Describes the continuing clinical education component of nursing faculty practice and discusses its place within a hypothetical, broader context. Defines faculty practice as direct patient care provided by a nurse on a standing academic faculty and indicates the need among faculty for short-term continuing clinical education. (Author/JOW)

Describes a program cosponsored by the Indiana High School Press Association and the Hoosier State Press Association which offered one-month paid summer internships for nine Indiana high-school journalism advisors in professional newspapers. (SR)

Proposes an alternative strategy to link, through health care policy initiatives, the large existing infrastructure in continuing medical education (CME) to institution- and community-based programs designed to achieve optimum patient outcomes and resource consumption. (Author)

Discusses the need for library directors to have micromanagement skills and presents five scenarios of problems that need micromanagement. Topics include knowing when to intervene, the need for strong personnel policies, relationships with councils and trustees, and the need for continuing education in management skills. (LRW)

Phone interviews explored the attitudes of 27 course directors regarding continuing medical education (CME) needs. The action-reflection practitioner-inquiry method involved physicians and CME leadership in joint discourse for planning CME programs. (Author/JOW)

Discusses the importance of professional development for library media specialists and presents suggestions for staying current in the field, including participation in conferences, taking advantage of continuing-education opportunities, reading professional journals, and using Internet resources. (MES)

Pre/posttest data on 40 physicians who completed problem-based clinical scenarios on osteoporosis revealed that 39 showed improvement or modest change in postworkshop scores, especially in terms of management of male patients, determination of risk factors, and use and interpretation of bone density tests. (SK)

Cholesterol measurements of 328 volunteers were taken before and after continuing medical education interventions (lectures and information dissemination to physicians, patient education). Although 50% reduced their serum cholesterol, the only practice change was an increase in physicians giving dietary instructions. (SK)

Trends that have changed continuing professional education (CPE) include huge growth in workplace-provided continuing education, distance education provided by universities and professional associations, more collaboration, and regulation of professional practice through CPE. Educators must ask whether their purpose is updating knowledge or…

Models of how professionals learn include mental schema, skill acquisition, and reflective practice. Effective continuing professional education for the development of expertise should be dynamic, authentic, practice based, collaborative, and future oriented. (SK)

Defines diversity as a conglomerate of people representing a variety of cultures. Offers strategies to increase participation of diverse people and infuse multiculturalism into continuing education programs. (SK)

Feedback from 30 of 65 physicians who participated in a computer workshop indicated that 8 had bought new hardware/software and 17 increased their use of computers, especially for Internet information retrieval and electronic mail. Those who had not increased use cited lack of time or lack of belief in their usefulness. (SK)

Family practitioners (n=474) accompanied by their patients were trained in injection techniques to treat osteoarthritis. Pre- and postsession assessments showed that physicians felt comfortable with the new technique, skill acquisition occurred in a supportive setting for physicians and patients, and many patients experienced significant health…

Discusses advantages and disadvantages of interviews as a continuing-education needs-assessment technique. Reviews such elements as design of the interview plan, mechanics of interviews, interpersonal aspects, and data collection and management. (SK)

Standardized patients are subjects who accurately and consistently simulate presentation of medical cases as a method of assessing physician performance. This method is direct, valid, reliable, and feasible when focused on the patient-doctor interaction. (SK)