in order to mitigate potential post-operative complications. The significance of the task, however, may compel providers to over-test, which can be costly, may over-expose patients to needless labs and procedures, create additional anxiety, and may also cause an unnecessary delay of the surgery, potentially worsening the underlying condition. Providers may feel compelled to order a battery of labs and studies based on existing protocols that may not provide any additional or useful information to the anesthesiologist or the surgeon. Current guidelines recommend that preoperative assessment focus on 1) the individual patient’s pre-existing conditions and 2) investigation of previously undiagnosed conditions, as suggested by the history and physical exam that may present a post-operative risk. This presentation seeks to advise PAs on the appropriate pre-operative evaluation of adults undergoing elective non-cardiac surgery. Learning Objectives At the conclusion of this session, the participant will be able to: 1. Determine the appropriate patient-specific pre-operative work-up, based on past medical history and physical exam, to mitigate post-operative complications 2. Identify medical problems that increase morbidity and mortality related to non-cardiac surgery 3. Identify current Canadian Cardiovascular Society guidelines for assessing and managing cardiac risk for non-cardiac surgery patients |
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Hypertension Guidelines 1430 – 1520 Dr. George Zimakas Learning Objectives At the conclusion of this activity, participants will be able to: 1. Apply appropriate methods for making a diagnosis of hypertension 2. Implement evidence-based threshold and target BPs 3. Integrate new guidelines for hypertension management including: – Use of longer-acting over shorter-acting diuretics – Use of single pill combinations as a first-line treatment |
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Student Workshop: How to Succeed on Clinical Rotations and Early in Your Career 1430 – 1620 Ohood Elzibak, BHSc.(PA), MPAS, CCPA, Assistant Clinical Professor (Adjunct), McMaster University This is an interactive workshop aimed at first and second year Physician Assistant students who are looking to optimize their time and experience while on clinical rotations. The session will begin with a brief overview of the CanMEDS-PA framework and its relevance to the clinical PA student. Audience members will have an opportunity to share examples of how the framework can be applied to clinical encounters with patients, colleagues, co-learners and supervisors. The speaker will then share concrete, practical tips on becoming “The Ideal PA Clerk”, incorporating feedback form current PA educators and clinical evaluators. The second part of the workshop involves a breakout session where students will be presented with a conflict scenario related to clinical rotations and will collaborate in small groups to brainstorm conflict resolution strategies. An open, large group discussion will follow and a model will be proposed by the speaker to help students strategically and systematically address conflict. The session will conclude with general tips on scheduling electives, tackling a challenging job market and transitioning into new employment. Learning Objectives At the conclusion of this session, the participant will be able to: 1. Outline the duties and responsibilities of a PA clerk and a newly graduated PA by applying the CanMEDS-PA framework 2. Identify the characteristics of “The Ideal PA Clerk” based on the principles of the CanMEDS-PA profile 3. Outline strategies for developing an effective clerkship schedule and setting up suitable electives 4. Investigate appropriate avenues for resolving conflict between a PA clerk and a supervisor, another learner, a patient or a staff member 5. Discuss strategies for turning a rotation into a potential job opportunity 6. Explore the utility of networking and inquiry skills to allow for a smooth transition into a new career |
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The Nurse Practitioner role: Challenges and opportunities for the non-physician workforce 1530 – 1620 Dawn Tymianski, PhD, NP Adult, CEO, Nurse Practitioners Association of Ontario The purpose of this talk is to provide a background and discuss the scope of practice of the Nurse Practitioner workforce and the challenges faced by this non-physician workforce in health care delivery. Topics will include regulation and legislation, funding models, license portability, and workforce sustainability. Additionally, the talk will discuss improving role integration in the changing healthcare landscape. Learning Objectives At the conclusion of this session, the participants will be able to: 1. Understand the role and scope of practice of Nurse Practitioner 2. Appreciate the barriers for the non-physician workforce in healthcare delivery 3. Consider the potential opportunities for the non-physician workforce in the changing landscape |
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Liability Insurance 1630 – 1700 Adèle E. Robinson, BCom, CIP, CRM, Vice President Programs, Bradley’s Commercial Insurance Limited |
| CPAEA AGM |
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CAF Members Forum 1630 – 1720 Marc Bilodeau, Deputy Surgeon General, Canadian Armed Forces The Deputy Surgeon General will address CAF members. Learning Objectives At the conclusion of this session, the participant will be able to: 1. Recall the progress that has been made for the Physician Assistant (PA) profession within the CAF in the past year. |
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Cocktails 1830 – 1900 |
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Awards Gala and President’s Dinner 1900 – 0100 |
Controversies and Successes; The International PA Movement!
1600 – 1700 EST
Ruth Ballweg, MPA, PA-C Emeritus; David Kuhns MPH, PA-C
Continuing on from prior presentations on this topic, David Kuhns and Ruth Ballweg will provide the most currently available information on PA developments globally. As compared to prior reports, this session will provide new and unique information on leadership characteristics, strategic decisions and relationships with physician/surgeon groups that have led to success. The presentation will also identify barriers to PA development created by individuals, organizations and professional groups and recommend strategies for management of resistance.
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Identify and consider the countries who have most recently entered PA development activities. Describe their motives, models of care and long-term plans for PAs;
- Describe the proposed strategies in each of these countries to increase access to care, remediate predicted physician shortages and deliver cost-effective care;
- Apply these learnings to the Canadian setting—and consider what is needed to “activate” interest in PA development in the Canadian provinces where PAs are not currently recognized.
Sunday, October 27
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Breakfast 0745 – 0800 |
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A Fast Trip Around the World Highlighting PA Expansion 0800 – 0850 Ruth Ballwag, MPA, PA-C Emeritus, DFAAPA; David Kuhns, MPH, CCPA, PA-C, Consultant on International Development of the Physician Assistant/Associate (PA) Education and Clinical Roles PAs involved in the International Development of PAs will update attendees on the most recent developments for PAs globally. In addition to reviewing the history and priorities of specific countries as they “Adapt” the flexible PA role and educational training model to their unique needs, the presenters will also discuss new and promising developments in the United Kingdom, India, Israel, the Republic of Ireland and Australia/New Zealand. Learning Objectives At the conclusion of this session, the participant will be able to: 1. Recognize and describe the complexities of creating a new career in the health workforce by comparing the experience of Canada—with multiple levels in a federated governance structure—to the experience in The Netherlands, a geographically small country with a single governmental structure 2. Recall of the long history of the PA concept in multiple countries including Sub-Saharan Africa beginning in the 1970’s as a side effect of revolutions which drove doctors (both ex-pats and citizens) out of Africa 3. With respect to the creation of innovative workforce models—such as PAs—be able to describe and discuss common barriers, facilitating factors and opportunities as the career moves forward toward full development |
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CPAEA Round-Table Discussion: Ongoing Research 0800 – 0850 Facilitator: Ian W Jones, MPAS, PA-C, CCPA, DFAAPA Learning Objectives After participating in this round table discussion, the PA will: 1. Improve their understanding of current issues within PA research. 2. Develop problem-solving and team building strategies supporting PA research. 3. Learn where to develop a range of information and research skills enabling clinical environment quality assurance. |
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Quality Improvement initiatives for Physician Assistants 0800 – 0850 Saira Rashid, CCPA Quality Improvement is crucial for all healthcare providers including Physician Assistants to ensure that we continue to escalate standards of patient care. As relatively new healthcare professionals in Canada, PAs can play a vital role in improving patient care, healthcare organizations’ efficiency and in reducing medical errors/wastes. Furthermore no workplace is perfect hence having an approach to solving work-related problems from a QI perspective can be fruitful at many levels. In this session, PAs will be inspired to conduct quality improvement projects in their workplace. Through a small-group based interactive session, PAs will be able to identify QI opportunities in their work environment and will establish an approach at QI projects. Learning Objectives At the conclusion of this session, the participant will be able to: 1. Define Quality Improvement (QI) 2. Recognize why QI is important for PAs 3. Identify a simple approach to QI projects for PA students and practicing PAs 4. Discuss examples of successful PA-led QI projects |
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Housekeeping and Speaker Introduction 0900 – 0905 |
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Poster Presentations 0905 – 1030 Authors of the poster presentations will be given five minutes to go over the highlights of their research poster, followed up by questions from attendees. Learning Objectives At the conclusion of this session, the participant will be able to: 1. Explain the importance of PA led research 2. Recall current research conducted and identify relevance to PA profession 3. Identify gaps in research |
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Opioid Use Disorder: Diagnosis and Treatment 1040 – 1130 Nino Parunashvili CCPA; Darren J. Holub, MD, Halton RAAM Clinic Opioid Use Disorder (OUD) has often been stigmatized as a bad choice or moral weakness. We intend to demonstrate evidence of addiction as a chronic relapsing and remitting disease. A primary aim of this talk is to familiarize the audience with OUD and current treatment options available in Ontario. Further, we will discuss aspects of Opioid Agonist Therapy (OAT), including advantages and disadvantages, along with details regarding the individual medications (methadone and buprenorphine/naloxone). This presentation will also review general objective and subjective approach to OUD patients, as well as the signs and symptoms of opioid withdrawal and toxicity. OUD not only greatly affects the individuals who suffer from it, but has devastating effects on families, healthcare systems, and society as a whole. With increasing demand, greater numbers of primary care practitioners are involved in OAT provision. As a result, it is crucial for PAs to be able to recognize, evaluate, refer, and establish treatment plans for patients with Opioid Use Disorder. PAs are comfortable with the management of most chronic conditions, such as hypertension, dyslipidemia, thyroid disease etc., however, Substance Use Disorder, despite being a common chronic condition, remains an area that requires greater understanding among health care providers. Learning Objectives At the conclusion of this session, the participant will be able to: 1. Explain what opioids are; a brief history 2. Recognize signs and symptoms of opioid withdrawal and toxicity 3. Demonstrate Opioid Use Disorder as a chronic condition, breaking the stigma 4. Diagnose Opioid Use Disorder (DSM-5) 5. Outline the effects of Opioid Use Disorder on individuals and society 6. Review Opioid Agonist Therapy: basics of methadone and buprenorphine treatment |
