Not your grandfather’s
Continuing education is becoming more interactive,
applied and research-based than ever before.
BY REBECCA A. CLAY
The way most continuing education (CE) programs have traditionally been presented — a lecture to a classroom of passive participants — isn’t the best way people
learn, says Greg J. Neimeyer, PhD, director of APA’s Office of
researching what works in CE and developing new programs to
ensure that they and other health-care professionals provide the
best possible patient care.
Learning about learning
Medicine is leading the way when it comes to improving CE,
says Neimeyer. Driven by a push for greater accountability
and rapid increases in new knowledge, medicine is shifting to
problem-based learning, the use of baseline and follow-up data
collection to demonstrate competence and learning that takes
place in the workplace rather than the classroom.
These innovative approaches are in line with
recommendations the Institute of Medicine (IOM) put forth in
its 2010 report Redesigning Continuing Education in the Health
Professions, says Ronald M. Cervero, PhD, co-director of the
Institute for Evidence-Based Health Professions Education at