Summary
In all professions the need for lifelong learning has evolved from a statement of goals, to an essential aspect of competent professional practice. In medicine this may be more true than for any other of the health professions. The knowledge required for practice has continued to grow exponentially, in a complex environment of change and reform in health care delivery, accompanied by broadened expectations of physician function in roles that go beyond that of medical expert.
The chapterbegins by exploring the various models which have been proposedto explain how learning and change occur in professional practice. Three ofthese models have been developed from studies of professional practice, including Schön’s model of reflective practice (1983); a theory oflearning and change (Fox, Mazmanian, & Putnam, 1989); and a double helix model (Nolen, 1988). Other models have been developed outside medicine, but are useful in explaining and predicting change, including the PRECEDE model (Green, Eriksen, & Schor, 1988). From the general educational literature, learningfrom experience has been proposed through cognitive models which involve situated learning (Lave and Wegner, 1991). The models will be presented as a means of understanding the conceptual evolution of the field, and ofproviding aframework to examine current knowledge, and to identify gaps. Existing evidence ofsupportfor these approaches willbepresented.
The next section ofthe chapter considers assessment ofeducational needs and performance among practicing physicians. Approaches included are questionnaires, focus groups, interviews, chart audit, chart-stimulated recall, and standardized patients. Relevant findingson the use and effectiveness of these methodsareprovided.
In the third section of the chapter an overview of the current evidence Of Continuing Medical Education (CME) interventions concerning the effectiveness in changing physician practice is presented. Several approaches to change are reviewed, including information dissemination through traditional formal CME approaches; printed educational materials; clinical practice guidelines; newereducational approaches such as educational outreach and small-group problem-based learning; the use oflocal opinion leaders; andauditandfeedback.
Self-directed learning. and its role in the maintenance of competence, is addressed next. Maintenance of professional competence is essentially self-directed; therefore. the theory and research about self-directed learning will be overviewed. Self-directed learning programs are discussed. including portfolio-based learning. Lastly. questions surrounding the assessment of self-directed learning outcomes are raised.
Other important influences in CMEare briefly addressed. These include information technology and the movement toward recertification and revalidation. The chapter concludes with emerging research issues and questions. and the implications ofcurrent researchfindingsfor educationalpractice.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
Reference
Allery, L. A., Owen, P. A., & Robling, M. R. (1997). Why general practitioners and consultants change their clinical practice.British Medical Journal 314870–874.
AvornJ. &Soumerai, S. B. (1983). Improving drug therapy through educational outreach: A randomized controlled trial of academically based “detailing”. NewEngland Journal of Medicine308(24), 1457–1463.
Bandura, A. (1986).Social foundations of thought and action: A social cognitive theory.Englewood Cliffs, NJ: Prentice-Hall.
Barrows, H. S. (1994).Practice-based learning: Problem-based learning applied to medical education.Springfield, IL: Southern Illinois School of Medicine.
Becker, M. H. (Ed.). (1974). The health belief model and personal health behaviour.Health Education Monographs 2324–473.
Bero, L., Grilli, R., Grimshaw, J., Harvey, E., Oxman, A., & Thomson, M. A. (1998). Closing the gap between research and practice: An overview of systematic reviews of interventions to promote implementation of research findings by health care professionals. In A. Haines & A. Donald (Eds.)Getting research findings into practice(pp. 52–62). London, UK: BMJ Publishing Group.
Boud, D., Keogh, R., & Walker, D. (1985).Reflection: Turning experience into learning.London, UK: Kogan Page.
Bridgham, R. G., Munger, B., Reinhart, M. A., Keefe, C., & Maatsch, J. L. (1988). The impact of communication between physician and evaluator on assessments of clinical performance.Proceedings of the Annual Conference on Research in Medical Education27, 133–138.
Brockett, R. G., & Hiemstra, R. (1991).Self-direction in adult learning: Perspectives on theory research and practice.New York, NY: Routledge.
Brookfield, S. (1998). Critically reflective practice.Journal of Continuing Education in the Health Professions 18197–205.
Cabana, M. D., Rand, C. S., Powe, N. R., Wu, A. W., Wilson, M. H., Abboud, P. A. C., & Rubin, H. R. (1999). Why don’t physicians follow clinical practice guidelines? A framework for improvement.Journal of the American Medical Association 2821458–1465.
Campbell, C., Parboosingh, J., Gondocz, T., Babitskaya, G., & Pham, B. A. (1999a). A study of factors influencing the stimulus to learning recorded by physicians keeping a learning portfolio.Journal of Continuing Education in the Health Professions 1916–24.
Campbell, C., Parboosingh, J., Gondocz, T., Babitskaya, G., & Pham, B. A. (1999b). A study of the factors that influence physicians’ commitments to change their practices using learning diaries.Academic Medicine 74(10)S36–S36.
Candy, P. C. (1991).Self-direction in lifelong learning.San Francisco, CA: Jossey Bass.
Cantillon, P.&Jones, R. (1999). Does continuing medical education in general practice make a difference?British Medical Journal 3181276–1279.
Carney, P. A., Dietrich, A. J., Freeman, D. H., & Mott, L. A. (1995). A standardized patient assessment of a continuing medical education program to improve physicians’ cancer control clinical skills.Academic Medicine 7052–58.
