Table 1 Importance of selected educational activities for professional updating shown as the proportion (%) indicating the activity to be of great or very great importance.
From: Doctors' learning habits: CME activities among Norwegian physicians over the last decade
| Â | 2004 (N = 1005) | 1993 (N= 1041) |
|---|---|---|
Congresses, CME courses | 82.4 | 79.9 |
Reading medical journals | 70.8 | 65.4 |
Formalized meetings at workplace* | 56.2 | 46.0 |
Reading textbooks etc | 51.5 | 46.5 |
Informal contact with colleagues | 44.6 | 44.5 |
Referral information, feedback from colleagues | 33.7 | 38.4 |
Feedback from patients | 30.2 | 34.5 |
Formalized supervision* | 26.7 | 38.6 |
Own research | 20.4 | 20.0 |
Systematic self-evaluation | 18.3 | 21.3 |
Notices from health authorities | 13.5 | 12.0 |
Industry ads and information | 13.1 | 10.7 |
Lay media | 1.0 | 2.1 |