Physician Remediation Resources

In its ongoing commitment to continuous quality improvement of ABMS Member Boards’ continuing certification programs, the ABMS Remediation Task Force, a collaborative task force comprised of national thought leaders on physician remediation and leaders from the ABMS Member Board community have identified, a collection of external remediation resources and programs for the ABMS Member Boards. The following programs and resources have been identified as high-value, external remediation programs and resources to support diplomates’ ability to address a ‘performance’ or ‘participation’ deficit prior to a change in certification status.

Physician Remediation Resources

  • American Association of Neuromuscular & Electrodiagnostic Medicine – The 2020 Neuromuscular (NM) Self-Assessment Examination (SAE)

    Description
    The 2020 Neuromuscular (NM) Self-Assessment Examination  is an excellent study guide for maintenance of certification or preparing for board exams. The American Board of Psychiatry and Neurology (ABPN) and the American Board of Physical Medicine and Rehabilitation (ABPMR) have reviewed and approved this product as part of comprehensive lifelong learning program.
    Subject/objective
    To assess skills in neuromuscular medicine and provide feedback.
    Website Link
    Link to Course
    Affiliated or Accredited by:
    American Association of Neuromuscular & Electrodiagnostic Medicine
    AMA PRA Category 1 Credit
    8
    ABMS/ACGME Competencies
    Medical Knowledge
    Patient Care and Procedural Skills

  • Albany Medical College – Better Doctoring Alden March Bioethics Institute

    Description
    The Alden March Bioethics Institute’s “Better Doctoring” 15-day, online seminar is a time-sensitive course designed for physicians seeking to enhance their knowledge and judgment skills relating to medical ethics and professionalism.
    Over the 15-day schedule (25 to 30 hours) participants will work through five distance-learning modules using SAKAI, our online learning platform. These modules combine both a personal and tailored approach to ensure a participant’s specific needs are met, as well as a general approach to the field of medical professionalism and misconduct.
    Objectives
    Web-based distance learning remedial professionalism, boundaries, ethics, and law program.
    Website Link
    Link to Website
    Affiliated or Accredited by:
    Albany Medical College
    ABMS/ACGME Competencies
    Interpersonal and Communication Skills
    Professionalism

  • Albany Medical College – Patient Safety and Clinical Competency Center (Upstate New York)

    Description
    Albany Medical College’s Patient Safety and Clinical Competency Center (PSCCC) houses a collection of simulation and clinical training resources to education students and health care professionals in a safe and dynamic setting. The Center is available to medical professionals from across the region for clinical competency assessment, and to smaller regional hospitals and emergency response units.
    Subject/Competency
    Clinical Competency Assessment Program, Physician Reentry
    Website Link
    Link to Website
    Affiliated or Accredited by
    Albany Medical College
    ABMS/ACGME Competencies
    Patient Care and Procedural Skills

  • American College of Chest Physicians – CHEST SEEK Library

    Description
    Developed from the content blueprints for the board examinations, SEEK features cases and multiple-choice questions and answers with rationales to test your knowledge with timed mock exams. The case-based questions include histories, lab results, and images, and provide education on current diagnostic and treatment strategies.
    CHEST SEEK resources are valuable study tools for anyone preparing for certification and recertification examinations sponsored by the medical specialty board.
    Subject/Objective
    a) evaluate patient cases, diagnoses, and treatments,
    (b) apply research findings and recommended guidelines to diagnosis
    and treatment of patients
    (c) differentiate between proper and improper management of patient case, and
    (d) using scientific research and recommendations, identify solutions to real-world clinical problems.
    Includes Physician Reentry
    Yes
    Website Link
    Link to Website
    Affiliated or Accredited by:
    American College of Chest Physicians
    ABMS/ACGME Competencies
    Practice-based Learning and Improvement
    Patient Care and Procedural Skills
    Systems-based Practice
    Medical Knowledge
    Professionalism

  • American Society for Gastrointestinal Endoscopy – Remediation Program to Improve Quality in Colonoscopy

    Description
    This one-page resource outline the steps a facility should take to assess endoscopists’ performance relative to screening coloscopy.
    Subject/Objective
    To identify endoscopists performing below community recognized performance goals.
    To provide specific direction for low-level providers to support remediation.
    Website Link
    Link to resource
    Link to Sample Remediation Plan
    Affiliated or Accredited by:
    American Society for Gastrointestinal Endoscopy
    ABMS/ACGME Competencies
    Interpersonal and Communication Skills
    Patient Care & Procedural Skills

