Continuing Professional Development and Medical Education

Faculty of Medicine

Certificate in Clinical Teaching (CCT)

Join us Thursday October 1st for this flagship course designed to help Dalhousie clinical faculty become better teachers.

Register: Certificate in Clinical Teaching registration 2026-2027

Course Details:

  • 9 modules offered online via Brightspace, allowing for a self-paced and asynchronous learning environment, block by block
  • 3 “live” synchronous webinars via MS Teams or X-CD (Dec. 3, 2026, March, 2027 & June, 2027) all from 7:00 - 8:30 p.m. (attendance required)
  • 1 orientation/welcome webinar via MS Teams (Oct. 6, 2026) to meet the instructors, your colleagues, and to know how to use Brightspace easily and efficiently (recommended, optional)
  • Targeted to Dalhousie faculty who are early in their clinical teaching careers; valuable to anyone wanting to improve their teaching skills
  • Facilitated by CPDME Faculty Development
  • The CCT includes about 45 hours of total course work; approximately 5 hours per module
  • Free for existing DalMed faculty; $900 for external registrants

Limited enrolment of 45; priority given to faculty at any site of Dalhousie Faculty of Medicine

Overall Learning Objectives for Course:

After completion of this course, participants should be able to:

  • Provide clinical supervision in a culturally safe environment, focusing on how to maximize knowledge translation and experiential learning (Scholar, Professional, Collaborator, Health Advocate, Leader)
  • Recognize assessment tools utilized by the Faculty of Medicine and use these in their role as clinicians to complete effective learner evaluation to undergrad and postgrad medical students (Scholar, Professional, Collaborator, Health Advocate, Leader)
  • Provide timely and effective feedback to learners (Collaborator, Scholar, Professional, Leader)
  • Recognize key elements to wellness and professionalism, and utilize learnings to maintain both personal and learner wellness (Scholar, Professional, Collaborator, Health Advocate, Leader, Communicator)
  • Determine how to further develop their skills and expertise to provide teaching opportunities in a variety of settings (Scholar, Professional, Collaborator, Communicator, Leader)
Credit Statement:

This activity meets the certification criteria of the College of Family Physicians of Canada and has been certified by Dalhousie University Continuing Professional Development and Medical Education for up to 45.0 Mainpro+® Certified Activity credits. This activity is an Accredited Group Learning Activity (Section 1) as defined by the Maintenance of Certification Program of the Royal College of Physicians and Surgeons of Canada, and approved by Dalhousie University Continuing Professional Development and Medical Education. You may claim a maximum of 45.0 hours (credits are automatically calculated).
Dates
October 1, 2026 –June 30, 2027

Required Course Modules | 5 Hours per Module

 

Block 1

Oct 1- Dec 31
Complete by Dec 31

Orientation Webinar
Tues. Oct 6
7-8:30 p.m.
(recommended - no CME)

Module 1:
Assignment & content due Mon. Nov. 2


Module 2:
Assignment & content due Mon. Nov 30

 

 

 

 

 


Module 3:
Assignment & content due Thurs. Dec 31

Required Webinar:
Thur. December 3
7:00-8:30 pm

Total Hours: 15

Total Interactivity: 5.25 hours

Block 2
Jan 5 -Mar 31
Complete by Mar 31

Module 4:
Assignment & content due Mon. Feb 1

 

 

 

 

Module 5:
Assignment & content due Mon. Mar 1

 

 

Module 6:
Assignment & content due Wed. Mar 31

Required Webinar:
Wed. March 24, 2027 tbc
7:00-8:30pm

Total Hours: 15

Total Interactivity: 5.25 hrs

Block 3
Apr 1-June 30
Complete by June 30




Module 7:
Assignment & content due Mon. May 3








Module 8:
Assignment & content due Mon. May 31








Module 9:
Assignment & content due Wed. Jun 30

Required Webinar:
Tue. June 15, 2027
7:00-8:30pm

Total Hours: 15

Total Interactivity: 5.25 hrs

Module 1: Creating an Inclusive Learning Environment
1.Describe the influence of racism on the teaching and practice of medicine (Scholar)
2. Build confidence in creating psychologically safe learning environments (Scholar, Professional, Health Advocate)
3. Convey the impact of language, implicit bias and microaggressions (Scholar, Collaborator, Professional)

 Interactivity time: 2.75 hours (including 1.5 hr for Webinar 1)

 

 

 

