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