Organizations that are eligible to offer Mainpro+ certified activities (eligible organizations) include:

• Not-for-profit physician organizations (defined above)
• Disease-oriented patient advocacy organizations
• Government departments and agencies with an interest in and responsibility for health care
• Organizations and professional associations with an interest in and responsibility for health care that do not meet the definition of an HPI commercial interest (may include physician clinics)
• Medical education companies (including online educators, publishing companies, and simulation companies) that are not subsidiaries of or in the employ of an HPI commercial interest and are not developing an activity on behalf or under the direction of an HPI commercial interest
• An SPC composed of two or more CFPC members or a single CFPC member in affiliation with one or more other health care providers for the specific purpose of creating CPD activities

Organizations that are ineligible to offer Mainpro+ certified activities (ineligible organizations) are those whose primary business is producing, marketing, selling, re-selling, or distributing health care products that may be prescribed or recommended to patients. Examples of such organizations include, but are not limited to:

• Advertising, marketing, or communication firms whose clients are ineligible organizations
• HPI commercial interests (see definition above)

Organizations seeking the ability to submit activities for Mainpro+ certification must apply via the online platform. This application process includes providing information that Mainpro+ certification staff will use to assess whether the CPD provider organization is an eligible provider organization, as follows:

• Describe the organization’s core mission and purpose
• Identify the organization’s primary audience/market for educational activities
• Describe the organization’s governance and organizational structure. Provide details about any affiliated companies (parent/subsidiaries).
• Describe how the organization is funded including relationships with HPI and how these relationships are mitigated
• Provide details for organizational policies and procedures that ensure adherence to the Mainpro+ Certification Standards, as well as the National Standard for Support of Accredited CPD Activities

Mainpro+ certification staff will review the application and determine whether the provider organization is eligible to submit activities for Mainpro+ certification. If it is, the provider organization will be granted eligible provider status.

In cases where the information provided by an organization is insufficient or missing relevant details, staff may request further and additional information from the provider organization to assist with the eligibility determination.

In its sole discretion, the CFPC reserves the right to refuse or revoke eligible provider status or to refuse or cancel certification of a CPD activity at any time where it is determined that the provider is an ineligible organization or has failed to fulfill some or all of the Mainpro+ Certification Standards.

If eligible provider status is refused or revoked or if an activity is cancelled, the provider organization will have an opportunity to re-apply one year after the date of refusal, revocation, or cancellation, as applicable.

Once eligible provider status is granted, organizations are required to attest, on an annual basis, that the information they provided in their initial application has not materially changed. If material details have changed the organization may be subject to an audit or review, in the CFPC’s sole discretion. Furthermore, eligible provider organizations may be subject to a random audit, or an audit triggered as a result of a member complaint or a violation of the Mainpro+ Certification Standards in the planning or delivery of a certified activity.

Provincial certification A program categorized as provincially certified is eligible to award credits only in the province/territory where certification is granted. Its SPC must include at least one Practising class CFPC member from the province/territory of program delivery. Programs seeking provincial certification must demonstrate that the target audience is provincial/territorial in scope and the program’s marketing is restricted to participants in a single province/territory. If an out-of-province/territory participant learns about the program and takes part, they are eligible to claim the credits earned for the activity. Provincially certified activities are certified by a provincial chapter.

National certification This applies to programs that are delivered in more than one province/territory and/or have a target audience that is national in scope. A program that is nationally certified is eligible to award credits in more than one province/territory. The process of national certification also applies to programs to be delivered outside of Canada. For national certification, a program’s SPC must include at least two Practising class CFPC members. Nationally certified activities are reviewed by the CFPC.  

Nationally certified activities intending to deliver CPD in Quebec must adhere to the Conseil québécois de développement professionnel continu des médecins (CQDPCM) Code of Ethics for sessions taking place in Quebec. The logistics of these sessions, along with any associated documents (including websites), should comply with these requirements. Providers planning to deliver CPD in Quebec must demonstrate how they intend to meet these requirements. For detailed information about these requirements, please refer to the CQDPCM Code of Ethics.

All Mainpro+ certified activities must have an SPC that is representative of the activity’s target audience. The target audience must be determined in advance so that the SPC members can be selected accordingly. The SPC’s composition, ways of working, and processes for programming and selecting themes must demonstrate a commitment to social justice, social accountability, and equity, diversity, and inclusion. This includes considering balanced representation for gender, race, ethnicity, and sexual orientation/identity. If the target audience for a CPD activity is interprofessional, we strongly encourage having an interprofessional SPC. CPD activity planners are also encouraged to include patients or family members with lived experience in the design of the CPD.

The SPC may consider data or advice from all sources, but must ensure that decision making related to the following CPD activity elements is under its exclusive control independent from financial sponsors of the activity:

• Identifying educational needs of the intended target audience
• Developing learning objectives
• Selecting educational methods
• Selecting speakers, moderators, facilitators, and authors
• Developing and delivering content
• Evaluating outcomes

Substantial involvement is required by all SPC members and must be attested to by the mandatory Practising class CFPC member(s) identified in the application. Substantial involvement is confirmed when the CFPC member attests that:

• They are a member of the SPC
• They have had substantial input into the program being submitted for certification
• The program content is relevant to family medicine
• The planning, content, and delivery of the program meet pertinent ethical standards
• They have been informed of any financial or non-financial incentives associated with the program

The CFPC member(s) on the SPC will be held accountable for how a program is presented and will be required to respond to any concerns regarding standard(s) violations. Representatives of a commercial interest (e.g., pharmaceutical company, medical cannabis producers/providers, medical device company, or marketing or communication firm) cannot participate as members of the SPC, nor may they participate as observers, scribes, etc., for SPC activities or meetings.

