To create imaginative, useful courses for adults, continuing education programers should remember that promotion follows programing. The keys to success are the professionalization of the programer, and a combination of inspiration, experience, commitment, and attention to detail. (SK)

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)

Presents essential elements and reviews the concept of client-centered planning as an approach to program development for continuing education in public health. Client-centered planning is aimed at the identification of individual practitioner needs and the development of educational interventions tailored to improve competency in selected areas.…

The author examines the physician's responsibility for lifelong learning, adult learning projects, the number of learning projects adults undertake in a year and time spent on these projects, content of these projects, motivation for learning projects, credit as a motivator, learning resources, how learning projects are planned, and status and…

The author states that for continuing education programs to be in a position to influence the needed transformation within dentistry, attention must be given to three broad areas. These are governance, management, and programming. These areas are examined in detail. (CT)

Describes how continuing distance education through satellite transmitted-television can help health service professionals, and how such networks operate. The development of such a program is described, including audience, title, learning objectives, program text, and onsite instructional materials. (CT)