These may include:
• Accredited Group Learning activities:
• Accredited conferences (CDDW™, DDW, ACG, UELW, etc)
• Accredited rounds/journal clubs/ other small group activities
• Web-based group learning (must meet all requirements of Section 1 including interactivity)
Unaccredited Group learning activities (0.5 credits/hour of participation)
• Specific programs that meet the requirements for Section One but are not accredited for specific reason (time/numbers of participants/etc).
|Planned learning||Fellowships||100 credits per year|
|Formal courses||25 credits per course|
|Personal learning projects (PLP)||2 credits per hour|
|Traineeships||2 credits per hour|
|Scanning||Journal reading||1 credit per article|
|Podcasts, audio or videotapes||0.5 credits per activity|
|Internet searching (ex. Medscape)||0.5 credits per activity|
|InfoPOEMS||0.25 credits per activity|
|Systems learning||Practice guideline development||20 credits per year|
|Quality care/patient safety committee||15 credits per year|
|Curriculum development; examination development||15 credits per year|
|Peer assessment||15 credits per year|
As a routine audit 3% of Fellows will be audited annually and therefore it is critical to maintain the documentation within their personal education files. The RCPSC also provides an electronic diary which can be accessed via the RCPSC website.
Documentation is required for this category of credit. CAG provides a Personal Learning Project template which allows learners to readily record their Section 2 activities. This form can be completed and uploaded to MAINPORT.
• DDSEP 6/ DDSEP 7
• Practice Assessment (SAGE)
• Self- assessment programs
• Teaching evaluations
• Accredited simulation programs
• Performance assessments (SEE/TTT/PAGE)
PAGE programs: Practice Audit in Gastroenterology Programs: modules on: Gastroscopy; colonoscopy; Day in the Life (practice and time management); Wait Times Project
SAGE: Survey of Access to Gastroenterology
SEE©: Series of performance enhancement and teaching enhancement program in performing and teaching colonoscopy sponsored by CAG across the country to improve skills acquisition in fellowship training and to improve quality in colonoscopy and colonoscopy teaching skills.
QP-E: Quality Program-Endoscopy: web based data collection at the point of care with data retrieval and comparison of all aspects of colonoscopy to peers.
CAG provides a Self-directed Practice or Performance Assessment template for members to complete as a record of their Section 3 Credit hours.
• The CAG will enable members to access other credit hours in Sections Two and Three by providing tools and information for members to aid them in completing learning activities in these two sections of credit. These tools will be helpful for members for documentation and completion of self-directed learning activities and for self-assessment in performance and practice audit projects aimed at self- evaluation.
• The CAG will NOT be responsible for accreditation of local rounds or journal club but will direct inquiries regarding ‘self-accreditation’ of these CPD activities to the RCPSC web site which has specific instructions regarding CPD self-accreditation www.royalcollege.ca/portal/page/portal/rc/members/cpd/cpd_accreditation/self_approved_activities/self_approval_toolkit
• The CAG will primarily develop CPD programs that have national and international target audiences. Local or regional programs may be developed through CAG National office as the opportunity arises.
• The CAG will promote programs that allow the learner to acquire new knowledge, skill and expertise in roles beyond the Medical Expert role including: Collaborator, Communicator, Scholar, Professional, Health Advocate and Leader. It is recognized that CPD programs may address some or all of these CanMEDS roles.
• The CAG will carry out a systematic assessment of learners needs including assessment of perceived needs through: regular surveys of perceived needs, review of program evaluations, expert opinion on evolving knowledge and focus groups. The CAG will incorporate programs aimed at learning gaps identified through unperceived needs including information (not limited to) from PAGE; EQI; SAGE; Consensus Conferences, SEE evaluations, CPS and CMPA.
• The CAG will ensure that the learner has an opportunity to evaluate each CPD program and that this feedback is incorporated into forward planning of future events.
• The CAG will ensure that the faculty and planning committee have feedback from the evaluation process and that the overall evaluations are reviewed by the Education Affairs Committee.
• All CPD/CME programs must meet the strict financial and ethical guidelines of the Canadian Medical Association as outlined below in points 21-52.
• The CAG will encourage the development of programs together with non-physician or physician organization in the co-developed process; if the program meets a defined need of the target audience and meets with the aims and goals of the organization.
• The CAG will NOT accredit programs developed by non-physician organizations independently and submitted to CAG for final approval.
• The CAG has formally adopted all the CMA Guidelines and incorporated these requirements into all planning processes and policies. See also the section on ethics and CMA guidelines in the CAG CPD Policies and Procedures Manual. (CMA Guidelines are included in the Appendix section of the CAG CPD Policy and Procedure Manual)
• All CAG CPD programs are developed and implemented in accordance with the CMA Guidelines governing interaction with industry partners meeting all the strict ethical guidelines of CPD development.