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Together We Are Stronger: Building Capacity for PA Leadership 1040 – 1130 Facilitator: Leslie St. Jacques, CCPA, University Health Network – Krembil Brain Institute; Panelists: Anne Dang, BHSc (PA), BHSc. (Hons), CCPA; Dee Naidu, CCPA, Sunnybrook Health Sciences Centre; Anna D’Angela, MBA, PA student class of 2021; Sahand Ensafi, CCPA, University of Toronto; Kirsten Luomala, CCPA, University of Alberta Hospital; Deniece O’Leary, MPAS, PA-C, University of Toronto. Physician Assistants in Canada have built a strong foundation for the profession, and point the way forward to future work to be done. PAs demonstrate our clinical skills on a daily basis in our workplaces and frequently take on leadership roles in that context. Within our clinical areas and in offices of governance, we have created new paths for PAs, and built the structures for PA governance and education in Canada. Building leadership skills amongst our members will ensure that PAs will have the ability to speak for our profession and to chart its course into the future. This panel discussion will explore: • Building capacity for leadership among PAs • Qualities of leadership • How to get started in leadership roles • Mentors and supports and how to find them • Preparing for leadership roles in health care organizations, research, education, government and advocacy Learning Objectives At the conclusion of this session, the participant will be able to: 1. Recognize qualities required for leadership 2. Identify pathways to develop leadership skills – clinical, administrative, education, research and other (entrepreneurship, industry, consulting, volunteering) 3. Recognize oneself as a potential leader 4. Recognize the role of mentors and learn strategies to develop supportive relationships |
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Workshop: How to Initiate Insulin 1040 – 1250 Priya Narula, CCPA, LMC Diabetes & Endocrinology Learning Objectives At the conclusion of this session, the participant will be able to: 1. Effectively introduce the start of basal insulin to patients 2. Review the steps on how to initiate basal insulin to patients 3. Discuss hypoglycemia, basal insulin dosing and how to empower patients to titrate |
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Networking Lunch 1130 – 1200 |
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Rashes to Recognize in Primary Care 1200 – 1250 Nino Parunashvili, CCPA; Dr. Peter Tzakas Rashes that are drastically different in the eyes of dermatologists look all too similar to other medical professionals. This is because the majority of dermatological conditions look similar and may have varying overlapping stages. To avoid unnecessary biopsies, excisions, and other costly and invasive procedures it is essential to recognize common and dangerous dermatological conditions. Some of the key differentiators for these conditions will be reviewed in a clinical contest with considerations of age, presenting symptom, and visual illustrations. Brief pathophysiology, diagnostic, and treatment options for each condition will be covered. Intro to dermatology: skin anatomy, skin function, basic dermatological terminology, medical history intake principles in dermatology. Common skin lesions: Cellulitis, Impetigo, Keloid, Folliculitis, Herpes Zoster, Pytireasis rosea, HSP, Roseola, Scarlet Fever, Candideal Intertrigo, HFMD, Kawasaki disease, Erythema infectiosum, Folliculitis, Molluscum contagiosum. Rashes that may be dangerous: meningococcemia, necrotizing fasciitis, toxic epidermal necrolysis, Steven- Johnson syndrome, Toxic shock syndrome, pemphigus vulgaris, anaphylaxis, Kawasaki’s Disease, Erysipelas, Rocky Mountain Spotted fever, endocarditis, burns, skin malignancy (SCC/ BCC). Learning Objectives At the conclusion of this session, the participant will be able to: 1. Review skin anatomy, function, and basic dermatological terminology 2. Recognize common dermatological conditions 3. Recognize dermatological conditions that are dangerous 4. Identify diagnostic and treatment options for those conditions |
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Eye Pain What not to miss? 1200 – 1250 Sahand Ensafi, CCPA, Assistant Clinical Professor, University of Toronto It’s a busy shift and the next patient waiting to be seen is screaming in agony as a result of eye pain. You haven’t brushed up on your ophthalmology skills in a long time and think twice about picking up the chart. This talk will provide you with some helpful tips and tricks to guide you in your assessment of painful eye conditions. Learning Objectives At the conclusion of this session, the participant will be able to: 1. Identify painful eye conditions that can cause significant morbidity if not diagnosed/managed appropriately 2. Assess painful eye conditions 3. Increase familiarity with the management of painful eye conditions |
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Medical Education and Physician Assistants: A Global Collaboration 1300 – 1350 Marie Meckel, BA, BS, MS(PA), MPH, PA-C, Assistant Professor, Bay Path University; Kristen Burrows, BSc, BHSc(PA), MSc, CCPA), Assistant Clinical Professor (Adjunct), McMaster University This presentation will highlight a project initiated in 2018 to bolster the profession globally and to establish a global database on PA education. Data collection, analysis, and evaluation of worldwide educational methodologies was collated from Canada, India, Israel, South Africa, Botswana, Australia, the Republic of Southern Sudan, UK, and the USA. Real-time data is being collected using an online survey template developed by the initial working group, and allows for additional recruitment of other countries as they are identified. It is anticipated that the findings from this project will help establish a database to understand where PAs have been integrated to support the delivery of healthcare worldwide, and to examine the various approaches to PA education. In addition, the findings from this project will support policy change and incentivize financial support for worldwide PA educator and practitioner exchange programs. Collaborating, collecting data and sharing best practices will allow us to bolster our profession and enhance our contributions to solving healthcare issues that exist globally. Learning Objectives At the conclusion of this session, the participant will be able to: 1. Summarize the global impact of physician assistants in delivering healthcare 2. Identify various approaches to PA education and training pathways in other countries 3. Recognize the importance of global collaboration with PA educators and clinicians |
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Practicing Medicine Across Canada and Abroad: PA’s in the Canadian Armed Forces 1300 – 1350 Major Stuart Russelle MMM, CD, MPAS, CCPA The Canadian Armed Forces exists within a federal jurisdiction as such the laws that regulate health care in the Provinces do not apply. This provides a unique opportunity for Physician Assistants to work broadly across the Canadian countryside even when provincial regulation is not well established. The CAF understands the importance on effective regulation of PAs to ensure the care they provide to military members is effective and safe, as military PAs practice in a myriad of environments. As Physician Assistants have rapidly evolved in Canada, so too has the profession evolved in the CAF. These promising next steps offer a new career landscape to practicing medicine as a Physician Assistant. Learning Objectives At the conclusion of this session, the participant will be able to: 1. Describe practicing medicine in the Federal jurisdiction 2. Compare and contrast Professional Regulation of PAs in the CAF 3. Diversity, Diversity, Diversity! Describe the diversity the CAF has to offer 4. Articulate PA Evolution in the CAF and describe The Next Steps |
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Workshop: Ultrasound Guided Central Line and Arterial/Venous Line Placement 1300 – 1450 David A. Smith, MPAS, PA-C, Assistant Professor, Salus University; Adam Moore, PA-C, AT-C Central venous access devices (CVADs) and arterial line placement are commonly used in the inpatient and outpatient settings. Physician assistants must understand CVADs and arterial line indications, intended uses, functional lifespans, complications, and indications for removal. This workshop will instruct the participant on how to place a central and arterial line using ultrasound guidance. The workshop will also allow each participant to conduct each procedure on state of the art simulation manikins specifically designed for ultrasound insertion. Learning Objectives At the conclusion of this session, the participant will be able to: 1. Recognize the indications and contraindications for central and arterial line placement 2. Apply basic concepts of ultrasound training to locate arterial and venous vasculature 3. Via ultrasound with the use of manikins properly demonstrate arterial and venous line placement |
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HPB Surgery: What is it and how does it affect my practice? 1400 – 1450 Julie Krista Slavinski, CCPA HPB (hepato-pancreatic biliary) surgery is a subspecialty of General Surgery involving the surgical management of cancers of the pancreas, liver, and bile ducts, bile duct injuries, and other pathologies of the HPB region. The surgeries performed are complex and often necessitate prolonged hospital admissions to manage the immediate postoperative period and any complications that can develop. Most Physician Assistant’s experience with HPB surgery will be confined to the initial presentation of patients at time of diagnosis or in the management of any postoperative complications once the patient has been discharged from hospital. This presentation will provide several case studies to illustrate pathologies managed by an HPB service. It will briefly explain the surgeries involved in their management. The postoperative complications and how they are managed as an outpatient will then be discussed in greater detail. After the presentation, the PA should be able to understand the diagnosis and referral of HPB pathologies. They will be able to have informed discussions with their patients about HPB surgeries, the repercussions of HP surgeries, and be comfortable with managing some of the complications. Learning Objectives At the conclusion of this session, the participant will be able to: 1. Identify the pathologies managed by an HPB surgical practice and how they present 2. Identify common complications of HPB surgery and how to manage them in an outpatient setting 3. Communicate to their patient population management details of HPB pathologies |
PA School: Surviving Didactic Year
1600 – 1700 EST
Carmen Konzelman & Aurthi Muthukumaran
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Discuss didactic year at each civilian PA program;
- Identify survival tips & useful resources for 1st year;
- Develop strategies on how to prepare for clinical year;
- Participate in a Q&A discussion for additional topics.
MANAGEMENT AND REHABILITATION OF MILD TRAUMATIC BRAIN INJURIES
0800 – 0850
Captain Amy Streeter, Physiotherapist
Description
This presentation will discuss the management and rehabilitation of patients with mild Traumatic Brain Injuries (mTBI). The 2017 Concussion in Sport Group Consensus Statement states that treatment of individuals with post-concussion symptoms should be individualized and target specific medical, physical and psychosocial factors that are identified on assessment. This includes a targeted physiotherapy program. Pulling together the latest research on the management of this population, we will examine who would be appropriate for referral to physiotherapy and what you can expect from an assessment and treatment plan within the context of a case.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Have a general understanding of the most recent guidelines for management of patient post- concussion;
2. Know when it is appropriate to refer patients to physiotherapy; and
3. Have an overall picture of what to expect from the rehabilitation team.
PRESENTATION
Workshop: Reading Computed Tomography (CT) Scans
1100 – 1300 EST
Dr. Eugene Yu
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Describe the basics of Brain anatomy;
- Identify techniques used in neuroimaging;
- Develop an approach using CT of the brain;
- Recall case based important scenarios including basic principles and concepts;
- Interactive and didactic.
Workshop: Basic Clinical 12 Lead EKG Interpretation
1100 – 1300 EST
John Bielinski, CME4Life
Workshop: Resume Building and Cover Letter
1100 – 1300 and 1400 – 1600 EST
Maitry Patel, CCPA; Anne Dang, CCPA
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Learn about the purpose, structure and content of creating PA-specific resumes and cover letters;
2. Recognize and use skills that will have a high impact on potential employers;
3. Hands on resume and cover letter practice.
Networking Break with Exhibitors
1300 – 1400
- The Personal Insurance Company
- AT Still University
- Johnson & Johnson
- Merck
- Novartis
- College of Physicians and Surgeons of Alberta
Workshop: Chest Radiography
1400 – 1600 EST
Stephen Kapuvari CCPA: Alayna Weigel, CCPA
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Describe physics and technology of CXR;
- Provide a quick overview of PACS tips and tricks;
- Identify anatomy visible in a CXR;
- Outline CXR quality critique;
- Explain approach to CXR;
- Assess common pathology seen via CXR;
- Identify and assess catheter and lines;
- Recall cases.
