Continuing professional education has evolved from a focus on technical competence to a broader view of reflective practice. An example from pharmacy demonstrates ways to fulfill the leadership challenge of rethinking the role of the professional via active learning. (SK)

The concept of self-directed learning is examined from five vantage points: definition, importance, categories, characteristics of learners and activities, and implications for continuing medical education and program planning. (SK)

Successful continuing professional education programs require that the learners be involved in design and implementation. Program planning and advisory committees are one means of ensuring the participation of adult learners and of meeting their needs. (SK)

Presents an overview of a self-directed approach to professional development. Describes the major components as self-assessment of professional strengths and learning needs, planning, and organizing activities and records for professional development. Gives reasons for, benefits from, and requirements of a self-directed approach. (Availability:…

The development of a conceptual framework and the establishment of programing options in continuing education in nursing will provide direction in program development, implementation, and evaluation. The framework and resultant options will also assist faculty, learners, and the community in understanding the basis of the continuing education…

Presents a conceptual model of discrepancy analysis evaluation for planning, evaluating, and assessing the impact of continuing medical education (CME). Describes the model in terms of its value as a means of diagnosing errors in the development and implementation of CME. (JOW)

Focuses on the method of administering a continuing education program. Outlines administrative strategies that can be adapted for the success and survival of any program. (JOW)

The effective delivery of continuing professional education is becoming increasingly dependent on collaboration among diverse agencies and institutions. A case study identifies key factors in the development of successful linkages. (Author)

Presents essential elements and reviews the concept of client-centered planning as an approach to program development for continuing education in public health. Client-centered planning is aimed at the identification of individual practitioner needs and the development of educational interventions tailored to improve competency in selected areas.…

Outlines a six-step model for program planning, presentation, and evaluation for continuing education in the allied health professions. (SK)

Adult development forces the question of the role of continuing education as part of the background for more effective continuing education or as a way to develop understanding and support for health care professionals as they progress in their careers. (Author)

Continuing medical education needs assessment should be reconceived for a changing health-care environment. The physician-patient relationship is being changed by empowerment of health consumers and public policy concerns regarding the health care system. Needs assessment should focus on environmental scanning, identification of key forces, use of…

Outlines criteria for system of professional teacher development/retraining: provides for system/individual needs; includes retraining and ongoing development; is cooperative, integrated, accessible; uses principles of adult education; incorporates teacher involvement; and addresses real classroom needs. Considers obstacles of money, skills,…

Argues that while community and technical colleges have been instrumental in assisting business and industry to meet human resource development needs, they have not responded to their own needs for a systematic and continuous development of institutional human resources. Cites effective approaches to staff development and offers recommendations.…

Applied graduate programs in Communication are recommended as a desirable alternative for the future. Advantages of such programs are outlined and potential problems discussed. The Instructional Communication program at West Virginia University is described as an example of a successful applied graduate program. (JMF)