In addition to the clinical and therapeutic topics traditionally addressed in family physicians’ CPD activities, the following are considered acceptable topics for Mainpro+ certified programs:

• Faculty development programs that aim to improve teaching skills that are applicable to family medicine (See Mainpro+ Certification Education Standards for Faculty Development Activities)
• Programs that aim to improve primary care research skills
• Topics aimed at supporting learning goals relevant to social justice and social accountability, including anti-racism, cultural competency, cultural safety, and health equity
• Programs focusing on increasing health care provider resiliency and preventing burnout that can be linked directly to one or more CanMEDS‐FM competencies
• Practice management topics that emphasize quality assurance, patient flow, patient satisfaction, medical record keeping (including electronic), and programs designed to increase physician knowledge of billing in a practice setting
• Programs designed to increase physicians’ skills in administration in hospitals, medical organizations, or other health care organizations
• Programs on alternative health practices that are designed to increase physicians’ awareness of these techniques and how they might affect patients

Any topic outside the generally accepted scope of medical practice, or peripheral to it, is not acceptable for Mainpro+ certification. Such topics include, but are not limited to:

• Clinical topics outside the usual scope of practice of family physicians
• Business management topics that focus on physician benefits (e.g., personal financial planning)
• Programs on alternative health practices that are designed to teach associated techniques
• Programs that focus on self-growth or the personal development of physicians (e.g., yoga/fitness classes, life-coaching, personal grooming advice)
• Programs aimed at preparing individuals to take the College’s Certification Examination in Family Medicine or the Examination of Added Competence in Emergency Medicine (though participants can self-claim these hours for non-certified credits)

CPD may be delivered in a wide variety of formats. These include, but are not limited to:

Live, in person: This is CPD delivered in a face-to-face format (e.g., conferences, workshops, in-person courses, journal clubs, clinical rounds).

Live online learning: These activities are delivered via the Internet to live audiences (e.g., webcasts of live, in-person conferences; virtual conferences; virtual workshops; virtual rounds programs; live webinars).

Asynchronous online learning: This is also known as self-study or self-paced activities. Learners access this type of CPD independently via online platforms. Examples include online module-based learning, recorded webinars with interactive elements, online simulation activities, mobile app-based learning, and virtual reality-based learning activities.

Faculty development: A broad range of activities used to renew or assist faculty, supervisors, preceptors, field instructors, and clinical educators in their roles. These activities are designed to improve an individual’s knowledge, skills, attitudes, and behaviours related to teaching, educational administration and leadership, and scholarship.1 Scholarship is defined as those activities described in the CanMEDS-FM Scholar Role.

Hospital or clinical rounds: These scheduled education sessions are developed by hospital, health system, or academic departments and delivered from or within a hospital, clinical, or academic setting. The SPC must be accountable to a clinical or academic department head.

Journal clubs: These involve groups of physicians and other health professionals who meet on a regular schedule to review and critically evaluate recent articles in scientific and medical literature. Members of a journal club are also the SPC for the club.

Simulation based education: These provide a structured, learner-centred environment in which novice, intermediate, and advanced practitioners can learn or practise skills without causing harm to patients. Simulation exercises are followed by a feedback and debriefing session with the learners.

Small-group learning activities: These activities are planned by an organized group of physicians and other health care professionals, for approximately 12 participants or fewer, to review and discuss practice related issues. Members of the small group act as the SPC for the group.

Regularly scheduled series: These live (online or in-person) activities are planned as series with regular schedules. They can be offered outside a clinical or hospital setting and there is no restriction on the number of participants. Regularly scheduled series may be organized by eligible CPD provider organizations (see above), including medical education companies.

Non-traditional learning formats: The use of non-traditional learning models that disrupt western/Eurocentric approaches is welcomed. These can include more oral based approaches, including learning circles in the community, incorporating and supporting creative expression (e.g., creative arts therapy methods), etc.

All providers of certified Mainpro+ activities must maintain attendance records and provide participants with a certificate or letter (hard copy or digital) of attendance that must clearly indicate the:

• Participant’s full name
• CPD activity or module title
• CPD provider organization name
• Activity date
• Activity location
• CERT+ session ID number
• Appropriate certification statement including the number of credits for which the session is certified (including the credits for completed optional enhanced activities when applicable)
• Signature of an official from the CPD provider organization for activities delivered in Quebec

Mainpro+ participants are required to submit proof of participation only when requested to do so by the College. However, all Mainpro+ participants and program providers should retain records for a minimum period of six years in case they are selected to participate in credit validation or program auditing.

Certified Activities will have a certification period of 12 months from the date of approval.

Certified Assessment Activities will have a certification period of 36 months from the date of approval.

Faculty Development Activities (Certified or Certified Assessment) will have a certification period of 36 months from the date of approval.

CPD providers may request extensions to certification periods by contacting the CFPC at [email protected]. Typically, one-time extensions of eight weeks are granted by request. Any other extensions shall be considered on a case-by-case basis and are at the sole discretion of the CFPC.

Certified Activity or Certified Assessment Activity

This activity has been certified by the College of Family Physicians of Canada for up to [insert # of credits] Mainpro+® [Certified Activity or Certified Assessment Activity] credits.

Combined learning activity

This activity has been certified by the College of Family Physicians of Canada for up to [insert # of credits] Mainpro+® Certified Activity credits and up to [insert # of credits] Certified Assessment Activity credits.

Certified Activity or Certified Assessment Activity

This activity has been certified by the College of Family Physicians of Canada and the [insert province] Chapter for up to [insert # of credits] Mainpro+^® [Certified Activity or Certified Assessment Activity] credits.

Combined learning activity

This activity has been certified by the College of Family Physicians of Canada and the [insert province] Chapter for up to [insert # of credits] Mainpro+^® Certified Activity credits and [insert # of credits] Mainpro+ Certified Assessment Activity credits.

Certified Activity or Certified Assessment Activity – Nationally certified

This activity meets the certification criteria of the College of Family Physicians of Canada and the Quebec College of Family Physicians, a continuing professional development accrediting organization recognized by the Collège des médecins du Québec and has been approved for up to [insert # of credits] Mainpro+^® [Certified Activity or Certified Assessment Activity] credits.

Combined learning activity

This activity meets the certification criteria of the College of Family Physicians of Canada and the Quebec College of Family Physicians, a continuing professional development accrediting organization recognized by the Collège des médecins du Québec and has been approved for up to [insert # of credits] Mainpro+^® Certified Activity credits and for up to [insert # of credits] Mainpro+ Certified Assessment Activity credits.

Certified Activity or Certified Assessment Activity – provincially certified

This activity meets the certification criteria of the Quebec College of Family Physicians, a continuing professional development accrediting organization recognized by the Collège des médecins du Québec and has been approved for up to [insert # of credits] Mainpro+^® [Certified Activity or Certified Assessment Activity] credits.

Combined learning activity

This activity meets the certification criteria of the Quebec College of Family Physicians, a continuing professional development accrediting organization recognized by the Collège des médecins du Québec and has been approved for up to [insert # of credits] Mainpro+^® Certified Activity credits and up to [insert # of credits] Mainpro+ Certified Assessment Activity credits.

