The College of Medicine, University of Saskatchewan, is a strong supporter of outreach education for all physicians in Saskatchewan. Through this website and associated distance education initiatives, we hope to provide up-to-date, relevant learning materials which will enable physicians to design and access continuing medical education and professional development to meet their individual needs, and to do so in their own working environment.
The quality of medical care offered to the people of the province depends in great measure on the effectiveness of the physicians and other health care professionals who provide it. The College of Medicine encourages all physicians to take advantage of the services offered through the Division of Continuing Medical Education in meeting their learning needs.
Through effective continuing medical education programs, the Division of Continuing Medical Education assists physicians in their efforts to provide the best quality of patient care. As much as possible, physicians are involved in planning, conducting, and evaluating all programs because continuing education is most effective when participants share in all phases of the program.
CME staff are eager to provide you with progressively more available, more effective, and more enjoyable continuing education opportunities. Your opinions, ideas, and requests are welcomed to assist in planning and developing the most helpful programs. Further information about learning opportunities is available from the Division of Continuing Medical Education.
The Division of Continuing Medical Education also collaborates with the College of Physicians and Surgeons of Saskatchewan, the Saskatchewan Medical Association and The Ministry of Health in delivering and supporting thePractice Enhancement Program (PEP).
The Division of Continuing Medical Education, University of Saskatchewan is fully accredited by the Committee on Accreditation of Continuing Medical Education (CACME).
The Division of Continuing Medical Education is also accredited to award credits for specialists under the Royal College of Physicians and Surgeons of Canada Maintenance of Certification Program, and MAINPRO credits for family physicians with the College of Family Physicians of Canada.
As a collaborator on provincial and national levels, the Division of Continuing Medical Education contributes to optimal healthcare by delivering high quality, up-to-date and inter-professional opportunities for lifelong learning, available to Saskatchewan physicians in a variety of settings and geographical areas.
To develop, implement, research, support and evaluate evidence-informed lifelong learning opportunities for Saskatchewan physicians.
Conferences, Courses, Educational Activities
Registration methods may vary by educational activity and are outlined in the event brochures. If you have questions contact the CME office at 306-966-7787 or by email: firstname.lastname@example.org
Refund policy details are outlined within the applicable educational activity brochure posted above.
IMG Support Program
Please note that IMG Support Program Services will be very limited after April 30, 2015 and will be unavailable as of June 30, 2015. The main CME office can be reached at email@example.com or (306) 966-7787.
Your experience with the Division of Continuing Medical Education (CME) is important to us. Please see our ‘Frequently Asked Questions’ and ‘Relevant Websites and Links’ sections and continue to check our website for status updates on the IMG Support Program.
For information about physician licensing and supports in Saskatchewan please go to:
Saskdocs – www.saskdocs.ca
College of Physicians and Surgeons of Saskatchewan (CPSS) - http://www.cps.sk.ca
Canada-Saskatchewan Career and Employment Services –http://www.sasknetwork.ca/html/Home/cansask/cansask.htm
The International Medical Graduate (IMG) Support Program assists non-licensed IMGs to further enhance their professional profile by involvement in and contact with the Canadian health care system through various program components. The IMG Support Program is not a licensing program. Services through the IMG Support Program include exam preparation workshops, study groups, medical conferences, professional development and Observership and Preceptorship opportunities. These services introduce eligible IMGs to medical practice in Canada and help participants focus their own review and study plans.
- How do I become a licensed physician in Saskatchewan?
- The IMG Support Program is not a licensing program. if you are searching for information on whether or not you are eligible for licensure in Saskatchewan, organizations you should contact include:
The College of Physicians and Surgeons of Saskatchewan - http://www.cps.sk.ca/
The Royal College of Physicians and Surgeons of Canada - http://www.royalcollege.ca/portal/page/portal/rc/public
- Can you help me to find a job?
- There are no direct links between the IMG Support Program and any employment related opportunities. Please click on the link to the Employment and Job Search Fact Sheet below for suggestions on how you can start your job search.
- Where can I get help with my English?
- Please click on the link to the English Language Fact Sheet below for more information on organizations who assist individuals in enhancing their language skills.
- Do you have any study material suggestions?
- Please click on the link to our Study Material Fact Sheet below for suggestions on study materials.
- What volunteer opportunities are there in my area?
- Please click on the link to our Volunteer Opportunities Fact Sheet below for a list of organizations who are interested in hosting volunteers.
Perinatal Education Program
The Perinatal Education Program is a joint program of the Division of Continuing Medical Education and Continuing Education and Development for Nurses, College of Nursing at the University of Saskatchewan.
The purpose of the Perinatal Education Program is to promote optimal perinatal outcomes based on evidence-based care and to identify, facilitate and evaluate continuing education and professional development for physicians, nurses, midwives and other health care professionals providing care to mothers and their newborns.
