Thank you for your commitment to continuing professional education at the University of Manitoba. We appreciate your contributions of time and expertise.
Disclosure and Learning Objectives
At the start of your presentation, you must include slides that declare any conflicts of interest, as well as the learning objectives of your talk: Download sample slides here
If you are unfamiliar with how to write learning objectives, we offer a free online learning module: Developing Learning Objectives
Interactions with Industry
Relevant guidelines pertaining to interactions with industry and involvement in continuing medical education:
- The CMA’s guidelines for physicians in interactions with industry.
- National Standard FAQ – via cfpc.ca
- Innovative Medicine Canada – 2022 Code of Ethical Practices
- Royal College; Accreditation standards
- National Standard for Support of Accredited CPD Activities – Royal College, CFPC
Mainpro+ Quality Criteria
As part of the requirements to maintain Mainpro+ certification, the course must comply with the Mainpro+ Quality Criteria.
Please find below a list of the Quality Criteria to be considered in the preparation of your presentation material:
Quality Criterion 2: Interactivity and Engagement
- A minimum of 25% of the presentation should be conducted in an interactive manner
- Interactivity can be incorporated by ensuring that there is adequate time and opportunity for questions after the presentation, by posing questions to the audience, by providing a survey in your power point presentation to poll the audience, through case discussion, cooperative learning activities such as Think-Pair-Share, brainstorming and small group discussions.
More information:
- Choosing Instructional Methods and Integrating Active Learning (University of Toronto)
- Interactive Learning in Continuing Professional Development: “at Least 25 Percent of Time”
Quality Criterion 3: Incorporation of Evidence
- An outline of the evidence and how it was used to create the content must be provided and references must be included within materials
- Evidence should come from systematic reviews/meta-analyses of studies (RCTs, cohort case control studies), or single, moderate-sized, well-designed RCTs or well-designed, consistent, controlled but not randomized trials or large cohort studies
- Lack of evidence for assertions or recommendations must be acknowledged
- If a single study is the focus or select studies are omitted program developers must provide rationale to support this decision
- Graphs and charts cannot be altered to highlight one treatment or product
- Both potential harms and benefits should be discussed and an efficient way to present this to clinicians is number needed to treat (NNT) and number needed to harm (NNH), as well as absolute and relative risk reductions.
Criterion 4: Addressing Barriers to Change
- Addressing barriers to change is fundamental in facilitating practice change (see below). We encourage our speakers to submit any handouts (pdf) that could facilitate overcoming barriers to change (eg. knowledge, time constraints, financial barriers, etc.) This could include a list or community resources, helpful algorithms, consultation pathways or any time saving strategies. If you wish to provide a handout to the audience, we need this submitted a minimum of 5 days prior to the event so it can be shared with participants.
- Our planning committees endeavour to uphold the tenets of equity, diversity, inclusivity and social justice. Incorporating inclusivity into educational sessions can include: discussing cultural safety, utilizing images that reflect the diversity of our population and addressing inequities in patient populations and how it effects health outcomes to name a few.