Workshop: Advanced Clinical 12 Lead EKG Interpretation
1400 – 1600 EST
John Bielinski, CME4Life
LIFE AS A MILITARY PA
0910 – 1000
Captain D. Brad Olmstead M.M.M., CD, MPAS, CCPA
Description
This session will outline the various paths one can take in the military i.e. army, navy and air force. There will be a representative from each stream in the CAF who will show pictures to further emphasize what the experience is like. Having multiple speakers and showing pictures will make the session dynamic and engaging.<br><br>
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Explain what is entailed in joining the CAF.
2. Discuss the potential benefits and opportunities of joining.
3. Reflect how these opportunities could benefit them.
PRESENTATION
WORKSHOP: EVALUATION AND MANAGEMENT OF COMMON ORTHOPAEDIC FOOT AND ANKLE INJURIES FOR THE PRIMARY CARE PHYSICIAN ASSISTANT
1045 – 1215; 1245 – 1345
Thomas V. Gocke, III, MS, ATC, PA-C, DFAAPA
Orthopaedic Educational Services Inc.
Description
This workshop will develop the attendees’ ability to recognize normal radiographic anatomy of the Foot and use this when assessing injury radiographs. Using clinical cases, attendee’s will possess the ability to recognize common injuries of the Calcaneous, Mid-foot, Metatarsals and Toes.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Accurately communicate normal radiographs of the foot to patients and supervising physician(s).
2. Describe the diagnosis and demonstrate the management techniques for a primary care patient with Plantar Fasciitis.
3. Describe the diagnosis and demonstrate the management techniques for a primary care patient with Retrocalcaneal bursitis.
4. Describe the diagnosis, employ physical examination techniques and demonstrate the management for a primary care patient with a Calcaneous fracture.
5. Describe the diagnosis and demonstrate the management for a primary care patient with a Lis-franc injury.
6. Describe the diagnosis and demonstrate the management for a primary care patient with a 5th Metatarsal base fracture.
7. Describe the diagnosis and demonstrate the management for a primary care patient with Metatarsal shaft fracture(s).
8. Describe the diagnosis and demonstrate the management for a primary care patient with Toe fractures/dislocations.
PRESENTATION
How can I get credits for participating in committees?
For participating in certain committees, you may claim 15 credits per year per committee. The purpose or activity of the committee (working group, task force or similar title) must be to improve or enhance the quality, safety, or effectiveness of the health care system. The committee must have a formal structure with an appointment process and defined terms of reference. It must also meet on a regular schedule.
How will I receive my exam results?
The Pass/Fail results will be forwarded to each individual by email to the email address included on the registration form.
GENERAL SURGERY… WHAT YOU DON’T WANT TO MISS AND HOW TO MANAGE WHEN YOU DO!
1245 – 1335
Jeffrey Harnden, CCPA, BA honors kinesiology/biology, Master degree of PA studies
Description
Learn an approach to recognizing, investigating and managing common post-operative complications of general surgery with focus on infection and shock. Special attention will be made regarding bedside observation/exam and history as well as interpretation of blood work and vital signs to rule in/out potentially serious complications. Organize your differential diagnosis to determine the source of abnormality, initial management and further investigation, if necessary. Recognize when, what, and where to refer and gain a basic approach to medical management.
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Develop an approach to rounding on surgical patients, with emphasis on general observation, bedside physical exam, recognition of peripheral lines and drains, and changes in vital signs.
- Develop a dynamic differential for common abnormal labs and vital signs.
- Recognize and have an approach to the initial management of septic shock.
- Identify the concept and risk factors of anastomotic leaks with main focus on the bowel.
PRESENTATION
PLENARY: FIRST NATIONS HEALTH CARE
0910 – 1000
Elder Roberta Price from the Snuneymuxw and Cowichan First Nations and Ruth Kenny, Social Worker, BC Women’s Hospital and Health Centre Indigenous Health
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Recognize the work the BC Women’s and Children’s hospitals do for women and families in Indigenous Health
- Recognize the role of an elder in health services
- Identify what Indigenous Culturally Safe practice is it and why it is important
- Apply Indigenous Cultural Safe practice in future patient encounters
PRESENTATION
DEPRESCRIBING: THE SOLUTION TO IRRATIONAL POLYPHARMACY
1010 – 1100
Thomas L. Perry MD, FRCPC Therapeutics Initiative, UBC
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Recognize the need to review prescription and non-prescription drugs methodically for all patients;
2. Rank drugs as “essential”, “probably harmful”, or “irrelevant”;
3. Recognize that competent deprescribing can liberate patients suffering from imposed drug toxicity.
PRESENTATION
TRACKING YOUR ACTIVITY: HELPING TO DEFINE THE PA ROLE
1030 – 1120
Russ Ives, CCPA
Description
The Physician Assistant (PA) profession in Canada is growing exponentially every year with rapid success in numbers continuing to rise however there still remains to be a lack of research to justify this to governments, employers, and potential stakeholders. The success we are currently enjoying needs to be managed properly so that we can ensure PAs become and stay an integral part of the Canadian health care system. The solution seems simple; we need more research on the profession but the question is how do we conduct enough research on a big enough scale to demonstrate the value of PAs? The answer; we implement a mobile app that allows PAs to track/timely document their inpatient clinical encounters. This will allow us to generate reports specific to the services offered, time required and patient populations being seen, all of which will show a wide variety of data. There currently are positive accounts of how employing a PA has proven beneficial however this information is largely anecdotal, based on personal accounts from physician employers and supervisors with limited direct statistical validated information. What we need is to understand the key drivers and activities performed by PAs and to obtain tangible results that can be used to prove a PAs worth.
Inspired by the Typhon Groups Physician Assistant Student Tracker or PAST system utilized by PA students at the University of Manitoba, PAST is designed specifically for PA education programs and allows participants’ to document their clinical experiences and generate activity log reports. The Canadian PA Activity Tracker will do much of the same however will be designed to efficiently collect information in an expedited manner and reflect what PAs are doing across the country. This information will then be used to garner support from governments, employers, as well as potential stakeholders.
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Identify the need for research of the PA profession on a large scale.
- Recognize what could happen if growth of the profession is not properly managed.
- Extrapolate what the results of data collected from the Canadian PA Activity Tracker will mean for the PA profession.
- Discuss features of the Canadian PA Activity Tracker.
- Identify a timeline of when the Canadian PA Activity Tracker will become available.
PRESENTATION
COLON CANCER IN YOUNG ADULTS
1245 – 1335
Kerubo Workman, BScN, RN, BHSc-PA, CCPA
Description
Hypothesis: The incidence of colorectal is increasing in young adults between ages 19-45. Methods: This study was a review of literature on the incidence of colorectal cancer in young adults in the past 10 years. A search was done using the NIH PubMed database. Most relevant paper were reviewed. Results: The final search identified 122 articles from which 11 studies were selected for analysis. There is an increasing incidence of colorectal cancer in young adults. Conclusion: There has been a significant increase in the incidence of colorectal cancer in young adults. Further studies should be done to determine the cause of this rise, and set guidelines for early screening and prevention strategies.
PRESENTATION
THE VOMITING CHILD; SELECTED CASES IN PEDIATRIC ABDOMINAL PAIN
1040 – 1130
Julia Clemens, Physician Assistant at The Hospital for Sick Children
Description
Accounting for about 9% of all pediatric visits, acute abdominal pain is in the “bread and butter” of primary and emergency practice. How do you keep your guard up for pathology when you’ve already seen 10 patients with gastroenteritis today? This session is a case based approach to pediatric abdominal pain and vomiting that will help participants identify red flags on history and physical exam and select appropriate work up for these patients. We will also review the management of some common causes of abdominal pain from infant to adolescent.
Learning Objectives:
At the conclusion of this session, the participant will be able to:
- Develop an age appropriate differential diagnosis for abdominal pain and vomiting
- Identify red flags on history and physical exam for abdominal pathology
- Apply appropriate investigations for the evaluation of suspected pyloric stenosis, malrotation with midgut volvulus, intussusception, appendicitis and other diagnoses
- Review guidelines on the management of gastroenteritis, constipation and gastroesophageal reflux
PRESENTATION
What if I am not successful?
Individuals who meet the eligibility criteria described in the Policy and procedure document will be eligible to take the PACCC PA Cert Exam up to five years after successful completion of a CMA accredited program. During that five year period the exam may be taken a maximum of four times. When either the fifth year or the fourth attempt is exhausted, whichever occurs sooner, the individual loses eligibility to take the PACCC PA Cert Exam. The policy for the number of attempts takes effect immediately while the within a five year period will take effect after the 2014 PACCC PA Cert Exam.
FREE OPEN ACCESS MEDUCATION (FOAM) AND USEFUL APPS FOR PRACTICING PAs
1340 – 1430
Nick Withers CD, MD, CCFP(EM), FCFP
Medical Director 24/7 Occupational & Emergency Medicine Solutions Inc.
Description
FOAMed continues to thrive in the digitally connected world. With numerous sites providing superb education at no cost, it can become difficult to stay current on all websites, podcasts, and e-mails. Dr. Withers will provide a summary of popular FOAM resources. With smartphones ubiquitous in society, medical applications abound but change so fast that it can be challenging to maintain awareness of the latest and greatest. As a Clinical Assistant Professor within the Department of Emergency Medicine at UBC, Dr. Withers has regular contact with learners (including military PAs) and will provide an overview of his favourite clinical applications.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Discuss the exciting world of FOAMed.
2. Identify a selection of FOAM resources considered useful for the majority of clinical PAs.
3. Identify and demonstrate smartphone applications that improve patient care or enhance patient safety.
PRESENTATION
COMMON CARDIOLOGY CONSULT QUESTIONS
1130 – 1220
Sunil Mankad, MD, FACC, FASE, FCCP
Description
This will be a case based presentation that will help answer common Cardiology questions such as the following: 1) What do I do with an elevated troponin in patients without ECG changes or symptoms? 2) How should I use the high-sensitivity troponin assay? 3) What do I do with my patient who has stress induced cardiomyopathy? 4) In patients with CAD preparing for noncardiac surgery, how do I stratify and reduce their risk?
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Manage the diagnostic evaluative approach of a patient with an elevated troponin.
2. Distinguish the underlying mechanism and treatment of stress induced cardiomyopathy.
3. Manage the diagnostic evaluative approach of a patient with cardiac risk factors undergoing non-cardiac surgery.
PRESENTATION
How can I get credits for all the research done for grant applications?
Any research and learning you do in relation to grant applications may be recorded as personal learning projects (PLPs) in Section 2: Planned Learning.
