Physician Remediation Resources

  • PBI Education – Proper Prescribing

    Description
    This course goes beyond sound prescribing practices, examining the personal and professional reasons why clinicians fail to prescribe properly. The curriculum covers common misconceptions about opioids, assessment of patients for misuse potential, setting prescribing-related boundaries, team-based pain management approaches, and compliance with documentation, laws, and rules.

    An intensive pre-course component personalizes the course content to be state and profession-specific. Building on insights into why clinicians prescribe inappropriately, participants develop a Personalized Protection Plan©. This plan is designed to help them maintain their newfound knowledge base and prevent prescribing-related lapses.

    Subject/objective
    – Identify common reasons why medical providers may face regulatory and legal consequences for their prescribing habits.
    – Apply the prescribing guidelines, rules, and regulations into clinical practice for the safe and effective use of prescription medications.
    – Produce and maintain the proper medical records and documentation to remain in compliance with prescribing laws and regulations.
    – Identify prescription medications that have a high potential for abuse and their proper indications.
    – Understand the behavior of patients when utilizing prescription medications and be able to identify behaviors that would affect their care.
    – Demonstrate an understanding of options besides prescription medications to provide better care for patients with chronic pain.
    Website Link
    Link to Courses
    Affiliated or Accredited by:
    PBI Education/University of California Irvine, School of Medicine
    AMA PRA Category 1 Credit
    21-33
    ABMS/ACGME Competencies
    Patient Care and Procedural Skills
    Medical Knowledge
    Interpersonal and Communication Skills
    Professionalism

  • PBI Education – Professional Boundaries

    Description
    The Professional Boundaries course addresses concerning or unprofessional conduct that is relationship-based. From dual relationships to inappropriate communication channels to misconduct or harassment, this course addresses both sexual and non-sexual boundary crossings.

    Appropriate for all healthcare professionals, this course is facilitated in an interactive, small-group format, allowing the course faculty to address specific misconduct and provide individualized feedback. In the course, our expert faculty lead participants in examining how and why their professional practices, responses to stress, and personal or situational factors initially put them at risk for exercising poor judgment or rationalizing improper behavior. The course culminates in the participant’s development and
    oral presentation of their Personalized Protection Plan©, a personalized, concrete action plan outlining the steps and changes they will make to avoid future wrongdoing, safeguard patients and colleagues, and honor the reputation of their profession moving forward.

    Participants arrive at the seminar primed by pre-course readings, assignments, and self-assessment exercises—springboards for the process of introspection and self-critique.

    Subject/objective
    – Express why and how healthcare professionals are held accountable for adhering to standards of practice, codes of ethics, and state statues.
    – Discuss attributes and behaviors that constitute professionalism in the context of health care, and identify specific lapses in their own professionalism.
    – Explain how professional problems evolve, employing the model of a continuum of boundary impingements.
    – Express how professional lapses can adversely affect clinical judgment and cause a range of other impacts and harms.
    – Describe the components of the Formula and apply them to their own violation potential and, if applicable, their infraction.
    – Create and implement a Personalized Protection Plan that includes strategies, safeguards, and systems to reduce the risk of relapse and improve accountability.
    – Detect early warning signs of professional problems in themselves and others in order to reduce the risk of future violations.
    Website Link
    Link to Courses
    Affiliated or Accredited by:
    PBI Education/University of California Irvine, School of Medicine
    AMA PRA Category 1 Credit
    24-46
    ABMS/ACGME Competencies
    Patient Care and Procedural Skills
    Interpersonal and Communication Skills
    Professionalism

  • PBI Education – Risk Management Essentials

    Description
    Understanding the common legal pitfalls and risks that impact clinicians and health care organizations is essential to providing
    safe patient care. In the PBI Risk Management Essentials course, participants develop a deeper understanding of the potential
    risks clinicians face regarding ethics, communication, boundaries, documentation, and prescribing. Using the PBI Formula©,
    participants learn how to identify their risk factors and create a Personalized Protection Plan© of practical strategies and
    solutions to protect patients and their career.

