 |
|
Lifelong Learning Tailored to Individual Clinical Practice
Phil R. Manning, MD;
Lois DeBakey, PhD
JAMA. 1992;268(9):1135-1136.
|
|
| Since this article does not have an abstract, we have provided the first 150 words of the full text PDF and any section headings. |
|
|
|
For decades, critics have contested the value of continuing medical education (CME), as well as the efficacy of many CME studies, pointing to methodologic flaws that preclude valid assessment. Although testing for knowledge before and after participation in a given educational program usually shows that physicians learn facts,1 the effect of education on performance in practice and ultimately on patient care has been difficult to establish. Nevertheless, direct observations indicate that, after graduation, physicians incorporate new skills and new knowledge into their practices.
In 1973, Caplan2 pointed out, "Scientific proof of effectiveness rests upon varying types of evidence." Citing an old example, he asked, "How many physicians whose formal medical education occurred pre-1940 today treat syphilis with arsphenamine [Salvarsan] or lobar pneumonia with type-specific antisera? Their switch to penicillin (behavior) testifies that somehow they learned something new (education)." Numerous modern examples corroborate such adoption of medical advances. Cardiologists
. . . [Full Text PDF of this Article]
Author Affiliations
From the Office of Health Affairs, University of Southern California School of Medicine, Los Angeles (Dr Manning), and the Department of Surgery, Baylor College of Medicine, Houston, Tex (Dr DeBakey).
Footnotes
Reprint requests to the Postgraduate Division, University of Southern California School of Medicine, 1975 Zonal Ave, KAM 317, Los Angeles, CA 90033 (Dr Manning).
 CiteULike  Connotea  Del.icio.us  Digg  Reddit  Technorati  Twitter
What's this?
|
