A survey of 59 physicians following continuing medical education found that 51 planned changes as a result. Forty-eight completed a follow-up survey in which 42 reported successfully making changes. Barriers were related to skills and strategies needed to manage planned changes. (SK)

From a random sample of 650 dentists in 6 states, 357 responses indicated preference for 1-day, Friday or Saturday programs, and lecture more than participation or demonstration. Most would like to learn more specialty and new techniques. Dentists averaged 50 hours of continuing education per year. (SK)

Presents a validated system for evaluating health care literature categorized as research papers, literature reviews, technique articles, opinion pieces, or monographs. Presents questions for critically assessing content and offers suggestions for instructing health care professionals in the use of the system. (SK)

A discussion of the developmental path of the Black Studies movement focuses on its struggle for recognition as an independent and dynamic discipline, indicators of progress, and barriers to recognition. The evolution of Black Studies toward departmental status at Pennsylvania State University is chronicled. (MSE)

The evolution of the African-American Studies program at Temple University (Pennsylvania) from the early 1970s to the present is chronicled, from establishment of the Afro-Asian Institute in 1970 through its conversion to the Pan-African Studies department, retrenchment and reduction, reconstruction, and creation of a graduate program in 1988.…

A study of 80 eighth grade students investigated whether incorporation of a African-American music program would have special benefits for African-American students, music-experienced students, or high-musical-ability students. African-American students, taught material consistent with their heritage, performed better than whites. It is concluded…

A survey of 200 colleges and universities was undertaken to determine to what extent a multicultural approach was used to prepare students to write screenplays for multicultural audiences. Content of scriptwriting courses was also analyzed and instructor attitudes assessed. Although teachers agreed stereotyping was undesirable, few included the…

In a Fulbright-Hays project to enhance multicultural education, 16 Pennsylvania educators traveled to Nigeria to develop curricula concerning that culture. Five resulting curriculum suggestions for the elementary level are listed and three college-level courses in modern art, communications media, and the role and status of Nigerian women are…

Discusses issues related to humanities and fine arts education. Reports on a study of parent attitudes about arts education in eight elementary schools. Argues that teacher education programs should prepare preservice art teachers to be able to develop arts education curricula to meet the needs of individual communities. (CFR)

Reviews issues related to preservice teacher education in dance. Asserts that the development of national standards in arts education has led to a consensus on teacher education. Maintains that, for the first time in U.S. educational history, dance is included in the fine arts curriculum, rather than in physical education. (CFR)

Describes a teacher education program in which preservice music teachers observed music classes and kept a weekly journal. Maintains that collaborative efforts involving preservice teachers, classroom teachers, and teacher educators can lead to a successful preservice education program. (CFR)

Asserts that multicultural music education and new developments in educational technology are two major issues in contemporary music education. Argues that decisions will have to be made not only about what music should be added to the curriculum to achieve multicultural goals but also what music must be eliminated. (CFR)

Describes the theater arts teacher education program at the University of Kansas, Lawrence. Asserts that "connected teaching," in which individual teachers and their students are colearners, forms the foundation for the program. Includes an appendix listing current Kansas standards for certification of drama teachers. (CFR)

Asserts that art teachers must understand current learning theory and implement new cognitive concepts to provide the best art education for K-12 students. Reviews major ideas in cognitive learning theory, focusing on the idea that thinking is domain, or content, specific. (CFR)

Responds to Arthur Efland's analysis of the relationship between current theories of teaching and learning and preservice art teacher education. Asserts that the cultural pluralism of today's schools is a significant factor in curriculum planning for art education. Discusses three characteristics of successful art teachers. (CFR)