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下面为大家整理一篇优秀的essay代写范文- Continuing medical education in the United States，供大家参考学习，这篇论文讨论了美国的继续医学教育。美国的医学界和学术团体都十分重视医生的继续医学教育，认为这是医生医疗服务质量的保证。作为医生，不仅需要不断学习最新知识，而且还要不断的回顾和评价基本医学概念，因此，继续医学教育是不可或缺的。美国的继续医学教育是跨越医生职业生涯最长的阶段，最大的作用是改变知识、行为、思考，以及促使全体医生终身学习。

American medical community and academic community attach great importance to doctors' continuing medical education, which is regarded as the guarantee of doctors' medical service quality. As a doctor, he should not only constantly learn the latest knowledge, but also constantly review and evaluate the basic medical concepts. Therefore, continuing medical education is indispensable.

Compared with the first two stages of the continuum of medical education -- undergraduate medical education and post-graduate medical education, continuing medical education is the longest stage that spans the career of doctors. The greatest role of continuing medical education is to change knowledge, behavior, thinking and promote lifelong learning of all doctors.

In the early 20th century, there were scattered, gray-haired continuing medical education activities in the United States, which were hard to distinguish from medical education after graduation. In 1906, the American medical association passed a program encouraging county medical societies to offer weekly courses in basic medicine and therapy. Most medical professional societies carry out such courses to improve the continuing education of their members. By 1909, 350 county societies in 29 states had undertaken such programs. In 1938, to make it easier for doctors to choose, the ama began publishing the CME catalogue, which by 1962 covered 1,146 activities offered by 208 organizations in 38 states and the district of Columbia.

By the 1830s the CME's focus had shifted from making up for the lack of education in the medical profession to making doctors update their increasingly advanced medical knowledge, which meant that CME had the basic substance of its current concept. At the same time, CME has continued to explore. In 1935, after receiving federal funding to study the CME, John yumans, in order to determine the impact of the course, investigated small-town doctors and concluded that the practice class for patients was more effective than the theory class. In 1932, the American medical association declared that CME was synonymous with good practice. Willard, the chairman of the graduate medical education council of 1940, argued that medical schools did not sufficiently motivate doctors to study at CME.

The formal CME did not emerge until after World War II. For doctors before World War II, because they were mostly general practitioners, they learned new methods and new drug therapies through medical journals, such as the journal of the American medical association or the New England journal of medicine, which were slow to update. With the second world war, American medical practice focused on the technological advances made during the war, focusing particularly on medical subspecialties dedicated to specific organs and organ systems, returning GPS faced daunting professional challenges; Doctors were more eager to learn specialist knowledge, and formal CME activities, provided by hospitals, professional academic groups, medical schools and commercial companies, began to proliferate. In 1947, the American academy of family medicine, now known as the American academy of family physicians, required its members to participate in a 150-hour CME event every three years. This is a first step towards institutionalisation for CME. From 1967 to 1973, the government initiated a local medical program to apply new laboratory advances to the bedside of patients with heart disease, cancer, and stroke. Although the program failed, it succeeded in inspiring many schools to carry out CME training and actively carry out CME activities, thus becoming the main force of CME.

In the 1940s and 1950s, the American medical association placed increasing emphasis on medical education after graduation, until a survey by the American medical association in 1955 changed that. A third of the 5,000 doctors surveyed said they had not attended a formal post-graduate medical education in the past five years. The medical education board declared that post-graduate medical education lacked direction and clearly defined goals. The report eventually led the ama to take a number of steps to support CME in the 1960s. One was the establishment of the continuing medical education steering committee in 1967 and the launch of a nationwide CME sponsorship campaign. In 1968, the American medical association established the accreditation system for physicians' continuing education and established the relevant AMA PRA credit granting regulations to recognize the CME activities that physicians participated in. The system defines the CME's content, format, and methodology for granting credits, and is tailored to the needs of individual physicians, the healthcare industry, and the physician accreditation board.

Since the 1970s, the definition and goal of continuing medical education have been gradually established. According to the idea of lifelong education, the American medical association put forward the concept of medical education continuum in 1972, and divided the whole process of medical education into three stages: undergraduate medical education, post-graduate medical education and continuing medical education. Continuing medical education consists of educational activities that maintain, develop, and enhance the knowledge, skills, professional qualities, and relationships of doctors to meet the needs of patients, the public, and the medical profession. At this point, the scope of the three stages of the continuum of medical education is clearly defined.

In 1964, in view of the growing role of medical schools in continuing medical education and the need for local physicians to evaluate cme, the American medical association agreed to formalize the evaluation, examination, and certification of continuing medical education activities. In 1967, the medical education board of the American medical association began certifying the CME's sponsor. In 1979, the American medical association established the continuing medical education accreditation board, which is responsible for accreditation. At the same time, other academic groups have launched similar certifications. In 1981, seven national academic groups, including the American medical association, formed the continuing medical education accreditation board, an unofficial, independent body that certifies CME as a national sponsor and the state medical association and the associated specialized societies that carry out the CME within the state. The establishment of ACCME marks the deepening and maturing of CME in the us. To standardize the certification and licensing process, ACCME has developed a set of standards and guidelines. In 1984, ACCME completed a prototype of the guidelines for continuing medical education and updated them regularly. In 1998, ACCME adopted new certification standards, including basic areas and elements of certification, certification policies, and licensing requirements. Due to the increase of the number of continuing medical education, the problem of continuing medical education funds becomes prominent. In 1998, ACCME formally implemented its commercial assistance to CME. In 2004, the ACCME set standards for business assistance that regulate issues such as the independence of continuing medical education programs and conflicts of interest. ACCME has made important contributions to the regulatory management of CME and laid a solid foundation for the healthy development of continuing medical education in the United States.

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