Objectives of the Perinatal Education Program are to:
- Promote the maintenance of competence of perinatal health care providers throughout Saskatchewan by providing educational programs and consultation services.
- Provide professional education to reduce perinatal mortality and morbidity
- Support a comprehensive, coordinated approach to perinatal health care and education in the province.
- Promote family-centred maternity & newborn care
- Collaborate with other health organizations to promote public education leading to optimal perinatal outcomes
The Perinatal Education Program plans and delivers education programming covering obstetrical and neonatal care. The program works on a number of courses, projects and initiatives with Perinatal Outreach Education, Regina Qu’Appelle Health Region to promote distributive learning pertaining to perinatal care and respond to needs on a provincial basis, including rural and remote locations in Saskatchewan.
The Perinatal Education Program Coordinator can assist with planning or will provide on request:
- group learning activities
- consultation with individuals, groups, facilities and health regions
- information about best practice, policies and procedures, equipment and documentation
Pediatrics, Obstetrics and Gynecology (POGO) – Women’s & Children’s Health
This two-day provincial conference provides an update in pediatrics, maternal-newborn and women's health care. The conference, held each year in February (alternating between Regina and Saskatoon) is presented by Continuing Medical Education and the Perinatal Education Program. Planned by an interprofessional planning committee, the conference is designed to meet the learning needs of physicians, nurses, nurse practitioners, midwives, pharmacists and other health professionals working in a range of acute and community practice environments, including those working in rural and remote sites.
Fetal Health Surveillance Course - 1 day
Offered yearly or by request by facilities or health regions
The Fetal Health Surveillance (FHS) course is designed to provide an evidence-based approach to the fundamental concepts of knowledge in fetal health surveillance and complements the SOGC Fetal Health Surveillance: Antepartum and Intrapartum Consensus Guideline (2007). The one-day interdisciplinary workshop provides an overview of the SOGC guidelines for Antepartum and Intrapartum assessments, with the main focus on the two major modes of FHS during labour, intermittent auscultation (IA) and electronic fetal monitoring (EFM).
Topics include fetal heart assessment using intermittent auscultation and electronic FHR monitoring, assessing uterine activity, interpretation of the EFM tracing, appropriate interventions in response to assessment finding, and legal / risk management issues including verbal communication and written documentation. Practice exercises and case studies provide an interactive learning environment. The course includes the Fundamentals of Fetal Health Surveillance: A Self-Learning Manual produced by the Canadian Perinatal Program Coalition, Canada and is endorsed by the Society of Obstetricians and Gynecologists of Canada, the Canadian Association of Midwives and the College of Family Physicians of Canada.
Best Practices in Intrapartum Care Workshop – 2-days
Offered yearly or by request by facilities or health regions
Best Practices in Intrapartum Care is a two day workshop for providers of maternal newborn care whose current clinical practice includes the care of labouring women. Participants review maternal assessment in labour, comfort measures and supportive care, management of labour, managing the birth in the absence of the primary care provider, shoulder dystocia and obstetric emergencies. Participants have an opportunity to discuss guidelines for clinical practice and legal issues in perinatal care. The workshop also provides participants with small group sessions that use a 'hands-on' approach to facilitate learning.
The target audience for the course is Registered Nurses and Licensed Practical Nurses who work with pregnant and labouring women, however physicians are also welcome to attend as an update. The course also provides an introduction to intrapartum care for those physicians in which obstetrics was not included as a component of their undergraduate medical curriculum.
Essentials in Obstetrical Care Workshop - 1-day workshop
Offered by request for facilities or health regions
Essentials in Obstetrical Care provides staff with the basic knowledge and skills to provide safe obstetrical and newborn care on an emergent, episodic basis in facilities in which planned, elective obstetrical services are not provided. The course can also serve as an update for care providers who work in obstetrics that do provide services for low risk mothers and at relatively low volumes. The course includes:
- Maternal Assessments in Labour, including practice skills stations using teaching models for abdominal palpation and vaginal examination
- Fetal Health Surveillance – Intermittent Auscultation and Practice Exercises
- Management of the delivery in the absence of the Primary Care Provider - including practice skills stations
- Post Delivery Stabilization of Mother & Infant
- Key Complications you need to know about: preterm labour, hypertension, postpartum hemorrhage and shoulder dystocia
- Overview of Post-partum and Newborn Care
The target audience for the course is Registered Nurses and Licensed Practical Nurses who work with pregnant and labouring women, however physicians are also welcome to attend as an update. The course also provides an introduction to intrapartum care for those physicians in which obstetrics was not included as a component of their undergraduate medical curriculum. The course content can be adapted in response to the learning needs of the participants and the facility / Health Region.
