Visiting clinicians undertook continuing education by planning a series of visits to hospitals both to teach and to participate in clinical learning experiences. The outcome was that clinicians acquired new skills and knowledge and confirmation of the quality of their community-practice work. (SK)

Before and after implementation of a program in which physicians counseled patients about smoking, 22 physicians were surveyed and patient records reviewed. Although the program spurred more doctors to give patients self-help materials, no significant reduction of smoking occurred. (SK)

Health care organizations with successful internal education programs can expand their offerings through a formal externalization process. The process involves needs assessment, environmental scanning, identification of internal successes, and selection of appropriate topics. (SK)

Describes a program at the State University of New York College of Optometry targeted at training younger clinical faculty who wish to become involved in continuing professional education. Covers the program's purpose and the institution's experiences with implementation. (DB)

Dental professionals (n=23) completed online continuing education modules and pre/post surveys. Participants felt the modules were comprehensive, clear, convenient, and easy to navigate. Posttest scores showed significant increases in knowledge. Technical and formatting problems were identified. (SK)

Although commercial funding supports much continuing medical education, there is a public perception that funders may influence physician behavior. Solutions include having multiple grantors for continuing education activities, establishing clear standards for grantor behavior, and prohibiting commercial support for related social activities. (SK)

A 5-year evaluation revealed positive outcomes of two nursing continuing education programs: a sabbatical program providing funding for completion of education/research projects and a nursing scholar program funding professional development. Knowledge and skills increased and the hospital practice environment was improved. (SK)

Focus groups with 42 primary care physicians revealed their interests and needs for continuing education. Similar interests were displayed among four specialties: family physicians, internists, pediatricians, and obstetricians/gynecologists, as well as significant overlap of opinions and ideas. (SK)

Two rural and two urban sites in Nova Scotia received continuing medical education via interactive videoconferencing. Although limited bandwidth and video and sound quality were concerns, 72% of 46 participants felt it was as effective as face-to-face instruction and appreciated not having to travel or lose work time. (SK)

A continuing medical education course on the physician-patient relationship used on such topics as patient-centered interviews. A majority of 406 respondents (including 205 in a follow-up survey) were using what they learned in practice. Additional workshops on issues of intimacy and difficult relationships were developed. (SK)

Physicians participating in continuing education delivered via interactive video and those in a traditional classroom setting did not differ in their attitudes toward the attributes of content, speaker, and program in the two methods. (SK)

A study of 14 nurses who completed a children's neuroscience course found evidence of improved knowledge and increased ability to care for neurology patients. Although the direct impact of continuing education on patient care is difficult to assess, participants' assessment of their learning and its potential to affect patient care is a valid…

Describes how the use of problem-based learning as an instructional methodology in undergraduate nursing curricula has been identified as one way to facilitate development of nursing students' abilities to become self-directed in learning. Discusses the theoretical links between problem-based learning and self-directed learning. (EV)

Interviews with 45 family physicians indicated that 54% consulted readily available, accessible peers for advice, 24% asked peers considered experts, and 22% searched literature first. Those who asked accessible peers sought advice more frequently, rarely consulted innovators, and were least critical of advice received. (Contains 19 references.)…

Themes identified by genetics professionals (n=162) and suggestions of 45 nursing faculty participating in a genetics summer institute formed the basis of recommendations for genetics education in nursing. Expected clinical outcomes, curriculum strategies, content, and resources were identified. (Contains 42 references.) (SK)