The concept of self-directed learning is examined from five vantage points: definition, importance, categories, characteristics of learners and activities, and implications for continuing medical education and program planning. (SK)

Describes how a hospital-based first-line manager (head nurse) development program was designed and implemented by using strategies appropriate to the values, norms, and resources within the organization. (JOW)

Adult development forces the question of the role of continuing education as part of the background for more effective continuing education or as a way to develop understanding and support for health care professionals as they progress in their careers. (Author)

Continuing medical education needs assessment should be reconceived for a changing health-care environment. The physician-patient relationship is being changed by empowerment of health consumers and public policy concerns regarding the health care system. Needs assessment should focus on environmental scanning, identification of key forces, use of…

Provides an overview of personal and situational influences on health professionals' participation in systematic learning activities that reflect gaps between learner's current and desired proficiencies. Concludes with suggestions for planning, conducting, and assessing effective learning activities. (JOW)

Discusses education programs concerning human immunodeficiency virus (HIV) in relation to methods of presentation, program content, and presentation considerations. Various resources available to those planning HIV education programs are described. (Author)

Discusses the need for continuing education for health care professionals and educators and offers a model for the development of educational programs. Involvement of both the learner and the educator in identifying students' needs, planning learning experiences, and ongoing evaluation of the learning process are also discussed. (Author/JOW)