Considering different educational methods, outcome-based education has been proposed as a suitable approach for CME.
Simulation-based education has been used to provide opportunities for safe and deliberate practice, shape the acquisition of clinical skills, and improve patient care and outcomes [10].
In particular, group-based education has been shown to facilitate behaviour change by providing peer-led motivation and support [ 25].
By the end of 2007, life skills-based education has been incorporated into the national curricula of 16 countries in West and Central Africa.
Community-based education has been introduced in many medical schools around the globe, but evaluation of instructional quality has remained a critical issue.
Peer-based education has been used successfully in Chennai, India to reduce alcohol use and risky sexual behavior through the incorporation of risk-reduction messaging, support for peer educators, and an interactive curriculum [ 36].
Although contact-based education has been proposed as a key component in stigma reduction strategies [ 1, 24, 50, 51] contact alone may be insufficient to significantly alter medical student attitudes towards mental illness.
In response to findings that community-based education was effective in fostering health personnel who are responsive to community needs [ 1, 2], community-based education has been started in many medical schools around the globe as an innovative approach to medical education [ 3- 6].
The disparity in employment based on education has been growing since the 1980s, Mr. Carnevale said, but "both the recession and the recovery have sharply accelerated that structural change".
