Continuing education for public health medicine--is it just another paper exercise?
In 1993 the Conference of Royal Colleges and their Faculties called for its members to develop formalized continuing medical education (CME) programmes. Most colleges have adopted a narrow definition of CME and a mechanistic approach to monitoring participation. The Faculty of Public Health Medicine has responded differently by initiating a broader model of continuing professional development (CPD) which emphasizes the individual nature of continuing education. This paper explores the rationale behind this decision. Recent systematic reviews of the effectiveness of CME have demonstrated the need for relevance in any continuing education activity. This means relevance not only to learning needs but also to current work and the applicability of the knowledge. However, the effectiveness of traditional CME for all doctors and particularly public health physicians remains to be established. Thus the Faculty has moved towards a wider context of learning in the form of CPD incorporating an evaluative approach and aspects of adult learning theory. There remains a need for the links between audit and continuing education to be strengthened.
Young
Y
Y
Health Care Evaluation Unit, St George's Hospital Medical School, London.
Brigley
S
S
Littlejohns
P
P
McEwen
J
J
D000328:Adult; D003479:Curriculum; D003661:Decision Support Techniques; D004059:Diffusion of Innovation; D004502:Education, Medical, Continuing; D004521:Educational Measurement; D004739:England; D006801:Humans; D007858:Learning; D011634:Public Health / Q000193:education*