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David Davis, MD
University of Toronto Toronto, Ontario

JAMA. 1995;274(23):1837.

	Since this article does not have an abstract, we have provided the first 150 words of the full text PDF and any section headings.

In Reply.

—The comments of Drs Elson and Connelly afford us the opportunity to further articulate our concept of broadly defined CME. This concept has arisen from our attempt to synthesize the body of knowledge related to physician performance change strategies. In doing so, however, we readily acknowledge others' concern, including that of Elson and Connelly, that we are studying and perhaps confusing entirely different methodologies in the process. They express the view that educational interventions impart new knowledge while reminder systems are enabling technologies that reinforce already-possessed knowledge. However, there are several reasons and issues that argue for a more holistic view of physician education, including CME and, most important, its outcomes.

First, the theoretical issue. While the intent of informatics and traditional CME may be different, there is no guarantee that what is imparted in "educational" settings is in fact new knowledge to most or all of its . . . [Full Text PDF of this Article]

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