Records, competence and development
Turn everyday practice into measurable learning, from your own data and feedback to peer review, OPPE and credible learning records
U.S. licensees: physicians (MD/DO), PAs, RNs, LPNs/LVNs and APRNs, pharmacists, dentists and dental hygienists, and other licensed health professionals.
Structured learning and a written reflection to show insight after a complaint, an investigation or a board inquiry.
Focused learning on a core standard of practice, with a certificate and reflection for your portfolio.
This course shows U.S. licensed health professionals how to learn deliberately from their own work: capturing and answering clinical questions, reviewing personal practice data, seeking direct observation and multisource feedback, engaging with peer review and hospital professional practice evaluation, learning from near misses and teaching, and keeping a concise, honest record that shows real change in practice.
It is written for physicians, PAs, nurses and APRNs, pharmacists, dentists and dental hygienists, and other licensed professionals in any setting, from large hospitals with OPPE and FPPE systems to small and solo practices that must build their own feedback loops. Case examples are set in California, Texas, Florida, New York and Pennsylvania.
In the United States, state boards measure ongoing learning mostly in CE and CME hours, yet board concerns usually arise from everyday performance. This course bridges that gap. It draws on the ACGME's practice-based learning and improvement competency, the AMA PRA credit system, ACPE's definition of continuing professional development, NCCPA requirements, Medicare hospital rules, Joint Commission professional practice evaluation, HCQIA and NPDB rules, and state board orders, and it explains what voluntary learning can and cannot achieve.
10 sections · 23 lessons · 3 hours · 20-question final assessment
Final assessment
20scenario-based questions
Certificate of completion
Certificate of completion. Not CE or CME credit unless accepted by your board.
The course includes a structured reflective account template: guided prompts to record what you learned, how you will apply it and how the change will show in your practice. It gives you written evidence of insight after a concern, and a ready record for your learning portfolio.
Write it in your own words and leave out anything that could identify a patient, a colleague or a case. If you have an open complaint or case, talk to your adviser before reflecting on it in writing.
They include identifying strengths, deficiencies and limits in your knowledge, setting learning goals, performing improvement activities, using performance data and evidence, incorporating feedback and locating and appraising evidence. The course turns them into a personal learning checklist for licensees at any career stage, not just residents.
CE hours are a renewal minimum and usually show attendance. Work-based learning uses your own practice: clinical questions, data, feedback and near misses. The course explains why board concerns usually arise from everyday performance, and how to record learning in a way that shows real change.
Yes, if it is specific and acted on. The course explains how to seek direct observation and multisource feedback from colleagues and patients, how to interpret it without defensiveness, and how to turn it into one or two concrete changes you can measure.
It can be reportable when a proctoring requirement restricts privileges for more than 30 days, for example where a proctor must be present or approve care before it is given, and arises from professional competence or conduct. The course explains OPPE, FPPE, HCQIA peer review standards and where that line sits.
$89 for three online hours. Checks in each section, a 20-question final at 80%, then a certificate and a reflection on learning from your own work. The course is candid about the limits of voluntary learning when a board or employer is involved.
Every legal and regulatory point comes from primary sources: state practice acts and board rules, federal law and national professional codes of ethics. 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.
Kolb, Gibbs, Schön and Johns models, reflection in ACGME and ABMS frameworks, and how to keep written reflections honest, de-identified and safe.
Competence as a legal duty: how it drifts, how CE, certification, OPPE and FPPE check it, and a personal plan to keep and evidence it.
Improvement science for licensees: Model for Improvement, PDSA, measures, run and control charts, clinical audit and re-audit, QAPI and MIPS.