  • 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

  • Federation of State Medical Boards & the National Board of Medical Examiners – Post-Licensure Assessment System (PLAS)

    Description
    The Post-Licensure Assessment System (PLAS) is a joint program of the Federation of State Medical Boards and the National Board of Medical Examiners and provides objective and personalized tools for assessment of physicians’ clinical competence.
    These tools are utilized by national assessment programs to assist them in conducting comprehensive, tailored assessments of physicians’ medical knowledge, clinical judgment and patient management skills.
    Subject/Objective
    Assessments for physicians who hold or have held – a medical license in the US or Canada
    Website Link
    Link to Website
    Affiliated or Accredited by:
    Joint program of the Federation of State Medical Boards & the National Board of Medical Examiners
    ABMS/ACGME Competencies
    Medical Knowledge
    Patient Care and Procedural Skills

  • Federation of State Medical Boards & the National Board of Medical Examiners – Special Purpose Examination (SPEX)

    Description
    The SPEX® is a computerize, multiple-choice examination of current knowledge requisite for the general, undifferentiated practice of medicine. State boards may require SPEX for endorsement of licensure, reinstatement of a license, or reactivation of a license or reactivation of a license after a period of inactivity.
    Subject/Competency
    Computerized, MCS, General Medical Knowledge Examination
    Website Link
    Link to Website
    Affiliated or Accredited by
    Joint program of the Federation of State Medical Boards & the National Board of Medical Examiners
    ABMS/ACGME Competencies
    Medical Knowledge

  • KSTAR – A&M Rural & Community Health Institute – Best Practices in Communication Course

    Description
    A two-day program for healthcare professionals who seek to improve their communication skills. Communication often fails to be effective when dealing with patients, families and other team members as evidenced by the number of physicians ordered to Communication courses by State Medical Boards. This program serves to bridge the communication gap by improving physician communication.
    This course addresses provider-patient as well as provider-provider communications. Attendees will learn to enhance their patient-centered interviewing skills and will also review best practices in healthcare team communication. Potential participants include clinicians seeking a higher level of patient communication, providers who want to improve their patient satisfaction scores, and healthcare professionals that have demonstrated problematic communication behaviors.
    Subject/Objective
    1. Improve communication with patients and healthcare peers.
    2. Identify strategies to improve overall healthcare team communication.
    3. Apply patient-centered communication techniques in patient encounters.
    4. Understand factors contributing to practitioner burnout.
    Website Link
    Link to Website
    Affiliated or Accredited by:
    KSTAR – A&M Rural & Community Health Institute
    ABMS/ACGME Competencies
    Interpersonal and Communication Skills
    Professionalism

  • KSTAR – A&M Rural & Community Health Institute – Physician Assessment

    Description
    KSTAR assessments are two days at the Texas A&M University Health Science Center in Bryan, Texas. The assessments review physician expertise to determine a physician’s competence and ability to practice medicine. Assessments typically include standardized patients, record review, interviews, cognitive screening, EKG rhythm strip interpretations and the National Board of Medical Examiners (NBME PLAS) multiple choice testing in Mechanisms of Disease, Ethics & Communication, Pharmacotherapeutics and a Subject Test.
    Subject/Objective
    The assessment reviews physician expertise to determine a physician’s competence and ability to practice medicine. Assessments identify a physician’s strengths, weaknesses, and makes recommendations based on the outcomes.
    Includes Physician Reentry
    Yes
    Website Link
    Link to Website
    Affiliated or Accredited by:
    KSTAR – A&M Rural & Community Health Institute
    ABMS/ACGME Competencies
    Practice-based Learning and Improvement
    Patient Care and Procedural Skills
    Systems-based Practice
    Medical Knowledge
    Interpersonal and Communication Skills
    Professionalism

  • KSTAR – A&M Rural & Community Health Institute – Strengths Based Appreciative Coaching

    Description
    In a strengths based appreciative approach we begin by identifying your vision for yourself, if you were functioning at your peak performance. Specifically, what would you like your patients and their families to say about the quality of the experience they have while in your care. What behaviors would you need to promise to do to accomplish that outcome.
    We then identify any gaps between this ideal and your current performance based on the four standardized patient encounters. We discuss your top five unique strengths in order to leverage these to build your skills while helping you stay engaged and excited about the process. The research is clear, those who engage their strengths every day, have greater work satisfaction, resilience and less burnout at work. At the end of session one we will have co-created a learning agenda to help you accomplish your vision. Session 2 through 5 will be focused on closing the gap between the current state and your envisioned future state.
    Because of the unique needs of our population in the KSTAR program, this agenda can be modified to your unique needs and practice situation. Our aim is to be flexible and facilitate you in achieving your vision.
    Program Steps
    Interview and video-tape 3 sessions with standardized patients
    Review your video-tapes and rank yourself on relationship-centered skills
    Complete the top 5 Clifton Strengths assessment
    One-on-One coaching sessions
    Follow-up session with standardized patients to review progress
    Subject/Objective
    1. Build an educational alliance
    2. Learn your innate strengths and how they may be leveraged
    3. Build skills in relationship-centered communications
    Website Link
    Strengths Based Appreciative Coaching (architexas.org)
    Affiliated or Accredited by:
    KSTAR – A&M Rural & Community Health Institute
    ABMS/ACGME Competencies
    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

  • 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

  • PBI Education – Physician Coaching

    Description
    Coaching is a follow-up opportunity for physicians that have taken a prior PBI Education remedial course in the past. Coaching is facilitated in a one-on-one format with an experienced PBI faculty member. Discussions are focused and tailored on the issues at hand, the specifics of their case, and are centered around exploring personalized strategies for practicing safely.
    Subject/Objective
    1. Maintaining appropriate boundaries
    2. Navigating ethical dilemmas
    3. Improving civility and communication (with co-workers, within teams, and with patients)
    4. Enhancing professionalism
    5. Burnout an stress management
    Website Link
    Email info@pbieducation.com for inquiries
    Affiliated or Accredited by:
    PBI Education
    ABMS/ACGME Competencies
    Interpersonal and Communication Skills
    Professionalism

  • 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

  • The Florida Comprehensive Assessment and Remedial Education Services Program (Florida CARES)

    Description
    The Florida Comprehensive Assessment and Remedial Education Services Program (Florida CARES) provides a specialty specific assessment of a physician’s medical knowledge, decision making process, patient communication skills and level of psychological functioning. It is designed to help organizations such as the Board of Medicine and hospital medical staff’s make decisions regarding whether a physician demonstrates the abilities and attributes to practice medicine in a safe and competent manner. Some common circumstances include:
    – Returning to practice after treatment for chemical dependency.
    – Returning to practice after an extended leave of absence.
    – Diagnosed with a physical or mental illness that could affect his or her ability to practice medicine.
    – The subject of a patient care or malpractice complaint before the Board in which the knowledge or judgment of the physician is in question.
    Subject/Objective
    Clinical Competency Assessment Program, Physician Re-entry
    Website Link
    Link to Website
    Affiliated or Accredited by:
    Florida University College of Medicine, member of the Physician Coalition for Physician Enhancement
    ABMS/ACGME Competencies
    Medical Knowledge
    Interpersonal and Communication Skills
    Professionalism

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

    Description
    The Physician Enhancement Program (PEP) is an on-site, in-practice mentoring program designed to assist the practicing physician in attaining the highest standards of professional growth and clinical excellence. It provides longitudinal assessment, education, and practice-based improvement to participating physicians. The program is a minimum of one year.
    PACE Program Education offers CME that is inherent to good medical practice but is unique in content. Some examples include:
    – Anger Management for Healthcare Professionals
    – Clinical Patient Communication
    – Medical Record Keeping
    – Physician Prescribing
    – Professional Boundaries
    Subject/Competency
    Clinical Competency Assessment Program, Physician Reentry
    Website Link
    Link to Website
    Affiliated or Accredited by
    UC Davis 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

  • University of California Irvine, School of Medicine – PBI Elevating Civility and Communication in Health Care Course