Certified Activity or Certified Assessment Activity

This activity meets the certification criteria of the College of Family Physicians of Canada and has been certified by the [university CPD office name] for up to [insert # of credits] Mainpro+^® [Certified Activity OR Certified Assessment Activity] credits.

Combined learning activity

This activity meets the certification criteria of the College of Family Physicians of Canada and has been certified by the [university CPD office name] for up to [insert # of credits] Mainpro+^® Certified Activity and up to [insert # of credits] Mainpro+ Certified Assessment Activity credits.

The CFPC and the American Academy of Family Physicians (AAFP) have an agreement that allows members to participate in each others’ live CPD/CME activities and claim CPD/CME credits under their own programs. That is, AAFP members can claim AAFP Prescribed credits for attending a program certified by the CFPC for Mainpro+ credits, and CFPC members can claim Mainpro+ credits for attending a program accredited by the AAFP. CPD/CME providers can explain this in their programs using the statements below.

CFPC approved activities

Members of the American Academy of Family Physicians are eligible to receive up to [insert number] Prescribed credit hours for attendance at this meeting/event due to a reciprocal agreement with the College of Family Physicians of Canada.

AAFP approved activities

Members of the College of Family Physicians of Canada are eligible to receive up to [insert number] Mainpro+® [Certified Activity/Certified Assessment Activity] credits for participation in this activity due to a reciprocal agreement with the American Academy of Family Physicians.

Invitations or brochures (paper or digital) about the certified CPD activity must include the following:

• Program title; must be the exact title as approved at time of certification
• Activity learning objectives
• Speaker name(s) (if applicable)
• Moderator name(s) (if applicable)
• Start and end times of the certified content
• Times at which meals and breaks occur, including how these will be managed in a virtual format (if applicable)
• Location (if applicable)
• Mainpro+ certification statement and/or marketing statement
• Financial support acknowledgement statement (if applicable)

The following refers to activities delivered outside of the province of Quebec. The use of sponsor logos outside of an exhibit hall or on promotional material is prohibited for Mainpro+ certified activities delivered in Quebec.

Multi-page booklets or brochures

Sponsor logos must not be included on the cover page or title page of a multi-page booklet or brochure (print or digital).

The CFPC permits the use of sponsor logos only on the end or back page of the booklet or brochure (print or digital). Where a commercial or industry logo is used, it must not incorporate or include the name or title of a specific product. When acknowledging sponsorship, the following statement must be used: “This program has received an educational grant or in-kind support from [name(s) of funding organization(s)].”
Also, the company name or logo must not appear on the same page as the program description (e.g., its agenda, speaker information, course outline).

When using logos as part of advertising/promotional materials for a Mainpro+ certified event, the size of text in the sponsor logo(s) must not exceed 100 per cent of the body text font size used in the advertisement or brochure.

Single-page brochures, posters, flyers (print or digital)

For single-page brochures, posters, or flyers, sponsors may be acknowledged at the bottom of the document in an unobtrusive manner. The following approved sponsor acknowledgement statement must be used: “This program has received an educational grant or in-kind resources from [name(s) of funding organization(s)].” Logos may not be used in this instance.

The CFPC trademarks, including the CFPC or Mainpro+ logos, may not be used without explicit, written consent from the CFPC through a trademark licence agreement. Mainpro+ certification does not confer the right to use the CFPC logo.

Advertisements and promotional materials may be included in programs (print or digital) or on CPD event handouts (print or digital) only if they are:

• Included at the end of the document (final pages only)
• Not facing any page containing certified educational content (agenda, speaker information, course outline, etc.)
• Marked clearly as advertising/promotion
• Not product-specific advertising

Brochures, programs, and promotional websites for Mainpro+ certified events may not be housed or advertised on a sponsor or ineligible provider organization website, including online registration pages for Mainpro+ certified events. For example, “www.pharmaX.com/Mainpro+_events” is not acceptable.

Where a website for Mainpro+ certified events includes an active link to non-certified materials, content, or services, it must provide a pop-up warning to inform the user that the site and content are not part of the Mainpro+ certified program site and content.

In addition, the following conditions apply:

• The destination page must appear in a new window or tab
• Users must have the option to not click on an advertisement or link; the advertisement or link cannot be established in such a manner that requires the user to click on the advertisement or link to proceed

Sponsor and/or product logos must not be included on the home page or front page of the website for a Mainpro+ certified event. The CFPC requires that when logos are used, they are reserved for a separate supporter acknowledgement web page/tab. The company name or logo should not be on the same web page as the Mainpro+ certified program (e.g., agenda, speaker information, course outline). Product-specific logos or branding may not be used in any capacity.

Once an activity has been certified for Mainpro+, changes cannot be made to the activity without explicit, written consent from the CFPC. No modification is acceptable (beyond the correction of spelling or grammatical errors)—including modifying or adding data points to a chart, changing the colour or theme of slides, inserting new studies, revising case studies, etc.

Failure to deliver a program in the exact manner in which the program was reviewed and certified might result in revocation of certification status or other such penalties. If changes or modifications to a certified program are required, the program provider must notify the CFPC and seek permission accordingly. If changes are deemed by the Chapter or CFPC to be substantial, the program must be resubmitted for review and certification (along with payment of the administrative fee plus applicable GST/HST).

CPD providers must stipulate specific instructions to faculty and presenters regarding their involvement in the program and its delivery. Without this guidance many programs are faced with certification compliance challenges when faculty and presenters take liberties with the content and activities and modify them to meet their personal needs or beliefs. Specifically, faculty and speakers must be provided with the following:

• The CFPC-approved learning objectives for the program
• A copy of all CFPC-approved materials associated with the program (e.g., slides, handouts, evaluations)
• Details on the CFPC-approved program format/teaching methodologies (e.g., small-group activities, lecture)
• Information about the target audience (e.g., experience level)
• Instruction on the requirement to deliver the program and associated content/materials only in the manner in which the program was approved.

Representatives of an HPI commercial interest (e.g., pharmaceutical company, medical cannabis producer/provider, medical device company) cannot assume the role of a facilitator, speaker, and/or instructor for any Mainpro+ certified program under any circumstances. Industry (pharmaceutical/biotechnology company) representatives may attend live certified CPD programs as non-contributing members to the discussion to provide logistical support such as facilitating registration, audiovisual set-up, seating, and distribution of certificates of attendance. Industry representatives may attend a live certified program only with the consent of the SPC chair and only if seating remains, preferably at the back of the room. These individuals may be identified as exhibitors, or sponsors via a name tag but cannot be wearing corporate branded clothing or paraphernalia during a live event. For virtual events, representatives should make reasonable efforts to identify themselves (e.g., changing zoom name to include Sponsor or Exhibitor).