• The CMA guidelines take priority should there be any question, concerns or conflict related to interaction with industry partners
• CAG has adopted the ‘no-tagging’ rule for all of its CPD programs. Every effort is made to ensure that the preliminary and final programs are free from ‘tagging’
• During CDDW™ the presentation rooms and halls are free from commercial influence with no ‘tagging’ of sessions either in the room or outside of the presentation room.
• Co-developed sessions in CDDW™ are carefully developed to meet all the co-developed standards as defined by the RC. Indication that a session is co-developed is allowed as per the rules from the RC that govern co-developed programs/sessions.
• The CDDW™ program contains a list of industry partners who have contributed to CAG for CDDW™ – this is well separated from any program information
• Participants at all CAG CPD programs are given an opportunity to evaluate whether or not there is any perception of commercial influence in every CPD program developed by CAG.
CMA Guidelines are reviewed from time to time usually once in an accreditation cycle.
When the new National Standard related to interaction with Industry is completed CAG will update its policies and procedures in accordance with the final documents.
Where applicable the “Ethics Committee” of CAG ensures that all ethical practices are appropriate and up to date.
Any new CMA guidelines are reviewed and incorporated into CPD program and policies.
Review of CMA Guidelines and Implementation
• CAG ED is well versed in the CMA guidelines and guides the organization in its interaction with industry
• New members of the MOC/CPD portfolio are funded to attend the CPD National meeting held by the RC yearly
• The Chair of MOC and the Education Affairs Chair attend CPD meetings on a regular basis
• The organization has reviewed and reflected on the CMA guidelines related to interaction with industry and have reviewed all the MOC/CPD documents during this past 5 years to ensure that strict ethical standards are upheld with all CAG’s CPD programs
• An industry wrap up meeting at the end of CDDW™ provides an opportunity for industry partners to interact directly with CAG administration and CDDW™ implementation team to discuss any questions or concerns
• As part of CAG’s review of the evolving new National Standard being developed by the RC related to interaction with funding partners; CAG has reviewed the CMA guidelines and responded to the RC’s process related to developing the new National Standard
Procedures in place to ensure adherence to CMA Guidelines for CPD development and implementation
• The CAG central office ensures that all policies and procedures are strictly adhered to related to external funding from industry or other sources.
• All potential sponsors/industry partners are provided with standard documents outlining the process of partnering with CAG in a CPD program.
• All potential industry or other partners have access to “CAG – Industry Interaction: Position Statement as posted on the CAG web site under Publications/Position Statements.
• All industry or other partners are required to adhere to the standards for interaction with industry (CMA and Rx&D Guidelines).
• Where there is any controversy; the CMA Guidelines take priority over all interaction with industry and other partners.
• At the end of CDDW™; the CAG has an industry wrap up session to discuss any issues of concern and plan for the future.
• Relationships for co-developed programs are clearly identified in the CAG CPD Policy and Procedure Document as described under Standard 3.
• Co-developed CPD programs adhere to all educational and ethical standards for Section One CPD program development and are closely scrutinized and managed by CAG through its well evolved process.
• Participants in CPD programs are invited to evaluate any perception of commercial bias in the CPD program
• Instances of perceived bias are reviewed by the CAG Education Affairs committee and if deemed necessary action is taken to mitigate the situation
• As routine audit: the evaluations of CDDW™ are routinely audited for any instances of perceived bias and these are reviewed by the Education Affairs/MOC Chairs and appropriate action is taken in accordance with the review and reflection
To view the CMA Policy: Guidelines for Physicians in Interactions with Industry, click here.
• New! Each fellow is required to record at least 25 credits in each of the THREE Sections of credit in their five years.
• Credit hours are recorded in MAINPORT under each of the three sections of credit appropriate for the learning activity.
• Fellows are encouraged to identify learning or performance gaps and direct learning activities to close those gaps in knowledge or performance.
• Fellows should plan their educational portfolio to meet the needs of their particular area of expertise and practice.
• Learning activities should be aimed at improving patient outcomes.
To view the Royal College of Physicians and Surgeons of Canada: Framework of Continuing Professional Development Activities online please click here.
CAG MOC Policies and Principles
“The CPD/CME program of the Canadian Association of Gastroenterology (CAG), under the leadership of the CAG Education Affairs, is committed to providing an educational environment that fosters the continued professional development of its members through diverse learning opportunities and programs that promote and enhance their, clinical, scientific and procedural skills, as well as facilitating opportunities for self-directed assessment and learning to ultimately enhance patient care.”
1. Enhance the scientific and tacit knowledge, clinical and procedural skills relevant to the practice of gastroenterology.
2. Promote and facilitate the adoption or integration of new scientific evidence into practice.
3. Improve the performance of gastroenterologists in achieving improved health outcomes experienced by patients.
4. Provide strategies and tools to enable gastroenterologists to self-assess their professional needs to facilitate and support self-learning and practice assessment activities.