WHAT YOU NEED TO KNOW ABOUT TRAUMA AND POSTTRAUMATIC STRESS DISORDER
1340 – 1430
LCol Andrea Tuka MD, CCFP, FRCPC
Description
This short case based presentation provides information on screening, assessment and management of PTSD in military and the general Canadian population. It will present relevant issues the Physician Assistants may encounter in different practice settings. The presentation also reviews the current treatment recommendations based on Clinical Practice Guidelines.
Learning Onjectives
At the conclusion of this session, the participant will be able to:
- Recognize the risk factors for trauma-related conditions and individuals as well as populations vulnerable developing PTSD
- Identify signs and symptoms of PTSD and get familiar with the PC– PTSD Screening Tool
- Understand the evidence-based treatment modalities for PTSD
PRESENTATION
TREATING YOUR TRANSGENDER PATIENTS IN PRIMARY CARE
1130 – 1220
Josef Burwell, MS, PA-C and Colten Smith, MS, PA-C, Peacework Medical
Description
Healthy transgender adults can seek relief for gender dysphoria through gender transition in primary care. With careful attention to existing protocols for diagnosis, informed consent, treatment plans, and labs for ongoing evaluation, safety and best practices are emphasized. Preventative measures for transgender adults will also be addressed. Quality measures for how to make a clinic more welcoming to gender and sexuality minorities will be included. The two presenters co-direct a clinic for transgender adults in the U.S.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Diagnose gender dysphoria.
2. Understand the informed consent process for hormone therapy vs. the behavioral therapy model.
3. Treat gender dysphoria with hormone therapy.
4. Provide sound preventative care for transgender individuals.
5. Make any clinic more welcoming to gender and sexuality minorities through language, action and awareness.
PRESENTATION
THE ANNUAL PELVIC EXAM, OR IS IT? DO CURRENT PAP GUIDELINES PUT PATIENTS AT RISK?
1200 – 1250
Dianna Wachtel, DHSc, PA-C, CCPA
Description
When you tell your patient she doesn’t need a PAP test (cervical cancer screening) for 3 years, does she still need a pelvic exam in the interim?
Although the Canadian Task Force on Preventative Health Care (CTFPHC) and the America College of Physicians (ACS) no longer recommend annual pelvic examination, the American College of Obstetrics and Gynaecology (ACOG) still does. What is our responsibility to our patients to make sure they have adequate health screenings? While the CTFPHC and ACP cite reasons not to do the exams, namely fear, pain, embarrassment, and of course (as with digital rectal exams with men), potential over-diagnosis and unnecessary treatment; ACOG recommends the exam, but admits there is little evidence supporting its utility in detection of pathology in asymptomatic women.
How then do we find balance in following clinical guidelines and keeping our patients healthy?
The presentation will also cover male PAP tests and include discussion of screening guidelines, including special cases, necessary health education for both providers, women and men, and pathology missed by lack of pelvic exams (cases).
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Differentiate between the current PAP test guidelines in pre-, post-menopausal and trans men and women.
2. Describe the difference between “PAP” and “pelvic exam”.
3. Investigate various pathologies (e.g. vulvar lesions, ovarian tumors, etc.) that may be missed if gynecological exams are not performed.
4. Prepare patient education supporting gynecological symptom evaluation.
PRESENTATION
Where can I report my participation in doing peer reviewing of journals and/or grant applications?
Participants who are actively engaged in the peer review process throughout the year for activities such as peer reviewing journal articles and reviewing research grant applications can submit this activity in Section 2: Systems Learning: Peer Assessment for 15 credits per year.
What is the eligibility requirement to write the exam?
Eligibility criteria can also be found here.
ELIGIBILITY
To establish eligibility to challenge the PACCC PA Cert Exam all applicants must meet either of the following:
Be a graduate of a Canadian PA program recognized by PACCC (CAF PA program, University of Manitoba, McMaster University and the Consortium of PA Education all previously accredited by the CMA).
- Requires validation of successful completion of a Canadian PA programs previously accredited by the CMA.
- New graduate’s first exam attempt must be made within the first three (3) years after graduation
- Previously CMA accredited PA program graduates are eligible to take the PACCC PA Cert Exam up to five years after successful completion of a CMA accredited program; during that five (5) year period the exam may be taken a maximum of four (4) times, when either the fifth (5th) year or the fourth (4th) attempt is exhausted, whichever occurs sooner, the individual loses eligibility to take the PACCC PA Cert Exam.
OR
Be a graduate of an Accreditation Review Commission (ARC) program and be certified by the National Commission of Certification for Physician Assistant (NCCPA)
- Requires validation of successful completion of an ARC accredited US PA program and proof of current NCCPA membership.
- NCCPA member number must be included on the registration form.
- Must also declare if your name appears on the National Physicians Data Bank (NPDB) Report). No other International program graduates are eligible.
Even if you have earned a medical degree, you must still graduate from a program recognized by PACCC (in Canada the CAF PA Program, University of Manitoba, McMaster University and the Consortium of PA Education) or an ARC-PA accredited program in the US to take the Canadian PA Cert Exam.
Trainees of a CMA accredited program may be eligible to sit the PACCC PA Cert Exam in the last two months of their training program pending confirmation of completion of core competencies by the program. Canadian PA programs previously accredited by the CMA with candidates registering to write the PACCC PA Cert Exam in the last two months of their training must provide PACCC with a list confirming the names of each enrolled student that has completed core competencies and are eligible to challenge the PACCC PA Cert Exam. Candidates whose names do not appear on the provided list will be redirected to their PA Program and their registration form will be refused. Should a candidate not be successful in graduating from their PA program, their PACCC PA Cert Exam results become null and void. Under no circumstances will these candidates be advised of their PACCC PA Cert Exam results prior to PACCC receiving confirmation of successful program completion.
PACCC will not waive any eligibility requirements
The PACCC Manager, Certification approves all applications for eligibility to sit the PACCC PA Cert Exam. If there is insufficient documentation to substantiate the certification requirements the application will be refused. All applications will be reviewed 30 days before the exam date. In the event of a refusal, a candidate can dispute the decision in writing within 2 weeks before the exam date. All written disputes will be referred to the PACCC for immediate review and consideration.
ONLINE PA CERT EXAM REGISTRATION
The online registration dates will be posted annually in the Exam Dates and Online Exam Registration sections under the PACCC logo on the CAPA Website. No registrations will be accepted after the posted close date.
Requests for late registrations must be submitted in writing to sbourgon@capa-acam.ca. PACCC reserves the right to waive the registration deadline under extenuating circumstances however, PACCC decisions are final.
IRREGULAR BEHAVIOUR
Any behaviour that threatens the integrity or security of the PA Cert Exam and the certification process is considered by PACCC to be irregular behaviour. Irregular behaviour includes, but is not limited to:
- making false representations on CAPA membership applications or falsifying supporting documentation;
- altering or falsifying CCPA certificates or otherwise misrepresenting a certification status;
- altering or falsifying PA Cert Exam performance reports;
- seeking or having access to the PA Cert Exam materials before the PA Cert Exam is administered;
- impersonating an examinee or engaging someone else to take the PA Cert Exam by proxy;
- copying of the PA Cert Exam answers from someone else or allowing answers to be copied;
- copying, memorizing and/or reproducing PA Cert Exam items for personal use or distribution;
- purchasing or stealing any PA Cert Exam materials;
- possessing unauthorized materials or equipment during the administration of a PA Cert Exam;
- making a false or intentionally misleading report accusing others of irregular behaviour.
To help PACCC maintain the integrity and security of its certification process, anyone acting in good faith that has information or evidence that irregular behaviour has occurred is encouraged to submit a written, signed statement to PACCC detailing the incident and providing copies of any supporting evidence or documentation.
If PACCC determines that irregular behaviour has occurred, it may invalidate scores, suspend or revoke existing certifications, temporarily or permanently bar individuals from the PA Cert Exam, or may impose other sanctions or take other actions, as it deems appropriate, including legal action.
APPEAL PROCESS
Any candidate subject to an adverse decision by PACCC can submit an appeal (see Appeal Process document).
A failing score on the PACCC PA Cert Exam is NOT subject to appeal.
The following adverse decisions by PACCC (or delegated to its Manager, Certification) are subject to appeal.
- Disciplinary action based on irregular behaviour of candidates as reported in writing to PACCC before, during or after a PA Cert Exam;
- Disciplinary action based on fraudulent use of the CCPA credential;
- Denial of eligibility to sit a PA Cert Exam;
- Revocation of eligibility to sit a PA Cert Exam;
- Revocation of certification;
- Other adverse action regarding the CCPA credential.
RE-CERTIFICATION
There is no requirement for re-certification. Canadian Certified Physician Assistant’s (CCPA) are required to maintain their competency through the tracking of Continuing Professional Development (CPD). All CCPAs must be a regular or sustained member of CAPA and must track their CPD credits through the CPD Tracking Tool of the Royal College of Physicians and Surgeons of Canada (the Royal College) MAINPORT ePortfolio login. Please review the PACCC CPD policy on non-compliance.
NUMBER OF ATTEMPTS AND RE-WRITES
Individuals who meet the eligibility criteria described in this document will be eligible to take the PACCC PA Cert Exam up to five years after successful completion of a previously CMA accredited program. During that five year period the exam may be taken a maximum of four times. When either the fifth year or the fourth attempt is exhausted, whichever occurs sooner, the individual loses eligibility to take the PACCC PA Cert Exam.
RE-ESTABLISHING ELIGIBILITY
Only 2 circumstances are accepted for re-establishing eligibility:
- Candidate has missed the “first exam attempt must be made within the first three (3) years after graduation”.
- Candidate is outside of the “up to five years after successful completion of a PA program”
To re-establish eligibility, the candidate must:
- If not already rectified, re-establish membership with CAPA (a re-instatement fee will be applied to all membership renewals)
- Provide a letter confirming employment as a PA since the last year of CAPA membership
- Provide proof of continuing professional development (CPD) since the last year of CAPA membership
All requests are subject to PACCC approval. Candidates may be requested to provide more information at the Council’s discretion.
Once eligibility is re-established:
- the first attempt must be taken within the 1st year of notification of re-eligibility (if not taken, the candidate loses the eligibility to take the PA Cert Exam
- only a combined total of 4 lifetime attempts is allowed; after a combined total 4 attempts is exhausted the individual loses the eligibility to take the PACCC PA Cert Exam and no other re-eligibility requests will be accepted.
Unsuccessful after 4 attempts
The only way to establish new eligibility is to complete an unabridged PA program recognized by PACCC.
AGGREGATE DATA
Aggregate data (candidate names are removed) is provided to each Canadian PA program recognized by PACCC to provide the information required to meet requirements for the maintenance of accreditation.
LIST OF CCPAs
All individuals who obtain the Canadian Certified Physician Assistant (CCPA) designation are added to a list containing the names of all PAs that hold the CCPA designation and such other information as PACCC deems relevant in the interest of public safety and this list shall be open to the public.
