hospital news special professional development & education supplement

JANUARY 2016 HOSPITAL NEWSwww.hospitalnews.com

THE 14TH ANNUAL

S U P P L E M E N T

Development & Education

HOSPITAL NEWS JANUARY 2016 www.hospitalnews.com

P2 Professional Development and Education

On November 30, 2015, the Centre for Addiction and Mental Health (CAMH) and the recently established Medi-

cal Psychiatry Alliance (MPA) celebrated the launch of a unique mental health training centre to help health profession-als care for patients with complex mental health needs more effectively.

Called the Simulation Centre, the new education hub is located at CAMH and will provide a safe learning environment for students, trainees, and health profes-sionals to explore their clinical practice and test new approaches to treating com-bined physical and mental illness. While simulation training has been well-estab-lished in physical health specialties such as surgery and anesthesiology, the new Simulation Centre at CAMH is the fi rst of its kind in Canada to focus primarily on mental healthcare.

“There’s not enough opportunity to re-hearse aspects of learning before you actu-ally confront it with your patients and cli-ents,” says Dr. Ivan Silver, Vice President, CAMH Education. “It’s a missing ingredi-ent in mental health – we do a lot of learn-ing on the job, but we need better ways to prepare clinicians before they actually need to use a skill in practice.”

The Simulation Centre is supported by the Medical Psychiatry Alliance, a collab-orative partnership between CAMH, the

University of Toronto (U of T), the Hos-pital for Sick Children and Trillium Health Partners, with the goal of transforming mental healthcare in Ontario. The new training centre supports the MPA’s man-

date to transform the delivery of mental health services for patients suffering from both physical and mental illnesses.

In Ontario, 1.3 million people suffer from combined physical and mental health ill-nesses. In many cases, treatment of these patients fails because health care profession-als are trained to focus on either physical or mental illness but not both at the same time. As a result, physical symptoms with a men-tal health origin can often go unaddressed.

To meet the challenge of treating people with complex mental and physical health care needs, the MPA is creating a new model of integrated care that includes a new approach to the education of health care professionals. The Simulation Centre at CAMH will train health care staff using the new model of care.

Dr. Benoit Mulsant, MPA Executive Di-rector and Chair of the Department of Psy-chiatry at the U of T, says it’s his hope “that in the years to come, we will have trained our health professionals to integrate men-tal and physical care so that it becomes the norm to do in our health care system.”

In addition to hands-on mental health training available within the Simulation Centre, the MPA is rolling out other con-tinuing education initiatives in the coming year to help health professionals care for this population of patients. In collaboration

with Trillium Health Partners and U of T, the MPA plans to offer a medical psychiatry certifi cate program to equip current health professionals already working in their re-spective fi elds with the skills and resources needed to better treat patients suffering with both mental and physical illnesses.

The MPA is already transforming curricu-lum in U of T’s Undergraduate Medical Edu-cation program so that future health leaders will be better equipped to care for patients in a more integrated health care model.

“If we want to teach innovative models of care, we need new tools andapproach-es,” says Dr. Mulsant.

Established in January 2014 through a $60 million grant, the MPA has a six-year man-date. During this time, the MPA aims to:• Improve quality of life and increase life

expectancy for those with serious, simul-taneous mental and physical illnesses, while reducing the burden of illness on families, the healthcare system and so-ciety

• Create a new model of clinical care to support patients with both mental and physical issues

• Teach current and future health profes-sionals how to prevent, diagnose and treat mental and physical illness within a novel integrated care model

• Deepen our understanding of the inter-action between body and brain regarding co-morbid mental and physical illnesses.For more information, please visit www.

medpsychalliance.ca. ■HSandeep Dhaliwal is a Senior Communica-

tions Advisor with the Medical Psychiatry Al-liance (MPA). Supported by The Centre for Addiction and Mental Health (CAMH), The Hospital for Sick Children, Trillium Health Partners and the University of Toronto (U of T) in conjunction with the Ministry of Health and Long-Term Care and an extraordinarily generous donor, the MPA is dedicated to transforming the delivery of mental health ser-vices for patients who suffer from physical and psychiatric illness or medically unexplained symptoms.

First Simulation Centre devoted to training mental health care professionals opens By Sandeep Dhaliwal

At the offi cial opening of the Simulation Centre at CAMH. From left to right: Dr. Ivan Silver, Vice President, CAMH Education; Dr. Catherine Zahn, President and CEO,CAMH; Dr. Benoit Mulsant, Executive Director, Medical Psychiatry Alliance; and Dr. Trevor Young, Dean, Faculty of Medicine, University of Toronto.

O

Called the Simulation Centre, the new education hub is located at CAMH and will provide a safe learning environment for students, trainees, and health professionals to explore their clinical practice and test new approaches to treating combined physical and mental illness.


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hen it comes to making im-provements in the health care arena, Dr. Roger Wong, As-sociate Dean of Postgraduate

Medical Education at the University of British Columbia, knows medical residents have a key role to play.

But what’s the best way to equip the next generation of medical practitioners with the skills and knowledge needed to improve clinical processes and patient care over the course of their training and medical career?

A recently released e-book, Teaching Quality Improvement in Residency Education, sheds light on teaching quality improve-ment (or QI) in the health care setting, a topic that has garnered increased attention from postgraduate medical education pro-grams across the country in recent years.

The user-friendly publication, which offers practical tips and tools for teaching (and assessing) QI competencies, repre-sents a culmination of years of medical ed-ucation research by Dr. Wong. Developed in partnership with the Royal College, the new resource was offi cially unveiled dur-ing the 2015 International Conference on Residency Education, which was held in Vancouver last fall.

We recently sat down with Dr. Wong to fi nd out where his passion for teaching QI began, and what his e-publication means for medical educators and residents across Canada.

When did the idea forthis e-publication emerge?

Years ago, before my time as the Asso-ciate Dean of Postgraduate Medical Edu-cation at UBC, I served as the associate

program director of the Internal Medicine Residency program. At that point in time, the topic of quality improvement was be-ginning to gain a lot of attention in the medical community, and there was cer-tainly a strong appetite at UBC to develop a QI curriculum to teach residents.

So I decided to take on the task. Back then, very little had been written about the subject of teaching and assessing QI com-petencies, so I knew taking on the project would be challenging, and offer an oppor-tunity to be quite innovative.

After implementing the new QI cur-riculum within the UBC environment, my colleagues and I began to share our thoughts and experience with medical ed-ucators from across the country. By 2007, I had received national recognition for my work, earning the Royal College’s Donald Richards Wilson Award, which recognizes those who have demonstrated excellence in integrating the CanMEDS roles into a Royal College training program.

