Section 2: Self-Learning activities are planned to address specific needs, enhance awareness of new evidence potentially relevant to practice or enhance the quality of multiple systems. Section 2 activities do not require approval by an accredited CPD provider.

Planned Learning
Initiated by a physician (independently or in collaboration with peers or mentors) to address a need, problem, issue or goal relevant to their professional practice. Activities include:

• Fellowships
• Formal courses
• Personal learning projects (PLP)
• Traineeships

Scanning
Used by a physician to enhance their awareness of new evidence, perspectives or discoveries that are potentially relevant to their professional practice. Activities include:

• Journal reading
• Podcasts, audiotapes, videotapes
• Internet searching
• InfoPOEMs
  

Systems Learning
Stimulated by participation in activities such as setting practice standards, patient safety, continuous quality improvement; curriculum development; assessment tools and strategy development; examination board membership; or peer review. Activities include:

• Practice guideline development
• Quality care/patient safety committee
• Curriculum development
• Examination development
• Peer assessment

Performance Assessment

Simulation of real-life situations that allow participants to demonstrate (and receive feedback on) their application of knowledge (scientific and tacit), clinical reasoning, communication and problem-solving, as well as their ability to collaborate and work effectively in a health care team. Simulation activities use standardized patients, mannequins, part-task trainers or virtual cases to assess individual physicians or teams performing specific actions, tasks or behaviours related to a clinical scenario. Simulation programs must meet the following mandatory educational requirements in order for the activity to be approved under Section 3 of the MOC program:

• Be planned to address the identified needs of the target audience with a specific subject area, topic or problem.
• Provide participants with a strategy to assess their knowledge, skills, clinical judgment and/or attitudes in comparison to established evidence (scientific or tacit).
• Enable participants to demonstrate and assess their abilities/competencies across the key areas of the scenario(s), topic(s) or problem(s).
• Provide detailed feedback to participants on their performance to enable the identification of any area(s) requiring improvement through the development of a future learning plan. Feedback can be provided immediately or after the activity is over, either verbally and/or in writing.

Access Details

For further details on Section 3: Simulation Accreditation Standards, review the Guide here.

This module provides an overview of guideline-recommended and evidence-based approaches to open-angle glaucoma. Clinical scenarios guide the learner through risk factor identification, signs and symptoms, history taking, imaging, staging, treatment and follow up. Relevant guideline recommendations are provided, as well as clinical tips and red flags.

Target Audience

The “An Approach to Open-angle Glaucoma” module is intended for ophthalmologists specializing in glaucoma.

CPD Credits

This module is an accredited self-Assessment Activity under Section 3 of the MOC Program for 1 hour.

Access Details

Access the module online at cos.mycpd.ca

The Royal College of Physicians and Surgeons of Canada (RCPSC)’s Maintenance of Certification (MOC) Framework separates continuing professional development activities into three distinct sections:

Section 1 – Group Learning
Includes rounds, journal clubs, small groups and conferences. Activities can be face-to-face or web-based.

Section 2 – Self-Learning
Planned to address specific needs, enhance awareness of new evidence potentially relevant to practice or enhance the quality of multiple systems. Section 2 activities do not require approval by an accredited CPD provider.

Section 3 – Assessment
Includes activities that provide data with feedback to individual physicians regarding their current knowledge base to enable the identification of needs and the development of future learning opportunities relevant to their practice.

Section 3 – Simulation
Simulation of real-life situations that allow participants to demonstrate (and receive feedback on) their application of knowledge (scientific and tacit), clinical reasoning, communication and problem-solving, as well as their ability to collaborate and work effectively in a health care team.

The Royal College of Physicians and Surgeons of Canada’s Maintenance of Certification (MOC) Program is an evidence-informed educational initiative designed to support, enhance and promote the continuing professional development (CPD) activities of MOC Program participants, including the Canadian Ophthalmological Society (COS). 

The COS MOC committee is a sub-committee of the CPD Council of the COS. The committee provides leadership in maintaining the RCPSC standards for accredited providers throughout the COS CPD program. The MOC committee approves high quality and ethically responsible accredited CPD opportunities, developed by physician organizations, for Canadian ophthalmologists and facilitates opportunities to work with other CPD partners to co-develop high quality and ethically responsible accredited CPD opportunities. MOC committee members: Dr. Colin Mann, Chair, Dr. Chloe Gottlieb, Dr. Glen Hoar, Dr. Phil Hooper, and Dr. Robert Schertzer.