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National Nursing Organizations II

National Nursing Organizations II

Nursing organizations play a vital role in representing nurses working in specialized clinical settings, such as the American Association of Critical-Care Nurses (AACN).
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Updated: Jul 26, 2026

E-Patient Counseling Trial (E-PACO): Computer Based Education versus Nurse Counseling for Patients to Prepare for Colonoscopy

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A bi-national perspective on continuing medical education.

G H Escovitz¹, D Davis

¹Medical College of Pennsylvania, Philadelphia 19129.

Academic Medicine : Journal of the Association of American Medical Colleges

|September 1, 1990

Summary

Continuing medical education (CME) in the US and Canada has improved in organization and research methods. While accreditation sets standards, some issues like commercial sponsorship and journal accreditation remain, but CME leaders should focus on physician learners and their environment.

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Area of Science:

Medical Education
Continuing Professional Development

Background:

Continuing medical education (CME) in the US and Canada has undergone significant qualitative improvements over the past two decades.
Accreditation has established minimal standards, yet challenges persist regarding organizational aspects like commercial sponsorship and educational methodologies such as accrediting journal reading.

Purpose of the Study:

To review and compare qualitative advancements in CME organization, needs assessment, educational methodology, evaluation, and research in the United States and Canada.
To identify persistent challenges and emerging trends in CME, including the influence of national health systems and evolving research approaches.

Main Methods:

A comprehensive review and comparative analysis of qualitative improvements in CME across the US and Canada.
Examination of organizational structures, accreditation processes, educational strategies, and research methodologies employed in CME.

Main Results:

Significant progress has been made in CME quality, with medical schools and specialty societies playing key roles in program development and accreditation.
Canadian CME shows influence from its national health system, potentially impacting US programs.
CME research has diversified, incorporating both biomedical (quantitative) and ethnographic (qualitative) approaches to assess physician learning and performance.

Conclusions:

Criticisms regarding the lack of ideal educational planning in CME are becoming outdated due to substantial improvements.
Future CME program development should prioritize the physician learner and their clinical and social context.
Ongoing attention to organizational and educational issues, alongside diverse research methods, is crucial for advancing CME.