Our QI curriculum continued to catch the attention of a lot of people – includ-ing the Royal College’s Dr. Jason Frank, Director of Specialty Education, Strategy and Standards, who recommended that I partner with the Royal College to write a book about teaching QI to residents. Not one to turn down an opportunity, I agreed and worked with the Royal College to de-velop the e-book. Looking back, although it was a lot of work, I’m so glad I took on the project – I had the opportunity to meet and work with a very talented pool of peo-ple from both within the Royal College, as well as the UBC environment.

What can readers expect to take away from your book?

While many people recognize the im-portance of continuous improvement in the quality of care delivered in healthcare and in medicine, a lot of times, what they may not realize is how essential it is to teach our up-and-coming physicians and surgeons about QI – it’s a skillset and com-petency that must be taught like any other.

The intention of this book is to provide a user-friendly guide for medical educators

looking to develop and implement a QI curriculum. The publication covers every-thing from setting learning objectives to as-sessing competencies and curriculum eval-uations (at the foundational and advanced level). Readers will walk away with a host of tips, lessons learned, and assessment tools that they can download and modify to meet their specifi c program needs. An-other big feature of this book is that it is very resident focused and looks at how trainees can be engaged and inspired to get involved in the important work of quality improvement in the health care setting.

At the 2015 International Conference on Residency Education (ICRE), where the new CanMEDS framework was launched, the book was positioned as one of the tools that can help residency programs imple-ment competency-based curriculum.

Why are you passionate about this topic?

As a medical educator, I have the plea-sure of meeting and working closely with residents. And over the years, many have come to me with stories and examples of processes in clinical settings that they feel are not working as effectively or effi ciently as they could be. At fi rst, they feel quite discouraged about what impact they can make ‘as just residents’ – but after being exposed to the QI curriculum, and learn-ing about some of the methodology and tools at their disposal, I see a huge change in their outlook – they feel empowered. By teaching future doctors how to do quality improvement work, we are empowering them with tools to make a change for the better of healthcare, and their patients. So, for me, QI is really a fundamental skillset that makes a huge impact, and being able to publish and share what I’ve learned about QI with other medical educators and residents is very exciting.

Copies of Dr. Wong’s e-book, Teaching Quality Improvement in Residency Educa-tion, are available on the Royal College’s website. ■H

Kerry Blackadar is a Communications Co-ordinator, Faculty of Medicine, The Univer-sity of British Columbia.

Teaching quality improvementin residency education Dr. Roger Wong reveals what the launch of his new e-book means for medical educators and residents across CanadaBy Kerry Blackadar

W

Dr. Roger Wong.

The Health Information Management profession is one of constant change. The Centre for Distance Education offers a dynamic HIM program that recognizes the needs of both industry and the students. Last year was the introduction of the Mock National Certification Exam to assist CD-ED students in their prepara-tion for this intense exam credentialing HIM professionals. This was exception-ally well received, and students were thankful for this opportunity to practice for the exam. The Mock NCE was then expanded to be offered at a minimal cost to HIM students from any HIM program. The uptake and positive response indicates that this is a valued resource for all HIM students in Canada.

With the success of this first “learn it online now” project, CD-ED has expanded their LION professional and personal development offerings to now include a Classifications module. In this self-directed module, enrollees progress from an introduction to the 2 primary classification systems used in Canada (ICD10CA and CCI) to applying the codes to real records while adhering to national stan-dards at www.learnitonlinenow.com

In recognition of the diversity of students, and their life experiences, CD-ED is planning for the 2016 implementation of a part-time option that will allow the students to take 3 years to complete the HIM program. This will allow those students who are balancing work life and their personal life to now also take on a challenging academic program and be successful.

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It’s Your Education Grab a Front Row SeatEver dozed through a monotone lecture in a dusty lecture hall? No more. Education should be engaging, interactive, and facilitated by industry thought leaders. You’ll want to get a front row seat for these programs.

The Ontario Hospital Association (OHA) offers 50+ certificate courses to help health care professionals acquire the knowledge and skills necessary to face the challenges of today’s health care climate. These programs help more than 1,400 professionals from the industry, including front-line staff, human resources, emerging leaders and more.

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Think of the last time you felt truly inspired. Imagine if you could multiply that productive energy by 100. Or even 1000.

There’s nothing more invigorating than a room bursting with great ideas and energy for change. The Ontario Hospital Association’s (OHA) conferences are designed with this in mind. Built by members and for members, our conferences offer participants an opportunity to share leading practices and information about industry-wide issues and trends.

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Advance Elder-Care in your organization, Join the ACE Collaborative.

The Canadian Foundation for Healthcare Improvement (CFHI), in partnership with the Technology Evaluation in the Elderly Network (TVN), is inviting applications from healthcare delivery organizations to participate in a quality improvement collaborative focused on spreading innovative elder-friendly care practices. Too often in Canadian healthcare, promising innovations remain isolated pockets of excellence. Any organization working to improve patient care, health outcomes and value-for-money should ask: “What’s out there that works?” The Acute Care for Elders (or ACE) collaborative will support participating healthcare delivery organizations across Canada and internationally with the implementation, evaluation and spread of proven evidence-informed elder-friendly care practices. The ACE collaborative responds to what those working in healthcare across Canada and internationally are telling us they need in order to kick-start sustainable improvement at the service delivery level: seed funding, an evidence-based program and coaching to support the implementation of specifi c elder-friendly practices. Benefi ts of Joining the Collaborative• Up to $40,000 in seed funding to implement the initiative• CFHI collaborative support with the implementation, evaluation and spread of proven

evidence-informed elder-friendly care practices• Peer-to-peer networking and exchange among the entire cohort• Monthly team educational webinars• Support for performance measurement and evaluation• An in-person workshop to foster cross-team learning and sharing• Access to a network of expert faculty coaches, including Dr. Samir Sinha and his team who have

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n September, three anaesthesi-ologists from the University of Ottawa were awarded a World Federation Of Societies of

Anaesthesiologists (WFSA) Innovation Award for the creation of online tools to support a competency-based anaesthesi-ologist residency programme.

Dr. Christopher Hudson, Dr. Viren Naik and Dr. Emma J. Stodel designed the learn-er driven programme in response to the evolving needs of graduate medical educa-tion and 21st century healthcare.

“Calls for reform in how physicians are trained have been longstanding,” explains Dr. Emma Stodel, “In many of the current systems, programs defi ne the successful completion of training based on the length of time a trainee is in a program, assum-ing that trainees will develop the required competencies to practice after a predeter-mined amount of time.”

“However, the restrictions around resi-dent duty hours, pressure to reduce costs associated with resident training, and the need for improved accountability for pa-tient safety, have led many countries to consider a competency-based approach to medical education.”

Rather than focusing on the length

of time a resident is in training, as is the case with existing programs, the new tools focus on attaining specifi c competencies required of an anaesthesiologist to ensure positive patient outcomes.

“The online tools identify the abilities

required of the physician and then design the curriculum to support the achieve-ment of them. This paradigm defi es the as-sumption that competence to practice as a fully rounded physician is achieved based on time spent on rotations and instead re-quires residents to demonstrate the com-petencies deemed necessary for patient care,” Dr. Stodel explains.

