Course catalogue
Thirty-nine self-paced courses for regulated health professionals in Canada, from responding to a college complaint and building a remediation plan to ethics, boundaries, privacy, prescribing and record keeping. Every course is 2 hours (estimated) and CA$95, written around provincial and territorial regulation, and ends with a 10-question assessment and a certificate of completion.
27 courses · Osteopathic practitioners
Boundaries with patients and colleagues: power, gifts, dual relationships, social media, workplace conduct and the zero-tolerance rules on sexual abuse.
A practical grounding in healthcare ethics for any regulated profession: principles, college standards, consent, candour, MAID and remediation.
Honest billing and fees under Canada's public and private funding: conflicts of interest, stewardship, audits and when an error becomes misconduct.
What fitness to practise means in Canada, how colleges assess it, what triggers concerns and how to respond when a letter arrives.
The four principles in practice: consent and capacity, confidentiality and the duty to warn, truth-telling, fair allocation and conflicts of interest.
Valid consent, substitute decision-makers, adolescent consent, chaperones for intimate examinations and patient privacy, grounded in provincial law and college policy.
Using social media within professional standards in Canada: patient confidentiality, online boundaries, endorsements and advertising rules, misinformation and handling online mistakes.
Honesty and integrity across records, communication, billing to provincial plans and professional claims, including self-reporting duties and remediation after a probity concern.
Core principles of professional ethics applied to boundaries, confidentiality, candour, conflicts of interest, virtual care and workplace culture, with the IDEA decision-making framework.
A practical grounding in professionalism for any regulated health professional in Canada, from core attributes and teamwork to digital conduct, system pressure, breaches and remediation.
Ethics for osteopathic manual practitioners in an unregulated field: title rules, consent, hands-on boundaries, privacy law and complaints.
Professionalism and ethics for allied health and care professionals: core attributes, teamwork, digital conduct, candour and college processes.
Professional standards for osteopathic manual practitioners in Canada, where there is no statutory regulator: honest titles and claims, consent, boundaries, records and handling complaints.
Professional standards for Canada's allied health and care professions: who regulates you, consent and capacity, SBAR handover, gifts and boundaries, reporting duties and measurable remediation goals.
Clear, compassionate communication with patients, families and colleagues, from consent and hard conversations to SBAR and virtual visits.
Protecting personal health information under PIPEDA and provincial statutes: the circle of care, consent for disclosure, breaches and how to respond.
Being open when care goes wrong: when to disclose, what to say, how apology legislation protects you and how to record it.
Safe, team-based care in Canada: role clarity, structured handover, speaking up across hierarchy and resolving conflict without harming patients.
Safe, accountable prescribing for Canadian prescribers, covering assessment, consent, opioids, antimicrobial stewardship, deprescribing, virtual care and how to respond to a prescribing concern.
Competence and safety as a systems discipline: clinical reasoning, deterioration, handover, incident learning and a remediation plan colleges can see.
How to reflect beyond description, apply Gibbs, Rolfe and Johns, and write an honest, evidenced reflective statement for a college, employer or SCERP.
Accurate, timely, objective and secure clinical documentation under Canadian college standards and privacy law, from consent and clinical reasoning to EMR risks, late entries and high-risk situations.
For a second concern, or to prevent one: root causes, practical safeguards and a 'no repeat' file built on evidence, not assurances.
What happens after a college complaint, and how to respond with honesty, the right tone, intact records and remediation you can evidence.
What insight means to a Canadian college, the spectrum from denial to full accountability, and practical ways to evidence insight after a complaint or during a SCERP.
How to build genuine, evidenced remediation after a college concern: choosing activities, setting SMART goals, gathering audit evidence and communicating a plan to your college.
How to rebuild trust with patients, the public and your college after a complaint or incident, through insight, honest disclosure and apology, cultural safety and sustained, evidenced change.
