Many professions require continuing education to comply with practice and state licensure requirements, yet little is known about how learned information is transferred into practice. Using a qualitative descriptive case study research design, informed by E-Learning Systems and Knowledge Transfer theories, the application of learned principles into clinical medical practice from a continuing medical education (CME) e-learning certification course in plant-based nutrition was explored. Two research questions guided the study and focused on how physicians shared plant-based nutrition information from an e-learning course with patients and how e-learning can help bridge knowledge gaps and support CME requirements. Ten physicians participated in the study. Semi-structured interviews, e-learning program information, and resources shared with patients by physicians provided the data. Saldana's first cycle and second cycle coding process was applied for data analysis resulting in three themes: physician experience with e-learning courses and recommendations to enhance e-learning processes; impact and implications of physician knowledge of plant-based nutrition e-learning course in daily practice; and recommendations for future eCME learning opportunities in plant-based nutrition. Results support the following recommendations: offering more blended CME options; supporting knowledge transfer by encouraging physicians to share resources from CME in daily practice; and requiring CME in plant-based nutrition to bridge knowledge gaps and increase physicians' ability to counsel patients in nutrition. Findings may inform CME curricula developers, faculty, and practitioners to improve e-learning, and knowledge transfer leading to enhanced patient care. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]