CPD providers are responsible for maintaining records related to the certified activity, for an activity audit and help with quality improvement should the activity be repeated. CPD providers must retain copies of completed evaluation forms or response summaries for at least one year after the activity is presented as the CFPC may require submission of evaluation results for audit or other purposes.

The CFPC recommends that organizers provide a summary of the evaluations to all speakers and presenters for personal and professional development. Participants’ feedback must be used by CPD providers to improve future presentations of the program and evidence of this must be demonstrated in subsequent applications for certification.
CPD providers must track records of registration for certified activities and provide proof of registration to participants.

• CPD providers should retain attendance records for a minimum of six years in case participants are selected to participate in credit validation or the activity is selected for an audit

CPD providers cannot create a new CPD activity by combining certified activities from other provider organizations and marketing these as a new activity. CPD activities (in any delivery format) that include two or more individually certified Mainpro+ activities must be certified in their entirety and must conform to certification standards. These activities created out of combined certified activities must be planned and organized by an eligible CPD provider organization with an SPC, valid needs assessment, learning objectives, and overall activity evaluation. If sponsors are sought for these activities, the sponsorship agreements must be arranged with the eligible provider organization responsible for the activity.

If during the certification application process the provider knows that both certified and non-certified CPD sessions will be offered in the program, the provider must include this information with the application. Non-certified CPD activities cannot be scheduled to take place at times and locations that interfere or compete with certified CPD activities. When planning for different sessions, providers must group all the certified sessions separately from all the non-certified sessions. For example, all certified sessions can be held in the morning (or first in the series of sessions) and all non-certified sessions in the afternoon (or at the end of the series of sessions) or vice versa.

In the invitations and marketing material (paper-based and online/digital), the certified sessions must be clearly identified as being certified by the CFPC as per the current Mainpro+ certification standards. Non-certified CPD activities cannot be listed or included within activity agendas, programs, or calendars of events (preliminary and final) that include certified activities. Non-certified CPD sessions must be listed separately and identified as being non-certified by the CFPC. Non-certified CPD activities can be listed in a separate tab in an app or in a separate section in a printed program. Inserts about the activity can also be placed in the registrants’ packages. In each of these cases, it should be clear to the participants that these activities are not certified and may be sponsored by a commercial interest. Non-certified CPD activities funded with for-profit support must use the following statement: “This session is not certified by the College of Family Physicians of Canada.” Non-certified CPD activities funded with support from non-profit organizations may use the following statement: “This activity has not been formally reviewed by the CFPC; however, it is eligible for non-certified credits. Mainpro+ participants may also earn additional certified credits by completing a Linking Learning exercise.”

Non-certified activities that are not CPD activities can be listed in the preliminary and final programs. The following are examples of non-certified activities that can be listed in the preliminary and final programs:

• Paid lunches/breaks sponsored by commercial interests can be listed as “Non-certified sponsored lunch/break” with no reference to the sponsor’s name
• Non-certified poster sessions during breaks may be noted with an explanation that viewing posters is eligible for non-certified Mainpro+ credits (see 6.3)
• Committee or annual general meetings
• Streams developed for allied health care professionals in the scientific program that are not certified for Mainpro+ credits

The Committee on Accreditation of Continuing Medical Education (CACME) is an independent, national accrediting body with representation from many national Canadian medical organizations (including the CFPC), and its sole mandate is to evaluate university CPD offices. CACME-accredited Canadian university CPD offices have the authority to assign certified Mainpro+ credits to activities and programs into which they or their faculty have had substantial input regarding planning, organizing, developing, and implementing. The activity or program in question must meet the criteria for Mainpro+ certification and the university CPD office must demonstrate its ability to review the activity appropriately using the Mainpro+ criteria.

University CPD offices may confer certification for the following CPD programs:

• Provincially delivered in-person or online Certified Activities and Certified Assessment Activities (provided they meet all relevant established Mainpro+ criteria, including having one Practising class CFPC member on the SPC)
• National online asynchronous Certified Activities and Certified Assessment Activities (provided they meet all relevant established Mainpro+ criteria, including having a minimum of two Practising class CFPC members on the SPC)
• Nationally marketed live in-person or live virtual conferences (provided they meet all relevant established Mainpro+ criteria, including having a minimum of two Practising class CFPC members on the SPC)

The Royal College of Physicians and Surgeons of Canada (Royal College) offers the Maintenance of Certification (MOC) program for Canadian physician specialists. Canadian national specialty societies are accredited by the Royal College to deliver CPD activities that Royal College members may claim for MOC Section 1 and MOC Section 3 Royal College credits.

CFPC Affiliate members (members whose specialty is not family medicine) may count Royal College credits toward their Mainpro+ credit requirements. All other CFPC members may claim up to 50 certified credits per cycle for participation in Royal College MOC Section 1 and Section 3 accredited activities.

The CFPC accepts all activities certified by the CPD-accrediting organizations recognized by the Collège des médecins du Québec (one hour equals one credit).

The American Academy of Family Physicians (AAFP) is the accrediting body for family medicine CPD in the United States.

The CFPC and AAFP have a bilateral reciprocal accreditation agreement, which means that:

• AAFP members who complete any CME/CPD activity certified by the CFPC for Mainpro+ Certified Activities or Certified Assessment Activities credit can claim the equivalent number of AAFP Prescribed credits:
  • CPD providers promoting their program(s) to AAFP members may remind them of this reciprocal agreement
  • Upon written confirmation from the CFPC that a program has been certified, the following statement may be used in program materials but must be presented exactly as indicated: “Members of the American Academy of Family Physicians are eligible to receive up to ____ Prescribed credit hours for attendance at this meeting/event due to a reciprocal agreement with the College of Family Physicians of Canada.”
• CFPC members who complete any CME/CPD activity certified by the AAFP for Formal Prescribed credits can claim the equivalent number of Mainpro+ certified credits
• CFPC members who complete any CME/CPD activity certified by the AAFP for Formal Elective credits can claim the equivalent number of Mainpro+ non-certified credits:
  • CPD providers promoting their programs to CFPC members may remind them of this reciprocal agreement
  • Upon written confirmation from the AAFP that a program has been accredited, the following statement may be used in program materials but must be presented exactly as indicated: “Members of the College of Family Physicians of Canada are eligible to receive up to ___Mainpro+ [enter activity category Certified Activity/Certified Assessment Activity] credits for participation in this activity due to a reciprocal agreement with the American Academy of Family Physicians.”
• CPD activities held in both Canada and the United States are accredited/certified according to the nationality of the primary target audience (regardless of where the providers are located). The programs will be reviewed according to the criteria of the accrediting organization:
  • The CFPC certifies the activity if the primary target audience is Canadian:
• If the activity is to be held in Canada and delivered by an American provider, certification is done through the appropriate provincial CFPC Chapter
• If the activity is to be held in the United States and delivered by a Canadian provider, certification is coordinated through the CFPC National Office
• The CFPC will inform the AAFP of all such programs
• Canadian university CPD offices may assign Mainpro+ credits to programs they organize and then offer in the United States as long as the primary target audience is Canadian. They must inform the CFPC National Office of all such programs; the CFPC will then inform the AAFP.
  • The AAFP accredits the activity if the primary target audience is American:
• This is true if the activity is to be held in the United States and delivered by a Canadian provider or if it is to be held in Canada and delivered by an American provider
• The AAFP will inform the CFPC of all such programs held in Canada

