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Volume 17 (4)
Volume 17, Issue 4, Fall 1997 
J Contin Educ Health Prof 1997; 17(4):198-206
ORIGINAL ARTICLES
Nancy L. Bennett, PhD A b s t r a c t Evaluation in continuing medical education (CME) is a traditional part of planning but is often not approached with the same level of sophistication as other parts of the teaching/learning transaction. An understanding of the models and schema in the literature allows broader and more reasoned thinking about effective evaluation. This article briefly describes and compares several models and schema that are important to adult education and CME. The contributions of qualitative and quantitative evaluation approaches in CME point to the need for the field to create a new model to extend our current thinking. Keywords: Continuing Education; Continuing Medical Education (CME); Evaluation; Program Evaluation |
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