For some trainees, this may require more time than the typical programs, while oth-ers may be able to accelerate their training and enter the workforce earlier or engage in further specialized training.

One key component of the program is the Clinical Case Assessment Tool (CCAT), an online resident-driven assess-ment used throughout the program.

“The resident’s self-assessment is shared with the staff who assess performance on a behaviourally anchored scale ranging from “Staff had to do” to “Staff did not need to be there” and documents their assessment based on what was done well, what needs to be improved, and next steps for learn-ing,” Stodel explains.

The tool increases face-to-face feedback to residents and allows data to be easily analyzed and interpreted for learning, re-search, and quality improvement purposes.

Another element of the program is a series of learning cases, completed by resi-dents during the ‘Core of Discipline’ stage of their program starting seven months into their training. The learning cases are designed to replace traditional academic half-days. Unlike academic half-days, Drs. Hudson, Naik and Stodel’s learning cases are linked to the module the resident is in so residents learn topics most relevant to them at the time.

The learning cases are based on the format of the Royal College of Physicians Surgeons Canada (RCPSC) oral examina-tions. Residents are provided with a case scenario followed by questions to direct their learning and selected resources. They are then expected to spend time engaged in self-directed learning for each case, fol-lowed by a meeting with a staff anaesthesi-

ologist to discuss the case and are assessed against an expected level of competence.

“By reviewing the topic before interact-ing with staff, the staff-resident discussions can be at a more advanced level, mirroring a ’fl ipped classroom’,” according to Stodel.

Learning cases are delivered through a custom-built electronic system that stores and manages access to cases, tracks com-pletion, and documents assessment. Data from this system will be automatically fed into in-training evaluation reports (ITERs) so evaluators know whether module re-quirements have been satisfi ed, as well as to a central dashboard that will provide a summary of resident progress.

Five months into the new program an-ecdotal comments from staff indicate that the program residents are more skilled and more confi dent than residents from the traditional program at this stage of train-ing.

“The biggest impact we have seen since the introduction of the above tools is the engagement from the faculty. Utilizing the electronic CCAT, the faculty are feeling empowered to provide more specifi c and detailed learning assessments. Anonymous survey results suggest that the culture change related to CBD methodology has improved the quality of their assessments,” says Dr. Stodel.

As the WFSA Innovation Awards en-courage and support innovation in anaes-thesiology that has had, or is likely to have, a positive impact on surgical patient out-comes, the creators’ intention is to share the electronic tools they developed with other departments and institutions across Canada was looked upon very favourably.

“Innovation in the fi eld is a large part of improving standards in anaesthesia care globally. Recognizing and rewarding innovation is good for medical staff and patients and will have a positive impact on future generations,” adds Julian Gore-Booth, Chief Executive of the WFSA. ■H

Niki O’Brien is a Communications Offi cer at The World Federation Of Societies of An-aesthesiologists.

Anaesthesiologists advance medical education in CanadaBy Niki O’Brien

Dr. Naik teaching in simulation.

I

EDUCATION AT THE INTERSECTIONOF HEALTH, BUSINESS, AND TECHNOLOGY

People become healthcare professionals to help make people better. The DeGroote School of

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professionals and administrators attain the leadership and management skills they need to

deliver care more effectively.

The healthcare sector is burdened by business processes designed by clinicians and technology

designed for business processes – not patients. Healthcare management sits at the intersec-

tion of health, business, and technology and the DeGroote School is able to draw on McMas-

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The variety of health management programs available at the DeGroote School means that there

is something for everyone in the health sector. In addition to the well-known MBA specializa-

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development programs for healthcare executives.

Coming soon: The DeGroote School of Business will be adding a Health Management area of study to its

existing Business PhD program. This new area of study will also be offered on a part-time basis

allowing health management professionals earn a doctorate without interrupting their careers.

For more information about all of DeGroote’s programs, visit www.DeGrooteSchool.ca/ programs



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Cutting-Edge Learning It’s Just a Click AwayIf you’re a health care professional, you’ll agree: there just aren’t enough hours in the day. Today’s fast-paced world leaves little time for traditional classroom learning. Yet, modern technology affords health care professionals the convenience of staying current with the latest issues and trends, from the comfort of home or workplace.

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Q: How long have you worked with the Public Services Health and Safety Association as your Health and Safety training partner? How is it a good fi t?

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Q: What is important for a good JHSC training program? How does PSHSA deliver?

A: PSHSA’s certifi cation program provides all JHSC members with a clear understanding of the OHSA, including how they fi t in supporting the organization’s health and safety program and ways they can make an impact in supporting workers’ concerns. The diff erent methods used to deliver the training keeps the members interested and engaged.

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earning and development is important in any industry, but it’s particularly crucial for health care professionals to

continuously enhance their knowledge on key topics.

That’s why Cancer Care Ontario has launched an e-learning platform for the health care community. Available at el-earning.cancercare.on.ca, the accredited online courses are free of charge and can be accessed by clinical and administrative staff across the province anytime, from anywhere.

The courses are accredited for Mainpro-M1 credits by the College of Family Physi-cians of Canada (CFPC) and the Ontario Chapter and focus on Cancer Screening and Aboriginal Relationship and Cultural Competency courses. They were devel-oped based on discussions with experts and an expressed interest in building knowl-edge in these specifi c areas.

“Offering online courses ensures that we’re able to reach all health care provid-ers across Ontario, regardless of their geo-

graphic location,” says Dr. Suzanne Stras-berg, Provincial Primary Care Lead, Cancer Care Ontario. “The courses give doctors, nurses and health care administrators the chance to increase their understanding of Ontario’s organized cancer screening pro-grams and guidelines as well as key issues faced by Aboriginal Ontarians. Ultimately, this contributes to an improved patient ex-perience and better quality of care.”

Cancer Care Ontario is offering four cancer screening courses to help primary care providers better understand Ontario’s guidelines for breast, cervical and colorec-tal screening, including limitations and benefi ts. Each course takes about 30 min-utes and is accredited for 0.5 Mainpro-M1 credits.

Nine Aboriginal Relationship and Cul-tural Competency courses are designed to enhance knowledge of First Nations, Inuit and Métis history, culture and the health landscape to improve patient experience and person-centred care. The courses are geared to health care providers, profes-sionals, administrators and others working with First Nations, Inuit and Métis com-

munities. Eight of the courses take about 60 minutes and each is accredited for 1.0 Mainpro-M1 credits, and one course takes about 30 minutes to complete and is ac-credited for 0.5 Mainpro-M1 credits.

“What we often hear in the communi-

ties we work with is that there’s a desire to create a greater understanding of the unique needs of First Nations, Inuit and Métis people,” says Alethea Kewayosh, Di-rector, Aboriginal Cancer Control, Cancer Care Ontario. “One of the priorities in our Aboriginal Cancer Strategy is to continue

building productive relationships and edu-cate healthcare professionals about the distinct needs of these communities. Our hope is that these Aboriginal Relation-ship and Cultural Competency courses will help enhance the healthcare experience for many First Nations, Inuit and Métis cancer patients and caregivers across the province.”

In September, Cancer Care Ontario launched the third Aboriginal Cancer Strategy (ACS); a four year plan that guides how the organization works to-gether with partners to improve the per-formance of the cancer system for First Na-tions, Inuit and Métis people. ACS III is a direct deliverable of the Ontario Cancer Plan IV and refl ects the shared priorities of Cancer Care Ontario, the Regional Can-cer Programs and First Nations, Inuit and Métis communities.

Healthcare professionals can visit elearning.cancercare.on.ca to learn more about Cancer Care Ontario’s online e-learning courses and register today. ■H

Erin MacFarlane is a Communications Advisor, Cancer Care Ontario.

Online e-learning

Courses for cancer screening and Aboriginal cancer careBy Erin MacFarlane

Cancer Care Ontario is offering four cancer screening courses to help primary care providers better understand Ontario’s guidelines for breast, cervical and colorectal screening, including limitations and benefi ts.

L

WE MADE ROOM FOR EDUCATION. WILL YOU?Tight budgets. Hectic schedules. High travel costs. When it comesto continuing education for busy professionals, there are plenty of challenges and not enough solutions. Until now.

To make education more accessible, the Ontario Hospital Association (OHA) has recently launched a state-of-the-art Education Centre, a 12,000 square foot facility located in downtown Toronto. Employing a sophisticated suite of broadcast technology, the Education Centre allows the 55,000+ health care professionals who attend our programs annually to participate virtually from any location.

oha.com/educationcentreTAKE A VIRTUAL TOUR




ÊTES-VOUS UN PROFESSIONNEL

PASSI vise à vous offrir une formation spécialisée ainsi qu’une assistance pour faciliter votre intégration sur le marché du travail ontarien dans votre domaine d’expertise.

de formations et d’ateliers » Aptitudes clés recherchées par les employeurs

» Techniques de perfectionnement

» RCR et premiers soins/DEA niveau C » SIMDUT et plus

d’occasions de réseautage » Visites en entreprise » Conférences » Rencontres

de possibilité de stage avec des travailleurs.

[email protected] 742-2475 | 1 800 267-2483, poste 2475

PROGRAMME D’ACCÈS AUX SERVICES DE SANTÉ POUR LES IMMIGRANTS

PASSIPour mieux performer sur le marché du travail

Programme

subventionné

2 FÉVRIER AU 31 MARS

Inspire and change lives.Apply now for one of our Health and Wellness Studies programs. Several of our programs are offered in both the fall and winter or in a compressed format, and all of our full-time programs feature field placement components and practical labs for hands-on learning.

Esthetician Food and Nutrition Management (fall/winter) Healthcare Environmental Services Management Pharmacy Technician (fall/winter) Massage Therapy (fall/winter – compressed) Fitness and Health Promotion (fall/winter – compressed) Workplace Wellness and Health Promotion

(fall – two sites)

Continuing Education programs: Reflexology Athletic Taping (for Registered Massage Therapists) Medical Esthetics for Nurses

For more information on any of our offerings, please visit centennialcollege.ca/community-health or call 416 289-5000 x 8068. See where

experience takes you.

For the past 10 years, the Governance Centre of Excellence (GCE) has supported health care and not-for-profit boards with education programs and thought leadership tools and resources.

To sign up, visit thegce.ca/subscribe

During this milestone year, we’d like to thank our supporters and invite you to celebrate this occasion with us! Sign up for a chance to win one of many great prizes, including:

• $100 Starbucks Gift Cards

• $100 Oliver & Bonacini Gift Cards

• Keurig 2.0 K400 Brewing System

Celebrating 10 Years of Governance Excellence

JOIN IN CELEBRATING OUR 10 YEAR ANNIVERSARY FOR A CHANCE TO WIN



Osgoode Professional Development (a division of Osgoode Hall Law School at York University), provides lifelong learning programs for lawyers and other professionals, including those working in the health care sector.

We have a diverse range of programs ‒ from one hour to 5 days ‒ developed by and for health professionals. Whether you’re looking to get an update on recent developments or develop a solid foundation with one of our intensive

OsgoodePD’s experienced faculty of leading health and legal experts will equip you with the knowledge, strategies and practical skills you need to advance your career.

OSGOODEPROFESSIONAL DEVELOPMENT CONTINUING LEGAL EDUCATION

What past attendees have said:

“The information in this course should be mandatory in all health care training programs”Janice Janz, RN, University Health Network – Toronto Western Hospital

“Well organized. Dynamic and knowledgeable presenters. I would recommend this to all health professionals and legal counsel who work in liability, risk management and patient safety.”Deborah Perry, Risk Management Consultant, Eastern Health

“This was a very informative education session. My charting

Dawn Bunnett, Belleville Nurse Practitioner

Learn more: osgoodepd.ca/HNhealthlaw

Spiritual Care CPE/PCE Training

Chaplaincy & Ethics Social Justice Focus

Inter–Religious Dialogue

Master of Pastoral Studies2 yr Program – 20 courses

Streams in Spiritual Care and Social Ministries for Christians, Muslims, Buddhists and others

(CRPO Stream forthcoming)

Diploma in Buddhist Mindfulness & Mental HealthPart–time Program – 6 courses www.emmanuel.utoronto.ca

Engaging Belief and PracticeMulti-Religious Approaches to Spiritual Care at Emmanuel College

Do you have a passion for social justice? Are you interested in exploring matters of religious practice and belief, and gaining expertise in spiritual care and counselling? Do you have a vision for holistic care?

The Master of Pastoral Studies (MPS) program at Emmanuel College offers students the opportunity to gain skills in spiritual care, theological analysis and approaches to mental health and well-being. The MPS has a number of streams in spiritual care and social ministries for Christians, Muslims, Buddhists and others. With an emphasis on inter-religious dialogue, this professional master’s degree prepares students for careers in the non-profit sector and in a variety of settings such as hospitals, prisons and educational institutions. Graduates can also be certified with the Canadian Association for Spiritual Care (CASC).

The MPS provides a wealth of opportunities for those from different religious backgrounds who wish to integrate belief and practice. Emmanuel College also offers a Diploma in Buddhist Mindfulness & Mental Health, and an Applied Buddhist Studies Initiative (ABSI) starts January 2016 in collaboration with the Buddhist Education Foundation of Canada. The MPS: Muslim Studies program is an initiative that stems from Emmanuel College’s goal to foster dialogue between Muslims and Christians, and others within the larger community. Emmanuel College continues to work on developing a stream to coordinate with the new College of Registered Psychotherapists of Ontario. Emmanuel College Principal Mark Toulouse writes, “These programs naturally emerge out of the College’s vision which recognizes that concepts of justice, goodness and love are larger than any one particular religion or tradition can fully define by itself.” These programs emphasizing spiritual care in a variety of religious traditions are the first of their kind in Canada.