Every course is online and self-paced, with reflective checks, a written reflective account, a 10-question final assessment (80% to pass) and a certificate of completion. All 39 carry 2 hours (estimated) and cost CA$95. Fourteen courses are written for a single profession; the rest are open to any regulated health professional. The last column shows the main Canadian focus, and each course page lists what it covers in full.
| Course | Best for | Canadian focus |
|---|---|---|
| How to Deal with a Complaint or Investigation | Anyone with an open complaint or investigation | College complaint and investigation process, cooperating while protecting confidentiality, managing the emotional impact |
| Module on Insight | Preparing a response, a committee meeting or a hearing | How colleges weigh insight; the spectrum from denial to full accountability |
| Module on Reflection | Writing a reflective statement | Gibbs, Rolfe and Johns models; what colleges and employers find credible |
| Module on Remediation | A SCERP, an undertaking or a voluntary learning plan | Superficial versus genuine remediation; building an evidence-based plan |
| Ensuring a Mistake or Misconduct Is Not Repeated | Showing that change has held | How regulators view repeat concerns; safeguards and evidencing 'no repeat' |
| Rebuilding Trust of Patients, Public, and Healthcare Regulator | Later stages, or a return to practice | Apology, transparency, cultural safety and trust with your regulator |
| Fitness to Practise for Healthcare Professionals | Understanding what is being assessed | Domains of fitness to practise; how Ontario, Alberta, BC and Quebec bodies assess concerns |
| Course | Best for | Canadian focus |
|---|---|---|
| Ethics and Ethical Standards for Doctors | Physicians | CMA Code of Ethics and Professionalism, CanMEDS, consent and capacity, confidentiality |
| Professionalism and Professional Standards for Doctors | Physicians, residents | CanMEDS Professional role, medical regulatory authorities, boundaries |
| Ethics and Ethical Standards for Nurses and Midwives | RNs, RPNs/LPNs, NPs, midwives | CNA Code of Ethics, provincial colleges, end-of-life and maternity ethics, MAID |
| Professionalism and Professional Standards for Nurses and Midwives | RNs, RPNs/LPNs, NPs, midwives | Provincial standards, delegation and supervision, SBAR, digital conduct |
| Ethics and Ethical Standards for Dentists and Dental Professionals | Dentists and the dental team | CDA Code of Ethics, provincial dental colleges, overtreatment, consent |
| Professionalism and Professional Standards for Dentists and Dental Professionals | Dentists and the dental team | Communication, competence, digital conduct and before-and-after images |
| Ethics and Ethical Standards for Pharmacists | Pharmacists, pharmacy technicians | NAPRA and provincial regulators, dispensing errors, shortages and access |
| Professionalism and Professional Standards for Pharmacists | Pharmacists, pharmacy technicians | NAPRA standards, fitness to practise and mandatory reporting |
| Ethics and Ethical Standards for Optometrists and Opticians | Optometrists, opticians | Ethics under commercial pressure, scope, prescriptions and costs |
| Professionalism and Professional Standards for Optometrists and Opticians | Optometrists, opticians | Scope in retail eye care, records, complaints |
| Ethics and Ethical Standards for Chiropractors | Chiropractors | Consent and material risks of spinal manipulation, boundaries in hands-on care |
| Professionalism and Professional Standards for Chiropractors | Chiropractors | Records, boundaries, professionalism in complaints |
| Ethics and Ethical Standards for Osteopaths | Osteopathic manual practitioners | Ethics without a statutory regulator; complaints through associations, insurers and courts |
| Professionalism and Professional Standards for Osteopaths | Osteopathic manual practitioners | Boundaries, records and privacy in an unregulated profession |
| Course | Best for | Canadian focus |
|---|---|---|
| Ethics for Healthcare Professionals | Any profession | Four principles, the provincial framework, consent, disclosure of errors, MAID |
| Professional Ethics | Any profession | Integrity and accountability, candour, conflicts of interest, the IDEA framework |
| Medical Ethics | Physicians, nurses and other clinicians | Consent and capacity, truth-telling, resource allocation and fairness |
| Ethics and Professionalism for Regulated Health and Care Professionals | Allied and other regulated professions | The provincial-college framework, teamwork, digital conduct, candour |
| Probity for Healthcare Professionals | Honesty, billing or declaration concerns | Public health-insurance billing integrity, mandatory self-reporting including criminal charges |
| Ethical Boundaries with Patients and Colleagues | Boundary or sexual-abuse concerns | Crossings versus violations, gifts, dual relationships, sexual-abuse and mandatory-reporting rules |
| Financial Integrity for Healthcare Professionals | Billing, fee or audit concerns | Canada Health Act context, ethical billing, conflicts of interest, audits |
| Professionalism and Boundaries in the Use of Social Media | Online conduct concerns | Confidentiality online, dual relationships, misinformation, digital permanence |
