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Volume 15 (2)
Volume 15, Issue 2, June 1995 
J Contin Educ Health Prof 1995; 15(2):80-90
THEORETICAL FOUNDATIONS
Philip C. Candy, EdD A b s t r a c t Continuing medical education (CME) planners are faced with new challenges in The theme for the Nineteenth Annual Meeting of the Alliance for Continuing Medical Education was Creating a New CME Paradigm: Seizing the Opportunities within the Health Care Revolution. Among seven global objectives, it was intended that participants should (1) understand how health care changes might affect the provision of CME and (2) increase the options available to CME practitioners to enhance their role as facilitators of change in the new health care paradigm. This article contributes to the accomplishment of these two objectives. It begins by discussing the need for self-directed learning in the health care professions, particularly in continuing medical education. It is argued that self-direction can help to provide flexible, responsive, and relevant CME. The article then turns to a consideration of what is meant by the term paradigm shift and, using self-care as an analogy, it is argued that self-direction, if embraced and implemented wholeheartedly, would represent a far-reaching change to all aspects of medical education and of continuing medical education. Keywords: Education, medical continuing; education, professional, continuing; paradigm shift, physicians; self-care, self-directed learning |
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