Examines the source and identifying characteristics of continuing professional education. Finds that continuing education and continuing professional education are separate and distinct organisms, having different missions and different operational premises. While institutions of higher education may effectively offer both types, the distinctions…

Engineers (N=2,732) were surveyed to determine their current/planned educational level and attitudes toward continuing/graduate education. Statistical breakdowns focus on: ethnic groups; engineering fields; present job function; and current/planned degrees. Respondents view continuing/graduate education as integral to careers and further training…

Discusses the benefits of using video instruction in professional development programs at Florida State University's Center for Professional Development and Public Service. They include recording and showing demonstrations and reducing the cost of bringing a continuing education program to participants. (JN)

Discusses: (1) the current status of continuing engineering education (CEE) in Japan; (2) characteristics of CEE in enterprises; and (3) future issues of CEE in Japan. Indicates that ways of improving CEE include increasing the role of universities, promoting creativity and education of elites, and re-education of middle- and advanced-aged…

Discusses: (1) obstacles to professional development in Finland; (2) continuing engineering education (CEE) as a remover of such obstacles; and (3) the future of CEE. Indicates that each engineer needs an individual development program which includes a course plan for the next few years and various forms of organized training. (JN)

Describes the development and testing of a conceptual framework linking continuing professional education and performance that was used with a nursing education program. Provides evidence regarding the conflicting findings of previous research, suggesting that the question guiding earlier studies had been improperly framed. (JOW)

A critical appraisal of 290 articles in the literature of continuing medical education (CME) from 1935 to 1983 assessed formats, study designs, evaluation outcomes, and collated results. It was concluded that CME could be more broadly defined, that impact on patients is disappointing, and that further research is needed to improve its…

Two studies were conducted of pharmacists who successfully completed an accredited continuing education course available through a major professional journal. Data were collected regarding the learners' evaluations of the acceptability and effectiveness of this method of home study. (Author)

Points out that the opportunities for work-related continuing education are expanding and should be combined with a carefully thought-out educational philosophy that would recognize existing competencies of experienced professionals as well as address the requirement that what is learned should improve work. (JOW)

Suggesting that program planners and presenters keep abreast of development in learning and instructional theory and educational technology in order to design instruction which will assist registered nurses to maintain competence and meet the professions' practice standards, the author outlines and discusses the steps: (1) identify need, (2)…

It is felt that the failing of previous continuing medical education projects is the lack of a theoretical construct through which the diverse data can be logically integrated. Suggestions are offered for using television in a supplemental manner. (LBH)

Presented is an example of behaviorally oriented evaluation research in continuing medical education and a discussion of aspects of the "value" of conventional learning formats for practicing physicians and their patients. (Author)

In an attempt by historians to develop a permanent mechanism for cooperation on mutual problems and developments in education a series of workshops on comparative history of Great Britain and the United States is planned. Details for the first workshop, following the theme of comparative social mobility, are outlined. (SM)

Emphasis is given to determination of educational needs and program planning; the programs of two schools of pharmacy are also discussed. (Author)

Because of the traditional role of women in our society, many capable women do not aspire to medical careers, do not stay in medical school if they did aspire to a medical career, or do not continue practicing medicine after leaving medical school. (HS)