| Course | Best for | Canadian focus |
|---|---|---|
| Professionalism for Healthcare Professionals | Any profession | Core attributes, communication, teamwork, burnout and system pressure |
| Professionalism and Professional Standards for Regulated Health and Care Professionals | Allied and other regulated professions | How allied professions are regulated; standards and boundaries |
| Ensuring Clinical Competence and Patient Safety | Competence or patient-safety concerns | Human factors, clinical reasoning, deterioration, root cause analysis |
| Ensuring Teamwork and Collaboration for Healthcare Professionals | Conflict or team-working concerns | CIHC framework, CanMEDS, Safety Competencies, escalation and speaking up |
| Prescribing Guidance and Standards | Authorized prescribers | Opioids and controlled substances, deprescribing, stewardship, virtual care |
| Course | Best for | Canadian focus |
|---|---|---|
| Ensuring Effective Communication as Healthcare Professionals | Communication or attitude complaints | Consent conversations, cultural safety, trauma-informed care, virtual care |
| Ensuring Confidentiality in Healthcare Practice | Privacy breaches or record access | PIPEDA and provincial health-privacy laws, circle of care, third-party requests |
| Duty of Candour in Healthcare Practice | Errors and adverse events | Open disclosure, apology legislation, documenting disclosure |
| Privacy, Consent, and Chaperone in Healthcare Practice | Consent or intimate-examination concerns | Valid consent, substitute decision-makers, adolescents, chaperones, telehealth |
| Professionalism in Documentation for Healthcare Professionals | Record-keeping concerns | Objective notes, EMRs, late entries and error correction, privacy law |
Start with How to Deal with a Complaint or Investigation and the Module on Insight, then add the course that matches what was raised: boundaries, probity, documentation, communication, prescribing or clinical competence. The Module on Remediation helps you turn the concern into a written plan, and the courses on preventing recurrence and rebuilding trust suit the later stages, when you need to show the change has lasted. Our college complaints guide explains how the process runs in each province, and the remediation courses page suggests sets by concern.
Begin with your profession's ethics and professional standards courses, then pick the topics your own learning plan or self-assessment points to. Consent, confidentiality, documentation and boundaries are useful refreshers for almost everyone, and the Module on Reflection helps with the written reflections many programs ask for.
Where education is part of a committee decision, an undertaking or an order, the body that set it decides what counts, so check with the college, your monitor or your lawyer before you enrol.
Both. Fourteen courses are profession-specific: an ethics course and a professional standards course for each of doctors, nurses and midwives, dentists, pharmacists, optometrists and opticians, chiropractors and osteopathic practitioners. The other 25 are written for any regulated health professional and point to profession and provincial differences where they matter.
Each course is designed as 2 hours of learning, and your certificate shows 2 hours (estimated). Record them in your college's program as learning hours where they fit your plan; colleges decide what they accept.
Full access to the course, the reflective checks, the reflective account, the 10-question final assessment with retakes, and a certificate of completion once you pass.
Yes. The pass mark is 80%, or 8 of 10. If you score lower, review the explanations and the relevant sections, then try again.
Most people start with How to Deal with a Complaint or Investigation and the Module on Insight, then add one or two courses that match the actual allegation, such as boundaries or documentation. Two to four targeted courses with a thoughtful reflection usually say more than a long list of unrelated certificates. Follow your adviser's advice on timing.
The confidentiality, consent and documentation courses explain PIPEDA and provincial health-privacy laws such as Ontario's PHIPA and Alberta's Health Information Act, and remind you that the law of the province where you practise applies.
Yes. Each course is gated, so you read each stage before the next one opens, then write your reflective account and sit the assessment. Your progress is kept, so you can stop and return later.
Checked October 2026. Rules and processes change, so confirm the current position with the official source. This page is general information, not legal advice.
Every legal and regulatory point comes from primary sources: provincial and territorial health professions statutes, the regulatory colleges' standards and codes, and federal and provincial privacy law. Anything we cannot confirm is left out.
Lessons, scenarios and assessment questions are written by us for each edition separately, then checked for accuracy, teaching quality and fair assessment before publication.
When a code, standard or law changes, the affected courses are reviewed and updated. Reported errors in legal or regulatory facts are corrected first.
Tell us your profession and what you need the learning for, and we will point you to the most relevant course.
