Earn Mainpro-C credit when you participate in CFPC-accredited programs that include a demonstrated self-reflective component. Eligible activities encourage you to reflect on what you have learned and devise strategies for incorporating newly acquired knowledge and skills into practice.
In medicine, reflection requires the learner to consider “the larger context, the meaning, and the implications of an experience and action.”[i] In turn, this allows for the “assimilation and reordering of concepts, skills, knowledge, and values into pre-existing knowledge structures.”[ii]
The CFPC believes that the reflective process fosters self-awareness – an important step that often leads to personal and professional growth and improvement.
Because Mainpro-C activities often require enhanced participant commitment, the CFPC awards bonus Mainpro-M1 credits when you complete Mainpro-C accredited activities (e.g., a 12 Mainpro-C credit program would earn you 12 bonus Mainpro-M1 credits).
Mainpro-C eligible activities are divided into two categories:
- Pre-Accredited Learning Activities - Peer-reviewed courses, workshops and programs approved for Mainpro-C credit by the CFPC.
- Self-Directed Learning Activities - Generate your own Mainpro-C credit-eligible opportunities. Earn credit for postgraduate education, traineeships, licensing examinations, literature reviews, etc.
NOTE: You must submit proof of participation to the CFPC for all Mainpro-C activities (copy of certificate of completion/participation, university transcript, advanced life support program wallet card, etc.). Retain a copy of proof of participation for your own files for a minimum period of six years in the event that you are selected to participate in CPD credit validation/auditing. Those who choose not to complete the reflective component of any Mainpro-C program may claim the equivalent number of Mainpro-M1 credits only (they many not claim Mainpro-C credits).
Click here for a list of Mainpro-C eligible activities.
Access Mainpro-C credit submission forms.
[i] Biggs J. Teaching for Quality Learning at University: What the Student Does. Buckingham: The Society for Research into Higher Education and Open University Press. 1999.
[ii] Branch WT, Paranjape A. Feedback and Reflection: Teaching Methods for Clinical Settings. Acad Med. 2002;77:1185-1188.