CPD providers must agree to allow CFPC Mainpro+ auditors to attend their activity and conduct an audit for compliance with the Mainpro+ certification standards.

CPD providers must agree to submit to a post-activity audit at the request of the CFPC. During the post-activity audit providers will be required to submit the following materials to the CFPC for review:

• All promotional materials related to the activity
• Record of SPC meeting minutes
• Attendance list for the activity
• Evaluation results
• Copies of the conflict-of-interest disclosures made to the audience
• Copies of the material delivered and/or recordings of the activity (if applicable/available)
• Copies of any sponsor acknowledgement/promotion that occurred during the activity (if applicable)
• Copies of speaker/presenter communications
• Copy of letters of participation issued to participants
• Other material deemed relevant by the CFPC

After an activity audit is completed, CPD providers will be determined to be compliant, partially complaint, or non-compliant with the Mainpro+ certification standards for the activity in question.

Compliant activities – A notice of compliance will be issued by the CFPC to the CPD provider and SPC.

Partially compliant activities – A notice of partial compliance will be issued to the CPD provider and SPC. The CPD provider will have 10 business days to respond to the notice of non-compliance and must present a plan to achieve compliance before the activity is either delivered again or re-submitted for certification. The notice of partial compliance will be filed with the activity as well as the provider organization records in CERT+. Repeated partial compliance may lead to suspension or removal of eligible provider status.

Non-compliant activities - A notice of non-compliance will be issued to the CPD provider and SPC . Certification of the activity will be suspended, and the activity cannot be delivered until the issues of non-compliance are resolved. If the incidents of non-compliance are deemed serious enough, certification may be revoked at the CFPC’s discretion. The non-compliance report will be filed with the activity record and CPD provider record in CERT+. Multiple instances of non-compliant activities may result in suspension or removal of eligible provider status.

Eligible provider organizations may be subject to a random audit, or an audit triggered as a result of a member complaint or a violation of the Mainpro+ Certification Standards in the planning or delivery of a certified activity. An organizational audit may also be triggered as the result of material changes revealed through the annual organizational record attestation.

The provider organization audit will be conducted to ensure that any changes made to the structure of a provider organization have not impacted the organization’s eligibility as a provider of Mainpro+ certified CPD activities. If material changes have occurred in the organization revised documentation may be requested and reviewed. A successful audit will result in no changes to an organization’s eligibility. If the audit determines that changes to the organization are such that the organization no longer meets the definition of an eligible provider organization, their eligible provider status will be revoked and access to the CERT+ platform removed.

Eligible CPD provider organizations that are found to be in violation of the Mainpro+ Certification Standards or have provided false statements or information during the eligibility review or organizational audit process may have their eligibility status suspended or removed at the CFPC’s discretion. Providers with suspended or revoked status will have the certification of their existing activities suspended and will be unable to submit new activities for certification for the period of the suspension or, in the case of revoked eligibility, for the next 12 months.

When the CFPC is made aware of a violation of the Mainpro+ Certification Standards and the investigation concludes that a violation has taken place, the CFPC will issue a written warning detailing the violation to the CPD provider organization. The CPD provider organization must provide evidence of efforts to correct and remediate the violation and respond to the warning with details of how they have taken or will take steps to ensure compliance with Mainpro+ standards within 10 business days following receipt of the warning. Failure of the CPD provider to supply evidence of amendments, institute corrective action, and/or respond to the warning within 10 business days may result in second violation actions. Where the CFPC deems the violation to be significant or that it cannot be remedied, the CFPC reserves the right to withdraw certification from the activity to prevent further delivery as a Mainpro+ certified activity. CFPC members would not be permitted to claim Mainpro+ credits for their participation.

When the CFPC is made aware of a second violation connected to either the same or a different activity from a CPD provider organization within a calendar year and the investigation concludes a violation has taken place, the CFPC will issue a written warning. A copy of this warning will be distributed to all CFPC provincial Chapters and members of the National Committee on Continuing Professional Development (NCCPD). Within 10 business days of receiving the warning, the CPD provider must supply evidence of efforts to correct and remediate the violation and respond to the warning with details of how they have or will put into place measures to ensure compliance with Mainpro+ standards. Failure on the part of the CPD provider to supply evidence of amendments, institute corrective action, and/or respond to the warning within the 10-business-day time frame may result in subsequent violation actions. Where the CFPC deems the violation to be significant or that it cannot be remedied, the CFPC reserves the right to withdraw certification from the activity to prevent further delivery as a Mainpro+ certified activity. CFPC members would not be permitted to claim Mainpro+ credits for their participation.

When the CFPC is made aware of a subsequent violation within a calendar year connected to either the same or a different activity from a CPD provider organization and the investigation concludes a violation has taken place, the CFPC will take one or more of the following actions, depending on the nature of the violation, at its sole discretion:

• Revoking the certification of any programs offered by the provider for which any subsequent violations are related and which are currently certified for Mainpro+ credits. CFPC members would not be permitted to claim Mainpro+ credits for their participation.
• A 12-month suspension of the organization’s eligible provider status, during which time no new programs may be submitted for Mainpro+ certification/re-certification. Certification would be removed from all activities currently listed for the provider.
• Revocation of eligible provider status
• If the activity or activities in question have sponsorship by organizations that are members of Innovative Medicines Canada, a written complaint will be filed with that organization

Provide a specific outline of support for the development/presentation of the activity from external organizations (for-profit and not-for-profit)—including educational grants and in-kind services (e.g., logistics). Specific connections that a reasonable program participant might consider relevant to the presentation (e.g., the sponsor makes a product that could be germane to the presentation) should be included.