5. Enhance the effectiveness and efficiency of the self-directed learning skills and strategies of gastroenterologists to facilitate the management of their continuing professional development.
6. Enable gastroenterologists to individually or collectively review their performance in practice.
7. Promote the ability of gastroenterologists to share their practice experiences as members of a community of practice.
8. Promote learning strategies linked to a health professional team or group to enhance learning outcomes.
9. Link learning activities and strategies to all CanMEDS roles and competencies.
CAG will accomplish these objectives by developing, implementing and accrediting a variety of high quality educational activities for its members through which members can incorporate new skills, knowledge and expertise into their practices.
The CAG will adhere to the highest of standards in the development of its own CPD/CME programs and will foster an atmosphere of collaboration and encouragement to physician organizations through the accreditation process of external programs. This will allow the learners a wide variety of CPD programs to meet their own learning needs at local, regional and national CPD activities.
CAG will encourage the development of self-assessment tools to allow the learner to identify individual learning needs in their own practice.
The CAG will offer to learners, the opportunity to close these identified gaps through diverse learning formats including Section One and other types of credit that enable the learner to best address their learning needs.
All educational programs will be guided by the following principles:
1. All programs will be developed to meet specific learning needs and knowledge or performance gaps of the intended target audience.
2. All CPD/CME programs will be developed in accordance with the educational standards set forth by the Royal College of Physicians and Surgeons of Canada (RCPSC).
3. All CPD/CME programs will adhere to the ethical and financial guidelines of the Canadian Medical Association (CMA) and as interpreted by the Royal College of Physicians and Surgeons of Canada (RCPSC).
4. The CAG has developed and will continue to develop specific practice and performance audit programs that assist its members in self-evaluation and reflective learning.
5. In addition to Section One accredited CPD activities the CAG strives to enable its member learners with a wide variety of tools to support and encourage their own personal learning activities.
6. All CPD/CME programs will be focused on the learner and evaluated by the learner. These evaluations will be reviewed by the CAG to assist in better meeting the needs of the learners
7. Faculty for CAG developed CPD/CME activities will receive formal feedback from CAG to assist them in their educational development.
8. The CAG will review its own CPD/CME activities on a regular basis to ensure that the content, educational formats and programs are meeting the needs of the learner.
9. All CPD/CME programs that are accredited by CAG from external organizations (Physician and non-physician organizations) shall meet the same requirements as those CPD/CME activities developed primarily by CAG.
10. The accreditation of external CPD/CME programs shall be timely, responsive and transparent and meet or exceed all the standards required by the Royal College of Physicians and Surgeons of Canada (RCPSC).
CAG is committed to encouraging all Faculty and Program Planners to advance their own personal education development. The Education Affairs Committee has regular semi-annual meetings during which specific areas of concern or progress are identified and reviewed.
• Faculty is encouraged to attend educational events and in particular Chair of MOC is funded to attend the Annual RCPSC CPD Providers Program.
• Development of the CAG needs assessment survey and its publication has been extremely important in better identifying learner centered needs both for CAG programs and other programs directed at the members of CAG
• Compilation of unperceived needs from: PAGE; SAGE; Consensus Conferences and other techniques have been very beneficial in identifying unperceived learning gaps.
• Program planning has revolved around both perceived and unperceived learning needs. Active faculty involvement in this process occurs both at the Education Affairs Committee and at the CDDW™ Implementation Committee.
• Development of learner centered “learning objectives” has been evolving slowly. Program planners are charged with the responsibility of developing overall program and session specific learning needs. They are directed to the CAG or RCPSC web site for information on developing learning objectives. In addition, the learning objectives for CDDW™ and all co-developed programs are reviewed and revisions suggested (if appropriate) by the MOC Committee.
• All CDDW™ Faculty receive session specific feedback from the learner’s evaluations. This is very helpful for the Faculty and assists them in their own education development process.
• Continued Education development of Faculty is planned over the next several years to help focus Faculty on the needs of the learner and how to meet the learning gaps from a learner centered perspective.
• The staff at CAG National office co-ordinate all applications for CPD program review and accreditation.
• All contact will be done through the CAG National office
• The CAG Education Affairs and Chair of MOC work closely with the CAG National office to ensure that all policies and procedures are transparent, appropriate and congruent with RCPSC standards and expectations for an Accredited Provider.
• The CAG will make every effort to deal with all requests on a timely basis to ensure that all members have the opportunity to access high quality educational programs across the country.
• The CAG National office staff will have an internal review of their own performance and processes in accordance with the ‘360’ review process.
• The CAG National office will keep all documents in computer accessible format for the appropriate length of time and in accordance with RCPSC and standard business practices.
Neither the Chair of the Education Affairs Committee or the Chair of MOC (sub-committee of Education Affairs Committee) will receive any remuneration for their work on behalf of CAG and its members.