Sir, Medical conferences provide one of the main avenues for continuing physician education, maintenance of professional standards and professional accreditation (Davis et al. 1995, 1999). Traditional medical conferences remain predominantly didactic and passive, employing lectures or presentations with minimal audience interaction or discussion. These methods have consistently been found to no...

Many have recommended changing the professional development of physicians. Concluding that further educational process specification was inadequate, the Accreditation Council for Graduate Medical Education (ACGME) decided to specify six general competencies of graduate medical education (GME): patient care; medical knowledge; practice-based learning and improvement; professionalism; interperson...

Mission statements and role documents of medical schools in the United Kingdom, United States, Canada and Australia have been examined on their Internet Web sites and categorised in purpose, content and presentation. The format and content are highly variable, but there is a common vision of three integral roles, namely, education, advancement of knowledge and service to society. Other frequent...

Professional and accreditation organizations have endorsed medical ethics as a fundamental component of education for family medicine trainees. Yet various obstacles combine to work against the continuation of formal medical ethics education beyond medical school and into residency training. This article reviews the current consensus on the scope and objectives of medical ethics education in th...

The aim of the study is to substantiate methodological approaches agricultural educational program development on basis a modular-competence-based approach, which provides training for experts industry, capable implementing federal scientific and technical in future agriculture Russia, taking into account requirements professional standards. Professional public accreditation programs will allow...

Since 1995, registered nurses and midwives have been obliged to develop and maintain a professional portfolio of evidence reflecting the learning activities that they have undertaken and how these have informed and influenced their practice. The aim of this article is to demonstrate that rather then just a retrospective account of continuing professional development activities, a portfolio can ...