Terminology used in the field of continuing nursing education and nursing professional development can be confusing. This article defines common terms and explains the importance of their correct usage. J Contin Nurs Educ. 2018;49(1):19-25.

We are now looking beyond postgraduate training which ends when junior doctors attain consultant status. Medical education is open-ended. It is a continuum which extends from undergraduate through postgraduate or vocational training to continuing medical education for career, or permanent, grades. In his 'President's Review' published last year in the Proceedings of the Royal College of Physici...

This paper aims to increase understanding and appreciation of formative assessment and its role in improving student outcomes and the instructional process, while educating faculty on formative techniques readily adaptable to various educational settings. Included are a definition of formative assessment and the distinction between formative and summative assessment. Various formative assessmen...

The American Society of Anesthesiologists is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. The American Society of Anesthesiologists designates this journal-based CME activity for a maximum of 1 AMA PRA Category 1 Cre d it(s)TM. Physicians should claim only the credit commensurate with the extent of their partici...

In 1899 the British Medical Journal enthusiastically announced that a new postgraduate teaching college was to open in London. The aim of the Medical Graduates' College and Polyclinic (MGC) was to provide continuing education to general practitioners. It drew upon emerging specialisms and in so doing built upon the generalist training received at an undergraduate level. Courses were intended to...

This article presents data from the 1-year follow-up of the three conferences targeted toward continuing education (CE) providers and staff development (SD) educators and reviews the train-the-trainer model used in disseminating the End-of-Life Nursing Education Consortium (ELNEC) curriculum. The analysis has implications for educators to promote improved end-of-life (EOL) care in their own ins...

background: although many planners of professional continuing education programs believe that this type of education positively affects the nurses’ performance, the results obtained by conducted research do not confirm such a perspective. in fact, inadequate application of these trainings in clinical practice is among the most challenging areas in nursing practices. hence, this study was conduc...

This paper proposes an action research model as basis for the management of change in continuing professional distance education (CPDE). The model proposed emerged from the need to manage a complex change process from traditional paper-based distance education to e-learning. In order to illustrate and support the model proposed, this paper describes and discusses such a change process in a CPDE...

Concerns about the influence of the pharmaceutical and medical device industries on continuing medical education (CME) have been voiced frequently over the past decade.1 Reliance on industry funding increases the potential for bias. Industry-supported CME often emphasizes conditions that can be treated with newer drugs or devices rather than those with the greatest public health impact, and ris...