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Dialogue - January 2017

Dialogue Special Issue on MOC for January 2017

Dialogue Special Issue on MOC for January 2017

Welcome to our special issue on the Maintenance of Certification (MOC) Program! We’ve curated a collection of tips, popular questions and support tools for each MOC section. We hope you will find these resources helpful as you progress toward submitting your learning activities by January 31, 2017.

Did you know?

Did you know? The 25-credit section minimum is now a requirement affecting the majority of Fellows? There’s an easy way to check if this requirement applies to you.

 

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Section 1: Group learning

Section 1: Group learning

Section 1 (Group Learning) activities comprise accredited and unaccredited group learning activities, including rounds, journal clubs, small-group learning sessions and conferences. Their interactive nature brings great opportunity to exchange ideas and learning with peers.

Did you know?

Did you know? Group learning activities are the most-reported activities in the MOC Program. Conferences have been shown to have a significant impact on knowledge, as well as an effect on clinical behaviours and patient outcomes.

Reminder: CPD activities you can record in Section 1

Accredited group learning activities

Claim one credit per hour of participation (no maximum)

Unaccredited group learning activities

Claim 0.5 credits per hour of participation (up to a maximum of 50 credits per cycle)

Popular questions on group learning

How do I know if a conference held in Canada qualifies for MOC Section 1 credits?

Look for this key statement: "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]."

In Canada, conferences, courses, workshops and seminars must be approved by an accredited CPD provider in order for participants to claim MOC Program credits. You’ll know that Section 1 approval has been granted if the statement above appears on the conference’s program materials.


I participated in a group learning activity in Canada approved for American Medical Association PRA Category 1 credits. Can I claim this for MOC Section 1 credits?

Yes, you can. Group learning activities held in Canada but developed by the Accreditation Council for Continuing Medical Education (ACCME)-accredited physician organizations (e.g. university, academy, specialty society, hospital department, etc.) can be recorded as accredited activities under Section 1 of our MOC Program.


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 our accreditation standards. 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 the current course, and document the patient’s progress or recuperation.

Tips from Fellows on group learning


 

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Section 2: Self-Learning

Section 2: Self-Learning

Section 2 (self-learning) is highly relevant learning because you are responsible for identifying the need, goal or objective relevant to an aspect of your professional practice. Often, the outcome of self-learning activity is a change in practice for the better.

Did you know?

Did you know? Personal learning projects, traineeships, postgraduate fellowships, and Master’s and PhD programs are all self-learning activities eligible for Section 2 credit.

Reminder: CPD activities you can record in Section 2

Popular questions on self-learning

What is a personal learning project (PLP) and how can I incorporate this into my learning plan?

A PLP is a self-initiated learning activity that is stimulated by a question, issue or dilemma in your professional practice. For example, you can create a PLP based on

  • you updating your knowledge to prepare for a presentation,
  • further research you do after reading a journal article, or
  • after you participate in a point-of-care activity.

PLPs can be inspired by any aspect of your professional practice (CanMEDS Roles) and are flexible and adaptable within any learning context.


How can I record activities done in bulk, such as using Medscape, UpToDate and Dynamed?

These can be recorded in “Section 2: Bulk online reading/scanning with transcript” for 0.5 credits per topic.  In order for these credits to be applied to your MOC Program cycle, you must also upload both the certificate and the activity log/list from the third-party organization in your MAINPORT ePortfolio.


Can I claim MOC Section 2 credits for teaching or giving presentations?

Yes and no. You may report any new learning acquired while preparing or researching for your teaching sessions or presentations under Section 2 as a personal learning project; however, you may not report the time you spent actually teaching.

Tips from Fellows on self-learning

Did you know?

Document in bulk with our new template! Use the Bulk Journal Reading Transcript to record the titles of journal articles read as part of Section 2: Self-Learning Activity.

(Note: this is an Adobe PDF fillable form. To use it, you will need to open it in Adobe Reader software, which can be obtained on Adobe’s website free of charge. Please save the blank form to your desktop before you fill it out and then resave it before you submit.)


 

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Section 3: Assessment

Section 3: Assessment

Some of the richest learning activities with the highest impact can be found in Section 3 (assessment). Evidence shows that learning through assessment — a process that gives you data with feedback — has a higher likelihood of changing performance and improving patient outcomes compared to other forms of CPD.

Did you know?

Did you know? To achieve the 25-credit minimum in Section 3, you only need to complete just over eight hours of assessment activities during your five-year cycle!

Reminder: CPD activities you can record in Section 3

Popular questions on assessment

Where can I record an online self-assessment program?