QUESTIONS OR REQUESTS
All questions or requests must be sent or submitted to the Director, Certification at sbourgon@capa-acam.ca
MASS GATHERING/EVENT MEDICINE
1500 – 1550
Robert Harley, CCPA
Description
Event medicine is an up and coming sub-culture of Mass Gathering Medicine which is itself new. Between the both, there represents a new niche that PAs can get involved with and thrive.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Differentiate the differences between Mass Gathering Medicine and Event Medicine.
2. Defend application and prose expansion of the PA professional role and skill set as appropriate and conducive in various settings across Canada.
3. Utilize different conferences and courses that are available to PAs interested in Mass Gathering and Event medicine areas of practice.
4. Apply for positions within Mass Gathering and Event medicine areas of practice.
PRESENTATION
ARE YOU TOO SMART TO BE INFLUENCED BY MARKETING?
1500 – 1550
Alan Cassels, Communications Director, Therapeutics Initiative Department of Anesthesiology, Pharmacology and Therapeutics, UBC Faculty of Medicine
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Define a fiduciary relationship between a patient and a healthcare provider within the context of standard clinical practice.
2. Discriminate anchoring, blind spot, and confirmation bias, as well as the bandwagon effect.
3. Explain how reciprocity works and relate it to the receipt of gifts/compliments/money from pharmaceutical companies.
4. Qualify the influence of large and small gifts from pharmaceutical and device companies and explain how reciprocity plays a part in this process.
5. Reasonably examine clinician behavioral changes as influenced by pharmaceutical marketing exposure.
6. Infer clinician understanding of their influenced behavior from pharmaceutical and device company marketing.
7. Examine how exposure to pharmaceutical and device company marketing can impact your fiduciary relationship with your patients.
PRESENTATION
When is the next set of Certification Exams to be scheduled?
The exact dates, timings and actual location can be found here.
CPAEA POSTER PRESENTATIONS
1500 – 1550
Description
Authors of the poster presentations will be given five minutes to go over the highlights of their research poster, followed up by questions from attendees.
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Explain the importance of PA led research.
- Recall current research conducted and identify relevance to PA profession.
- Identify gaps in research.
Posters
LOOK WHO’S TALKING: THE USE OF SOCIAL MEDIA AMONG THE EMERGING CANADIAN PA PROFESSION
CABERGOLINE AND LACTATION SUPPRESSION
THE UTILIZATION OF PHYSICIAN ASSISTANTS IN MANITOBA OVER THE LAST 15 YEARS
ENTRUSTABLE PROFESSIONAL ACTIVITIES FOR CANADIAN PHYSICIAN ASSISTANTS
EVOLUTION OF PA EDUCATION IN CANADA SHARED LESSONS, ONE OUTCOME
CHARCOT’S 3 AND REYNAUD’S 5 – ACUTE CHOLANGITIS IN THE ED
1300 – 1350
Sean Kelcey, CCPA
Description
Acute cholangitis is a serious infection of the biliary tree that can present in a number of ways, including sepsis. Early recognition and management are key to reducing morbidity and mortality from this illness.
PRESENTATION
Where can I record the time I spend reviewing a colleague’s practice?
You may record reviews that you do of your colleague’s practice under Section 2: Systems Learning): Peer Review and you will receive 15 credits for the year.
INFORMATION SESSION: JOURNAL OF CANADA’S PHYSICIAN ASSISTANTS
1820 – 1920
Ian W Jones, MPAS, PA-C, CCPA, DFAAPA and Rebecca Mueller, MSc, PA-C
Description
JCANPA Editors Becky Mueller and Ian Jones are offering a personal learning session about the open access Journal of Canada’s Physician Assistants. This casual event will answer questions and participants will discover:
Learning Objectives
1. What is an Open Access Journal?
2. Why Open Access Matters?
3. How Does It Work at JCANPA?
4. What is involved in the Copyright and the Creative Commons Attribution (CC BY) license?
5. What does JCANPA publish?
6. How is it indexed and where?
PRESENTATION
PHYSICIAN ASSISTANT CLINICAL EDUCATION (P.A.C.E.): A RAPID REVIEW OF HIGH-YIELD PAEDIATRIC EMERGENCIES
1330 – 1420
Jordan Levinter, CCPA and Devin Singh, MD
Description
P.A.C.E. is a new clinical education program developed by the staff at SickKids. The goal of the program is to deliver high-quality, evidence-based paediatric education to Physician Assistants throughout Canada and beyond. Education is delivered through a combination of synchronous and asynchronous on-line presentations.
This presentation will give a brief overview of the program and provide a rapid overview of 2 common paediatric emergency presentations with uncommon underlying pathologies. Participants will be walked through case presentations, learn to identify red flags, and review the management of these high-yield paediatric diagnoses.
The truly lethargic infant is a presentation that makes even experienced clinicians nervous. There are numerous reasons for this presentation, including infectious, non-accidental trauma, and intussusception. We will review a case based on a real patient encounter of an infant with intussusception. We will discuss pertinent history and physical exam findings, in addition to appropriate investigations and management.
Everyone has suffered a sore throat and fever. We know the common causes: viruses, streptococci, and mononucleosis, but what about when symptoms persist. We will review a case, based on a real patient encounter of a teenage with Lemierre’s Syndrome, also known as jugular vein suppurative thrombophlebitis. Pathogenesis, diagnosis, and management will be cover.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Understand the goals of the P.A.C.E. program and how to get involved.
2. Develop an approach to the listless infant.
3. Apply appropriate investigations and treatments to an infant with intussusception.
4. Describe the pathogenesis of Lemierre’s Syndrome.
5. Understand the investigations and emergent treatment of Lemierre’s Syndrome.
PRESENTATION
Where can I record the time I spend reviewing feedback that I received from colleagues/others related to my practice and/or my teaching?
If a colleague reviews your practice and provides feedback, the time spent on this activity, including any additional time you spend reviewing that feedback, can be recorded under Section 3:Assessment: Practice Assessment and you will receive 3 credits per hour. Reviewing feedback from your teaching sessions can also be reported in Section 3:Assessment: Practice Assessment.
How do I get a replacement certificate?
A replacement certificate can be requested. There is a $50 charge to issue a replacement certificate due to name change, loss or other factors beyond CAPA’s control.
INVASION OF THE MASTER GLAND: SUSPICION, INVESTIGATION AND MANAGEMENT OF PITUITARY TUMOURS
1330 – 1420
Leslie St. Jacques, CC-PA; BA, BHSc-PA MES, MSW
Description
The Pituitary is referred to as the “master gland” due to its pervasive control of our hormones. A pituitary tumour can drastically alter a person’s body and rob them of their vision. Far from being rare, pituitary tumours are frequently found incidentally on brain imaging done for other reasons. This visual presentation will utilize case examples and imaging to describe types of pituitary tumours and their effects, when to suspect your patient’s signs and symptoms could be related to the pituitary and what to order: labs, imaging, eye exams and referrals.
PRESENTATION
CASE REVIEWS OF SUBARACHNOID HEMORRHAGES
1400 – 1450
Franklin Marquez, CCPA, CPSNB, AAPA-F
Description
Three cases will be discussed on the management and treatment of a subarachnoid hemorrhage – from the young drunk driver to the geriatric on anticoagulation slip and fall. The difference between epidural, subdural and SAH will be overviewed to clearly understand the difference of intracranial bleeds.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Discriminate the differences between intracranial hemorrhages.
2. Distiguish the predictive value of the GCS when managing a SAH.
3. Differentiate the best diagnostic tools and treatment models for SAH.
PRESENTATION
CPAEA PREPARING FOR THE JOB INTERVIEW
1330 – 1420
Ian Jones, MPAS, PA-C, CCPA, DFAAPA
Description
The University of Manitoba MPAS team will provide an interactive demonstration and audience participation event in preparing for the job interview as a PA.
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Learn the steps involved in preparing for a job interview that relate to increased impact and presentation.
- Prepare a self-reflection to answer traditional, hypothetical and behavior descriptive questions.
- Learn through participation how E.S.P., S.T.A.R., and preparation for negative questions will improve your chances to land the dream job you desire.
PRESENTATION
CHOOSING WISELY CANADA
1430 – 1520
Dr. Wendy Levinson, Professor of Medicine and Past Chair of the Department of Medicine at the University of Toronto
Delivered via webcast
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Describe Choosing Wisely Canada in its first 4 years
- Outline approaches medical, nursing, and pharmaceutical societies have used to engage their members
- Discuss strategies to implement Choosing Wisely Canada recommendations
PRESENTATION
ISSUES IN TRANSGENDER HEALTH
1400 – 1450
Dr. Gail Knudson
Learning Objectives
- Understand relationship among some components of sexuality and gender
- Introduce the concept of minority stress
PRESENTATION
Where can I record an online self-assessment program (SAP)?
Online self-assessment programs (SAP) do not automatically qualify for Section 3 credits in the MOC Program. All online self-assessment programs (SAP) must be reviewed and approved directly by a Royal College Accredited CPD Provider and if approved, would contain the Royal College accreditation statement. See a list of accredited Section 3 activities.
UNPLANNED ONCOLOGY HOSPITALIZATIONS: DEVELOPMENT OF AN ONCOLOGY SERVICE IN A GENERAL MEDICINE PROGRAM
1430 – 1520
Kamshad Touri, MD, CCPA
Description
Oncology patients often have unpredictable and complex needs that require management within an acute care inpatient setting. Studies have demonstrated that due to a high burden of illness in particular malignancies hospitalization can be unavoidable despite even the most diligent ambulatory care. Unplanned oncology hospitalizations are defined as admissions for the management of a complication related to an underlying oncological disease or its treatment, or for symptom control or palliation. There is evidence that demonstrates that patients with advanced disease are more likely to have an unplanned hospitalization, and that these admissions are a marker of poor prognosis with a predicted median survival of less than 3 months following hospitalization. Unsurprisingly, as the incidence of cancer is increasing unplanned admission rates are also on the rise. Consequently, the traditional resources to care for this complex population of patients are being exhausted. Therefore, the development of innovative models of care to support this growing cohort is critical. In response to this need a specialized interdisciplinary team supported by a Physician Assistant was established within a general medicine service. The purpose of this presentation is to discuss how this new model provides quality improvement for oncology patients undergoing unplanned hospitalizations. The presentation will explore processes used to foster and streamline comprehensive oncology care within a general medicine program.
PRESENTATION
I participated in a self-assessment program (SAP) not listed in MAINPORT ePortfolio. Where do I record this activity?
If a SAP is not listed in MAINPORT ePortfolio, please contact us at: certification@capa-acam.ca to confirm its status. If it is not accredited by a Royal College CPD Accredited Provider, then you may choose to claim this activity as a personal learning project.
