Introduction: Despite the existence of guidelines for attention deficit hyperactivity disorder (ADHD), clinical practices vary substantially. Practitioners can apply quality improvement (QI) strategies to adapt office processes and clinical practice towards evidence-based care. We identified facilitators and barriers to participation in a…

Presents a conceptual model of discrepancy analysis evaluation for planning, evaluating, and assessing the impact of continuing medical education (CME). Describes the model in terms of its value as a means of diagnosing errors in the development and implementation of CME. (JOW)

The author surveyed five continuing education or inservice agencies, ranging from postsecondary institutions to clinical facilities, providing educational opportunities to health care providers. She identified their problems in planning, implementation, and evaluation. Differences were assumed to be a matter of priority, not problem types. (CH)

Training health professionals within university environments has traditionally focused on face-to-face methods. Practitioners working within the UK National Health Service (NHS) have found it difficult to gain leave from work to attend for study due to the demands of the NHS and staff shortages. In response, the authors developed a distance…

Concerns about health care costs and quality are focusing increasing attention on physicians and their continuing medical education (CME). These concerns have produced several calls for "a new definition," "a new vision," "repositioning," "reinventing," and "transforming" CME. However, differences in conceptualizations and vocabularies have…