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Remediation for Fitness to Practise

Course Description

Remediation for Fitness to Practise is a structured course for all healthcare professionals, including doctors, nurses, midwives, pharmacists, dentists, and allied health practitioners, especially those facing fitness to practice investigations, who need to demonstrate learning, accountability, and safe practice following concerns, complaints, or regulatory investigations.

The course explores what remediation means in a fitness to practise context, why regulators such as the CPSO, CNA, CMA, NAPRA, RCDSO, and provincial Colleges prioritise it, and how professionals can develop credible remediation plans. Learners will gain practical strategies to design, implement, and evidence remediation activities — including CPD, supervised practice, mentorship, audits, and reflective writing.

Through case studies, exercises, and regulatory guidance, participants will learn how to present remediation not just as “box-ticking,” but as authentic, sustained professional growth that reassures regulators, protects patients, and rebuilds trust.

Course Content

Course Objectives
Course Objectives
Section 1: Introduction to Remediation in Healthcare Practice
1.1 What Remediation Means in Healthcare
1.2 Why Remediation Matters
1.3 Core Principles of Effective Remediation
1.4 The Regulatory Perspective
1.5 Making Remediation a Professional Habit
1.6 Reflective Quiz
Section 2: Why Remediation Matters in Fitness to Practise
2.1 Remediation as a Pathway to Rehabilitation
2.2 Remediation and Patient Safety
2.3 Remediation and Public Trust
2.4 The Regulatory Perspective in Canada
2.5 Consequences of Failing to Remediate
2.6 Remediation as Part of Lifelong Professionalism
2.7 Reflective Quiz
Section 3: Superficial vs Genuine Remediation
3.1 What Superficial Remediation Looks Like
3.2 What Genuine Remediation Looks Like
3.3 Case Contrast: Documentation Lapses (Nurse)
3.4 Case Contrast: Prescribing Concerns (Pharmacist)
3.5 Why Regulators Distinguish the Two
3.6 Embedding Genuine Remediation into Professional Identity
3.7 Reflective Quiz
Section 4: Types of Remediation Activities
4.1 Continuing Professional Development (CPD)
4.2 Supervised or Conditional Practice
4.3 Mentorship and Coaching
4.4 Audits and Quality Improvement Activities
4.5 Reflective Writing and Portfolios
4.6 Multi-Modal Remediation
4.7 Sustaining Remediation Beyond the Investigation
4.8 Reflective Quiz
Section 5: Building an Effective Remediation Plan
5.1 Understanding the Purpose of a Remediation Plan
5.2 Identifying Concerns and Areas of Risk
5.3 Setting SMART Goals
5.4 Selecting Targeted Remediation Activities
5.5 Evidencing Remediation
5.6 Monitoring, Review, and Feedback
5.7 Communicating the Plan to Regulators
5.8 Sustaining Change Beyond the Investigation
5.9 Reflective Quiz
Section 6: Case Studies — Successful and Unsuccessful Remediation
6.1 Case Study: Documentation Lapses (Nurse)
6.2 Case Study: Prescribing Concerns (Physician)
6.3 Case Study: Professional Boundaries (Dentist)
6.4 Case Study: Dispensing Errors (Pharmacist)
6.5 Case Study: Communication Complaints (Midwife)
6.6 Lessons Across Case Studies
6.7 Reflective Quiz
Section 7: Reflection, Insight, and Remediation as a Continuous Cycle
7.1 Reflection as the First Step
7.2 Insight as the Outcome of Reflection
7.3 Remediation as Action in Practice
7.4 The Continuous Nature of the Cycle
7.5 Organisational and Cultural Support
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