Interviews with 13 above average clinical teachers indicate that physician-teachers fit Schon's model of reflection-in-action, knowing-in-action, and reflection-on-action. Training in reflective practice is appropriate at all stages of medical education--predoctoral, residency, or continuing education. (SK)

Survey assessed the reasons why members of the National Therapeutic Recreation Society participated in continuing professional education. There were no significant trends, but representative information was obtained about the importance of the reasons themselves. Two of the most important reasons were professional service and professional…

Analysis of 551 Alberta veterinarians' intention to participate in continuing education revealed that the Triandis model of behavioral intention had greater predictive utility than the Fishbein-Azjen. Participation was largely determined by behavioral intention, which was influenced by attitude toward the program. (SK)

Offers a list of continuing health professional education principles developed by a network of 26 individuals in 14 countries that provide a broad perspective and, as a result of this consultation with individuals of varying cultural circumstances, show differences in emphasis. Proposes personal, educational, and administrative principles.…

New research findings on memory and learning systems have implications for continuing medical education in terms of format and length of learning activities, age of learners, and psychological factors such as stress and mental fatigue. (SK)

A survey of 172 family doctors found that they approached educationally influential (EI) physicians they knew through their hospitals; only 20% used e-mail and 40% the Internet for medical information; EI physicians helped extend their knowledge and validate innovations found in the literature; and health care reform was negatively affecting…

An expanded model of learning upon which to base continuing professional education views knowledge as the social construction of information through constructivist and transformative learning. The model also depicts the effect of context on the process. Providers must change their mindset and become active facilitators of knowledge construction.…

Professional expertise and authority are increasingly eroded by the demands of the institutional delivery system in which they practice. Professional services are now typically delivered by expert systems not individuals. Continuing educators must reframe their understanding of context in order to address the new conditions of practice. (SK)

Reviews research on constructivism in learning and selection of learning strategies. Suggests linking constructivism with instructional technologies for continuing medical education in order to "disrupt" reactive, habitual ways of learning and encourage active engagement. (SK)

A qualitative evaluation of videoconference delivery of continuing medical education in a hospital identified media limitations and technical difficulties in instructor presentation and access by remote sites. Physician-instructors needed training in communication and technical skills. Trained site facilitators and improved equipment were…

Women's health topics of interest for continuing medical education were identified by 91 primary care physicians. Most felt that more knowledge of these topics would reduce the number of referrals to specialists. A more comprehensive, rather than reproductive, perspective of women's health was called for. (SK)

Physicians' self-appraisal by reflection on practice generates learning that is more likely to result in commitment to change, compared to formal self-assessment programs. Self-assessment will be used increasingly as emerging technologies facilitate it. (SK)

A survey of 365 respiratory care practitioners measured variables from the Theory of Reasoned Action (TRA): intention, attitude, social norm, behavioral and normative beliefs, personal norm, and perceived behavioral control. Attitude and subjective social norm were significant predictors of participation in continuing professional education. The…

Five years after graduation, a survey of 354 Finnish nurses found that they felt most confident with their basic nursing, collaborative, and counseling skills, least confident in interacting with patients with addiction problems. The survey identified nurses' continuing education needs. (Contains 54 references.) (SK)

Longitudinal research identified five perspectives of good teaching: transmission, developmental, apprenticeship, nurturing, and social reform. Continuing medical education examples, key beliefs, primary responsibilities, typical strategies, and challenges were identified for each perspective. (Contains 19 references.) (SK)