Comparisons of Continuing Medical Education and Continuing Medical Professional Development
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It is introduced in this article that the continuing medical education and the continuing medical professional development in Europe, United States, Canada, Australia and New Zealand, and a comparison is maked.It is pointed out that the trend and direction of continuing medical education and continuing medical professional development of the world.Keywords:
Medical profession
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The changing health care environment requires that audiologists have a lifelong commitment to professional development. Increasingly, we are challenged to gain new knowledge and skills and to deliver evidence-based care. This article provides a context in which to understand and view the role of continuing professional education in audiology. When continuing education began more than 40 years ago, it was seen primarily as a method for updating physicians and other professionals on new developments in their respective fields. At present, continuing education has evolved into a separate field of study, and it is used increasingly to regulate professional practice and accountability. The American Speech-Language-Hearing Association was the first audiology-related organization to provide continuing education. In 1995, the American Academy of Audiology gained recognition as an authorized provider. Audiologists have a professional responsibility to ensure the quality of their own continuing education. Understanding the issues, history, and processes of continuing education leads to better management of this important component of professional education.
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Richard Adelson, Fran S. Watkins, Richard M. Caplan, Continuing Education for the Health Professional, 1985, Aspen Systems Corp, 1600 Research Blvd, Rockville, MD 20850, 249, $29.95 clothbound
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Continuing professional development (CPD), when provided formally, is something that is easy to recognize but perhaps rather more difficult to define.Theoretical and empirical controversy surrounds the scope and understanding of the concept.Definition is made more elusive by the different conceptualizations in use but the common denominator is that CPD concerns practices aimed at employees' development beyond that derived from their initial training.Moreover, there can be informal as well as formal practices intended to develop professional expertise as well as professional experience which generates learning without learning being an express objective.This variety of forms makes conceptualization of CPD even more difficult, as it does the conceptualization of training and development more generally.In addition, current policies and practices in CPD are frequently based on assumptions about learning and practice that are in urgent need of more empirical research (see Kilminster et al., 2012).The starting point for this editorial, therefore, is the meaning and importance of CPD.First, we enter into a conceptualization of CPD and discuss its importance in current working life.Next, we consider the current practice of CPD.Subsequently, the papers that form part of this special issue are summarized and reflected upon.We end with some ideas for future research into CPD, briefly touching on the notion of CPD as an academic subject. The meaning and importance of CPDEffective participation in contemporary, technology-based, knowledge society implies an increasing importance for voluntary learning and development by employees (Evers et al., 2011a;Maurer, 2002).This has been recognized by, for instance, the European Union which has promoted life-long learning and the necessity of continuing development of knowledge and skills of workers since the acceptance of the Lisbon Agreement (Council, 2000).Life-long learning has been defined by the OECD (2000, p. 403) as: 'All organised systematic education and training activities in which people take part in order to obtain knowledge and/or learn new skills for a current or a future job, to increase earning and to improve job and/or career opportunities in current or other fields.'
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