CPAEA STUDENT WORKSHOP
1330 – 1500
Ian Jones, MPAS, PA-C, CCPA, DFAAPA
Description
Representatives from the Canadian PA Programs will answer audience questions in an open format panel discussion. There are multiple pedagogical approaches to PA education in Canada. Is there one best way? Core faculty will discuss merits and disadvantages to each and address questions from student and graduates PAs. Discussion on the future of PA education in Canada and the proposed new accreditation standards, and Entrustable Professional Acts for PAs (EPA-PA) will also be had.
Learning Objectives
At the conclusion of this session, the participant will be able to:
- Identify various teaching approaches to PA education in Canada.
- Recognize the merits and disadvantages of different teaching approaches.
- Discuss the future of PA education, accreditation standards and Entrustable Professional Acts for PAs.
ACUTE PAINLESS VISION LOSS
1530 – 1620
Sahand Ensafi, B.H.Sc, CCPA
Description
Ophthalmologic complaints are often a dreaded complaint for numerous clinicians. This talk aims to provide a review and approach to several key conditions causing acute painless vision loss. Following this talk, the audience will hopefully become more comfortable in assessing one of these conditions when they come through their front door.
Learning Objectives
At the conclusion of this session, the participant will be able to:
1. Differentiate between the most common etiologies causing acute ophthalmologic blindness.
2. Formulate a diagnostic and evaluative approach to acute painless vision loss.
3. Differentiate between the management of ophthalmologic conditions causing acute painless vision loss.
PRESENTATION
HEALTH LITERACY AND PATIENT EDUCATION
1530 – 1620
Alison Plotzke, CCPA
Description
The relationship between poor health literacy and health status is well-recognized and well-documented. However, there is still substantial gap between translation of information and knowledge between health care providers and patients.
Physician Assistants (PAs) play a significant role, within many areas of medicine, in assessing new patients, continued patient care, and discharging patients. All of these are opportunities for PAs to perform health literacy assessment, including health-related reading fluency, numeracy, and prior knowledge. This allows PAs to deliver tailored health information and to communicate transparently with the patients. PAs can take a leadership role in the development of patient education resources, accounting for individual patients’ needs, and work to implement these changes in all areas of medicine.
When patients comprehend their diagnoses, the proposed treatment and overall care plan, there is enhanced capability for self-management. Consequently, compliance with the proposed regimen is improved. In these instances, health literacy enables patients to be in greater control over their health, including the personal, social and environmental determinants of health that are at play.
Health literacy can be used as an asset to improve overall patient outcomes, equipping PAs as front-line educators. PAs can develop and attain skills in patient advocacy and providing tailored information, which would ultimately lead to overall improved health outcomes.
Learning Objectives:
At the conclusion of this session, the participants will be able to:
- Define health literacy amongst Canadian patients and its impact on health outcomes;
- Review the factors which mitigate low health literacy;
- Discuss the role of PA in developing patient education materials; and
- Develop skills PAs can incorporate in their routine practice that will lead to improved health outcomes, discussions surrounding health choices, and patient satisfaction.
Can I apply extra credits (>400) earned in my current cycle towards my next cycle?
There is currently no provision to carry forward completed credits to a future MOC cycle and the completion of 400 credits is a minimum 5-year cycle requirement. MOC Program participants who achieve 400 credits before the end of their cycle are still required to complete at least 40 credits in each of the remaining years of their current cycle.
RECORDING YOUR CONTINUING PROFESSIONAL DEVELOPMENT (CPD) 101
1600 – 1630
Sandra Bourgon, Certification Manager
Description
This session will review the basics of the Royal College’s MOC Program with respect to credit requirements, the MOC Framework, and CPD activities eligible for credit. The presentation will include explanations on where and how to record CPD activities relevant to Physician Assistants (PAs). The session will be interactive and time will be allotted toward the end of the session for any additional queries.
Learning Objectives
At the conclusion of this session, the participant will be able to:
- List credit requirements.
- Identify CPD activities eligible for credit.
- Record CPD activities in the MAINPORT ePortfolio recording tool.
PRESENTATION
I work part-time. Do I need to complete the same number of credits as someone who is in full-time practice?
MOC Program participants who are in part-time practice are required to maintain their knowledge, skills, and competencies. There is a wide range of learning activities included within the MOC Program and the 400-credit requirement for a 5-year MOC cycle has been deemed to be reasonable and achievable for all participants.
What documentation do I need to provide when reporting learning activities supported or tracked by third-party organizations such as Medscape, UpToDate and Dynamed?
Both the certificate and transcript/list must be provided in order for these activities to be applied to your MOC Program cycle.
What type of documentation do I need to keep for validation purposes?
MOC program participants should keep their supporting documentation for the duration of their current cycle. At this time, only the following activities may require supporting documentation for validation purposes:
- Section 1: Group Learning (a certificate of attendance or certificate of completion from the sponsoring organization)
- Section 2: Formal Courses and Traineeships (a certificate of completion of the course from the sponsoring organization)
- Section 3: Accredited Self-Assessment Programs (a certificate of completion of the accredited self-assessment program by the sponsoring organization)
- Section 3: Accredited Simulation Activities (confirmation of participation by the accredited simulation program or CPD provider organization).
How long do I need to keep my supporting documentation?
You should keep your documentation for the duration of your current cycle. However, you may also wish to verify with your provincial regulatory body to confirm what their requirements are.
Who is CAPA?
CAPA is the Canadian Association of Physician Assistants, a national professional organization that advocates for Physician Assistants (PAs) and represents its membership across Canada and globally. CAPA has established and maintains the national standard of practice for PAs, the Scope of Practice and National Competency Profile. It assists in providing the National Certification Process, the National PA Entry to Practice Certification Exam, and Registry for its members. CAPA’s goal is to provide efficacious health professionals to the Canadian public, and to foster the development of the profession in all provinces. By helping to develop educational programs and assisting legislators, CAPA ensures quality health provision for Canadians.
What should I do if I cannot provide supporting documentation for a learning activity?
If your CPD activity is pending credit validation and you cannot provide the required supporting documentation, then the activity cannot be validated and the credits will not be applied to your MAINPORT ePortfolio credit summary.
How can I submit my last year’s CPD activities if I’ve missed the January 31st deadline?
You may report past CPD activities within your current cycle through the process of credit validation. For specific questions, please contact the Manager, Certification 877-744-2272, 613-248-2272 or by email at certification@capa-acam.ca.
What is the difference between “Reading” and “Bulk Reading” when reporting a Section 2: Self-Learning Activity?
The “Reading” category is to be used when you are recording your reflections on one self-learning activity, such as reading a journal article. If you are reporting on a number of journal articles read, please use the “Bulk” option.
What is the difference between “Internet Searching” and “Bulk Online Reading/Scanning with Transcript” when reporting Section 2 internet searches conducted through third-party organizations such as Medscape, UpToDate, and Dynamed?
Both options are valid when entering internet search activities conducted through a third-party organization (like Medscape, UpToDate or Dynamed). If you are entering just one activity choose “Internet Searching.” If you are entering more than one activity at once, choose “Bulk Online Reading/Scanning with Transcript”. This selection will allow you to enter the total number of activities in bulk. For activities conducted with third-party organizations and submitted under the bulk option, both the certificate and transcript/list must be uploaded to MAINPORT ePortfolio in order for the activities to be applied to your MOC Program cycle.
Can I record activities done through organizations such as Medscape, UpToDate, and Dynamed in bulk?
Yes. As long as you have the proper documentation from the third-party organizations (certificate and transcript/list of activities), you can report these activities in bulk as follows:
- Click on “Enter a CPD Activity”
- Select Section 2: Self-Learning Activities
- Choose “Bulk Online Reading/Scanning with Transcript” from the dropdown menu
- Enter information for all required fields marked with red asterisks
- Upload the certificate and transcript/list of activities provided by the third-party organization
Both the certificate and transcript/list must be provided in order for these activities to be applied to your MOC Program cycle.
What is an Accredited Self-Assessment program?
Accredited Self-Assessment programs use brief, highly directed questions in structured formats, such as multiple-choice or short-answer questions, to elicit reliable constructed responses from participants to assess aspects of knowledge in defined domains. Feedback provides opportunities for participants to identify areas for improvement and future learning.
What is Chart Audit and Feedback?
Chart audit and feedback is an assessment strategy that uses data recorded in a chart or electronic health record to assess the performance of an individual, group or team against one or more measures of performance. Chart audits can focus on process or outcomes of care provided to one or more patients. Feedback is provided to facilitate the identification of areas for future learning and improvement.
What is Multi-Source Feedback?
Multi-source feedback uses standardized questionnaires to gather data from multiple observers across a range of CanMEDS-PA Roles. Physician assistants are provided with a summary of their performance across a set of behaviours in relation to their peers. Feedback provides an opportunity to identify areas of strength and improvement and set goals for future learning.
What is Direct Observation?
Direct observation uses supervisors, colleagues or peers to observe a PA performing a regular professional activity to identify whether specific behaviours or competences were demonstrated. The observer provides feedback to the PA on what was, or was not, observed in order to assist the PA in identifying areas for improvement or enhancement.
What is Feedback on Teaching?
Summaries or compilations of evaluations of teaching completed by students, residents, physicians, PAs or health professionals provide physician assistant educators evidence related to the effectiveness and impact of teaching. Reviewing these evaluations provides opportunities to identify areas for improvement within this dimension of professional practice.
What is an Annual Performance Review?
Annual reviews provide physician assistants with an opportunity to reflect on past performance goals and establish plans for the coming year. Use the feedback provided by supervising physicians, peers, department/division chairs or chiefs of staff to set new goals or identify strategies for improvement or professional development.
What is Practice Assessment?
Practice assessment is a comprehensive approach to reviewing a physician assistants’ practice to assess adherence to established professional practice standards across multiple CanMEDS-PA roles using multiple assessment strategies. Practice assessments are completed by trained peer assessors and may integrate a records review, interviews with colleagues or co-workers, direct observations of interactions with patients, and patient questionnaires to enable the development of a comprehensive report of the overall quality and safety of the practice with recommendations that serve as the basis for future learning and improvement.
What is the Holding Area?
The Holding Area is an area of MAINPORT ePortfolio that contains activities that require some additional information before they are counted in the MOC credit system. There are three different types of activities that can exist in the Holding Area. The first is an Incomplete Activity. These are activities that have been partially entered into MAINPORT ePortfolio. The second type of activity that occurs in the Holding Area is activities that have been automatically sent to MAINPORT ePortfolio on your behalf. The final kinds of activity that can exist in the Holding Area are CPD activities that are awaiting credit validation.
How do I enter my yearly hours for rounds in MAINPORT ePortfolio?
