of the Mexican Institute of Social Security (page 1295) advances our understanding of the continuing education of physicians and thus its contribution to health care and health care outcomes. Despite some limitations, explored below, it does so in several important ways. First, the article provides a more complex and dynamic definition of continuing medical education (CME) than the teacher-driv...

EFFECTS OF A POSITIVE PEER REPORTING INTERVENTION ON PROSOCIAL INTERACTIONS IN A GENERAL EDUCATION CLASSROOM by Camela Y. Johnson Methods for promoting prosocial behavior in educational settings are many and varied. This literature review presents a context for defining and understanding prosocial behavior, including comparisons and contrasts with other behavioral concepts and terms. Understand...

OBJECTIVE To assess the feasibility of conducting a large randomised controlled trial (RCT) of peer led intervention in schools to reduce the risk of HIV/STD and promote sexual health. METHODS Four secondary schools in Greater London were randomly assigned to receive peer led intervention (two experimental schools) or to act as control schools. In the experimental schools, trained volunteers ...

INTRODUCTION Perceived difficulties in initiating insulin in patients with type 2 diabetes (T2D) may prevent many general practitioners (GPs) from using insulin even when recommended in guidelines. This paper describes a Royal Australian College of General Practitioners accredited education program on starting insulin in T2D, and its impact on GPs' attitudes and behavior. METHODS A faculty co...

BACKGROUND The global transfer of nursing and midwifery education to higher education institutes has led to student nurses and midwives experiencing challenges previously faced by traditional third-level students, including isolation, loneliness, financial difficulties and academic pressure. These challenges can contribute to increased stress and anxiety levels which may be detrimental to the s...

Intervention Women were allocated to education (n=79), peer discussion (n=74), education plus peer discussion (n=82), or control (n=77), approximately 3 months after diagnosis. Each group comprised 7 small groups of 8–12 women. Education consisted of 8 weekly 45 minute meetings in which an expert lectured on a topic (eg, nutrition), followed by a brief question and answer period. The goal of th...