    Description
    Breakdowns in communication, within teams or with patients, can occur in many ways. Common examples include outbursts of anger, misunderstandings of tone and volume of voice, cultural differences, inappropriate humor, the use of touch, and others. All of these breakdowns can result in stressful work environments, costly turnover in staff, and poor clinical outcomes. This process-driven, highly interactive, three-day course is designed to remediate distressed clinicians who employ a broad range of unproductive or challenging communication behaviors. Our confidential and non-judgmental small-group seminar format creates a safe environment for honest disclosure and self-assessment. Participants’ insights drive the composition of their own stratified Personalized Protection Plan, which they present at the conclusion of the course as their final oral examination to the faculty and class in peer-review-type format.
    Subject/Objective
    1. Explain how incivility and inappropriate communication can adversely impact clinical care.
    2. Employ heightened self-awareness and empathy to improve their professional interactions.
    3. Demonstrate that civility and professional communication practices are instrumental in attaining greater meaning in their work, reducing frustration, and counteracting feelings of burnout.
    4. Formulate and implement a tiered Protection Plan to maintain civility and professional communication in the workplace and to include relapse prevention strategies.
    5. Detect the early warning signs indicative of potential communication and professionalism breakdowns in themselves and others.
    6. Create systems to support ongoing and widespread civility and professional communication practices in their workplace.
    Includes Physician Reentry
    Yes
    Website Link
    Link to Register
    Affiliated or Accredited by:
    University of California Irvine, School of Medicine
    AMA PRA Category 1 Credits – 30 – 42
    ABMS/ACGME Competencies
    Patient Care and Procedural Skills
    Systems-based Practice
    Interpersonal and Communication Skills
    Professionalism

  • University of California Irvine, School of Medicine – PBI Medical Ethics and Professionalism Course

    Description
    This course is grounded in the premise that everyone has the potential to commit an ethical violation or violate professional expectations. Participants arrive at the seminar primed by the pre-course readings, assignments, and self-assessment exercises-springboards for the process of introspection and self-critique. During the course, participants examine 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. Participants complete the course by producing and orally presenting a tiered Personalized Protection Plan to their classmates and the faculty for constructive critique. The plan is designed to avoid future wrongdoing, safeguard patients and colleagues, and honor the reputation of their profession moving forward.
    Subject/Objectives
    1. Comply with standards of practice and codes of ethics.
    2. Improve clinical decision making by minimizing negative influencers.
    3. Adhere to professional ethics with resultant improvements in professional-patient interaction, which can improve clinical outcomes.
    4. Reduce their potential transgressions through the development of systems that can be implemented into clinical practice.
    5. Become aware of the early warning signs indicative of ethical dilemmas and boundary problems.
    6. Create an ethics-based Formula and implement a tiered Personalized Protection Plan to maintain ethical integrity.
    Includes Physician Reentry
    Yes
    Website Link
    Link to resource
    Affiliated or Accredited by:
    University of California Irvine, School of Medicine
    AMA PRA Category 1 Credit
    22 – 34
    ABMS/ACGME Competencies
    Interpersonal and Communication Skills
    Patient Care & Procedural Skills
    Professionalism

  • University of California Irvine, School of Medicine – PBI Medical Record Keeping Course

    Description
    Deficiencies in medical record keeping are a common reason for referral to a remedial course, yet many clinicians fail to recognize why they are being held to account for what they may consider a chore-even a distraction from patient care. Our course illustrates why the process of keeping complete, clear, and accurate medical records is critical to the responsible provision of patient care and explores perceived obstacles to adhering to better practices. The pre-seminar review of provided medical records sets the stage for the live, interactive instruction in standards of record keeping, including trouble-shooting to ensure that newfound habits can be maintained.
    Subject/Objective
    1. Describe how to maintain compliance with laws regarding medical record-keeping.
    2. Improve documentation in support of appropriate billing codes, regulations, and expectations.
    3. Document with clarity to reduce misinterpretation and errors.
    4. Provide improved documentation for risk management.
    5. Apply improved skills for maintaining electronic medical records.
    6. Create and implement a Personalized Protection Plan that includes strategies, safeguards, and systems to reduce the risk of relapse and improve accountability.
    Includes Physician Reentry
    Yes
    Website Link
    Link to Register
    Affiliated or Accredited by:
    University of California Irvine, School of Medicine
    AMA PRA Category 1 Credits
    17 – 30
    ABMS/ACGME Competencies
    Systems-based Practice
    Interpersonal and Communication Skills
    Professionalism