A number of factors make continuing education in the allied health professions a unique category of adult education. The mandatory nature of continuing allied health education violates two of the basic tenets of adult learning theory--that adults voluntarily participate in learning to satisfy personal needs and that adults are generally not comfortable in a structured atmosphere. In addition to being flexible, however, the adult educator providing continuing allied health education must thoroughly understand the educational needs of allied health personnel. The educational goals may be influenced by organizations with an interest in the educational achievement of allied health personnel. Characteristics of allied health personnel make them atypical adult learners. Common personality types include the "lifer," the transient, ex-military personnel, individuals whose licenses are expiring and who need additional continuing education units quickly, and individuals sent by their supervisors. Various educational settings--the hospital, meetings of professional organizations, and public seminars--have advantages and disadvantages. Some innovative and some effective traditional educational techniques that enhance learning experiences are the workshop or seminar, skills training conducted by staff members, educational television and films, computer-assisted interactive video instruction, and simulations. (YLB)