Lifelong, self-directed practice-based learning is essential to continuous improvement of physicians. A survey of 700 Canadian physicians (82% response) showed that, although most supported this form of continuing medical education, substantial education, encouragement, and practice is necessary to make it habitual. (SK)

Describes the social background and history of continuing medical education in China, its scope, content, administration, and recent developments. (SK)

From a random sample of 650 dentists in 6 states, 357 responses indicated preference for 1-day, Friday or Saturday programs, and lecture more than participation or demonstration. Most would like to learn more specialty and new techniques. Dentists averaged 50 hours of continuing education per year. (SK)

Presents and defines a series of research questions exploring the relationship of models of change and learning focusing on physicians' self-directed curricula for change. (Author/JOW)

Engineers need flexible delivery of up-to-date, relevant continuing education. At Deakin University (Australia), engineering distance-education strategies include the use of e-mail, videoconferencing, teletutorials, Internet-delivered courseware, and computer-assisted instruction. (SK)

The continuum ranging from preprofessional to continuing professional education requires coordination, responsiveness to learners, attention to the application of learning, and stakeholder support. As collaboration among providers, such as universities, professional associations, and employers increases, more research is needed. (SK)

The Situated Evaluation Framework for continuing professional education programs situates the learner and knowledge assessment at the junction of three contexts: educational, practice, and evaluation. The framework incorporates the following components of evaluation theory: programming, valuing, knowledge, and utilization. (SK)

Describes tenets of continuing professional education marketing: identify target audience, define mission, assess community needs, identify competition, establish credibility, develop marketing plans, provide options, evaluate, and develop high-quality programs. Offers advice for pricing, cancellations, new courses, promotion expenses, direct…

For continuing education purposes, a group of 12-15 general practitioners held facilitated small-group discussions with experts. The groups provided practice-relevant topics, opportunity to compare practice patterns, and continuing education credits; they were motivating and effective. (SK)

Responses from 80% of a sample of 300 employment and training specialists identified influences on participation in professional continuing education: competence, professional development, demographic characteristics such as organizational role and gender, and attitude toward the profession. Recommendations for instructional design that…

Reviews advantages and disadvantages of questionnaires for continuing-education needs-assessment. Outlines considerations for effective questionnaire design--understanding the learning context and how learning and change occur in medical practice--as well as practical strategies for instrument development. (SK)

Usable responses from 469 of 1,600 members of the Alliance for Continuing Medical Education revealed an inverse relationship between types of evaluation measures used (e.g., physician satisfaction with programs) and types in which professionals would like to gain new skills (physician performance and patient health outcomes). Barriers to…

Physicians (n=366) described how they gained knowledge or skill to solve a recent clinical problem: 47.8% reading; 33% consultation/referral; 18.9% formal continuing medical education (CME). They were more likely to select formal CME when the problem required more technical expertise or communication ability. (SK)

A survey of 502 nurse practitioners found that more than half had written research proposals or participated in research projects recently; nearly 50% wrote their own job descriptions; 93% belonged to the American Academy of Nurse Practitioners; and maintaining certification was the motivation for some professional behaviors. (Contains 29…

A belief system for continuing professional education in nursing, midwifery, and health visiting makes statements about nursing, its mission, and individual nurses. It provides principles to guide practitioners, the profession, and employers in meeting the commitment to society through education. (SK)