Journal of Continuing Education in the Health Professions



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CURRENT ISSUE BACK ISSUES SUBSCRIBE ADVERTISE ABOUT JCEHP FOR AUTHORS JCEHP AWARD SEARCH (Members only) FULL-TEXT		Volume 23 (Suppl) Volume 23, Supplement 1 J Contin Educ Health Prof 2003; 23(suppl):S73-S80 CONCLUSIONS AND QUESTIONS Practice-based learning and improvement Moore DE Jr Pennington FC A b s t r a c t Workplace learning is becoming increasingly important in all fields. While workplace learning in medicine, also called practice-based learning and improvement (PBLI) is not new, understanding how it works and how it fits with an individual physician's continuing professional development is new. In this article, we describe seven issues associated with PBLI and then pose questions for reflections, as continuing medical education (CME) planners consider working with PBLI. Lessons for Practice Practice-based learning and improvement recognizes that physicians learn outside formal CME settings and that continuing professional development is probably a better way to describe that learning. Physicians learn in their practice settings by reflecting on what they are doing or what they have done. The learning that occurs is the result of a complex social, political, cultural, and technical process. CME planners can facilitate and enhance the practice-based learning and improvement of physicians by collaborating with other stakeholders to create an environment for learning and make resources available for physicians to obtain the evidence-based information needed to provide the best possible care. MeSH Terms: Education, Medical, Continuing; Leadership; Physician's Practice Patterns; Problem-Based Learning
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