Continuing education of health professionals: proposal for a definition of quality

The present reality of continuing education of health professionals is briefly reviewed: what it can and cannot do and how it differs from preparatory professional education. It is hoped that the application of educational theory and the analysis of the successes and failures of continuing education of the past will result in continuing education being an effective bridge between academia and practice. From a study of educational theory, of adult learning, of management, and of past experience, a model was developed. The model describes quality continuing education and encourages the health professional to assume personal responsibility for learning. The listed elements of quality can be used to introduce a measure of quality to the planning and implementation of continuing education activities. Agencies responsible for the quality of continuing education activities can use the elements to assess activities, products, and services.