Abstract
The dominant paradigm for the delivery of continuing education, the centralised lecture, usually delivered as one in a series of lectures in the day- or week-long continuing education course, is flawed for two reasons. First and foremost, this lecture is separated, both in location and time, from the clinical encounter and the patient care experience. Second, this paradigm is inconvenient as it requires physicians to travel to a central location to obtain the information; thus, it costs them time lost in travel and course attendance and it costs their patients the inability to see their doctor during this time. For these reasons, studies have shown that continuing-education lectures are ineffective and inefficient learning techniques, transmitting little useful information to the physicians attending them, and having little effect on changing the knowledge, attitudes and behaviours of physicians.
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Sparacia, G., Bartolotta, T.V., Brancatelli, G., D’Alessandro, M.P., Cardinale, A.E. (1999). Internet for Continuing Education in Radiology. In: Caramella, D., Pavone, P. (eds) The Internet for Radiologists. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-59837-1_8
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DOI: https://doi.org/10.1007/978-3-642-59837-1_8
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