Nurse-Assisted Emergency Delivery – 4 ½ hours
Offered by request for facilities or health regions
The Nurse-Assisted Emergency Delivery is a 4 ½ hour workshop which provides staff with the basic knowledge and skills to safely provide care to women who present to the emergency room in advanced labour and where planned, elective obstetrical services are not provided. The course covers:
- Rapid Assessment of the Labouring Patient
- Management of the Delivery in the Absence of the Primary Care Provider including practice skills stations
- Post Delivery Stabilization of Mother & Infant
- Overview of Post-partum and Newborn Care for those facilities who provide postnatal care.
The target audience is registered nurses and LPNs in facilities where they may be required to provide care for pregnant and labouring women on an emergent basis. It can also be opened up to EMS staff at your discretion.
S.T.A.B.L.E. Assessment and Stabilization Care of Sick Newborns Post-Resuscitation & Pre-Transport
The 2-day S.T.A.B.L.E workshop was developed for health care professionals who provide post-resuscitation and pre-transport care to sick newborns. The goal of this international educational program is to provide a concise guideline of neonatal pre-transport stabilization activities to be employed by community hospital caregivers in a format that optimizes retention and recall. Caregivers learn to anticipate, promptly recognize and effectively manage newborn problems. Included in the workshop are sessions on physical and gestational age assessment of the newborn. Completion or review of the Neonatal Resuscitation Program (NRP®) course is recommended prior to attending the S.T.A.B.L.E. program. The Course includes the 325 page S.T.A.B.L.E. manual plus Physical & Gestational Age Assessment Guide (coloured PowerPoint® slides ). Further information about S.T.A.B.L.E. can also accessed from the program website at http://www.stableprogram.org/
Neonatal Resuscitation Program (NRP)
The national goal of the Neonatal Resuscitation Program (NRP) is to have a trained person capable of performing a complete and competent resuscitation at every birth. The NRP is recommended for health care professionals who provide care for infants at birth and during the early neonatal period; physicians, nurses, midwives, registered respiratory therapists and paramedics are eligible to take the NRP.
NRP is administered in Canada by the Canadian Pediatric Society and the Canadian NRP Steering Committee. The Perinatal Education Program provides direction for NRP in Saskatchewan which includes the Saskatchewan NRP Provincial Advisory Committee, through representation on the National NRP Steering Committee and through education and support for NRP Instructors.
The NRP is taught by instructors affiliated with institutions across the province in which NRP is considered a standard of care for neonatal resuscitation. The Perinatal Education Program also offers courses on a “as needed” basis for individual care providers who may have difficulty accessing local courses.
Neonatal Resuscitation Program Provider Course
The Provider course includes opportunities to learn cognitive, technical and behavioral skills of neonatal resuscitation focusing in on a team based approach to best practice. NRP is designed in 9 lessons that allow participants to complete the program to the level of their position of responsibility in a newborn resuscitation.
Participants who complete the course successfully receive a course completion card issued by the Canadian Pediatric Society (CPS) which is recognized throughout North America. It is recommended that providers update their skills by taking the Provider course every 2 years; institutions, health regions or professional regulatory bodies may require completion at more frequent intervals depending on their level of experience, frequency of use of resuscitation skills and scope of practice. Course completion is recognized throughout North America. NRP introduces the concepts and basic skills of neonatal resuscitation in a simulated environment. NRP is NOT a certification course nor does successful completion of the NRP course indicate that an individual is competent to perform neonatal resuscitation
The 3 components of the NRP consist of:
- Pre-study of the “Textbook of Neonatal Resuscitation” 6th ed. with DVD –ROM
- Participants are responsible for acquiring the textbook, which is not included in the cost of the NRP courses offered by the Perinatal Education Program.
- The manual can be ordered from the Canadian Pediatric Society at https://bookstore.cps.ca/stock/details/neonatal-resuscitation-textbook-with-dvd-6th-edition or by phone at (613) 526-9397, ext 221or ext 249. Manuals may also be available for purchase through the University of Saskatchewan bookstore or other merchants.
- Completion of the NRP On-line exam.
- Participants must take and successfully pass the exam within a 30 day window preceding the course. The “Basic” Provider level consists of completing Lessons 1-4, 9 of the On-Line exam; the “Advanced” Provider level requires completion of all 9 lessons.
- Successful completion of the On-Line exam is a required prerequisite to attending the on-site course.
- Participants are required to pay the On-line exam fee (approx. $25.00 USD) which is not included in the cost of the course.
- Information about the online exam can be found at www.cps.ca/en/nrp-prn/online-examination and will also be sent out with your confirmation letter. Please do not take the exam until you have confirmed your registration in a Provider course.
- The 1-day NRP On-site course.
- Skills stations provide opportunities to build skills in the technical aspects of NRP, and the “Integrated Skills Station” with inclusive Megacode assesses the ability of individual participants to apply the skills to a specific clinical scenario.
- An essential component of the course is the team-based simulation and video assisted debriefing that facilitates team learning.
