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|Title:||The Organization and Administration of Continuing Education in Academic Medical Centers|
|Author(s):||Moore, Donald Edward, Jr.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Adult and Continuing|
|Abstract:||The purpose of the study reported here is to examine the organization and administration of Continuing Medical Education (CME) in one of the settings in which it occurs, the academic medical center. Because of the scarcity of research findings on which to base generalizations about the organization and administration of CME in academic medical centers, this study was exploratory, using a combined field study and survey approach.
The picture of the organization of CME in medical schools that emerges from this study is a complex one, but one that can be simplified by combining elements of developmental and contingency theories to explain the phenomenon. The developmental model described by Carey for adult liberal education in higher education settings provides criteria which were modified and used to characterize the developmental levels of CME programs. The contingency theory, developed by Lawrence and Lorsch, was used to describe the relationships between structural characteristics and performance.
The results of this study demonstrate that CME programs range from very small "one-man operations" to programs that have a large specialized staff and extensive resources. The differences among these programs can be described in terms of contextual and structural variables that can be linked by the conventional organizational growth and development principle: birth, expansion, elaboration, and differentiation.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1982.
|Date Available in IDEALS:||2014-12-15|