Provide the speaker’s name and describe any relationships with for-profit and not-for-profit interests (e.g., grants/research support, consulting fees, honoraria, membership on advisory boards, patents, other financial relationships, etc.).

Describe the process the SPC uses to reflect on potential sources of bias in the presentation. When a potential source of bias is determined, the mitigation strategy should be described as well, including a consideration of conflicts related to moderators/speakers when applicable. Speakers should not be creating their own mitigation strategies. If no conflicts or potential for bias were identified by the SPC the presentation of this slide is not required.

Needs assessment:

• Required for each activity, this is an assessment of perceived and unperceived learning needs of the target audience and is used to guide program development
• Used to obtain information about current knowledge and practice experience as well as potential barriers to implementing change
• Addresses gaps in physician competency through CanMEDS-FM competencies
• Should ensure that it has considered the diverse needs of both the target audience of learners as well as the patients they treat when creating the program

Learning objectives:

• Required for each activity
• Must be tied to the needs assessment results and demonstrate what a learner will be able to do after completing the activity
• Must be written in a measurable and learner-centred format addressing CanMEDS-FM competencies identified in the needs assessment

Needs assessment data can be gathered by:

• Surveys
• Literature reviews
• Critical event reports
• Reports of near misses
• Referral patterns
• Gap analysis
• Focus groups/interviews
• Epidemiological data analysis
• Evaluation of feedback from previous educational events

Learning objectives can be created using:

• Bloom’s taxonomy
• Moore’s level of outcome measurement
• Kirkpatrick, ADDIE model, etc.

Examples of integrating the needs of diverse target audience and the perspectives of patients and family members and/or support networks:

• Assess the diversity of practice settings where family physicians work, considering urban, rural, and suburban contexts
• When conducting needs assessments, collect (non-identifiable) demographic data that allows learners to self-identify if they belong to a systematically marginalized and under-represented identity group (e.g., Indigeneity, race, citizenship status, gender identity, sexuality, ability and health status, language) to help to better understand the needs of diverse groups
• The planning committee could include representatives of patients and families and/or their support networks or people with lived experience, or evidence that patient or family/support network input has contributed to the needs assessment creation
• Gather patient feedback through surveys or interviews to understand their perspectives
• Analyze patient demographic data to identify cultural groups that may be underserved or face communication challenges
• Incorporate patient stories and perspectives into the needs assessment to highlight specific challenges faced by diverse patient populations

Submitters must include the following with their application related to this criterion:

1. Evidence that a needs assessment was performed including a description of how data regarding family physician knowledge, skills, and/or behaviour gaps in CanMEDS-FM competencies were acquired and what learning needs were identified
2. A description of how the planning committee members were selected and how they represent the target audience
3. An explanation of how the diversity of patient populations and learners were considered/addressed in the needs assessment process. If this was not addressed in the needs assessment process providers will be asked to explain what barriers they encountered and how they could include this for future programs.
4. The sources used to ensure both perceived and unperceived needs are identified
5. A description of how the learning objectives and CanMEDS-FM competencies are relevant to the needs assessment results

• At least 25 per cent of the program must contain active learning elements. In addition to other active learning elements, the following requirements apply to specific learning formats:
  • Live in-person/virtual activities must include interactivity with other participants and a facilitator
  • Asynchronous independent learning activities must include a means for participants to ask questions and receive answers about the material being taught
• Program providers must demonstrate how the learning objectives are achievable considering the participants’ current level of knowledge and skills and how this is supported by the learning activity design including resources and time frames
• All activities should allow participants to engage actively with the subject matter through the incorporation of interactive tools (see examples below)
• To promote social justice education, the program design should consider issues of equity, diversity, and inclusion (EDI) to create learning activities that demonstrate acknowledgment of racial, ethnic, cultural, and gender diversity, as well as other identities
• It should consider information and perspectives from various cultural, social, and demographic backgrounds
• Instructional and learning design should accommodate different learning preferences, abilities, challenges, interests, and background knowledge
• Program providers should consider options to accommodate learners who may experience barriers to learning due to physical limitations and may request accommodation

Some examples of active learning for live in-person/virtual include:

• Audience Q & A period
• Audience response systems
• Case discussions
• Practice-based scenarios

Some examples of active learning for asynchronous online activities include:

• Quizzes and multiple-choice questions built into online program content
• Interactive, multi-scenario case exercises
• Game-based learning
• Immersive scenarios
• Discussion boards

Demonstration of learning format appropriateness can include:

• Slide count is reasonable for the time frame of program
• Appropriateness of content for online learning versus in person
• Simulation used to teach technique versus didactic lecture

Some examples of incorporation of social justice education and/or inclusive education can include, but is not limited to, the following:

• Accessible learning environment:
  • Colours and contrast are accessible to learners with low-vision and colour-vision deficiencies
  • Screen reader-friendly documents
  • Alternative (alt) text is included for visual content
  • Size and type of font is accessible
  • Text equivalents are provided for all audio and video content (transcripts and/or captions)
  • Audio descriptions of visual information for learners who are visually impaired are provided, including alt text for images
  • The learning includes frequent scheduled breaks
• Diversity and inclusion:
  • Incorporate case studies and scenarios in the program that highlight diverse patient experiences, emphasizing the importance of understanding and addressing disparities in health care
  • Include case studies and examples from different cultural and social contexts to broaden the learners' understanding of how health care practices may vary and impact diverse populations
  • Include guest speakers from different cultural, social, and demographic backgrounds to share their experiences and insights, providing diverse perspectives on health care challenges
  • Offer a variety of learning formats such as workshops, online modules, and interactive discussions to cater to different learning styles, ensuring that participants can engage in ways that suit them
  • Use activities that include everyone, and education methods that are thoughtful and supportive of equality between genders
  • Review materials for gendered, racialized, and otherwise oppressive language
  • Use a teaching approach that considers past traumas when discussing sensitive topics related to systemic oppression or racism

Submitters must include the following with their application related to this criterion:

1. Demonstrate how the activity design and format lead to the achievement of the learning objectives
2. Include an activity agenda or lesson plan outlining time spent in each intervention as well as the interactive elements
3. Explain how participation is tracked for asynchronous online learning activities as well as how learners can ask and receive answers about program content
4. Provide an explanation of how they have considered information and perspectives from various cultural, social, and demographic backgrounds to enrich the learning experience
5. Explain the specific strategies used to ensure that the program content reflects the diversity of perspectives relevant to the topic/content discussed
6. Describe their approach to designing instructional and learning activities that accommodate diverse learning preferences, abilities, challenges, interests, and background knowledge
7. Provide examples of how they create an inclusive learning environment that considers the accessibility needs of diverse participants
8. Providers who are unable to meet the requirements in items 4 through 7 will not have their application for certification rejected but will be asked to identify how they might consider these concepts for future activities.