- A low teacher student ratio of 1:4 allows for a high level of interaction amongst participants
- The Canadian Pediatric Society has a number of important reference materials including Frequently Asked Questions (FAQ’s) , eligibility criteria for Provider and Instructor courses and resources such as wall charts and code cart cards. In addition, the CPS National Steering Committee has adapted some aspects of the NRP for the Canadian context. Please go the CPS Website to access the Canadian Addendum and Canadian Medication Table at http://www.cps.ca/en/nrp-prn
Instructor and Instructor Update Courses
Yearly instructor courses are provided in April of each year to keep NRP instructors updated and to train new instructors. Providers of NRP who meet eligibility criteria may apply to become Instructors. Information regarding eligibility, pre-requisites, registration and monitoring as a new Instructor, maintaining NRP status and roles and responsibilities can be found at the CPS NRP website at http://www.cps.ca/nrp/RegistrationGuidelines.pdf
Following successful completion of the NRP Instructor course and Team-Teach requirement will be registered with the Canadian Pediatric Society.
Joint Program of the Colleges of Nursing and Medicine
Perinatal Practice Guidelines that have been developed by the Advisory Committee to the Perinatal Education Program and distributed to health care professionals in Saskatchewan.
- Neonatal Post-Resuscitation Stabilization and Preparation for Transport (2006) - Neonatal Transport Guidelines are under review
- Neonatal Transport Form (May 2013)
- Maternal Transfer Record (January 2015)
- SOGC Maternal Transport Guidelines
* Adobe Acrobat Reader required to view PDF documents above
Parent Education Resources
Other Sources of Perinatal Practice Guidelines and Information
Saskatchewan International Physician Practice Assessment
For many years Saskatchewan has depended on health care delivery by international medical graduates (IMGs). Approximately half of physicians in Saskatchewan are IMGs. The province has also had difficulty in retaining new physicians and it is hypothesized that more specific matching of physicians to sites may improve retention.
From 2005 to 2011 the College of Physicians and Surgeons of Saskatchewan granted temporary licensure to IMGs pending their challenge to the Clinician Assessment and Physician Enhancement process in Manitoba (CAPE). The Division of Continuing Medical Education (CME) College of Medicine provided orientation and remediation to those who demonstrated deficiencies during the CAPE assessment.
In 2006 the Minister of Health announced the concept of a Saskatchewan based evaluation process to replace CAPE. A steering committee was established comprising members from the government, the Saskatchewan Medical Association, the College of Physicians and Surgeons of Saskatchewan, the College of Medicine, University of Saskatchewan, the Regional Health Authorities, and International Medical Graduates who have successfully practiced in Saskatchewan for many years.
The pilot program developed by this steering committee came to be the Saskatchewan International Physician Practice Assessment. The new model combined orientation, tri-model examination (general medical knowledge, pharmacology and communication, and case management skills), and an eight-week clinical field assessment. It began in January 2011 and was completed in March 2012. Physicians chosen to take part in this pilot project were eligible for temporary licensure prior to assessment and successful completion led to provisional licensure.
Following assessment of the pilot that was evaluated by two independent evaluators the program is open to all physicians who meet a series of admission critieria in keeping with the standards recommended by the national body representing the provincial regulatory bodies of the Federation of Medical Licensing Authorities of Canada (FMRAC). Candidates are admitted three times a year.
Family physicians interested in learning more about the SIPPA should review the information available on thesaskdocs.ca web site.
The Clinical Field Assessment (CFA) is six weeks or twelve weeks and occurs in a community outside of the RHA to which the physician is recruited. It involves direct supervision and evaluation of actual patient interactions by trained physician assessors.
It encompasses a global review of practice to cover communication skills, information gathering, learning techniques, prescribing, case management, and readiness for independent practice using:
(a) Clinical Encounter Report (CER) which records interactions with patients;
(b) Field Notes and Chart Review
(c) In-Training Evaluation Reports (ITER and FITER) for overall evaluation of performance
(d) Assessment of Spoken English; and
(e) Multi-Source Feedback (360° review) from medical and non-medical colleagues, patients and self.
Access to preparation materials is provided to candidates once they have signed a contract with a Regional Health Authority (RHA).
Physicians who have graduated from a medical school approved by FAMER or WHO, have worked as most responsible physician within the last three years, and passed the Medical Council of Canada Evaluating Exam are eligible to apply through saskdocs.
Although many may qualify, there is no guarantee that anyone will be offered a seat in any iteration.