    The course is facilitated in an interactive group format and taught by one primary faculty member who reviews each participant’s
    pre-course assignment submissions.
    Subject/objective
    – Identify the legal pitfalls and practice shortcomings that increase regulatory and practice management risks and list the preventative measures that can be taken against them.
    – Describe techniques for appropriately handling communications, both in person and via electronic communication channels, with colleagues, staff, patients and their families, private sector organizations, and governmental entities.
    – Identify common ethical and boundary dilemmas and describe strategies and resources to prevent them, including appropriate patient forms, chaperons, parameters for networking, social media, and advertising, supervisory and delegation policies, informed consent policies, and patient termination policies.
    – Identify the types of unprofessional conduct that pose risks to practice, including confidentiality violations, documentation concerns, prescribing problems, disruptive behaviors, substance abuse, and impairment.
    – Apply the PBI Formula© and describe how to develop a Personalized Protection Plan for immediate implementation.
    Website Link
    Link to Courses
    Affiliated or Accredited by:
    PBI Education; University of California Irvine, School of Medicine
    AMA PRA Category 1 Credit
    10
    ABMS/ACGME Competencies
    Patient Care and Procedural Skills
    Interpersonal and Communication Skills
    Professionalism

  • Professional Renewal Center – Distressed Physician and COPE

    Description
    The Distressed Physician is a longitudinal program (3-day initial and follow ups at 1,3, and 6 months). It is delivered in a small group format and utilizes multiple teaching methods (didactic, small group discussions, role plays with feedback, experiential activities, written and reading assignments). The class also offers the ability to participate in 360 surveys that are delivered over the course of one year.

    The COPE program is an individual activity structured as a PI CME activity. The Stage A Assessment consists of collateral information (incident reports, phone contacts, etc) and self report testing to determine the learner’s needs/gap. These data are used to structure the context and delivery method for the intervention (Stage B). Stage C allows the learner to engage in an reassessment and reflect on their performance in practice. These data are obtained through 360 data collection, collateral contacts as well as completion of self assessment data.
    Subject/Objective
    Both programs target the core competency areas of Interpersonal and Communication Skills, Professionalism, Systems Based Practice and Practice Based Learning and Improvement. Goals of both programs are to increase insight into the contributory factors to performance issues, increase knowledge and insight into the costs of the problematic behavior, the development of new knowledge and skills in the identified areas of concern and to create plan that increases the likelihood that what is learned as part of the activity is implemented into practice. This is done through the collection of follow up data.
    Website Link
    www.prckansas.org  
    www.walesbehavioral.com 
    Affiliated or Accredited by:
    Professional Renewal Center/Wales Behavioral Assessment
    ABMS/ACGME Competencies
    Practice-based Learning and Improvement
    Systems-based Practice
    Interpersonal and Communication Skills
    Professionalism

  • Massachusetts Medical Society – NEJM Knowledge+

    Description
    There are three products in the NEJM Knowledge+product line:
    Internal Medicine, Family Medicine and Pediatrics.
    NEJM Knowledge+ content is created and maintained through a unique and rigorous process that relies on leading educators, subspecialty experts, training programs, experienced editors, and our users.
    Subject/Objective
    1.Demonstrate an increase in the learner’s knowledge of clinical medicine.
    2. Demonstrate an improvement in the learner’s ability to make decisions that provide safe and effective medical care.
    3. Recognize areas of personal strength and areas for growth in clinical knowledge.
    Website Link
    Link to Website
    Affiliated or Accredited by:
    Massachusetts Medical Society, NEJM Group
    ABMS/ACGME Competencies
    Practice-based Learning and Improvement
    Medical Knowledge

  • Member of the Coalition for Physician Enhancement – The Center for Personalized Education for Professionals (CPEP)