Emmanuel College is a theological college of Victoria University in the University of Toronto. Emmanuel provides an education characterized by rigorous theological inquiry, contextual analysis, commitment to justice, and inclusive practice.

www.emmanuel.utoronto.ca



The health care industry is complex and ever-changing, and the beginning of each year provides a perfect opportunity to evaluate your career.

The Ontario Hospital Association (OHA) is committed to providing premium tools and training for busy health care professionals, offering flexible education opportunities, such as:

Make Plans, Not Resolutions

Take Charge of Your Education This Year

• Virtual and blended learning sessions let you attend in-person or from the comfort of workplace or home

• Over 50 certificate programs provide practical workplace applications

• Online certificate courses provide a cost-effective and easily accessible training option

• Online training modules offer a convenient and affordable way to train staff

• New Education Catalogue allows you to view all programs at-a-glance

LEARN MORE oha.com/catalogue

PART-TIME CERTIFICATES

communityservices.humber.ca/ce

REGISTER BEFOREJANUARY 15, 2016

Humber’s School of Social and Community Services is dedicated to delivering more than education. Pathways are available that allow full- and part-time students to reach their academic and career goals. Do you want to help change lives? Programs and courses offered in Human Services give you a chance to make a difference in your community.Certificates in Crisis Intervention and Counselling, Case Management, Psychosocial Rehabilitation and Children’s Mental Health are featured on the continuing education platform. Whether it is to upgrade skills or add to existing ones, individuals can take courses towards these certificates on a part-time basis. Part-time studies offers a great way to try out a new career path while working. Understanding the importance of flexibility in helping students pursue their academic goals, the school provides classes during times that are convenient for people juggling work and life responsibilities. With ever-increasing online learning options, students can study from virtually anywhere. Part-time courses could help you advance your career through the acquisition of new skills. Your employer may even offer tuition reimbursement for your continuing education.With over 200 part-time courses, Humber’s School of Social and Community Services offers the critical courses to learn what is needed in today’s world. Program topics range from Settlement Counsellor to Managing in the VAW (Violence Against Women) Sector to Child Welfare and Forensic Practice. Course offerings include Responding to Abuse, Suicide Prevention, Urban Sociology, Physical Aging, Wellness and Promotion of Abilities among many others. Promises Derek Stockley, Dean of the School of Social and Community Services, “We are dedicated to delivering more than an education - we are changing lives.” Visit us at communityservices.humber.ca/ce to find out more.

Part-Time Studies in Human Services Opens Doors



When Faye Fu decided to go to George Brown College to upgrade her dental assistant skills, it wasn’t about increasing her salary or competing with her colleagues – it was about self-betterment.

“I took the courses for my personal interest. It was for me – I felt no pressure to do it,” says Faye.

With medical practices, technology and dental office needs constantly evolving, Faye wanted to improve her skillset. George Brown’s Dental Assistant Level II Upgrade Certificate proved to be the right program for Faye.

“I trust George Brown. It is a high-standard community college,” says Faye. “The times work so well because it is every other Saturday and Sunday. I don’t have to skip my work, it doesn’t bother my job and I still can have weekends to do my stuff.”

Faye found the courses to be a perfect combination of hands-on patient work and dental office reality – with the teacher walking students through clinical sessions and building up their dental theory, skills and confidence.

Taking the upgrade certificate not only helped Faye pass the National Dental Assisting Examining Board (NDAEB) exam – it has allowed her to smoothly adapt to more challenging tasks at the dental office where she works. Above all, the courses helped Faye reach her personal goal of self-development.

“The certificate has opened me up to many more opportunities … What I do now is more advanced and I can do more intra-orally,” she explains. “It’s a good challenge, to learn something new and go ahead. Honestly, it was wonderful.”

George Brown College helps dental assistant progress to a new level

To learn more about the Dental Assistant Level II Upgrade Certificate, visit coned.georgebrown.ca/health.

Faye Fu

Happy New Year!From all of us at Hospital News!

It has been a pleasure to serve you in 2015,and we look forward to serving you in the future.

Professional development opportunities for health professionalsContinuing Education at George Brown CollegeGeorge Brown College has a range of certificates that are geared to health professionals and offered on a part-time basis through Continuing Education.

Courses for these certificates start this January:

coned.georgebrown.ca/healthFor more information, contact us at 416-415-5000, ext. 2126, or [email protected].



technical exam for colorectal surgery fellows piloted by a St. Michael’s physician could lead to a paradigm shift in certifi ca-

tion for all surgical fellows.Surgical residents are currently assessed

on their knowledge through written exams and for their judgment through oral exams. However, there is no formal assessment of technical skill at the time of certifi cation.

Dr. Sandra de Montbrun, a colorec-tal surgeon, has been working with the American Society of Colon and Rectal Surgeons to develop a technical skills exam for the purpose of certifi cation in the United States.

“This is the fi rst time that any North American surgical society has moved for-ward with developing a technical skills exam with the purpose of certifi cation for high stakes assessment,” says Dr. de Montbrun.

Implementing this sort of test could lead to improved patient outcomes.

“If we can identify the residents who show defi ciencies in technical skill and re-mediate them during their training, there is a potential impact on patient care,” she adds.

The technical exam takes place in a surgical skills lab setting and is made up

of eight different technical skill tasks. The students are observed by an examiner who evaluates their performance.

She has led three pilot studies to prove the validity of the technical exam. The fi rst study, held at the University of Toronto in 2011, compared general surgery residents to colorectal residents.

“We found there was a difference in their performance, giving some initial evi-dence of validity to the test,” says Dr. de Montbrun. The results from the second pilot study suggested that this exam iden-tifi es technical defi ciencies in people who would otherwise go on to be certifi ed with the current board certifi cation process.

For 2014, the Colorectal Objective Structured Assessment of Technical Skill, or COSATS, exam became a mandatory component for certifi cation for the Ameri-can Board of Colon and Rectal Surgery. It was the fi rst time in North America that a technical skills exam was a required com-ponent for certifi cation.

“The purpose of the exam was to col-lect data on the exam itself,” says Dr. de Montbrun. “Candidates were not assigned a pass/fail status, but we had to adminis-ter it to the entire cohort of people to get an idea of what the data would look like with the entire group of examinees taking their board exam.” The results of this most

recent pilot have been submitted for pub-lication.

There is no timetable for the COSATS exam to become a permanent component of The American Board of Colon and Rec-tal Surgery exam. At the same time, the American College of Surgeons is inter-

ested in moving forward with a technical exam for general surgery training in the United States.