Orientation Guide to Medical Practice and Life in Saskatchewan
Downloadable PDF Version (Printable)
Digital Edition Version (Requires Flash Plug-in)
Lifestyle Information Section
Lifestyle Information [Watch Video]
Culture Issues [Watch Video]
Professional Information Section
Licensing, Rights, and Responsibilities [Watch Video]
Health Care System: Saskatchewan Health [Watch Video]
Health Care System: Regional Health (e.g. Saskatoon) [Watch Video]
Associations/Programs Saskatchewan Medical Association [Watch Video]
Associations/Programs Practice Enhancement Program [Watch Video]
Associations/Programs MD Management, Canadian Medical Association [Watch Video]
Resources/Services College of Medicine, Continuing Medical Education [Watch Video]
Resources/Services Health Sciences Library and Health Information Resources (SHIRP) [Watch Video]
Resources/Services Specialist and Ambulance Services [Watch Video]
Doctor-Patient Relationships Boundaries [Watch Video]
Doctor-Patient Relationships Complaints and Communication [Watch Video]
Doctor-Patient Relationships Aboriginal Culture [Watch Video]
We suggest the following Recommended Reading list.
Medical Council of Canada Qualifying Examination Part I Prep Course
The MCCQE Part I prep course is offered through Continuting Medical Edcuation every Fall. Once a date is confirmed it will be posted here.
Medical Council of Canada Qualifying Examination Part II
The MCCQE Part II is offered through Continuting Medical Edcuation every Spring in Saskatoon. Once a date is confirmed it will be posted here.
The University of British Columbia also offers this program. Click here for more information.
Primary Care Portal
A collection of web-based resources to assist primary care practitioners seeking evidence-informed practice. Click here.
Communication4Integration™ is an Alberta-based organization offering a customized, online, critique-based training program, MCAP Online; a customized, performance-based training program for the OSCE and MMI, MCAP Classroom Face-2-Face Training; and individual services to assist with steps to licensure. Click here to learn more.
Where Can I Find Help in Preparing?
The Division of Continuing Medical Education offers a support program for residents of Sasaktchewan, including preparation courses, observerships and preceptorships. Please contact firstname.lastname@example.org
Additional help includes the Recommended Reading list.
How Valid are the Results of the SIPPA Assessment Process?
The results of the Centralized Assessment and the tools used in the Clinical Field Assessment have been subjected to intense psychometric and statistical review and indicate that the assessment process is valid, reliable and defensible.
What Happens If I Do Not Pass Either the Centralized Assessment or the Clinical Field Assessment?
Candidates who do not pass the Centralized Assessment (CA) exit after the examinations. The exam results are reviewed and each candidate, regardless of the outcome, receives a report outlining strengths and weaknesses to enable further study. There is one opportunity to reapply after six months to ensure adequate time to study and maximize the liklihood of success.
Candidates who are unsuccessful in the Clinical Field Assessment (CFA) receive information on strengths and weaknesses to enable further learning, and may reapply once more after six months.
SIPPA General Information
The Saskatchewan International Physician Practice Assessment delivered by the Division of Continuing Medical Education, College of Medicine, orients and assesses family medicine international medical graduates' readiness to practise in Saskatchewan. As of January 2011, all IMGs are required to take this Saskatchewan-based assessment.
Clinical Field Assessors are the eyes and ears of the SIPPA program, making the link between the results of the centralized assessment and the candidate's performance in practice.
ASSESSORS for Clinical Field Assessment
WHO CAN BE AN ASSESSOR?
Assessors must have full or enduring licenses, be from practices with at least three physicians and not currently subject to disciplinary action.
WHAT ARE THE BENEFITS?
Some current assessors speak of this as a chance to give back to the profession. Others see it as a way of increasing the number of physicians in Saskatchewan and, eventually, lessening their own workload. As well as being part of a better assessment process this opportunity may enhance assessors' skills in other College of Medicine teaching roles. Attendance at assessor workshops and involvement in on-line learning is required and carries professional continuing learning credits.
THE CLINICAL FIELD ASSESSMENT PROCESS
The clinical field assessment provides a longitudinal review of the candidate's professional and ethical behaviour, rather than knowledge alone. Assessors provide exposure to the full range of cases seen in the office, hospital, emergency room or nursing home setting and support on call opportunities. Assessors complete or supervise the completion of the required evaluation forms (Clinical Evaluation Reports [CERs], MSF - 360 degree feedback, ITER, Clinical Skills List and Language Evaluation) and provide feedback to the candidate. MSF questionaires are completed by the candidate, assessor, colleagues, staff and patients. Although the focus of the assessor's role is to assess the candidate's performance, some teaching and mentoring is inevitable. All assessments are tabulated centrally and the pass/fail decision is delivered to the candidates by SIPPA, with CPSS approval.
WHAT IS THE SIPPA ASSESSMENT PROCESS
SIPPA offers up to three sessions yearly (winter, spring and fall) with a maximum of 24 candidates in each cohort. Candidates initially undertake a series of examinations and those who are successful continue on to a three week orientation (Centralized Assessment). The final step is the Clinical Field Assessment process intended to identify knowledge, communication ability and professional skills which would move them successfully into a clinical situation.
