Discussion of professional ethics focuses on a study by Johan Bekker that recommends a new code of ethics for librarians. Topics discussed include confidential information, extraoccupational activities, continuing education, research, occupational development, membership in occupational associations, and peer group role. A sidebar presents…

Criticism of the cost of continuing professional education programs in social work ignores two important factors: (1) such programs provide an important public service that add demand above and beyond their own enrollments; and (2) while short-term profit is limited, the long-term investment is in educational quality. (Author/MSE)

Describes a study that was designed to test the clinical use of motivational messages, based on the ARCS (Attention, Relevance, Confidence, and Satisfaction) model, in a staff development course for professionals in the Mozambique Ministry of Education. Course characteristics and requirements are discussed, results are analyzed, and further…

Suggests several ways that reference librarians can improve their skills beyond library school training. Reference interviews are discussed; effective methods of browsing the reference collection are described; opportunities for learning at the reference desk are suggested; and professional reading and study is discussed, including professional…

Physicians and other health professionals attended either a two-day voluntary (n=27) or one-day mandatory (n=23) conference on toxicology. Groups did not differ in pretest/posttest scores; two-day participants were significantly more satisfied. Both groups demonstrated significant knowledge gains. (SK)

Describes a course on database construction that is given in the Department of Library and Information Studies at the General Polytechnic of Amsterdam. Objectives of the course are discussed, education for library and information science in the Netherlands is outlined, and a postgraduate course for practitioners is described. (LRW)

Reviews the policies, programs, and funding of continuing professional education in the European Community. Envisions the role of U.S. continuing education providers in Europe in the future. (SK)

Interviews with 45 priests/ministers identified 6 career development themes: control, burnout, role confusion, isolation, mixed messages, and inadequate seminary preparation. Professional continuing education for clergy requires collaborative involvement of seminaries, church headquarters, and congregations to alleviate the apparent crisis of…

Evaluation of distance-learning materials was conducted through a national survey of 1,000 British pharmacists and focus groups of 40-50. High users were motivated and undeterred by design issues mentioned by mid and low users. Portability, storability, and relevant topics were valued. (SK)

This study examined the perceptions of certified public accountants concerning deterrents to participation in Web-based continuing professional education. Results of surveys included concerns about electronically mediated communication; the quality of course offerings; access to technology-associated resources; and the availability of necessary…

Analyzes the results of a survey of the continuing education (CE) needs and preferences of school library media specialists in Oklahoma. Highlights include connections between attitudes and participation in CE activities; incentives and constraints for participation; delivery format preferences; and implications for CE providers. (Author/LRW)

This article discusses issues in developing effective professional development programs for pediatric occupational therapists who work with very young children and their families, focusing on: clinical and contextual trends affecting practice, professional preparation at the university level, continuing competency, and recommendations for ensuring…

An adult education and a community education program in Britain each used action technologies involving participant inquiry for staff development. Action technologies were found to encourage reflective practice and to ground theory in practice. (SK)

Program planners must be aware of the purposes of professional continuing education and the organization's expectations of it. For example, continuing medical education may be expected to expand clinical practice by generating patient referrals from participating physicians. (SK)

Discusses the use of academic journal articles in developing middle school curriculum reform and fostering active professional learning. (JPB)