This Article  • Full text  • PDF  • Reply to article  • Send to a friend  • Save in My Folder  • Save to citation manager  • Permissions  Citing Articles  • Contact me when this article is cited  Related Content  • Related article  • Similar articles in this journal  Topic Collections  • Medical Education  • Alert me on articles by topic

An Archives of Neurology Initiative

Arch Neurol. 1999;56:23-24.

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

MEDICAL EDUCATION is a lifelong process whose goal is continuous improvement in the knowledge and skills needed for practice. Of the 4 stages of medical education—premedical, undergraduate, postgraduate, and continuing medical education (CME)—there is little doubt that the last one is not only the longest but also the most challenging. First, it is self-directed and active, meaning that there is no passive "spoon feeding" of information by others, and each physician is personally responsible to get the job done. Second, there is the problem of selecting what is most important from the vast amount of new research being reported every day. Given the global explosion of new information, new technology, new patterns of health care delivery, and emerging bioethical issues, the people we serve expect that we have the ability and self-confidence to continuously modify the scope and content of practice—and our practice styles—to respond to the changing cognitive, technological, . . . [Full Text of this Article]

RELATED ARTICLE

Archives of Neurology Reader's Choice: Continuing Medical Education
Arch Neurol. 1999;56(1):129-131.
FULL TEXT