The Royal College of Physicians and Surgeons of Canada does not yet have plans to incorporate the COSATS into Canadian certifi cation. ■H

By Greg Winson

St. Michael’s doctor develops skills test for surgical residents

Dr. Sandra de Montbrun evaluates a surgical fellow in the Allan Waters Family Simulation Centre skills laboratory.

Photo by Katie Cooper

A



here’s an extra set of eyes and ears providing a unique per-spective to students in the Sunnybrook Canadian Simula-

tion Centre: a patient.The new initiative has a patient vol-

unteer participating in a simulation sce-nario for third-year medical students on anesthesia rotation. The patient volunteer interjects during the simulation in order to help students articulate why an x-ray wouldn’t be required in this situation. She then shares her own story about a surgical experience and also provides feedback to the students.

The fi rst volunteer, Ruth Milikin, says she’s delighted to be taking part.

“There’s so much anxiety that comes with being a patient,” she says. “I’m re-minding the students to take a moment to reassure the patient, answer questions, and be open with the time line – even just that can help. Giving a sense to the patient that you know their history, having a kindly dis-position and listening. Really, that’s num-ber one: listening.”

Medical student Ali Damji said he hopes having patients involved in training becomes a standard.

“This is real-time feedback. We don’t often – or ever – sit with a patient and get feedback on how we are doing,” Ali says. “By involving a patient in our simulation session, we are reminded this is a person.

This is their life. This is their family mem-ber and they might be scared or upset.”

Ruth helped remind him that even ex-plaining why he may only have two min-utes to talk can help allay a patient’s fears. It’s something he will try to communicate better with patients in the future, he says.

“Some of the most fantastic teachers are our patients,” Ali adds.

“Patients need a voice and this is an ef-fective way to do it. I’m honoured to have the opportunity to be involved in this, and have a positive impact on the future of medicine.”

Involving patients in education activities is one of several ways Sunnybrook is creating meaningful opportunities for engaging patients and families in the unique activities of an

Academic Health Sciences Centre – research, education, patient care, and administration.

“By engaging patients and families in all aspects of Sunnybrook, we can gain pow-erful insight and use that to improve the experiences for all of our patients,” says VP, Communications Craig DuHamel. ■H

Alexis Dobranowski works in communica-tions at Sunnybrook Health Sciences Centre.

Sunnybrook Simulation Centre welcomes patients to help train medical studentsBy Alexis Dobranowski

Third-year medical student Ali Damji receives feedback from patient Ruth Milikin after a simulation session.

Photo credit: Doug Nicholson

T

Empower Yourself and Your Staff with Online Training ModulesFrom Accessible Customer Service Standards to Wound Care and more, the Ontario Hospital Association’s (OHA) range of online modules will enable you to train yourself and your staff efficiently and within budget.

These online training modules empower participants through self-paced independent learning. The interactive modules enrich the learning experience, while program quizzes assess and enhance students’ knowledge. A variety of learning styles are addressed through text, audio, video and instructive activities.

LEARN MORE oha.com/onlinemodules

CFHI Inviting Applications from Organizations to Build Capacity, Enhance

Leadership, Deliver Improvement

The Canadian Foundation for Healthcare Improvement is calling for motivated organizations to apply to EXTRA: Executive Training Program, the only bilingual, pan-Canadian improvement fellowship in Canada.

The 14-month program builds leadership and organizational capacity to achieve breakthrough, sustainable innovations that achieve better care, better health and better value. Teams of three to four leaders, from one or more organizations, work collaboratively to design, implement and evaluate an evidence-informed improvement project addressing a pressing clinical, organizational, regional or provincial/territorial challenge.

EXTRA is grounded in the complex reality of leading and managing in today’s health and healthcare environments. Teams work with CFHI faculty and coaches to tackle healthcare challenges such as addressing the needs of a target population; designing a new product, process or service; improving an existing process or service; spreading a promising practice; and -developing a framework or infrastructure for improved governance, management or quality.

Since its launch in 2004, the EXTRA Program has supported more than 300 healthcare professionals from 120 organizations across Canada.

EXTRA’s 2016 cohort will comprise up to ten organizations to take part in the program, beginning in April 2016. This year, CFHI is encouraging applications from, and will create space for, up to three organizations focusing on palliative care.

Learn more about the program and how to apply by February 15, 2016 at cfhi-fcass/EXTRA.



The best way to care for her may be to participatein this collaborative.Apply now to the ACE collaborative.

The Acute Care for Elders (ACE) Collaborative is funding innovative, new ways to provide care for older Canadians.

Join and benefi t from support.

Deadline February 1st, 2016

cfhi-fcass.ca/ACE

CFHI is a not-for-profi t organization funded by the Government of Canada.



earning has always been central to work and life at Hamilton Health Sciences. Supporting and developing

our people is a key part of our strategic plan – to engage, enable and empower our people to deliver on our mission of providing excellent healthcare for the people and communities we serve and to advance healthcare through educa-tion and research.

The Hamilton Health Sciences Cen-tre for People Development is making a signifi cant contribution to achieving this objective by providing staff and physicians at Hamilton Health Sciences with formal learning opportunities to help them grow and enhance their leadership ability. At Hamilton Health Sciences we believe in the notion of a leader in every chair. Lead-ership is not a title, it is a being: regardless of the role we all lead.

“Our staff and physician engagement surveys have underscored how much our staff and physicians value development op-portunities. The Centre for People Devel-opment, which opened in May, 2015, was built with extensive stakeholder consulta-tion. It was designed to provide learning opportunities that strengthen our people’s ability, individually and collectively, to per-form with great ability and care with great

compassion. We live in an ambiguous and changing world, we must continue to grow, develop, think differently and be agile and adaptable”, says Andrew Doppler, Vice President, Human Resources.

Offering learning and development opportunities to staff, formal leaders and physicians, the centre offers a wide range of programming in leadership, quality and performance, compassion and resilience and team performance. Some programs include Mindfulness Based Stress Re-duction, Personal Power and Resilience, Leading Organizational Change and Team Simulation Based Learning focused on important clinical priorities such as early detection of sepsis.The Centre is unique from other providers of formal development, as it incorporates the following:• facilitators who are recognized experts in

their fi eld and also appreciate the chal-lenges of the health care environment

• learning that is practical, blended and focused on adult learning principles

• treats the learner as a “whole being”• a learning environment where new

learning can be practiced/applied im-mediately in people’s operating context

• the opportunity to network with other health care professionals across disci-plines and roles

• a curriculum that refl ects strategic and operational goals of the organization

• a curriculum that refl ects what our peo-ple say they need and want The Centre refl ects the very latest think-

ing on what separates high performing lead-ers (formal and informal) from average lead-ers. “Leaders want to get better in the here and now, not to be judged against a com-petency map or be sold an abstract theory about what leadership should look like… Leadership development is more about ap-plication than theory” (Warner, 2015).