Module 2: Preparing to Teach: From orienting your learner to optimizing your teaching and learning environment
1. Recognize the importance of trust and psychological safety in the teaching environment (Scholar, Collaborator, Professional)
2. Describe ways to support learners from racialized groups in the clinical learning environment (Scholar, Collaborator, Professional, Leader)
3. Explain the importance of orientation as an opportunity to clarify expectations, objectives, and learning styles of both learner and teacher (Scholar, Collaborator)
4. Review important logistical considerations required in preparing for learners (clinic preparation, technology, etc.) (Scholar, Leader)

Interactivity time: 1.25 hrs

Module 3: Bedside Teaching: On track and on time
1. Recognize the value of bedside teaching (Scholar)
2. Adopt strategies for great bedside teaching (Scholar, Collaborator, Communicator)
3. Integrate bedside teaching in all aspects of clinical teaching, modifying based on the setting (Leader, Scholar, Collaborator)
4. Improvise to create opportunities (Leader, Scholar)

Interactivity time: 1.25 hours

Webinar 1: Psychologically Safe Learning
1. List current practices that establish a psychologically safe environment for learners (Scholar)
2. Identify additional strategies that can be implemented to create an inclusive and safe learning environment (Collaborator, Scholar, Professional, Health Advocate)

Interactivity time: 1.5 hour (included in total time of Module 3)

Module 4: Using Feedback to Coach: Helping our learners be the best they can be
1. Distinguish feedback from evaluation (Scholar)
2. Identify key elements to the provision of feedback (Scholar)
3. Explore barriers to the provision of feedback (Scholar)
4. Utilize various models for effective feedback (Collaborator)
5. Identify common types of difficulties experienced by learners and residents (Scholar)

Interactivity time: 1.25 hours

Module 5: Making Sense of Competency Based Medical Education (CBME)
1. Analyze CBME in the context of Family Medicine Triple-C competency-based curriculum (Scholar, Professional)
2. Analyze CBME in the context of Royal College Competence by Design (CBD) training (Scholar, Professional)
3. Express how CBME promotes a culture of continuous improvement (Scholar)

Interactivity time: 1.25 hours

Module 6: Understanding the Why and How of Applying Dalhousie Medicine Assessment Tools and Techniques
1. Outline the role and importance of assessment for both the learner and the Faculty of Medicine (Scholar, Collaborator)
2. Identify the different purpose and applications of the Dalhousie Faculty of Medicine’s assessment tools (Scholar, Professional)
3. Apply assessment tools to the assessment of learners (Collaborator, Leader)
4. Indicate the importance of effective documentation (Scholar)

Interactivity time: 2.75 hours (including 1.5 hour for Webinar 2)

Webinar 2: Learner in Difficulty
1. Differentiate common types of difficulties experienced by learners and residents at the learner, teacher and healthcare system levels (Scholar, Collaborator)
2. Discuss the importance of documenting feedback, and when and where to seek help (Professional, Collaborator, Leader)
3. Interactivity time: 1.5 hour (included in total time of Module 6)

Module 7: Medical Professionalism & Wellness
1. Discuss professionalism in the context of medicine: how it impacts us and our learners (Scholar, Professional)
2. Identify and address lapses in professionalism in medical learners using effective feedback and assessment (Scholar, Leader)
3. Explain how physician wellness relates to professionalism (Scholar)
4. Identify ways to guide learners to develop into healthy and professional practitioners (Scholar, Leader, Health Advocate)

Interactivity time: 1.25 hours

Module 8: Helping Learners Understand and Mitigate Medical Error
1. Recognize how bias and critical thinking can influence (and mitigate) medical error in self and learners (Scholar)
2. Analyze medical error literature and teaching resources (Scholar)
3. Identify the common ways that medical errors involving learners occur (Scholar)
4. Recognize the importance of helping learners develop an approach to handling medical error and the impact on wellness (Scholar, Professional, Leader)

Interactivity time: 1.25 hours

Module 9: The Use of Reflection to Improve Your Practice and Teaching
1. Explain the value of using reflection in clinical practice (Scholar, Professional)
2. Promote reflection in teaching (feedback, coaching and assessment) (Scholar, Leader, Professional)
3. Integrate reflection to improve their own teaching and practice (Scholar, Professional)

Interactivity time: 2.75 hours (including 1.5 hour for Webinar 3)

Webinar 3: Physician & Learner Wellness
1. Define ideals that drive physicians in medicine (Scholar)
2. Recognize how these ideals may impact physician wellness (Scholar, Professional)
3. List and propose strategies to balance physician ideals within the clinical environment to improve physician and learner wellness (Professional, Scholar, Collaborator, Health Advocate)

Interactivity time: 1.5 hour (included in total time of Module 9)

 

 

For more information, email facdev@dal.ca