• The activity must demonstrate that the content is evidence based, is up to date with current practice trends, and is within the scope of family medicine. Emerging evidence from peer-reviewed sources that challenge currently approved practice may be included for discussion.
• The best available evidence should be used for all assertions or recommendations within a program
• Content considers the Canadian context and diverse communities across Canada when making recommendations or speaks to implementation of evidence
• Review resources for discriminatory, outdated, and oppressive language and images
• References must be provided for all evidence cited
• Consistent use of generic or brand names for products must be used; generic names are preferred
• If evidence does not exist for an assertion or recommendation this must be made clear to the audience
• Charts and graphs cannot be altered to mislead learners regarding study results (e.g., changes in axis)

Appropriate clinical evidence:

• Systematic reviews of studies with/without a meta-analysis
• Observational studies such as prospective or retrospective cohort studies, case-control studies, and case reports
• Randomized control trials and non-inferiority studies
• Clinical guidelines or resources that summarize evidence

Other potential sources of non-clinical evidence:

• Pedagogical literature
• Social sciences literature
• Humanities literature
• Business literature

Submitters must include the following with their application related to this criterion:

1. Description of how evidence is identified and selected
2. References included on slides and in content provided to learners
3. Explanation of off-label or unapproved treatments, if they will be discussed, regarding relevance over currently approved options

• Participants must be able to:
  • Evaluate the effectiveness of all elements of the learning activity (format, design, facilitators, relevance, etc.) including facilitation and delivery of the activity, and to what extent the instructors/facilitators were able to provide a safe, accessible, and productive learning environment in which to explore and advance knowledge and skills
  • Assess self-reported learning or change in what participants know or know how to do after completing the CPD program
  • Evaluate their confidence in achieving/implementing program learning objectives
  • Evaluate potential biases within the program
• Participant evaluations should include the ability to collect (non-identifiable) demographic data where learners can self-identify if they belong to a systemically marginalized and/or under-represented identity group (e.g., Indigeneity, race, citizenship status, gender identity, sexuality, ability and health status, language) to inform future planning and support more inclusive learning opportunities
• Participants should have the option to provide feedback on how well the activity addressed and incorporated concepts of EDI with respect to the program content
• Programs intended for delivery in the province of Quebec must include the mandatory evaluation question regarding the Quebec Council for the Continuing Professional Development of Physicians (CQDPCM) Code of Ethics
• Program developers must have a plan in place to review and respond to evaluation feedback for quality improvement purposes

Evaluation forms/format:

• Self-reported change in knowledge/skill/performance
• Inclusion of bias evaluation related to financial interests, as well as other types of bias (e.g., gender, race, speaker, etc.)
• Electronic or paper-based evaluation format
• Evidence of demographic collections in the evaluation form
• Likert scale measurements of confidence
• Mandatory Quebec question:
  • Did the activity respect the CQDPCM Code of Ethics?
    Yes or No

Evaluation review and response plan:

• Summary of previous evaluation feedback
• Evidence of previous evaluation review and response (meeting minutes)
• Evidence of a plan to review and act on evaluation feedback

Submitters must include the following with their application related to this criterion:

1. A description of the selected evaluation strategy and how it serves as a measure of learning objectives’ effectiveness
2. A description of how participants will be engaged in the evaluation of the proposed activity, and how the evaluation approach and tools:
   1. Generate data that can be disaggregated to ensure feedback from equity-seeking learners can be highlighted and analyzed
   2. Elicit learners’ feedback about the activity facilitation and delivery, as well as how well the instructors or facilitators created a safe, accessible, and productive learning environment for exploring and advancing knowledge and skills
3. A description of how evaluation feedback is used, who reviews it, how often it’s reviewed, and how it is used for quality improvement
4. A copy of the evaluation form/format selected. Program providers should retain copies of evaluation feedback for a minimum of one year after the program certification period in the event of a CFPC audit.

• Method(s) used to collect needs-assessment data, and rationale/evidence to support the use of each method must be provided
  • Ensure the diverse needs of both the target audience being assessed as well as the patients they treat when creating the assessment activity are considered
• Outline of how the need for the assessment tool/process was determined
• Outline of the assessment tool and process
• Learning objectives
  • Must be tied to the needs assessment results and demonstrate what a learner will be able to do or change after completing the assessment activity
  • Must be written in a measurable and learner-centred format addressing the CanMEDS-FM competencies identified in the needs assessment

Sources of needs assessment data:

• Regulatory requirements
• Practice guideline changes
• Safety protocols
• Surgical procedures/checklists

Demonstration of assessment process:

• Literature supporting use of assessment methodology
• Validated assessment tools/templates
• Assessor training plan

Learning objectives can be created using:

• Bloom’s taxonomy
• Moore’s levels of outcome measurement
• Kirkpatrick,
• ADDIE model, etc.

Submitters must include the following with their application related to this criterion:

1. Describe how they have considered the validity of the assessment chosen
2. Describe how assessors, if they are used, are trained
3. Include a summary of the data used to determine the assessment needs. When applicable, include an explanation of how the diversity of patient populations were addressed/considered in the needs assessment process.
4. Establish the relevance of the learning objectives according to the needs assessment results
5. Identify the CanMEDS-FM competencies assessed in the activity

• Must include the review of and reflection on practice data relative to previously established standards, protocols, and norms
• Assessment activities may be self-directed or conducted with others
• Participants must receive feedback on practice and/or performance that compares their performance to expected standards and that is designed to encourage improvement. For self-directed activities, feedback includes reminders and/or prompts to review and reflect on progress/performance change.
• When applicable, the assessment considers issues of EDI, reflecting an acknowledgment of racial, ethnic, cultural, and gender diversity, along with other identities
• Encourage the consideration of information, perspectives, and feedback from diverse cultural, social, and demographic backgrounds to enrich the assessment experience
• Assessment providers should consider options to accommodate learners who may encounter barriers accessing the assessment activity due to physical limitations and may request accommodation

