Advances learners from a basic understanding to a mastery of the competencies required in the assessment and treatment of primary addiction and / or psychiatric comorbidities.
Provincial Addiction & Mental Health Curricula & Experiential Skills (PACES) Training provides accessible, self-paced, and personalized Addiction & Mental Health education for all skill levels through e-learning modules, educational videos, simulated patient scenarios, and in-person skill-building sessions.
The PACES Learning Pathway consists of four learning phases, allowing individuals to develop their skills based on their unique needs.
Content has been developed in collaboration with the Canadian Society of Addiction Medicine and is recognized by the International Nurses Society on Addictions. PACES is an Accredited Group Learning and a Self-Assessment Learning Activity (Section 1 and 3) as defined by the Maintenance of Certification Program of the Royal College of Physicians and Surgeons of Canada, and approved by the University of Calgary Office of Continuing Medical Education (CME) and Professional Development. It is duly accredited with the Canadian Addiction Counsellors Certification Federation. Upon completion, the learner has the option of requesting a CME certificate before progressing onto the subsequent pathway.
The use of a modern web browser such as Edge, Firefox, or Chrome is required to access PACES.
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The 4 learning phases: beginning, developing, advancing and mastering. The pathway can be started at any point based on your individual knowledge level.
Unsure of where to begin? Complete the Addiction & Mental Health Workforce Competencies eLearning Module to develop an individualized learning plan that identifies the pathway most suited to your learning needs, or register for the interactive A Standard Approach to Concurrent Capable Practice Workshop Series to create your personalized learning plan with the support of a facilitator and virtual peers. Team registration is welcome.
This phase teaches foundational concepts and expectations for the care of individuals experiencing concurrent disorders. The maximum duration of each module is one hour. You can complete any one of or all of the following learning modules. Upon completion of the pathway, you can request a CME Certificate claiming a maximum of 7.0 Maintenance of Certification (MOC) Section 3 study credits.
This phase will explore foundational knowledge and the abilities required to apply practices for the care of individuals experiencing concurrent disorders.
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This phase features simulated Entrustable Professional Activities (EPA-Sims). EPA-Sims focus on the application of competencies required in real-life clinical practice.
A learner’s skill and knowledge becomes entrustable when they demonstrate the ability to independently perform complex clinical tasks safely and appropriately.
The maximum duration of each EPA-Sim is two hours. You can complete any one of or all of the following EPA-sims. Upon completion, you can request a CME Certificate claiming a maximum of 14.0 MOC Section 3 study credits.
This phase features the Alberta Addiction and Mental Health Education Sessions (AAES).
This live-streamed learning event is designed to increase confidence and enhance skills in the management primary addiction and/or psychiatric comorbidities.
Each two-hour session consists of didactic lectures from subject matter experts, followed by simulated case reviews with healthcare providers specializing in the field. Registration for the sessions is not required. Upon completion, you can request a CME Certificate claiming a maximum of 25.0 MOC Section 1 study credits.
The content within the PACES Learning Pathway has been compiled by a committee of subject matter experts recognized for their clinical expertise in the field of addiction medicine and or pain medicine and years of experience in providing addiction treatment across complex patient demographics. Each member has disclosed conflicts of interest in alignment with the National Standard for Support of Accredited Continuing Professional Development Activities.
The content has received no commercial sponsorship support. It was planned to achieve scientific integrity, objectivity and balance. The faculty and planning committee disclosures are included for review: