Two studies found some increase in information about aging among 48 participants in a professional development program in gerontology. Attitudes toward aging and the aged improved. Employers who paid for employee participation were pleased with the results. (SK)

The role and understanding of professions has changed because of a revolution in knowledge about learning, such as locus, social context, practical versus formal knowledge, and knowledge creation. The upheavals require reframing of professional continuing education. (SK)

A conceptual framework for continuing education has the physical therapist as the entry point in the process, within an environment of technological, cultural, and social change. Demographic variables related to barriers and preferences for continuing education. Other components include resources, adult education principles, regulations, and…

A survey of 257 physical therapists received 192 responses indicating a preference for lectures or seminars for continuing education, in hotels/convention centers, during autumn/winter mornings. Orthopedic therapy was a favored topic. Barriers to attendance included cost, traveling distance, family obligations, lack of course information, and lack…

In Brockett's opinion, mandatory continuing education does not ensure effective and competent performance, and it violates adult education principles. Le Grand finds it a natural extension of preprofessional preparation. (SK)

A literature review found that (1) innovations must be introduced into the community before physicians adopt them; (2) prerequisites of change include personal commitment, a conceptual base, multiple experiences, and multiple information sources; and (3) interventions to accelerate adoption are more successful if individualized and targeted. (SK)

Of 346 physicians participating in continuing medical education, 91% completed postprogram surveys and 49% responded to a 3-month follow-up. Participants' high ratings for quality and effectiveness were attributed to use of adult learning theory in program design. Computer-assisted instruction was thought effective because of individualization and…

Two scenarios illustrate effective and ineffective ways to use adults' experience in continuing professional education. In successful situations, students had an established knowledge base and used critical thinking to adapt experiences. In unsuccessful situations, learners did not have the experience, knowledge base, or applied background for…

Cluster analysis of responses from 551 veterinarians (63%) participating in continuing professional education supported Houle's typology of professionals as innovators, pacesetters, middle majority, or laggards, in terms of their attitude toward and previous participation in continuing education, expectations of significant others, and personal…

A 1988 Accreditation Council for Continuing Medical Education (ACCME) study of the accreditation process among 480 nationally accredited institutions found that of 279 respondents, 97 percent said that quality of continuing medical education had some or great impact and 91 percent indicated that discussions with ACCME staff was important. Of least…

A survey of 4,300 physicians received 1,014 responses showing that family physicians preferred local continuing medical education programs and minicourses. Specialists and institutional practitioners did not mind travel or multiday programs. Less experienced physicians favored more personalized marketing approaches. (SK)

The continuing medical education needs of 73 physicians in semirural towns compared with those of 60 urban doctors found the former less satisfied with their opportunities for continuing education. Differences in educational interests of the two groups suggested areas of emphasis for different target audiences. (SK)

A survey of 59 physicians following continuing medical education found that 51 planned changes as a result. Forty-eight completed a follow-up survey in which 42 reported successfully making changes. Barriers were related to skills and strategies needed to manage planned changes. (SK)

A number of bodies have produced guidelines concerning financial support from commercial companies for continuing medical education. Basic principles include independence of the continuing education provider, balanced content, no unusual benefits, and disclosure of potential for bias. (SK)

The Norwegian Medical Association is given responsibility for training and continuing medical education by the government. Government financial support enables the association to provide courses without support from the pharmaceutical industry. Current emphases include doctors as individual learners, as counselors, and as mentors. (SK)