Concepts, Research Results and Archives
Edited By Bernd Käpplinger, Steffi Robak, Marion Fleige, Aiga von Hippel and Wiltrud Gieseke
This book is a unique approach in relating mutually international and comparative research from scholars on program planning for adults. Program planning is about needs, finding topics, making offers and bundling different contents. It makes organizations of adult education visible and contributes to their existence and is therefore a core activity of the professionals in adult education. The volume originates from an international conference hosted by Leibniz-University Hannover, which was organized by a plural expert group with key actors at Humboldt-University Berlin and the German Institute for Adult Education. The authors demonstrate the unique research method program analysis and present archives which offer an established infrastructure for heterogeneous research questions.
Provider Accreditation and Program Planning as Policy Levers for Continuing Medical Education (Ronald M. Cervero)
← 208 | 209 →
Ronald M. Cervero
Provider Accreditation and Program Planning as Policy Levers for Continuing Medical Education
Abstract: Systems of accreditation in the health professions serve as a policy lever by embodying program planning principles, which prescribe how providers should develop continuing education. This chapter focuses on continuing medical education policies, showing how the accreditation criteria evolved from those that mirror classical planning model to the addition of criteria addressing the political economy of commercially supported CME, new criteria that foster particular types of content and outcomes for CME programs, and the creation of an accreditation scheme for interprofessional continuing education.
Background and Purpose
A major feature of modern societies has been the professionalization of their workforces. According to U.S. Bureau of Labor Statistics (BLS) that defines the professional workforce to include all workers in “management, professional, and related occupations” (Department of Professional Employees, 2015), there are nearly 81 million professionals comprising 51 percent of the total workforce in the United States. These professionals include teachers, physicians, clergy, lawyers, social workers, nurses, psychologists, and accountants. Educational systems have been a key feature of this professionalization project (Larson, 1977) and a substantial amount of financial and human resources are used to support professionals’ initial education and resulting credentialing. Until the 1960s, however, little systematic thought had been given to the following years of lifelong professional practice. Many leaders in the professions believed that these years of pre-licensure professional education, along with...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.