Online self-assessment programs do not automatically qualify for Section 3 credits in the MOC Program. All online self-assessment programs must be reviewed and approved directly by a Royal College Accredited CPD Provider. If approved, they would contain this Royal College accreditation statement: "This event is an Accredited Self-Assessment Program (Section 3) 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]."

See a list of accredited Section 3 activities.


Where can I record the time I spend reviewing feedback related to my practice and my teaching?

If a colleague reviews and provides feedback on your practice, the time you spent reviewing that feedback can be recorded under Section 3 “Practice Assessment.” You will receive three credits per hour. Reviewing feedback from your teaching sessions can also be reported in Section 3 under “Feedback on Teaching.” This includes assessments you receive over the year for teaching medical students, residents or practising physicians in formal CME settings.


Can I claim MOC Section 3 credits for reviewing the feedback I received after writing a journal article?

Yes, the time you spent reviewing the feedback you received from peers on your journal article can be claimed in Section 3 under “Practice Assessment” for three credits per hour.

Tips from Fellows on assessment

Did you know?

Cool new tool! Use the brand-new Clinical Audit Tool and the Clinical Audit Guideline to complete a chart audit for Section 3 credits.


 

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Royal College Services Centre: Extended hours this month

Royal College Services Centre: Extended hours this month

Regular hours

Monday to Friday:
8 a.m. to 5 p.m., EST

Extended hours

Friday, January 27, 2017:
8 a.m. to 7 p.m., EST

Saturday and Sunday, January 28-29, 2017:
9 a.m. to 5 p.m., EST

Monday and Tuesday, January 30-31, 2017:
8 a.m. to 7 p.m., EST

Remember

You are required to report a minimum of 40 credits per year to be adherent with the MOC Program. Once a reporting deadline has passed, you can still report activities that you completed during your current MOC cycle, as long as your current cycle has not yet closed.


 

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Apply for a research grant by March 2, 2017

Apply for a research grant by March 2, 2017

Medical educators and fulltime researchers: take note! Thursday, March 2, 2017, is the deadline to apply for two categories of Royal College research grants (see below). These grants support exceptional research across a range of disciplines, health settings and environments to advance and improve medical education and patient care.

Apply now for a research grant

Medical Education Research Grant (MERG)

Supports quality research in postgraduate medical education and continuing professional development.

A Royal College Fellow must contribute to the research project.

Value: $5,000 up to $50,000

Royal College & AMS/Phoenix Call-to-Caring Funding *Special call*

A special call to fund projects that use the CanMEDS Framework to instill and sustain compassion, empathy and professional values in health professionals’ learning and work environments.

A Royal College Fellow must contribute to the research project.

Value: Up to $25,000

For more information: Email your questions to researchgrants@royalcollege.ca or visit www.royalcollege.ca/rcsite/awards-grants/research-funding-e

Spotlight on our partnership with AMS and the AMS Phoenix Program

Canadians want high quality health care that is grounded in scientific knowledge and human compassion. In 2012, Associated Medical Services (AMS) launched an initiative — called the AMS Phoenix Program — to influence the evolving health care culture so that learning and practice environments balance scientific knowledge with quality, person-centred care. 

To catalyze change, AMS supports fellowships and grants that focus on

  • tangible ways to strengthen health professionals’ self-identity and resilience;
  • new curricula to instill knowledge, skills and values to support compassionate care;
  • best practices for healthy, respectful and collaborative work environments. 

Following a strategic review, AMS recently renewed its partnership with the “Royal College/AMS CanMEDS” education research grant competition to align with the AMS Phoenix Call-to-Caring program.  This renewed partnership enables the expansion of the AMS Phoenix competition to a national platform. Together, we will continue to fund projects that leverage our (now refreshed) CanMEDS Framework to instill and sustain compassion, empathy and professional value in the environments in which health professionals learn and work. In doing so, we are mutually supporting the formation of a critical mass of educators, health care professionals, researchers and policy-makers focused on advancing these critical discussions and implementing change.


 

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Attend our Annual Meeting of the Members: online (via webinar) or in Ottawa

Attend our Annual Meeting of the Members: online (via webinar) or in Ottawa

Our next Annual Meeting of the Members will take place on Friday, February 24, 2017, from 1:00 to 2:30 p.m. (EST) at Royal College headquarters, 774 Echo Drive, Ottawa, Ontario.

Watch your inbox for the official meeting notice (to be sent later this month).

It will include details on

  • how to attend (in person or via online webinar),
  • the meeting agenda and materials, and
  • the 2017 Council Member election process.

 

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