Anytime, Anywhere Learning
Bias in Postgraduate Trainee Selection *NEW*
Course Description: In this module, you will have the opportunity to learn about various concepts relating to bias. You will be asked to reflect within several sections of this module through interactive content, multiple-choice questions and other knowledge checks.
Course Length: Approximately 20-30 minute asynchronous module.
Learning Objectives: Following completion of the course, learners will be able to:
- Cultivate skills to recognize bias
- Foster a committee culture that promotes open discussion, evaluation, and acknowledgment of bias in postgraduate trainee selection.
- Stay aware of how bias might influence our decisions in real-time.
- Mitigate bias by applying strategies that incorporate diverse opinions and discussions for better decision-making and committee processes.
More Information: No registration is necessary. To access the course, click on this link.
Sleep Problems in Parkinson's Disease *NEW*
Course Description: The purpose of this course is to provide specialists in internal medicine with training and resources to address sleep problems among people with Parkinson's disease.
Learning Objectives: Following completion of the course, learners will be able to:
- Identify sleep problems occuring in Parkinson's disease, including: Obstructive sleep apnea, REM sleep behaviour disorder, restless leg syndrome, nocturia, motor manifestations of Parkinson's, and medication side effects.
- Determine when polysomnography would be helpful.
- Define the initial management of obstructive sleep apnea and REM sleep behaviour disorder.
- Counsel patients with REM sleep behaviour disorder about prognosis, safety, and pharmacotherapy.
CME Credits: 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 Continuing Professional Development, Schulich School of Medicine & Dentistry, Western University. You may claim a maximum of 0.75 hours (credits are automatically calculated)
Each participant should claim only those hours of credit that they actually spent participating in the educational program.
More Information: Click here for more information and to register!
Point of Care Ultrasound Series: Lung
Course Description: Please join us for an interactive online learning program co-developed by Point of Care Ultrasound experts and Continuing Professional Development, Schulich School of Medicine & Dentistry, Western University.
Course Length: Approximately 3 hours.
Learning Objectives: Following completion of the course, learners will be able to:
1. Summarize the physical principles that govern ultrasound image formation of the lungs.
2. Identify the various imaging findings achieved with lung ultrasound, including but not limited to: lung sliding, A lines, B lines, lung point, lung pulse, consolidation pattern, and pleural effusion (simple and complex).
3. Synthesize a combination of lung ultrasound findings into clinical scenarios in order to establish or rule out important diagnoses.
CME Credits: This activity 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 Continuing Professional Development. You may claim a maximum of 3 hours (credits are automatically calculated).
More Information: Click here for more information and to register!
Management of the Unanticipated Difficult Airway
Course Description: The purpose of this course is to provide clinicians with knowledge fundamental to safe airway management. This course is divided into the following 7 mini modules:
1. Why Management Matters
2. Equipment Essentials
3. Overview of CAFG Recommendations
4. Management of Failed Intubation
5. Management of Failed Supraglottic Airway
6. eFONA
7. Introduction to Human Factors
Course Length: Approximately 2 hours.
Learning Objectives: Following completion of the course, learners will be able to:
1. Recognize an airway crisis scenario.
2. Apply the "Canadian Airway Focus Group (CAFG) Guidelines", as an example of a cognitive aid in airway crisis management and understand its role in patient management.
3. Recognize appropriate equipment for use in "Cannot Ventilate, Cannot Oxygenate" clinical scenarios.
4. Summarize equipment selection criteria based on patient characteristics and response to management.
5. Recognize human factors principles essential for effective clinical care during time-critical airway management.
Mini Module-Specific Learning Objectives: Following completion of each mini module, learners will be able to:
Why Management Matters
1. Describe areas for potential improvement in management based on analyses of airway-related critical incidents.
2. Consider how anesthesiologists understand and use clinical guidelines for difficult airway management.
Equipment Essentials
1. Describe safety features of commonly used airway equipment.
2. Describe current challenges and controversies associated with commonly used airway equipment.
Overview of CAFG Recommendations
1. Identify definitions central to difficult airway management.
2. Discuss key recommendations from the updated Canadian Airway Focus Group (CAFG) guidelines.
Management of Failed Intubation
1. Explain the recommended management of difficult tracheal intubation encountered in the unconscious patient.
2. Recognize the overarching priority of oxygenation and ventilation and its role in guiding clinical decisions.
Management of Failed Supraglottic Airway
1. Describe the design features of supraglottic airway devices and how these features contribtue to patient safety.
2. Explain, in detail, recommended management of difficult supraglottic airway insertion
eFONA
1. Explain the role of emergency front-of-neck airway (eFONA) in the 'Cannot Ventilate, Cannot Oxygenate' (CVCO) situation.
2. Identify the recommended techniques for eFONA procedural success.
Introduction to Human Factors
1. Identify the origins of human factors in aviation.
2. Describe the role of human factors in safe airway management.
CME Credits: This activity 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 Continuing Professional Development, Schulich School of Medicine & Dentistry, Western University. You may claim a maximum of 2.0 hours (credits are automatically calculated). Each participant should claim only those hours of credit that they actually spent participating in the educational program.
More Information: Click here for more information and to register!
Acute Care of Sexual Assault Survivors in the Emergency Department
Course Description: The purpose of this course is to provide Emergency Department healthcare providers with training and resources to support victims/survivors of sexual assault. This course is divided into the following 7 mini modules:
1. Epidemiology
2. Structure of Sexual Assault Care in Ontario
3. Acute ED Care of a Sexual Assault Survivor
4. Medical Stability & Documentation
5. Sexual Assault Evidence Kit
6. Interaction with Police & Legal Services
7. Debriefing & Support
Course Length: Approximately 1 hour.
Learning Objectives: Following completion of the course, learners will be able to:
1. Describe the structure of sexual assault care in Ontario.
2. Recognize the role of an Emergency Physician in the acute care of an adult sexual assault survivor.
3. Summarize the components of the Sexual Assault Evidence Kit (SAEK) and your role in optimizing evidence collection by a forensic examiner.
CME Credits: 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 Continuing Professional Development, Schulich School of Medicine & Dentistry, Western University. You may claim a maximum of 1.0 hours (credits are automatically calculated)
This one-credit-per-hour Group Learning program meets the certification criteria of the College of Family Physicians of Canada and has been certified by Continuing Professional Development, Schulich School of Medicine & Dentistry, Western University for up to 1.0 Mainpro+ credits.
Each participant should claim only those hours of credit that they actually spent participating in the educational program.
More Information: Click here for more information and to register!
Clinical Faculty Mentorship: Applying the Schulich Faculty Mentorship Program
Course Description: This course is designed to provide in-depth information about the Schulich Faculty Mentorship Program. You will learn more about the principles of mentorship and the roles of mentor and mentee. Upon completion, you will be prepared to initiate/support a Clinical Mentorship Committee.
Course Length: Approximately 2 hours.
Learning Objectives: Following completion of the course, learners will be able to:
1. Explain the Schulich Faculty Mentorship Program.
2. Define the roles of mentor and mentee.
3. Describe the principles of establishing an effective mentor-mentee relationship.
4. Apply concepts related to equity, diversity, and inclusion (EDI) and provide practical tips for incorporating EDI into mentorship from the perspective of Chairs, Mentors, and Mentees.
5. Demonstrate skill in participating on a Schulich Faculty Mentorship Committee.
CME Credits: 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 Continuing Professional Development, Schulich School of Medicine & Dentistry, Western University. You may claim a maximum of 2.0 hours (credits are automatically calculated)
This one-credit-per-hour Group Learning program meets the certification criteria of the College of Family Physicians of Canada and has been certified by Continuing Professional Development, Schulich School of Medicine & Dentistry, Western University for up to 2.0 Mainpro+ credits.
Each participant should claim only those hours of credit that they actually spent participating in the educational program.
