| Abstract: | The traditional term professionalism--variously linked to such characteristics as an "organized body of knowledge", or a "closely-knit association of people with a high degree of communication"--has been described recently as a static concept. It is professionalization--the dynamic process of refinement through which the character and spirit of a profession is made real and operative--which is more relevant. Part of that process is quite obviously the application of new knowledge which today is growing at an increasing rate. Note this paradox: that although each profession grows by accentuating its own distinctive knowledge, that very specialization leads in turn to the need for closer relationships with allied professions. Equally important is each profession's need to continue to redefine its relationship with its clients. Continuing education is an essential tool in both of these tasks. Recent studies elicited a variety of reasons for the professional's interest and engagement in continuing education: to become better informed; to gain personal enrichment; to achieve career advancement; to satisfy individual curiosity; to fulfill an employer's requirements; to qualify for licensure; to meet new people; or to break out of a routine. Typically, continuing education is promoted by professional schools, university extension divisions, employing agencies, the professional association itself--and even its commercial suppliers. Physiotherapists ought reasonably to ask themselves these questions: What goals are to be sought in the ensuing five years? Which of these can be met through continuing education? What barriers to continuing education now exist? What methodology and delivery of continuing education will best serve the profession? How can this educational thrust be harnessed to improve physiotherapists' relationships with other professionals--and the general public? |
