|
|
|
|
||
|
|
|
|||
| Your Location: Home > Volume 16, Issue 2 | |||||
|
CURRENT ISSUE
BACK ISSUES SUBSCRIBE ADVERTISE ABOUT JCEHP FOR AUTHORS JCEHP AWARD SEARCH |
Volume 16 (2)
Volume 16, Issue 2, Spring 1996 
J Contin Educ Health Prof 1996; 16(2):112-116
ORIGINAL ARTICLES
Paul E. Mazmanian, PhD Pamela M. Mazmanian, MA Michael A. Moore, MD A b s t r a c t Approximately 2500 organizations are accredited to sponsor continuing medical education (CME) in the United States. Although teaching-oriented and learner-centered approaches predominate current thinking in regard to CME accreditation, the prevailing model in the US is teaching oriented. A third strategy, evaluation-based accreditation, is proposed. It encourages sponsors to progress through higher levels of accreditation, based upon their proficiency in evaluating CME activities. To the extent that sponsors demonstrate success at implementing evaluation, they become sanctioned to provide selected CME instructional designs, culminating at the highest of four accreditation levels with the ability to measure patient outcomes and the privilege of joint sponsoring CME activities with unaccredited organizations. Keywords: Accreditation; continuing medical education; evaluation; instructional design; learner centered; outcomes; program planning; regulation; teaching oriented |
|
|
JCEHP.com & The Journal of Continuing Education in the Health Professions All rights reserved Disclaimer · About This Site · Web Editor · Make JCEHP Your Homepage Information on this site was last updated: 28 October 2008 |
||