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.
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.
It is CAPA’s vision to eventually have all PAs regulated within Canada and registered with the Provincial College of Physicians and Surgeons. Regulation is handled differently in each province/territory. In the provinces of Manitoba and New Brunswick, PAs are regulated through the Provincial College of Physicians and Surgeons. In Alberta, PAs are registered through the College of Physicians and Surgeons of Alberta. However, they are not regulated. In the province of Ontario, PAs work under Delegated Medical Acts and directions of their Physician.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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
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.
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.
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.
The Pass/Fail results will be forwarded to each individual by registered mail unless email approval is provided at the time of writing.
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.
All candidates must meet all of the following requirements:
- Properly complete and sign the PACCC PA Cert Exam online registration form by the established deadline;
- Be a member of the Canadian Association of Physician Assistants (CAPA); and
- Meet the competency and/or experience as laid out in the eligibility criteria listed below.
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 previously accredited by the CMA
- Requires validation of successful completion of a Canadian PA programs previously accredited by the CMA from the PA program.
- 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.
Be a graduate of an Accreditation Review Commission (ARC) program and 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)
Even if you have earned a medical degree, you must still graduate from a CMA or ARC-PA accredited program to take the PACCC 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 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. PACCC reserves the right to waive the registration deadline under extenuating circumstances however, PACCC decisions are final. Requests for late registrations must be submitted in writing to firstname.lastname@example.org.
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.
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.
There is no requirement for re-certification. Canadian Certified Physician Assistant’s (CCPA) are required to maintain their proficiency 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 ePortfolion login. Please review the PACCC CPD policy for 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.
Aggregate data (candidate names are removed) is provided to each previously CMA accredited program to provide the information required for the maintenance of accreditation.
LIST OF CCPAs
All individuals who obtain the Canadian Certified Physician Assistant (CCPA) designation are added to a list found under the PACCC logo on the CAPA website and choosing List of CCPAs. This list contains the names of all PAs that hold the CCPA designation from inception to the last completed PACCC PA Cert Exam.
The exact dates, timings and actual location will be made available on the web site.
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.
Maintenance of Certification (MOC) Program frequently asked questions
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).
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.
Any research and learning you do in relation to grant applications may be recorded as personal learning projects (PLPs) in Section 2: Planned Learning.
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.
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.
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.
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.
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: email@example.com 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.
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.
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.
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.)
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).
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.
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.
PhD or Master’s programs can be submitted at 25 credits per course in Section 2 under Formal Course.
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
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.
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.
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).
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).
- 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.
- 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.
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.
- 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.
Failure to complete the CPD requirements may result in the forfeiture of the privilege to use the CCPA designation.