HOW MUCH TIME DOES IT TAKE
Assessors spend a significant amount of time in the first week when orienting the candidate to their practice. However, the time needed by each candidate varies according to their abilities. Reports are streamlined but do require a time commitment from assessors, colleagues and staff.
The goal of the Faculty Development Program is twofold: to help prepare assessors to work with IMGs in an effective and collaborative manner, and to enhance the learning and practice experience at all levels.
The online Faculty Assessment Training Resource will assist assessors in developing knowledge and understanding of the assessment process.
For access information: phone: (306) 966-8072; email: email@example.com
This program provides the tools and resources you need to orient yourself to the skills required to carry out a Clinical Field Assessment.
You must obtain an NSID (Network Services Identification) and password before you access the course. Click the link below to fill in an online form to set up your account:
You will then be contacted via email with the details to gain access to the course.
Clinical Field Assessment Printable Forms:
Clinical Field Assessment Online Forms:
6-Week Reporting Schedule12-Week Reporting Schedule
Click Here to Access the Online Forms 12 - Week Reporting Schedule
Regional Health Authorities Web Sites
(Click on any region on the map below or link on the right to open a new window to that web site)
|SMA CME fund application||
|Canadian Medical Association||
|Canadian Medical Protective Association||
|Medical Council of Canada||
|College of Physicians and Surgeons of Saskatchewan||
|Royal College of Physicians and Surgeons of Canada (RCPSC)||
|College of Family Physicians of Canada (CFPC)||
|CFPC – The Saskatchewan College of Family Physicians||
|Practice Enhancement Program||
|Saskatchewan Health Research Foundation (SHRF)||
|Saskatchewan Prevention Institute||
|The EPEC Project (Education in Palliative and End-of-life Care)||
Continuing Medical Education Credits
• Obtain study credit certificate for a USask CME Event
There are two types of reports available from the CME office:
1. Individual event study credit certificate
2. Date-range report (ie. 1 year, 2 years, 6 months, etc.)
Please click here to email your request for a copy of a certificate or a report.
• Apply for Royal College of Physicians and Surgeons of Canada MOC Credits
Applications for MOC accreditation can be submitted to the Continuing Medical Education Office. The RCPSC Section 1 Application form (this is a link to a PDF), and supporting documentation must be submitted to the CME office at least six (6) weeks in advance of the program date; a shorter time frame will be considered, but will incur a higher administrative fee. Incomplete applications may incur a higher fee.
Please contact us at 306-966-7787 (link to firstname.lastname@example.org) for more information.
An application submitted within the same week a program is to happen will not be accepted for review and approval. This is insufficient time to perform the review and to approve.
PROGRAMS CANNOT BE ACCREDITED RETROACTIVELY
• Apply for Mainpro-M1 Credits
For programs not developed and organized through the CME office, application for Mainpro-M1 accreditation must be made through CFPC (http://www.cfpc.ca/CPDProvidersandPlanners/) or the QuickConnect Web site (https://quickconnect.cfpc.ca/login/).
Dr. Paula Schwann, President
Shona den Brok, Administrator
Saskatchewan College of Family Physicians
PO Box 7111
Saskatoon, SK S7K 4J1
Tel.: (306) 665-7714
Fax: (306) 665-7714
• Obtain credits for rounds, journal clubs or small groups
This is directly through the Royal College of Physicians and Surgeons of Canada. Self-approval is a process through which physician leaders ensure their rounds, journal clubs, and small groups meet the established Royal College CPD accreditation standards allowing these activities to be recorded under Section 1 of the Royal College Maintenance of Certification (MOC) Program. Click here for more information (http://www.royalcollege.ca/portal/page/portal/rc/members/cpd/cpd_accreditation/self_approved_activities)
The Division of CME focuses on scholarly activities and educational research that contribute to the discipline of continuing medical education. We are committed to ensuring our learning activities are grounded in current best-evidence educational theories and practices while also delivering evidence-based clinical content.
To support the Division’s Strategic Plan 2013 – 2018, we will actively pursue research opportunities in the areas of distributed medical education and information and communication technology. To learn more about CME’s research activities click on the topics on the right.
CME is your partner of choice if you are seeking assistance with:
- Searching for potential funding sources
- Writing research grant proposals
- Designing and implementing research methodologies
- Developing needs assessment and/or evaluation instruments (i.e. surveys, interview scripts, focus groups, pre/post-tests, learning activity evaluation forms)
- Outcomes evaluation (i.e. knowledge change, behaviour change, patient outcomes)
- Conducting needs assessments, literature reviews or environmental scans
- Preparing Behavioural Ethics Applications
- Managing educational research projects
‘Toward 2020’, the College of Medicine Strategic Research Plan (2013 – 2018), identifies the following areas of research interest:
- Aboriginal Health
- Health Service Delivery
- Each of the above areas as they relate to
- Development and Aging
- Medical Imaging
- Mental Health
When developing research grant proposals and projects, CME will place an emphasis on these research areas in conjunction with their strategic directions of distributed medical education and information and communication technology.
