Interviews with 10 new and 16 senior medical radiation technologists highlighted discrepancies between technical competence as measured by licensing boards and professionalism. Continuing professional education, especially at the beginning of the career, is needed to develop professional expertise and lifelong learning habits. (SK)

A study of 652 physicians enrolled in the Maintenance of Competence program found that, for those with less than 10 years of experience, learning was often stimulated by audits of practice. Physicians with more than 30 years of experience most often initiated learning in response to patient interaction. (Author/JOW)

A practice-based learning model, involving self-directed learning, critical self-reflection, intentional active learning, and learning community, provides a way to structure informal continuing professional education (CPE) that occurs in practice. As individuals assume more responsibility for their learning, the legitimacy of informal CPE should…

Responses from 103 of 285 clinical faculty in a university department of medicine identified the costs and benefits of their participation in continuing medical education. They felt that administrators have not communicated that continuing education is a priority through their attitudes or academic rewards. (SK)

In eight multidisciplinary teams, 50 health care professionals participated in a case-management workshop. Pre/posttest data revealed significant changes in knowledge and more value placed on cost monitoring. These improvements did not vary by type of hospital, profession, or experience. (SK)

Examines issues concerning collaborative assessment of adult learners' formal coursework in a networked learning context. Considers how to make assessment a learning event in the context of lifelong learning, especially in the field of continuing professional development. (LRW)

Reports that prominent medical professors are being solicited away from medical schools by large honoraria or high remuneration offered by commercial companies that provide continuing education services to physicians on the Internet. Suggests that medical schools consider potential partnerships with dot-com companies to develop continuing…

A 1-month follow-up of 33 medical professionals who committed to making practice changes after continuing education showed that 54% of intended changes had been accomplished. Insufficient time was the most frequent hindrance. Amount of professional autonomy influenced the degree to which changes were made. (SK)

An instrument to assess knowledge and nursing experience was completed by nurses before, at the conclusion of, and 3 months after a continuing education conference. Knowledge gained at the conference appeared to have been integrated into nursing practice. (SK)

Chart audit (assessment of patient medical records) is a cost-effective continuing-education needs-assessment method. Chart stimulated recall, in which physicians' memory of particular cases is stimulated by records, potentially increases content validity and exploration of clinical reasoning as well as the context of clinical decisions. (SK)

A literature review, focus groups (n=200), and questionnaire responses from 324 family physicians identified their learning needs related to osteoporosis. The three methods identified different learning issues, suggesting the importance of triangulation to ensure currency and relevance in continuing-education needs-assessment. (SK)

Continuing medical education needs assessment should be reconceived for a changing health-care environment. The physician-patient relationship is being changed by empowerment of health consumers and public policy concerns regarding the health care system. Needs assessment should focus on environmental scanning, identification of key forces, use of…

Primary care facilities (n=15) were randomly assigned to one of four experimental treatments. Two care practices from each were analyzed. Cardiovascular disease prevention was improved by effective leadership, priority setting, joint planning, resources, and ownership. Hindering improvement were patient load, chaos surrounding reorganization, lack…

Discusses lifelong learning and considers the development of innovative approaches to work-related learning, using formal and informal opportunities. More effective learning in organizations and return on the investment in training are considered, and two programs in the United Kingdom are described which were developed by the university…

Forces driving change in professional and continuing education--globalization, technology, and competition--challenge educators to find funding for technology, develop recruitment and reward systems for staff, prune existing programs, and widen markets. Serious efforts to develop the knowledge base on costs and effectiveness of distance education…