New paradigms in continuing medical education.

摘要

Traditionally, continuing educational strategies have been intended to increase practitioner knowledge base in an attempt to alter provider behavior and improve patient care. But educational programs aimed at medical professionals often lack learner-centric curricula and outcome-based assessment. This leads to a culture that rewards superficial attendance but not participant-based learning.Educational studies have demonstrated that, for learning to occur, curricula must include active participation and activate the existent knowledge of participants, but such curricula are rare in medicine.