CME is dedicated to optimizing the integration of continuing medical education research and its dissemination by:
- Pursuing innovative evidence-based educational research in relevant CME/CPD areas.
- Assessing perceived and unperceived continuing medical education needs.
- Supporting the incorporation of emerging technologies to develop innovative and interactive formats and methods of CME delivery.
- Enhancing outcomes-based evaluation related to knowledge, practice change, and patient outcomes.
- Developing inter-disciplinary and multi-disciplinary research alliances with public, private, non-profit sectors, and other CME/CPD providers to foster a team science approach.
- Supporting knowledge translation related to College of Medicine research activities.
- Publishing key findings in peer-reviewed journals and/or through presentations.
Sargeant J, Borduas F, Sales A, Klein D, Lynn B, Stenerson H. CPD and KT: models used and opportunities for synergy. Journal of Continuing Education in Health Professions. 2011;31(3):167–171.
Dixon D, Takhar J, Macnab J, Eadie J, Lockyer J, Stenerson H., Francois J, Bell M, Monette C, Campbell C, Marlow B. Controlling quality in CME/CPD by measuring and illuminating bias. Journal of Continuing Education in Health Professions. 2011;31(2):109–116.
|Nov 2014||Fleet L, Stenerson H. Helping Physicians Maintain Health, Knowledge, & Skills as they Age and Transition to Retirement. AAMC Medical Education Conference. Chicago IL.|
|Oct 2014||Lovo Grona S, Mittelholtz D, Muller AJ, Stenerson H. Cultural Safety: A Patient-Centred Needs Assessment for Continuing Interprofessional Education. Safety & Health in Agricultural & Rural Populations: Global Perspectives. Saskatoon SK.|
|Sept 2014||Violato C, Davis P, Allan N. Reliability and validity for assessing the competence and practice readiness of international medical graduates. An International Association for Medical Education. Milan Italy.|
|April 2014||Stenerson H., Lovo Grona S., Bath B. The Role of Staged Learning Theory in Needs Assessment and Evaluation: Lessons Learned from a Continuing Interprofessional Education Conference. Canadian Conference on Medical Education, Ottawa ON.|
|April 2014||Fleet L, Stenerson H. Helping Physicians Maintain Health, Knowledge, & Skills as they Age and Transition to Retirement. AFMC Standing Committee on CPD, Ottawa ON.|
|Nov 2013||Lovo Grona S., Stenerson H., Bath B. Continuing Interprofessional Education Outreach for Rural and Remote Locations. Canadian Rural Health Research Strategy Conference. Prince George BC.|
|June 2013||Lovo Grona S., Stenerson H., Bath B. Building Community Outreach Continuing Interprofessional Education Capacity. Canadian Association of Continuing Health Education Conference, Vancouver BC.|
|April 2011||Lovo Grona S., Davis P., Wall P, Stenerson H. The Evaluation of an Interprofessionally Planned and Implemented Continuing Education Conference, Canadian Association of Continuing Health Education Conference, Banff AB|
|April 2010||Davis P., Grimshaw J. Evidence, Advice, Recommendations: Delivering Value for Money in Health Care for Canadians. CADTH 2010 Symposium. Halifax NS.|
|Jan 2013||Fleet L, Stenerson H. Research and Development in Continuing Health Education: How To Build Capacity With The Resources You Have. Alliance for Continuing Health Education. San Francisco CA.|
|May 2012||Bean B. Best Practices in Quality Feedback. Continuing Medical Education Congress. Toronto ON.|
|Sept 2011||Bean B. Best Practices in Quality Feedback. CPD in the City – A forum for CPD Managers. Ottawa ON.|
|April 2010||Fleet L, Stenerson H. Research and Development in Continuing Health Education (CHE): How To Build Capacity With The Resources You Have. Canadian Association of Continuing Health Education Conference, St. John’s NL|
|April 2015||Lovo Grona S, Mittelholtz D, Muller AJ, Stenerson H. Cultural Safety: A Patient-Centred Needs Assessment for Continuing Education. Canadian Conference on Medical Education. Vancouver BC.|
|June 2014||Lovo Grona S., Stenerson H., Bath B. Building Community Outreach Continuing Interprofessional Education Capacity. Regina Qu’Appelle Health Region Showcase, Regina SK.
