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Volume 14 (2)
Volume 14, Issue 2, 1994 
J Contin Educ Health Prof 1994; 14(2):75-82
ORIGINAL ARTICLE
Penny A. Jennett, PhD Richard W. Swanson, MD A b s t r a c t From our model of a lifelong, self-directed, individualized, practice-based CME, we detail the results of a national survey performed by the College of Family Physicians of Canada (CFPC) on what this new form of CME means and how it is interpreted by members of CFPC. Findings suggest that although a percentage of the membership support the move to this new form of CME, substantial education, encouragement, and practice will be necessary for members to incorporate these habits into their individual educational programs. Traditional CME, such as attending urban refresher courses (which tend to emphasize didactic, passive learning) still holds stronger appeal than most forms of innovative, active, patient-centered CME. As the traditional and newer CME approaches together fill formal and practical knowledge roles, educators and educational influentials will have to devote considerable time in making their audiences comfortable with both. Keywords: CME; practice-based; self-directed learning; life long learning; learning needs; family medicine |
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