Most students work diligently to pass their courses, and they look forward to finally completing their studies and being able to relax somewhat. This is a very natural human response. These days, however, because of the explosion in information, many people find that they need to continue their studies in order to do their jobs properly. In many cases, this may be thought of as voluntary study. For health professionals, however, education after graduation is a responsibility, and may even be a legal requirement for their profession.

In the health sciences, new knowledge is emerging constantly. New methods of diagnosis and treatment are constantly appearing. Also, the challenges which we face are changing - witness the emergence of AIDS or recent threats of "bio-terrorism". Consequently, within several years of graduation, much of the knowledge and skill that we acquired in school is outdated. Modern health professionals have to continuously update their education simply to maintain their current qualifications. This is recognized by most professional bodies, and most associations of health professionals require that their members undergo a certain number of hours of continuing education every year. In some countries, this is a requirement for maintaining one's license.

Continuing education, also called "continuous education", can take many forms. For example, doctors, nurses, therapists and technologists often attend seminars at which their knowledge is updated. They may also have the chance to be introduced to, or practise, new skills. In small and well-developed countries, such as Japan, this is very practical. In other countries, so called "distance learning" may be very popular. Clinicians who cannot travel to seminars may study through media such as the internet or correspondence programmes. Sometimes, continuing education credit may be given for taking part in research, publishing articles or performing community service. These options recognize that there are many ways to increase our knowledge and skills, and that different people have different interests and different styles of learning.

The terms "continuing education" or "continuous education" usually refer to education which is specific for our profession, and which does not necessarily demand a long period of concentrated effort. "Post-graduate education" usually refers to education which is quite intensive, and leads to the awarding of a university degree or professional fellowship. Health professionals may pursue post-graduate education in the basic sciences, such as physiology or pathology, or in a clinical speciality such as pain management or hospice care. Such training undoubtedly makes better clinicians, and most professions now recognize sub-specialties which require several years of intensive post-graduate training, plus additional examinations. Post-graduate training also serves another purpose.

Post-graduate education is the major method of developing a profession's experts. These are the people who will teach, develop curricula, perform research to find the new information that our professions need, develop professional policies and practise guidelines, and represent our professions to the public, governments and other organizations. There was a time when clinical experience alone was sufficient to make one a leader of a profession. This is no longer so. Particularly as health care education moves into universities, a Ph.D. is becoming a basic requirement for all health sciences teachers.

Situation 1: Two medical technologists who were friends in school have met at a conference.

Inger: Hi, Jan! What are you doing here?

Jan: I'm presenting a paper this afternoon. How about you?

Inger: I'm taking a workshop on lab management. What's your paper about?

Jan: Oh, I'm talking about a new ELISA system for human liver-type arginase. It's something that our lab has developed. I'm really interested in liver disease, and I have decided to do a Master's degree in liver pathology. What are you up to?

Inger: I have decided to move into a management position, so I need to get some qualifications in that area. Between AIDS and hepatitis, I've decided to get out of the lab and into an office.

Jan: I understand. I enjoy clinical work, but I don't want to be an ordinary technician all of my life. Anyone can do that. I've decided that I need a new challenge.

Inger: Yes, I need to take on a new challenge, too. Have you published any of your work yet?

Jan: We have submitted a paper to a clinical journal. It's about the work I'm presenting today. We're waiting to hear if it has been accepted. How about you?

Inger: I need to get some publications if I really want to advance, but I don't have any skill in research. Any advice?

Jan: There are lots of professional issues that need to be addressed. Your feelings about the risks of infection to technologists are quite valid. I know a lot of people who are moving out of the lab for just the same reasons. There's something you could write a paper about.

Inger: That's good advice, and it is an important management issue. Thanks.

Jan: I love meetings like this. It's a great chance to exchange ideas.

Inger: I have to get to my session now, but how about lunch?

Jan: Great! I'll look for you in the restaurant about noon.

Inger: Okay. See you for lunch.

Patterns:

* I need to
... get some qualifications
... get some publications
... take on a new challenge

* I have decided
... to move into a management position@
* I've decided
...to get out of the lab
... to do a Master's degree in liver pathology
... that I need a new challenge

* We have
... submitted a paper to a clinical journal

* I'm
... presenting a paper
... taking a workshop@
... talking about a new ELISA system

Discussion:

1. Do you think that you should be required to undertake continuing education every year in order to practise your profession? Why?

2. What style of continuing education do you think would suit you best? Seminars, workshops, research?

3. How might it benefit you to take post-graduate training later in your career?

4. What kinds of specialties are recognized within your profession?

5. What responsibility do you think your profession has to financially support research?