Suggests ways business communication teachers can reach continuing education students, including analyzing the community needs, finding a target market, tailoring a course to the market, selling the course, setting up the class, and using effective teaching techniques. (RL)

Discusses generalizations about the character of education needed by library development personnel, part of which should be obtained through more informal methods. Functions and competencies, formal education, and continuing education for personnel at this level are considered. (Author/MBR)

Licensed professional engineers should discourage mandatory continuing education as a requirement for licensing. Such requirements should be instituted only after proof that a serious problem exists and that it could be addressed by continuing education. (RE)

A chart describes five professional education categories and outlines the characteristics of each category. (JD)

A review of literature was conducted to provide direction in developing skill maintenance strategies. A self-supervisory program that applies the procedures of behavioral self-control to specific helping behavior that is identifiable on audiotape or videotape is advocated. ( Author)

Delineates different approaches to clinical supervision, assesses staff preferences for different supervisory approaches, determines the extent to which different approaches actually are emphasized, and determines to what extent a supervisor's personal supervisory style correlates with a supervisee's job satisfaction. (Author)

A study made on drug presentations to groups of doctors in Helsinki is described. Analysis of the content of the presentations revealed that side effects were often neglected, the drug presented was always recommended as the drug of choice, and other forms of treatment were seldom mentioned. Implications for continuing professional education are…

A systematic, interprofessional, self-directed approach is described, along with the format followed in assessing educational needs, evaluating resources, and initiating appropriate and necessary programs. The model appears to meet most educational needs, both individually and collectively, at the community hospital level. (Editor/LBH)

Provides supportive evidence for a concept (M. Scriven's) of formative evaluation as a method for ongoing improvement of educational programs (including continuing education) through a description of the development and modification of a workshop in rehabilitation nursing, based on formative evaluation procedures. (TA)

The author describes a self-styled professional development program, which involved a 6-week experience working with the Western Interstate Commission for Higher Education's (WICHE) regional research program. The author notes that the experience helped her in remaining current in the field while also engaging in scholarly activities. (TA)

Family physicians and specialists were asked to identify the sources of information they used in the process of making changes in their clinical practices. An average of 3.08 sources of information were utilized for each change and over 50 percent of the changes were complete in less than one year. (CT)

The expanding supply of physicians could result in threatened or actual loss of physician income; longer, more convenient physician office hours but fewer patients seen per hour; more physicians available for vacancies; increased quality assurance activities; increased variety of practice organizational arrangements and reimbursement types; and an…

Consists of a discussion among seven panelists on the topic of professional continuing education and development for teachers. Also covers teachers' reasons for becoming teachers and for leaving the profession. (CH)

A review of literature on the effectiveness of continuing education in the health professions indicates that continuing education can improve practice-related capability and performance. Increased emphasis in the program planning process on practice-related topics and problems is recommended to strengthen the overall effectiveness of continuing…

The author argues that continuing medical education is characterized by fragmentation and absence of clear methodologic and organizational parameters. He proposes that (1) continuing education become a function only of the educational establishment, (2) that it be administered through medical specialty societies, and (3) that medical schools and…