Evaluations strongly indicate that the

Hamilton Health Sciences Centre for People Development is delivering this type of learning, offering relevant, engaging programming that directly translates into enhanced performance.

For more information please contact Kathryn Adams, Organizational Devel-opment Specialist, Hamilton Health Sci-ences. ■H

Calyn Pettit works in Public Relations & Communications at Hamilton Health Sciences.

Centre for People Development supports hospital staffBy Calyn Pettit

LDanielle Fry, occupational therapist at McMaster Children’s Hospital, is one of more than 11,000 Hamilton Health Sciences staff who now have access to specialized, unique professional development programming through the hospital’s Centre for People Development. Courses are also open to non-HHS employees.

Welcome to the online health care career destination for employers and job seekers.

Employers

Post jobs and connect with the industry’s best and brightest.

Job Seekers

Create an account, sign up for job

care today!

healthscapejobs.ca: A Destination for Health Care Careers

REGISTER TODAYhealthscapejobs.ca



Broaden Your Nursing Horizons with Durham College’s Mental

Health Nursing Program

call 905.721.2000 ext. 2496 or visit www.durhamcollege.ca/coned.

Careers in health-careGet the qualifications you need to further your career in these areas:

CONTINUING EDUCATIONWWW.DURHAMCOLLEGE.CA/CONED

For full details on these programs visit our website today.

• Advanced Wound Care• Child Development Practioner• Children’s Mental Health• Dementia Studies – Multidiscipline• Diabetes Worker/ Educator• Food Service Worker• Foot Care Advanced and Diabetes• Gerontology• Hospital Nursing Unit Clerk

• Mental Health Nursing RN/RPN• Mental Health Rehabilitation• Occupational Health Nursing RN• Oncology Nursing RN/RPN• Palliative Care• Perinatal/Obstetrics RN/RPN• Perioperative Nursing RN/RPN• Sterile Processing

Special Seminar To Be Held

Insomnia, obesity, and diabetes are the consequences of excessive stress.

examines how stress affects the brain and predisposes patients toward cardiovascular disease, dementia, and hormonal disorders.

It shows how stress can affect memory and learning.

The seminar presents ideas for the management of stress and examines how stress

marriage, sex, and suicide. It covers medications used to treat stress.

The seminar will be presented three times in the Ontario Province: Wed., May 11, 2016, Best Western Lamplighter Inn, 591 Wellington Road South, London, Ontario; Thu., May 12, 2016, Radisson Hotel, 55 Halcrown Place, Toronto, Ontario; and Fri.,

provider of live seminars for health professionals. Biomed neither solicits nor receives any gifts or grants from any entity.

Stress, Anxiety, and Depression

To obtain more information about the seminar, please contact Biomed, 3219 Yonge Street, Suite 228, Toronto, Ontario M4N 2L3.



Please print:Name: Profession:Home Address: Professional License #:City: Province: Postal Code: Lic. Exp. Date:Home Phone: ( ) Work Phone: ( ) Employer:Please enclose full payment with registration form. Check method of payment. E-Mail:

Check for $109.00 (CANADIAN) (Make payable to BIOMED GENERAL)Charge the equivalent of $109.00 (CANADIAN) to my Visa MasterCard American Express® Discover®

Card Number: Exp. Date:(enter all raised numbers)

Signature:

Most credit-card charges will be processed in Canadian dollars. Some charges will be in U.S. dollars at the prevailing exchange rate.

Dr. Michael E. Howard (Ph.D.) is a full-time psychologist-lecturer for INR.

who is an internationally-recognized authority on brain-behavior relationships, traumatic brain injury, dementia, stroke, psychiatric disorders, aging, forensic neuro-psychology, and rehabilitation.

During his 30-year career, Dr. Howard has been on the faculty of three medical schools, headed three neuro-psychology departments, and directed treatment pro-grams for individuals with brain injury, dementia, addiction, chronic pain, psychiatric disorders, and other disabilities.

Biomed reserves the right to change instructors without prior notice. Every instructor is either a compensated employee or independent contractor of Biomed.

LEARNING OBJECTIVES Participants completing this course will be able to:1) describe the structure and function of neurons, glia, neurotransmitters, and

brain regions.2) explain how the brain produces and is affected by stress, anxiety, and depres-

sion.3) determine the major differences between acute stress and chronic stress.4) explain the proposed new criteria for diagnosing anxiety disorders and major

depressive disorder.5) outline the symptoms and treatments for the major anxiety disorders, includ-

ing dental anxiety.6) list the differences and similarities between major depressive disorder and

bipolar disorder.7) describe how the information in this course can be utilized to improve patient

care and patient outcomes.8) describe, for this course, the implications for dentistry, mental health, nursing,

and other healthcare professions.

SPONSOR

and medicine. Since 1994, Biomed has been giving educational seminars to Canadian health-care professionals. Biomed neither solicits nor receives gifts or grants from any entity.

Biomed has no ties to any commercial organizations and sells no products of any kind, except educational materials. Neither Biomed nor any Biomed instructor has a

other entity which has products or services that may be discussed in the program. Biomed does not solicit or receive any gifts from any source and has no connection with any religious or political entities. Biomed’s telephone number is: (925) 602-6140. Biomed’s fax number is: (925) 363-7798. Biomed’s website is, www.biomedglobal.com. Biomed’s corporate headquarters’ address is: Biomed, P.O. Box 5727, Concord, CA 94524-0727, USA. Biomed’s GST Number is: 89506 2842.

ACCREDITATION

MEETING TIMES & LOCATIONS

TUITION: CHEQUES: $109.00 (CANADIAN) with pre-registration. $134.00 (CANADIAN) at the door if space remains. CREDIT CARDS: Most credit-card charges will be processed in Canadian dollars. Some charges will be in U.S. dollars at the prevailing exchange rate. Note: some Canadian banks may add a small service charge for using a credit card. The tuition includes all applicable Canadian taxes. At the seminar, participants will receive a complete course syllabus. Tuition payment receipt will also be available at the seminar.

There are four ways to register: Online: www.biomedglobal.comBy mail: Complete and return the Registration Form below.By phone: Register toll-free with Visa, MasterCard, American Express®, or Discover® by calling 1-888-724-6633. (This number is for registrations only.) By fax: Fax a copy of your completed registration form— including Visa, MasterCard, American Express®, or Discover® Number—to (925) 687-0860.For information about seminars in other provinces, please call

1-877-246-6336 or (925) 602-6140.