Practice data sources:

• EMR data/patient records
• Teaching assessments
• Patient feedback

Feedback:

• Chart audit and feedback
• Self-assessment of practice questionnaire with results compared to standards
• Debrief and feedback from simulation
• Feedback from coaches, peers, patients
• Knowledge-based assessments alone such as multiple-choice questions are not sufficient forms of interactivity and engagement; they should be used in combination with other activities as part of a more comprehensive reflection upon practice

Demonstration of feedback incorporation

• Feedback templates, guides

Examples of incorporating EDI:

• Incorporate a peer review component where physicians provide feedback about each other's diagnostic and treatment plans. Encourage comments that consider the impact of cultural, social, and demographic factors on patient care, fostering a dialogue about diverse perspectives.
• Include a reflective component where physicians analyze how their own cultural background and biases might influence their clinical decisions. This encourages self-awareness and prompts consideration of how to provide equitable care to a diverse patient population.
• Integrate a feedback mechanism that includes input from simulated patients representing various cultural backgrounds. This allows physicians to receive insights on how their communication and approach may be perceived by patients from different ethnic and cultural groups.
• Use anonymized patient feedback surveys to gather insights from a diverse patient population about their experiences with the assessed physicians. Include questions that specifically address the physician's sensitivity to issues of EDI in the health care setting.

Examples of accessible learning:

• Colours and contrast are accessible to learners with low-vision and colour-vision deficiencies
• Screen reader-friendly documents
• Alt text is included for visual content
• Size and type of font is accessible
• Text equivalents are provided for all audio and video content (transcripts and/or captions)
• Audio descriptions of visual information for learners who are visually impaired are provided, including alt text for images

Submitters must include the following with their application related to this criterion:

1. Describe how feedback is provided to learners
2. Provide an example of the assessment tool/format used
3. Demonstrate how learning outcomes can be measured and achieved within the assessment activity time frame
4. Provide a description of what practice data will be used and how it will be accessed
5. Provide an explanation of how information and perspectives from various cultural, social, and demographic backgrounds have been incorporated to enrich the assessment experience
6. Specify the strategies used to ensure the assessment activity reflects the diversity of perspectives relevant to the focus of the assessment activity
7. Describe the approach to designing assessment activities that accommodate diverse learning preferences, abilities, challenges, interests, and background knowledge
8. Provide examples of how an inclusive assessment activity is created that considers the accessibility needs of diverse participants

Providers who are unable to meet the requirements outlined in items 5 through 8 will not have their application for certification rejected but will be asked to identify how they might consider these concepts for future activities.

• Assessment methodology should be evidence-based as well as valid and reliable
• Content considers the Canadian context and diverse communities across Canada when making recommendations or speaks to implementation of evidence
• References for evidence cited and tools/templates used must be provided to participants
• Resources and assessment activity must be reviewed for discriminatory, outdated, and oppressive language and images
• Evidence selected should be free from bias and the consistent use of generic brand names for products must be employed

Appropriate clinical evidence:

• Systematic reviews of studies with/without a meta-analysis
• Observational studies such as prospective or retrospective cohort studies, case-control studies, and case reports
• Randomized control trials and non-inferiority studies
• Clinical guidelines or resources that summarize evidence

Other potential sources of non-clinical evidence discussed:

• Pedagogical literature
• Social sciences literature
• Humanities literature
• Business literature

Submitters must include the following with their application related to this criterion:

1. Description of how evidence is identified and selected
2. References displayed on content provided to learners
3. Explanation of off-label or unapproved treatments, if they will be discussed, regarding relevance over currently approved options

Outcome assessment

• Includes an objective measurement of change in competence and/or clinical performance for learners
• This should include an evaluation of the implementation of the learning objectives by the learners

• Learners must be provided with the means to evaluate the effectiveness of the assessment activity and provide feedback to the program providers on the facilitation and delivery of the assessment, along with feedback regarding to what extent the instructors/facilitators/coaches were able to provide a safe, accessible, and productive environment in which to explore and advance knowledge and skills
• Participants must be able to:
  • Evaluate their confidence in achieving/implementing program learning objectives
  • Evaluate potential biases within the program
• Participant evaluations include the collection of (non-identifiable) demographic data where they can self-identify if they belong to a systemically marginalized and/or under-represented identity group (e.g., Indigeneity, race, citizenship status, gender identity, sexuality, ability, and health status, language) to inform future planning and support more inclusive learning opportunities
• Participants must have the option to provide feedback about how well the activity addressed and incorporated concepts of EDI with respect to the program content
• Programs intended for delivery in the province of Quebec must include the mandatory evaluation question regarding the Quebec Council for the Continuing Professional Development of Physicians (CQDPCM) Code of Ethics  
• Program developers must have a plan in place to review and respond to evaluation feedback for quality improvement purposes

Objective measurements of change:

• Fulfillment of a quality improvement cycle
• Commitment to change contract with follow-up
• Observation and feedback in a practice setting
• Summative assessment of change in knowledge/skill/performance

Evaluation of assessment activity:

• Overall activity evaluation form
• Inclusion of a measure of self-reported change in competence/performance
• Inclusion of bias evaluation related to financial interests, as well as other types of bias (gender, race, speaker, etc.)
• Electronic or paper-based evaluation format
• Evidence of demographic collections in the evaluation form
• Likert scale measurements of confidence
• Mandatory Quebec question:
  • Did the activity respect the CQDPCM Code of Ethics?
    Yes or No
• Inclusion of questions regarding the use of inclusive language, avoidance of stereotypes, etc.

Evaluation review and response plan:

• Summary of previous evaluation feedback
• Evidence of previous evaluation review and response (meeting minutes)
• Evidence of a plan to review and act on evaluation feedback

Submitters must include the following with their application related to this criterion:

1. Describe the selected evaluation strategy and how it measures accomplishing learning objectives
2. Describe how evaluation feedback is used, who reviews it, how often it’s reviewed, and how it is used for quality improvement
3. Provide a description of how participants will be engaged in evaluating the proposed activity, and how the evaluation approach and tools:
   1. Generate data that can be disaggregated to ensure feedback from equity-seeking learners can be highlighted and analyzed
   2. Elicit learners’ feedback about the facilitation and delivery of the activity, as well as how well the instructors or facilitators created a safe, accessible, and productive learning environment for exploring and advancing knowledge and skills
4. Include a copy of the evaluation form/format selected. Program providers should retain copies of evaluation feedback for a minimum of one year after the program certification in the event of a CFPC audit.