The structure and aim of continuing medical education (CME) is shifting from the passive transmission of knowledge to a competency-based model focused on professional development. Self-directed learning is emerging as the foremost educational method for advancing competency-based CME. In a field marked by the constant expansion of knowledge, self-directed learning allows physicians to tailor th...

This paper proposes an action research model as basis for the management of change in continuing professional distance education (CPDE). The model proposed emerged from the need to manage a complex change process from traditional paper-based distance education to e-learning. In order to illustrate and support the model proposed, this paper describes and discusses such a change process in a CPDE...

Continuing medical education (CME) is an indispensable part of maintaining physicians' competency. Since attending conferences requires clinical absenteeism and is not universally available, online learning has become popular. The purpose of this study is to conduct a retrospective analysis examining the creation process of an anesthesia website for adherence to the published guidelines and, in...

OBJECTIVE The purpose of this research study was to determine whether a 1-hour online continuing medical education (CME) course focused on nutrition for type 2 diabetes would result in a gain in nutrition knowledge by practicing physicians. METHODS A practicing physician and dietitian collaborated to develop an online CME course (both webinar and self-study versions) on type 2 diabetes. This ...

Prompted by evidence that the recently-adopted arrangements for ongoing eduction among established general practitioners are unsatisfactory, the first of a pair of papers examined the theoretical basis of continuing education for general practice and proposed a model of selfdirected learning in which the experience of established practitioners is connected, through the media of reading, reflect...

The field of professional medical continuing education is changing rapidly. The traditional format for continuing education for health care professionals has long been classroom learning. This form of learning has been found to be relatively ineffective in changing learners' practice patterns. The reasons most often cited are that there is little interaction and that the learning does not occur...

Recent evidence has provided a clear mandate for change in the way that registered nurses are educated-in both academic and continuing nursing education environments. This article explores strategies for changing the usual and customary approaches to better meet the needs of learners and prepare them to function effectively in a complex and challenging health care environment.

It is the position of the National Association of EMS Educators (NAEMSE) that continuing medical education (CME) is a valuable and essential component of assuring competent, efficacious, and contemporary patient care. This position is based on our belief that emergency medical services (EMS) professionals benefit by their involvement in CME because it provides exposure to the latest technologie...

BACKGROUND Continuing pharmacy education is becoming mandatory in most countries in order to keep the professional license valid. Increasing number of pharmacists are now using e-learning as part of their continuing education. Consequently, the increasing popularity of this method of education calls for standardization and validation practices. The conducted research explored validation aspects...

There is growing recognition of the need to maximize efforts to bring evidence into practice in low-resource settings, following realization that the gap between evidence and practice in developing countries results in ineffective treatments that drain their health systems (1). In health systems with few resources, putting evidence into practice is proving exceedingly challenging for reasons th...