introduction: continuing medical education (cme) has been considered as a lifelong commitment for doctors to provide the optimal care for patients. despite a long history of creating cme programs, outcomes are far from ideal. the present qualitative study aims to clarify the barriers affecting effectiveness of the cme programs in iran based on the experiences of general practitioners. methods: ...

This article contrasts the debate between conservatism and liberalism evident in educational policy and practice, with the radical, deconstructive position. Radical views of education are in turn contrasted with what the educational theorists Shaun Gallagher identifies as a moderate position, in which the various controversies turn in on themselves to reveal our dependence on a series of discur...

Reviews of undergraduate medical education cautiously support the short term and long term outcomes of problem based learning compared with traditional learning. The effectiveness of problem based learning in continuing medical education, however, has not been reviewed. This review of controlled evaluation studies found limited evidence that problem based learning in continuing medical educatio...

OBJECTIVES To ascertain which factors are most significant in a general practitioner's decision to stay in rural practice and whether these retention factors vary in importance according to the geographical location of the practice and GP characteristics. DESIGN National questionnaire survey. The method of paired comparisons was used to describe the relative importance of the retention items....

Over the period of a year I have systematically recorded any episodes of continuing medical education (CME) that I have attended, and reflect on the effectiveness of this system in terms of whether it has achieved its objective, that is, has my behaviour changed, and whether the existence of the need to record CME has influenced this effect. I consider which aspects of CME have been most benefi...

The issue of mandatory continuing medical education (CME) is controversial. Traditional measures mandate only attendance, not learning, and have no measurable performance end points. There is no evidence that current approaches to CME, mandatory or voluntary, produce sustainable changes in physician practices or application of current knowledge. Ongoing educational development is an important v...