Fleet L, Stenerson H., Simmons K. Helping Physicians Maintain Health, Knowledge, & Skills as they Age and Transition to Retirement. Regina Qu’Appelle Health Region Showcase, Regina SK.
|April 2014||Fleet L, Stenerson H., Simmons K. Helping Physicians Maintain Health, Knowledge, & Skills as they Age and Transition to Retirement. Canadian Conference on Medical Education, Ottawa ON.|
|Oct 2013||Lovo Grona S., Stenerson H., Bath B. Building community Outreach Continuing Interprofessional Education Capacity. Saskatchewan Academic Health Sciences Network, Saskatoon SK.|
|June 2013||Lovo Grona S., Stenerson H., Bath B. A Template for Planning Continuing Interprofessional Education (CIPE) Events. Collaboration Across Borders, Vancouver BC.|
|May 2010||Davis P., Allan N., Porter B. Clinical Evaluation of Internationally Trained Physicians in Saskatchewan (2006-2009). Canadian Conference on Medical Education, St. John’s NL.|
International Medical Graduate Webinars
|Feb 2013||Davis P. Physician Supervision: Tools for the Real World – Part II (360 Feedback)|
|Feb 2013||Bourgeois-Law G, Davis P. Assessment, Feedback & Evaluation of Your International Medical Graduates – Practical Tools for the Real World Part II|
|Feb 2012||Bourgeois-Law G, Davis P. Assessment, Feedback & Evaluation of Your International Medical Graduates – Practical Tools for the Real World Part I|
Current Research Studies
|2014||Continuing Interprofessional Cultural Safety Education for Distributed Health Care Teams
Principal Investigator: Dr. A. J. Muller
Co-Investigators: S. Lovo Grona, D. Mittelholtz, H. Stenerson
Funder: Canadian Medical Protective Association
|2015||Helping Physicians Maintain Health, Knowledge and Skills as they Age: Recognition and Elimination of the Stigma Associated with Aging
Principal Investigators: Dr. A. J. Muller, L. Fleet (Memorial University)
Co-Investigator: H. Stenerson
Funder: Canadian Medical Federation
|2015||Addressing Challenges and Promoting Success for Non-Licensed International Medical Graduates in Saskatchewan
Principal Investigator: Dr. A. J. Muller
Co-Investigator: D. Paydli, H. Stenerson
|2012-14||Evaluating the Online Orientation of International Medical Graduates|
Completed Research Studies
|2013||Helping Physicians Maintain Wellness, Knowledge and Skills as they Age and Transition to Retirement
Co-Principal Investigators: L. Fleet, H. Stenerson
Funders: Newfoundland and Labrador Medical Association, Saskatchewan Medical Association
|2012||Building Community-Outreach Continuing Interprofessional Education Capacity
Principal Investigator: Dr. P. M. Davis
Co-Investigators: S. Lovo Grona, H. Stenerson
Funders: Interprofessional Health Collaborative of Saskatchewan, College of Medicine
|2012||A Comparison of Outreach Education Modalities in Rural and Regional Saskatchewan Physicians
Principal Investigator: Dr. P. M. Davis
Co-Investigators: D. Mittelholtz, H. Stenerson
Funder: Committee on Rural and Regional Practice, Saskatchewan Medical Association
|2010||The Evaluation of an Interprofessionally Planned and Implemented Continuing Education Conference
Principal Investigator: Dr. P. M. Davis
Co-Investigators: S. Lovo Grona, P. Wall, H. Stenerson
Funder: Interprofessional Health Collaborative of Saskatchewan
|2010||The Impact of Faculty Interventions on Faculty Development
Principal Investigator: Dr. K. Premkumar
Co-Investigator: H. Stenerson
Funder: Royal College of Physicians and Surgeons of Canada, Faculty Development Grant
|2010||Evaluating the Faculty Development Series for Assessors and Preceptors of International Medical Graduates|
|2010||Determining the Orientation Needs of International Medical Graduates|
|2007-11||The Evaluation of the IMG Orientation Program|
|2011||Can Attendance at a Continuing Professional Development Conference Change Pharmacotherapeutic Practice Behaviours?|
|2010-12||Continuing Interprofessional Education: Who is the Audience?|
|2007-12||Revalidation Impact Study|
Pending Grant Applications
|2015||Self-Directed Learning in Continuing Professional Development: A Scoping Review to Explore the Representation of CanMEDS Competencies in the Canadian Context
Co-Principal Investigators: Karen M. Smith, Simon Kitto
Investigators: Danielle N. Naumann, Joan Sargeant, Francesca Luconi, Robert Parson, Colin Mascaro, Ivan Silver, Heather Stenerson, Elaine Chow Baker
Funder: Royal College of Physicians and Surgeons of Canada
Email : email@example.com
Phone: (306) 966-7787
Fax: (306) 966-7673
University of Saskatchewan
Box 60001 RPO University
Saskatoon SK S7N 4J8
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Monday - Friday
Phone: (306) 966-7795
Phone: (306) 966-7792
Phone: (306) 766-0620
Phone: (306) 966-7791
Phone: (306) 966-8366
Phone: (306) 966-7793