    Description
    CPEP is a non-profit organization providing competence assessment and intensive education services to physicians and other healthcare professionals. Many of these clinicians are referred by licensing authorities, credentialing bodies, and medical liability insurers, while a smaller number “self-refer”.
    From offices in Denver, Colorado, and Raleigh, North Carolina, CPEP services the needs of stakeholders in all 50 states plus Canada. Resources include:
    Clinical Competence Assessment
    Re-entry to Clinical Practice
    Educational Interventions

    Educational Interventions
    Offers a variety of benefits to participating clinicians and to the organizations that refer them. Each assessment is individually tailored to the participant’s specific needs, based upon a thorough examination of the individual’s charts.
    – Structured Clinical Interviews
    – Simulated Patient Encounters
    – NBME/NBOME Exams
    – EKG or Fetal Monitor Exam
    – Procedural Simulations
    Affiliated or Accredited by:
    Member of the Coalition for Physician Enhancement
    ABMS/ACGME Competencies
    Medical Knowledge
    Professionalism
    Interpersonal and Communication Skills

  • Texas Medical Association – LifeGuard Assessment Programs

    Description
    LifeGuard provides comprehensive assessment services and recommendations for remediation tailored to the individual needs of physicians and other eligible health care professionals. Through carefully customized evaluation programs we aim to facilitate higher performing physicians, promote patient safety, and enhance the quality of medical care provided to ensure complete clinical competence. LifeGuard is not associated with any health system and as a core tenant utilizes a team of independent evaluators who have an explicit goal to fairly evaluate the physician.
    Subject/Objective
    Clinical Competence Assessment Program, Reentry
    Website Link
    Link to Website
    Affiliated or Accredited by:
    Texas Medical Association
    ABMS/ACGME Competencies
    Professionalism
    Practice-based Learning and Improvement

  • Case Western Reserve University Intensive Course Series

    Description
    Online and in-person CME activities focused on professionalism and communication. Topics include:
    – Medical Ethics
    – Medical Documentation (clinical, legal and economic implications)
    – Managing inappropriate communications
    Website Link
    Link to Website
    Affiliated or Accredited by:
    Case Western Reserve University
    ABMS/ACGME Competencies
    Professionalism
    Interpersonal and Communication Skills

  • Drexel University College of Medicine – Physician Refresher/Re-Entry Program

    Description
    The remote Drexel Physician Refresher/Reentry Structured Observership/Preceptorship provides an update for clinically inactive physicians who want a refresher before gaining returning to practice. The course will also provide teaching and exposure to the US health care system via medical observership for those ready to embark on a residency program.
    The preceptorship/observership is offered over a four-week period, using conferencing technology. A formal application is required.
    Subject/Objective
    Physician re-entry, remediation & targeted learning programs.
    Website Link
    Link to Website
    Affiliated or Accredited by:
    Drexel University College of Medicine
    ABMS/ACGME Competencies
    Interpersonal and Communication Skills

  • UC San Diego School of Medicine – Physician Assessment and Clinical Education (PACE) Program

    Description
    The UC San Diego PACE Program provides competency assessments, late career screening evaluations, fitness for duty evaluations, practice and billing monitoring, remedial education, disruptive behavior programs, and customized solutions for physicians and advanced healthcare professionals.
    Current PACE CME and Educational Offerings include:
    1. Clinical-Patient Communication
    2. Medical Record Keeping
    3. Managing High-Impact Emotions
    4. Physician Prescribing
    5. Professional Boundaries
    6. Ethics for Healthcare Professionals
    7. PACE Plus Program
    8. Custom Education for Individuals and Groups
    Subject/Competency
    Clinical Competency Assessment Program, Physician Reentry
    Website Link
    Link to Website
    Affiliated or Accredited by
    UC San Diego School of Medicine
    ABMS/ACGME Competencies
    Interpersonal and Communication Skills
    Professionalism
    Patient Care and Procedural Skills
    Practice-based Learning and Improvement
    Medical Knowledge
    Systems-based Practice