You can enter your yearly attendance at rounds either individually or as a “block” of hours. For example, if you attended 20 hours of rounds during the year, you may choose to record each round you attended separately or record it as one entry worth 20 credits in Section 1.
I attended a 3-day conference. Do I need to report each day separately or can I record my overall attendance as one entry?
You may record your conference attendance as one entry and report the total hours attended. Please record the end date of the conference in MAINPORT ePortfolio.
I completed a day course and submitted this under Section 2: Formal Course. MAINPORT ePortfolio automatically gives me 25 credits for this – how can I change the number of credits?
Formal courses are usually developed in collaboration with a university, community college, specialty (e.g., a diploma program) or other educational organizations. They require a formal registration process and provide a transcript or certificate of completion. This type of course can lead to the achievement of a formal designation or certificate. Formal Courses occur over a period of time usually equivalent to one term at a university but not less than 6 weeks. Examples of Formal Courses: Masters or PhD programs. Other courses that are shorter in duration are more typical of a section 1 accredited group learning activity where you would receive one credit per hour of participation.
Is there a mobile app version of MAINPORT ePortfolio available?
Yes. iPhone users can download the MAINPORT ePortfolio Mobile app from the App Store. Android users can download the app from the Play Store.
Can I record activities when not connected to the internet?
Yes, you can record activities when you are offline. Simply record the information as you normally would. As soon as you connect to a WiFi network, your MAINPORT ePortfolio account will be automatically updated.
I have a Blackberry; can I download the MAINPORT ePortfolio app?
The app is not available for Blackberry users. However, if you have a Blackberry, you can access the MAINPORT ePortfolio mobile site from your device.
I have an iPad. Can I download the MAINPORT ePortfolio app?
For the best MAINPORT ePortfolio user experience, we recommend that iPad users connect directly to MAINPORT ePortfolio rather than using the app.
Why am I having problems downloading the MAINPORT ePortfolio app to my iPhone?
Please note that if you do not have the latest version of iOS installed on your Apple device, you will need to update it to the latest version.
How do I know if my hospital round or journal club is accredited? Where and when can I get a record of attendance for these activities?
Rounds and journal clubs that are accredited will provide a Royal College accreditation statement on the advertisement for the event. You may also contact your Rounds Chair for further information and for an official record of attendance.
Can you send me a list of accredited group learning CPD activities and/or accredited Self-Assessment Programs for my specialty?
You can find a list of CPD activities by specialty here. Please note that while the information provided is comprehensive, it does not necessarily represent all approved activities available for credit. For more information, please contact the Accredited CPD Providers directly.
How are the CanMEDS-PA roles being promoted as a framework for lifelong learning in MAINPORT ePortfolio?
MAINPORT ePortfolio will support the link between learning and CanMEDS-PA in two ways. Each template will enable learners to link the portion of the group learning, self-learning or assessment activity that was linked to each CanMEDS-PA Role. In addition, the CPD planning tool in MAINPORT will support the link between specific goals and one or more CanMEDS-PR roles.
The MOC framework is intending to promote a competency-based approach to lifelong learning that is not just focused on knowledge (the traditional domain of the medical expert), but on multiple skills, competencies and abilities. CanMEDS-PA is an excellent example of a competency framework that is relevant to the planning and development of learning activities for practice. Currently, all accredited Royal College CPD provider organizations are required to develop needs assessment strategies that span multiple CanMEDS roles. Self-learning can be focused in any CanMEDS domain and although there are limited tools to assess performance across multiple CanMEDS roles the development of 360° assessments and other multi-source feedback strategies are becoming more common.
How do I know if a conference held in Canada qualifies for Section 1 of the MOC Program?
In Canada, conferences, courses, workshops and seminars must be approved by an accredited CPD provider. Section 1 approval will be recognized by the following statement on program materials: “This 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 [accredited provider’s name].” (Please refer to the next question regarding the exception.)
Where do I report my attendance at the CAPA conference?
The CAPA conference can be recorded as an accredited activity under Section 1 of the MOC Program. Unless otherwise stated in the program.
I participated in a group learning activity approved for AMA PRA Category 1, AAPA Category 1, AAFP Prescribed or CFPC Mainpro/Mainpro+ Certified Group learning credits. Are these credits approved for MOC Section 1?
For PAs, group learning activities developed by the AMA PRA for Category 1, the AAPA for Category 1, the AAFP for Prescribed credits or the CFPC Mainpro+ Certified Group learning can be recorded as accredited activities under Section 1 of the MOC Program.
Where can I report my attendance at a conference held outside of Canada or a conference held overseas?
All live conferences or live courses held outside of Canada can be reported as accredited group learning activities under Section 1 of the MOC Program if they are developed by a university, academy, college, academic institution or physician organization.
I attended an educational dinner event hosted by a pharmaceutical company. Where can I record these hours?
These hours cannot be claimed for credit within the MOC Program. However, this event may encourage you to continue your learning and develop a personal learning project (see PLP question).
Can working or clinical rounds be self-approved for MOC Section 1 credits?
No. In order for rounds, journal clubs or small group learning activities to be self-approved for MOC Section 1 credits, they must meet the accreditation standards as defined by the Royal College. These standards include the establishment of a planning committee, the development of learning objectives based on a needs assessment conducted for the target audience, adherence to established ethical standards and the execution of an evaluation strategy of the rounds program. Typically, “working” or “clinical” rounds are not formal CPD activities, rather, they are bedside visits by a physician—or other health professional—to evaluate treatment, assess current course and document the patient’s progress or recuperation.
Can morbidity and mortality (M&M) rounds be accredited for MOC Section 3 credits?
No. Morbidity and mortality (M&M) rounds cannot be accredited for MOC Section 3 credits because they typically review one patient/physician at a time. This is not considered feedback on performance in practice. A formal audit and feedback on a minimum of 10 patients is needed to be representative of one’s performance in practice. Morbidity and Mortality rounds are group-learning activities that can be included under Section 1: Group Learning: Rounds, assuming that they have been approved through the self-accreditation process of the Royal College.
Where do I record a PhD or Master’s program?
PhD or Master’s programs can be submitted at 25 credits per course in Section 2 under Formal Course.
What is a personal learning project (PLP) and how can I incorporate this into my learning plan?
A personal learning project (PLP) is a self-initiated learning activity that is stimulated by a question, issue or dilemma in your professional practice. For example, PLPs can be created based on updating your knowledge to prepare a presentation, further research after reading a journal article or after participating in a point-of-care activity. They can be inspired by any aspect of your professional practice (CanMEDS Roles) and are flexible and adaptable within any learning context.
What is a traineeship and can you provide some examples of activities that would fit in this section?
Traineeships are structured learning activities designed to meet an identified professional need. Traineeships require the identification of learning objectives and a supervisor who will help you to plan learning activities that meet your learning objectives. The supervisor is also responsible for verifying that activities have been completed and can provide meaningful feedback on what was achieved. The final step required for all traineeships is the documentation of the learning outcomes that were identified for practice. Participation in activities such as PALS, NALS, ATLS, ACLS, and BLS, to name a few, are considered traineeships.
Why are there different sub-types for personal learning project (PLP) under Section 2: Self-Learning Activities?
When reporting a PLP in MAINPORT ePortfolio, you must select a sub-type (from a drop-down menu) to clarify the reason behind the creation of your learning plan. This allows us to capture data about how you are using PLPs, which will in turn support future improvements to the MOC framework. The following sub-types are available within MAINPORT ePortfolio (each is eligible for 2 credits/hour):
- Address clinical or academic questions
- Preparation for formal teaching activities
- Development of research activities
- Address medical-professional administrative or systems related questions/issues
- Other—Please describe the type of PLP
Where do I record activities such as using Medscape, UpToDate, and Dynamed?
These activities are recorded in Section 2: Self-Learning Activities for 0.5 credits/activity. For activities conducted with third party organizations, both the certificate and transcript/list must be uploaded to MAINPORT ePortfolio in order for the activities to be applied to your MOC Program cycle.
How can I get credits for reading journal articles, books, etc.?
Each journal article you read that you have deemed has had a significant impact on your learning or practice can be recorded in Section 2:Self-Learning: Reading or Bulk Reading). In addition, you may read journal articles and/or books with the specific objective of answering a question, issue, or problem you have identified in your professional practice. In this instance, this can be claimed in Section 2 as a personal learning project (PLP) for 2 credits per hour.
Can I claim MOC credits for teaching or giving presentations?
You may report the new learning acquired while preparing or researching for your teaching sessions or presentations under Section 2 as a personal learning project (PLP).
Are Physician Assistants regulated through a college?
It is CAPA’s vision to eventually have all PAs regulated within Canada and registered with the Provincial College of Physicians and Surgeons. PAs are currently able to work within the public healthcare system in the following provinces: Alberta, Manitoba, New Brunswick, Ontario, and Nova Scotia. The province of Saskatchewan will be establishing PA in the province by the summer of 2023. In Newfoundland, a pilot project will be starting sometime in 2023. Each province has handled the introduction of PAs differently. We recommend that you review the Legislation page on the CAPA website regarding legislation in each province as some provinces have some alternate streams that can apply to PAs trained internationally.
What types of activities can I report in Section 1: Group Learning?
In Canada, participation as an attendee/learner in:
- Accredited conferences, courses, seminars, workshops, approved by a Royal College accredited CPD provider. Some of these accredited group learning activities are listed on the Royal College website. Note that this is not an inclusive list therefore Section 1 accreditation is recognized when the following statement is on the program materials: “This 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 (accredited provider’s name).”
- Other accredited conferences, short duration courses, seminars, workshops, held in Canada, but developed by an Accreditation Council for Continuing Medical Education (ACCME) – accredited physician organization (such as a university, academy, specialty society, hospital department);
- Accredited web-based group learning activities approved by a Royal College accredited CPD provider. Section 1 accreditation is recognized when the following statement is on the program materials: “This 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 (accredited provider’s name).”
- Accredited hospital rounds, tumor boards, M&M rounds, journal clubs, and small group learning activities that meet the accreditation standards as defined by the Royal College, and have been registered at the Royal College (look for the accreditation statement which confirms MOC section 1 approval).
Outside Canada or overseas, participation as an attendee/learner in:
- Live conferences, short duration courses, seminars, workshops that have been developed by a university, academy, college, academic institution or physician organization.
Participation in Section 1 unaccredited group learning activities = 0.5 credit per hour of participation (50 credits maximum per cycle).
Unaccredited activities:
- Participation as a learner/attendee in unaccredited rounds, journal clubs or small-group activities which are in the process of meeting the educational and ethical standards, and/or rural or local conferences that have no industry sponsorship.
Who are Physician Assistants and what do they do?
Physician Assistants (PA) are highly skilled health professionals who support physicians in all health care settings. In Canada, the PA role was developed within the Canadian Forces Health Services to provide a full spectrum of medical care. Within a formal Physician/Physician Assistant relationship, a PA has the skills and experience to deal with medical emergencies, specialty practice environments, as well as everyday health care needs. Depending on the agreement between the physician and the PA, activities may include conducting patient interviews, histories, physical examinations; performing selected diagnostic and therapeutic interventions; and counseling on preventive health care. The PA is a physician extender and not an independent practitioner; they work under the direction of supervising physicians within the client/patient-centered care team. As part of their comprehensive responsibilities, PAs conduct physical exams, diagnose and treat illnesses, order and interpret tests, counsel on preventive health care, assist in surgery, and write prescriptions. Within the physician-PA relationship, physician assistants exercise autonomy in medical decision making and provide a broad range of diagnostic and therapeutic services. A PA’s practice may also include education, research, and administrative services.
What types of activities can I report in Section 2: Self-Learning?
- PhD & Master’s Programs: can be submitted at 25 credits per course under Formal Course.
- Other types of Formal Courses: participation as a learner in other types of formal courses is eligible for 25 credits per course (These are usually developed in collaboration with a university, community college, specialty (e.g. diploma program) or other educational organizations. These require a formal registration process and provide a transcript or certificate of completion. This type of course can lead to the achievement of a formal designation or certificate and usually occur over a period of time usually equivalent to one term at a university but not less than 6 weeks. Note that other courses that are shorter in duration are more typical of a Section 1 accredited group learning activity (provided it meets the section criteria) and would be submitted at one (1) credit per hour.
- Participation as a learner in activities such as: Advanced Cardiovascular Life Support (ACLS), Pediatric Advanced Life Support (PALS), Neonatal Advanced Life Support (NALS), Advanced Trauma Life Support (ATLS), and Basic Life Support (BLS) are eligible for two (2) credits per hour under Traineeship.
- Activities such as doing additional research and acquiring new learning/knowledge while:
- Addressing clinical or academic questions;
- Doing research and preparation for formal teaching activities or presentations;
- Doing research for the development and submission of a clinical scenario for inclusion in an oral examination or an MCQ or SAQ for a written examination;
- Doing research for grant applications, writing a publication or article;
- Addressing medical-professional administrative or systems-related questions;
- Addressing other CanMEDS roles.
The learning acquired during the research and preparation for these can be submitted as Personal Learning Projects (PLPs) where you will earn two (2) credits per hour.
- Reading Journal Articles: For each journal article that you read and have deemed has had a significant impact on your learning or practice can be recorded individually and receive one (1) credit per article.
- Listening/viewing podcasts, audiotapes, videotapes, and reviewing enduring materials or scanning the internet (such as Medscape, UpToDate, etc.) = 0.5 credit per topic searched.
- InfoPoems = 0.25 per activity.
- Certain committees are eligible for 15 credits per year/per committee. This can be submitted as a Quality Care/Patient Safety Committee activity. (Note that the purpose or activity of the committee – working group, task force or similar title – must be to improve or enhance the quality, safety, or effectiveness of the health care system. They must have a formal structure with an appointment process and defined terms of reference and must also meet on a regular schedule.)
- Developing clinical practice guidelines with your colleagues or participating in activities or groups that set clinical care standards for your hospital can earn you 20 credits per year
- Developing Curriculum – at the undergraduate, postgraduate or professional practice level – can earn you 15 credits per year.
- Examination process – for provincial or national certification processes or systems (such as setting the exam standards, being an examiner) can earn you 15 credits per year as an Examination Development activity.
- Peer reviewing journal articles, reviewing research grant applications can earn you 15 credits per year as a Peer Assessment activity. The 15 credits are eligible for your yearly contributions.
- Creating assessment strategies or reviewing your peers or colleagues can earn you 15 credits per year as a Peer Assessment activity. The 15 credits are eligible for your yearly contributions.
- Other Systems Learning Activities such as Patient Safety Initiatives, Quality of Care initiatives, Clinical Performance Standard Setting Activities, Assessments strategies for learners or education programs, can earn you 15 credits for the year.
Where do Physician Assistants practice?
In the Canadian Forces, Physician Assistants support supervising physicians with medical emergencies as well as everyday health care needs. In civilian practice, PAs work in primary care and specialty practice, in hospital and community care settings, and in physician employed settings. care centers, and many other areas of Health Care. 79,000 PAs assist physicians in a variety of settings, including urban neighborhoods, rural communities, hospitals, doctor’s offices, the military and public health. About 50% work in primary care, with the balance in specialties including surgery, internal medicine and emergency care.
What’s the difference between a PA and a physician?
Physician assistants are educated in the medical model; in some schools they attend many of the same classes as medical students. One of the main differences between PA education and physician education is not the core content of the curriculum, but the amount of time spent in formal education. In addition to time in school, physicians are required to do an internship, and complete a residency in a specialty following that. PAs do not have to undertake an internship or residency.
What is the PACCC doing to ensure that PAs are maintaining their CPD?
PACCC will be using an audit process in that members will be selected randomly and they will be asked to submit documentation supporting Mainpro credits.
What will Physician Assistants mean for patients?
The PA role is designed to provide Canadians with improved access to appropriate health care providers, with the goal of improved patient satisfaction and patient care. Importantly, the literature demonstrates that PAs are effective providers when measured against patient safety, quality of care, and productivity. Physician Assistants make a significant contribution to the health care system wherever they are found.
What is the working relationship between a physician and a physician assistant?
The relationship between a PA and the supervising physician is one of mutual trust and respect. The physician assistant is a representative of the physician, treating the patient in the style and manner developed and directed by the supervising physician. The physician and PA practice as members of a medical team.
What formal education do Physician Assistants have?
Accredited PA education programs are available in Canada and in the United States. There are currently four accredited PA education programs in Canada. These programs are accredited through the Canadian Medical Association Conjoint Accreditation process. The accredited programs are: the Canadian Forces Medical Services School, the University of Manitoba, and McMaster University and the PA Consortium (University of Toronto, Northern Ontario School of Medicine and the Michener Institute for Education at UHN). Education in these programs focuses on understanding the pathophysiology of disease, differential diagnosis determination, and treatment plan development. The programs includes one year of clinical rotation in areas such as emergency medicine, pediatrics, internal medicine, orthopedics, sports medicine, general surgery, urology, anesthesia, trauma team and family practice. The University of Manitoba, in Winnipeg offers a graduate degree program, while McMaster University in Hamilton and the PA Consortium offer an undergraduate program of Science Physician Assistant. All accredited PAEP will allow graduates to challenge the Canadian PA Entry to Practice Certification Examination.
What does “CCPA” stand for? What does the “CC” mean?
The designation Canadian Certified Physician Assistant or CCPA means that the person who holds the title has met the defined course of study and has undergone testing by the Physician Assistant Certification Council of Canada (PACCC). The PACCC is an independent Council of the Canadian Association of Physician Assistants (CAPA) that administers and maintains the PA certification process. The Certification Council consists of various members of the medical community that represent a number of different viewpoints and concerns as well as those of Physician Assistants.
What types of activities can I report in Section 3: Assessment?
- Do you teach? Reviewing your annual teaching evaluations counts for the time you spend reviewing and reflecting on your data and getting peer feedback.
- Do you participate in a performance appraisal, 360° assessment or any other type of workplace assessment related to practice domains including communication, leadership or managerial ability? The time you spend reviewing and reflecting on your data counts for Section 3.
- Do you write peer reviewed journal articles? The time spent reviewing the feedback you receive from your peers counts in Section 3 for 3 credits per hour.
- Do you conduct chart audits or other practice performance based assessments? That can also be claimed for Section 3.
- The Royal College has several accredited self-assessment programs that are free. The Bioethics modules are available on our website and since they address ethics in medicine, they are applicable to anyone.
- The CMPA also has accredited medico-legal self-assessment programs available on their website.
- A list of all accredited self-assessment programs is available on the Royal College website.
What about liability insurance for Physician Assistants?
Smith & Reid currently offers liability insurance for Certified Physician Assistants (Canadian or US) who are members of CAPA. In some jurisdictions PAs are covered under the employer’s comprehensive general liability insurance. The Canadian Medical Protective Association provides professional liability protection to those physicians who supervise and work with PAs.
How do I become a Physician Assistant?
At present there are four Physician Assistant Education Programs (PAEP) in Canada: the Canadian Forces Medical Services School, the University of Manitoba, McMaster University, and the PA Consortium (University of Toronto, Northern Ontario School of Medicine and the Michener Institute of Applied Sciences). PAEP includes one year of didactic classroom medical education and 12-14 months of clinical exposure and rotations at hospitals and medical clinics throughout Canada. All programs meet the same standard and apply for accreditation from the Canadian Medical Association’s Conjoint Accreditation Services.
How did the Physician Assistant profession begin?
In the mid-1960s, physicians and educators recognized there was a shortage and uneven distribution of primary care physicians. To expand the delivery of quality medical care, Dr. Eugene Stead of the Duke University Medical Center in North Carolina put together the first class of PAs in 1965. He selected Navy corpsmen who received considerable medical training during their military service but who had no comparable civilian employment. He based the curriculum of the PA program, in part, on his knowledge of the fast-track training of doctors during World War II.
In Canada, Physician Assistants evolved from Sick Berth Attendants of the Navy, and Medical Technicians with advanced responsibility in the military. They had extensive training and with formal education expanded their role to meet the needs of the services in all the different environments the Canadian Forces Served.
For more information about the history of the PA profession, visit the American Academy of Physician Assistant’s PA History Center web page. www.pahx.org
Does becoming a Physician Assistant makes it easier to become a doctor?
Physician Assistants want to be Physician Assistants. There is no short cut and no stepping stone from the Physician Assistant profession to that of a physician, in the same way that there are no shortcuts to becoming a PA.
Can Physician Assistants safely deliver health care?
Yes. Canadian Forces PAs have been providing care safely in Canada and abroad for many years. The United States has over 40 years of successful integration of PAs in the health workforce. Studies of PAs practicing in other countries indicate that the in-hospital mortality rate of patients who were treated by PAs is no different from the rates associated with other health professionals. There is also no difference in incidence of drug reactions, medical errors, or complications, or need for additional medical interventions when care is delivered by PAs.
Are Physician Assistants replacing any other providers?
No. PAs work to enhance the practice and the lifestyle of the entire medical team. They are integral to the team, and supplement, not supplant the work of physicians. PAs work within inter-professional teams that might include nurses, nurse practitioners, physiotherapists, physicians, and other providers. Every health professional serving patients brings unique qualities and experiences to the work they do, and does so in collaboration with the rest of the care team.
What are the consequences of failing to meet the established CPD requirements?
Failure to complete the CPD requirements may result in the forfeiture of the privilege to use the CCPA designation.