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Volume 16 (3)
Volume 16, Issue 3, Summer 1996 
J Contin Educ Health Prof 1996; 16(3):144-151
ORIGINAL ARTICLES
Robert D. Fox, EdD A b s t r a c t This essay responds to the need for closer intellectual ties between continuing medical education (CME) and the undergraduate experience. Medical educators in each of these two phases of lifelong learning are often unfamiliar with the implications of research in each phase for the other. In order to redress this, this essay describes one of the major explanations for change and learning in clinical practice and draws implications of this model for the education of undergraduate medical students. The model includes the role of forces for change, image of change, assessment of needs for learning, and the use of learning resources in a self-directed curriculum. Specific implications for each of the phases of the change process are offered. General implications of the model and a set of new assumptions for the development of formal curriculum in undergraduate medicine are also described. Keywords: Change; continuing medical education; undergraduate medical education |
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