More Information: This course is only open to Clinical Faculty at the Schulich School of Medicine & Dentistry at the Assistant, Associate, or Full level. Please click here to access the course. Please email kehickey@uwo.ca if you have additional questions.
Peers for Peers
Course Description: The Peers for Peers support program at the Schulich School of Medicine & Dentistry provides one-on-one peer support for clinical faculty, emphasizing empathetic listening and shared experience. It is the first program of its kind based at an academic centre. To support the delivery of the Peers for Peers program, this course includes videos on the following topics:
1. Empathetic listening
2. Understanding professionalism
3. When you fear a peer is suicidal
4. Implicit bias and inclusion
5. Informal check-ins
6. Intimate partner violence
Course Length: You may choose to watch any or all of the videos and claim professional development learning credits for the time you spend doing so.
Learning Objectives: Following completion of the course, learners will be able to:
1. Describe the Peers for Peers support program.
2. Strengthen empathetic and active listening skills for supporting peers in distress.
3. Differentiate between empathetic listening skills and being a good clinician.
4. Describe professionalism definitions, frameworks, and policies.
5. Recognize the importance of role modelling in the development of professional identities.
6. Identify microagressions in medicine and describe approaches to resolving challenging professional interactions.
7. Identify signs and contributors to physician distress.
8. Develop an approach to informal peer check-ins and build a conversation toolbox for peer encounters in practice.
9. Recognize implicit biases, and employ strategies to mitigate biases in the workplace.
CME Credits: 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 Continuing Professional Development, Schulich School of Medicine & Dentistry, Western University. You may claim a maximum of 3.50 hours (credits are automatically calculated)
This one-credit-per-hour Group Learning program meets the certification criteria of the College of Family Physicians of Canada and has been certified by Continuing Professional Development, Schulich School of Medicine & Dentistry, Western University for up to 3.50 Mainpro+ credits.
Each participant should claim only those hours of credit that they actually spent participating in the educational program.
More Information: Please click here to request access the course. Please email kehickey@uwo.ca if you have additional questions.
Audiologists as Part of Team-Based Primary Care
Module Description: The purpose of this online module is to introduce learners to team-based primary care and the valuable roles that audiologists fulfill as members of primary care teams.
Learning Objectives: Following completion of the module, learners will be able to:
1. Describe the potential of team-based primary care to positively impact patient outcomes and provider satisfaction.
2. Describe the varied roles that audiologists have on primary care teams.
3. Engage in the co-creation of roles on primary care teams with the patient's goals at the centre.
More Information: This module was developed in collaboration with researchers at the National Centre for Audiology. Please click here to launch the module.
Speech-Language Pathologists as Part of Team-Based Primary Care
Module Description: The purpose of this online module is to introduce learners to team-based primary care and the valuable roles that speech-language pathologists fulfill as members of primary care teams.
Learning Objectives: Following completion of the module, learners will be able to:
1. Describe the potential of team-based primary care to positively impact patient outcomes and provider satisfaction.
2. Describe the varied roles that speech-language pathologists have on primary care teams.
3. Engage in the co-creation of roles on primary care teams with the patient's goals at the centre.
More Information: This module was developed in collaboration with researchers at the National Centre for Audiology. Please click here to launch the module.
Fostering Accessible Communication in Team-Based Primary Care
Module Description: The purpose of this online module is to provide learners with the tools to foster accessible communication within primary care teams. You will learn how to optimize patient-provider and provider-provider communication to ensure primary care teams deliver collaborative, coordinated, and comprehensive care for patients and their families.
Learning Objectives: Following completion of the module, learners will be able to:
1. Define accessible communication within team-based primary care.
2. Describe the components of accessible communication within team-based primary care.
3. Apply strategies to optimize communication using various communication channels across contexts.
4. Apply strategies to involve Audiologists and Speech-Language Pathologists in the provision of accessible communication options and devices.
More Information: This module was developed in collaboration with researchers at the National Centre for Audiology. Please click here to launch the module.