HOW TO REGISTER

6 CONTACT HOURS / www.biomedglobal.com

Please return form to:BIOMEDSuite 228

3219 Yonge StreetToronto, Ontario

M4N 2L3TOLL-FREE:

1-877-246-6336TEL: (925) 602-6140FAX: (925) 687-0860

Please check course date: For information about seminars in other provinces, please call 1-877-246-6336 or (925) 602-6140

The seminar registration period is from 7:45 AM to 8:15 AM. The seminar will begin at 8:30 AM. A lunch (on own) break will take place from 11:30 AM to 12:20 PM. The course will adjourn at 3:30 PM, when course comple-

A Seminar for Health ProfessionalsTUITION $109.00 (CANADIAN)

INSTRUCTORNURSES (RNs, RPNs, & LPNs)

clinical information and to upgrade their professional skills. Numerous registered nurses in Canada and the United States have completed these courses. This activity is co-provided with INR.

Institute for Natural Resources (INR) is an approved provider of continuing nursing education by the Virginia Nurses Association, an accredited approver by the American Nurses’ Credentialing Center’s Commission on Accreditation.

PHARMACISTSPharmacists successfully completing this course will receive

-tion Council for Pharmacy Education (ACPE) as a provider of continuing phar-macy education. The ACPE universal activity number (UAN) for this course is 0212-9999-16-002-L01-P. This is a knowledge-based CPE activity.

DIETITIANSBiomed, under Provider Number BI001, is a Continuing Profes-

sional Education (CPE) Accredited Provider with the Commission on Dietetic Registration (CDR). Registered dietitians (RD’s) and dietetic technicians, registered (DTR’s) will receive 6 hours worth of continuing pro-fessional education units (CPEU’s) for completion of this program/materials. Continuing Professional Education Provider Accreditation does not constitute endorsement by CDR of a provider, program, or materials. CDR is the creden-tialing agency for the Academy of Nutrition and Dietetics (AND).

PSYCHOLOGISTS

completing this program.This activity is co-provided with INR. INR is approved by the American

Psychological Association to sponsor continuing education for psychologists. INR maintains responsibility for this program and its content.

SOCIAL WORKERSThis activity is co-provided with INR. Social Workers completing this

by the National Association of Social Workers (Provider #886502971-1419) for 6 social work continuing education contact hours.

Wed., May 11, 2016 (London, ON) Fri., May 13, 2016 (Markham, ON)Thu., May 12, 2016 (Toronto, ON)

BIOMED PRESENTS...

REGISTRATION FORM

REGISTRATION INFORMATION

Individuals registering by Visa, MasterCard, American Express®, or Discover® will be charged at the prevailing exchange rate. If the credit card account is with a Canadian bank, the USA tuition will be converted into the equivalent amount in Canadian dollars (approximately $109.00) and will appear on the customer’s bill as such. The rate of exchange used will be the one prevailing at the time of the transaction.

Please register early and arrive before the scheduled start time. Space is limited. Attendees requiring special accommodation must advise Biomed in writ-ing at least 50 days in advance and provide proof of disability. Registrations are subject to cancellation after the scheduled start time. A transfer at no cost can be made from one seminar location to another if space is available. Registrants cancelling up to 72 hours before a seminar will receive a tuition refund less a $35.00 (CANADIAN) administrative fee or, if requested, a full-value voucher, good for one year, for a future seminar. Other cancellation requests will only be honored with a voucher. Cancellation or voucher requests must be made in writing. If a seminar cannot be held for reasons beyond the control of the sponsor (e.g., acts of God), the registrant will receive free admission to a rescheduled seminar or a full-value voucher, good for one year, for a future seminar. A $35.00 (CANADIAN) service charge applies to each returned cheque. Nonpayment of full tuition may, at the sponsor’s option, result in cancellation of CE credits issued.

subject to change without notice.

CPEAccredited

Provider

CVV:(Card Security Code)

Instructor: Michael E. Howard, Ph.D.

STRESS, ANXIETY, & DEPRESSION

Registration: 7:45 AM – 8:30 AMMorning Lecture: 8:30 AM – 10:00 AM

The Three Brains. Pathways for Stress, Anxiety, and Depression. Brain Adaptation and Genetics. How Early Adverse Experiences and Genes Affect the Risk for Stress. Sympathetic and Parasympathetic: The Automatic Yin and Yang of Stress. Stress and Stressors: Does the World Stress Us or Do We Stress Ourselves? Stress and Life: Has Chronic Stress Become the Biggest Killer of North Americans? Why Zebras Don’t Get Ulcers: The Upside and Downside of the Thinking Brain.

Mid-Morning Lecture: 10:00 AM – 11:30 AM The Brain Structures of Stress: Hypothalamus; Pituitary Gland; Sensory and Frontal Cortex; Amygdala; and the Hippocampus. Men, Women, and Stress. Important Gender Differences in the Stress Response. How Chronic Stress Creates Two Opposing and Dangerous Conditions: Chronic Stress and Life-Threatening Diseases: Cardiovascular Disease, Diabetes, Autoimmune Disorders, and Alzheimer’s Disease. The Obesity Epidemic: Does Chronic Stress Create Big Waistlines? Stress, Marriage, and Immunity: Is Marriage Healthier for Men or Women? Sleep Disturbance:

Lunch: 11:30 AM – 12:20 PMAfternoon Lecture: 12:20 PM – 2:00 PM

Brain and Body Aging. Does Chronic Stress Accelerate Aging and Shorten Lives? Memory, Learning, and Stress. How Stress Causes Forgetfulness. Chronic Stress and Brain Damage. Hypochondria: When Fear of Being Sick Becomes an Illness. The Basics of Stress Management. Achieving Tranquility. The Magic of Mindfulness Meditation. Dental Management of Patient Stress. Distractions, Control, and Expectations. Getting a Root Canal and Catching a Cold. Are They Related? Major Anxiety Disorders: Causes; Symptoms; and Treatments. Anxiety Medications: SSRI’s; SNRI’s; Benzodiazepines; Buspirone; Tetracyclics; Tricyclics; Propranolol and Prazosin; The Role of Morphine.

Mid-Afternoon Lecture: 2:00 PM – 3:20 PM Dental Anxiety: How Prevalent? Dental Use of Eugenol and Olfactory-Induced Anxiety. Stress and the Biology of Depression. Stress Hormones and Neurotransmitters. Depression, Sex, and Suicide. Do Antidepressants Raise the Risk? Seasonal Affective Disorder (SAD). Does Light Therapy Really Work? Bipolar Disorder: When Depression Is Not Really Depression. Mania Vs. Hypomania. Treatment of Bipolar Disorder: Can This Be Cured?

Evaluation, Questions, and Answers: 3:20 PM – 3:30 PM

LONDON, ONWed., May 11, 20168:30 AM to 3:30 PMBest Western Lamplighter Inn591 Wellington Road SouthLondon, ON

MARKHAM, ON Fri., May 13, 20168:30 AM to 3:30 PMCourtyard Toronto NE Markham7095 Woodbine AvenueMarkham, ON

TORONTO, ONThu., May 12, 20168:30 AM to 3:30 PMRadisson Hotel55 Hallcrown PlaceToronto, ON

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