Christensen, C. M., & Armstrong, E. G. (1998). Disruptive technologies: A credible threat to leading programs in continuing medical education.Journal of Continuing Education in the Health Professions 1869–80.
Clearfied, M. B., Fedorko, S., & McKinney, M. E. (1990). Physician awareness of elevated cholesterol.Journal of the American Osteopathic Association 90139–144.
Coles, C. (1991). Is problem-based learning the only way? In D. Boud & G. Feletti (Eds.)The challenge of problem-based learning.New York, NY: St. Martin’s Press.
Crandall, S. (1993). How expert clinical educators teach what they know.Journal of Continuing Education in the Health Professions 1385–98.
Dauphinee, W. D. (1999). Revalidation of doctors in Canada.British Medical Journal 3191188–1190.
Dauphinee, W. D., & Norcini, J. (1999). Introduction: Assessing health care professionals in the new millennium.Advances in Health Sciences Education 43–7.
Davis, D. A. (1998). Continuing medical education: Global health, global learning.British Medical Journal 316385–389.
Davis, D. A., & Fox, R. D. (1994).The physician as learner. Linking research to practice.Chicago, IL: American Medical Association.
Davis, D. A., & Taylor-Vaisey, A. (1997). Translating guidelines into practice: A systematic review of theoretic concepts, practical experience and research evidence in the adoption of clinical practice guidelines.Canadian Medical Association Journal 157408–416.
Davis, D. A., O’Brien, M. A. Thomson, Freemantle, N., Wolf, F., Mazmanian, P., & Taylor-Vaisey, A. (1999). Impact of formal CME. Do conferences, workshops, rounds and other traditional continuing education activities change physician behaviour or health care outcomes?Journal of the American Medical Association 282867–873.
Davis, D. A., Thomson, M. A., Oxman, A. D., & Haynes, R. B. (1992). Evidence for the effectiveness of CME. A review of fifty randomized controlled trials.Journal of the American Medical Association 2681111–1117.
Davis, D. A., Thomson, M. A., Oxman, A. D., & Haynes, R. B. (1995). Changing physician performance. A systematic review of the effect of continuing medical education strategies.Journal of the American Medical Association 274700–705.
Dee, C., & Blazek, R. (1993). Information needs of the rural physician: A descriptive study.Bulletin of the Medical Library Association 81259–264.
Dewey, J. (1933).How we think.Boston, MA: D. C. Health and Company.
Doucet, M. D., Purdy, R. A., Kaufman, D. M.&Langille, D. B. (1998). Comparison of problem-based learning and lecture format in continuing medical education on headache diagnosis and management.Medical Education32, 590–596.
Doyle, Y., Hayward, P., Madden, M., & Watts, B. (1997). Continuing professional development in public health medicine.Journal of the Royal College of Physicians of London 31405–409.
Fishbein, M., & Ajzen, I. (1975).Belief attitude intention and behaviour.New York, NY: Wiley.
Fox, R. D. (1991). New research agendas for CME: Organizing principles for the study of self-directed curricula for change.Journal of Continuing Education in the Health Professions 11(3)155–168.
Fox, R. D., & Bennett, N. L. (1998). Learning and change: Implications for continuing medical education.British Medical Journal 316466–468.
Fox, R. D., & Craig, J. (1994). Future direction in research on physicians as learners. In D. A. Davis & R. D. Fox (Eds.)The physician as learner. Linking research to practice(pp. 113–118). Chicago, IL: American Medical Association.
Fox, R. D., Mazmanian, P., & Putnam, R. W. (1989).Changing and learning in the lives of physicians.New York, NY: Praeger.
Fox, R. D., Rankin, R., Costie, K. A., Parboosingh, J., & Smith E. (1997). Learning and the adoption of innovations among Canadian radiologists.Journal of Continuing Education in the Health Professions 17173–186.
Freemantle, N., Grilli, R., Grimshaw, J. M., & Oxman, A. D. (1995). Implementing the findings of medical research: The Cochrane collaboration on effective professional practice.Quality Health Care4(1), 45–47.
Freemantle, N., Harvey, E. L., Wolf, F., Grimshaw, J. M., Grilli, R., & Bero, L. A. (1999). Printed educational materials: Effects on professional practice and health care outcomes (Cochrane Review). InThe Cochrane LibraryIssue 2. Oxford, UK: Update Software.
Green, L., Eriksen, M. P.&Schor, E. (1988). Preventive practices by physicians: Behavioural determinants and potential interventions.American Journal of Preventive Medicine4(Suppl.), 101–107.
Green, L. W., Kreuter, M. W., Deeds, S. G., & Partridge, K. B. (1980).Health education planning: A diagnostic approach.Palo Alto, CA: Mayfield.
Grimshaw, J. M., & Russell, I. T. (1993). Effect of clinical guidelines on medical practice: A systematic review of rigorous evaluations.Lancet 2421317–1322.
Grow, G. (1991). Teaching learners to be self-directed: A stage approach. Adult Education Quarterly 41(3)125–149.
Gugliemino, L. M. (1977). Development of the self-directed learning readiness scale. Doctoral dissertation presented at the University of Georgia, Athens, GA.
Hammond, M., & Collins, R. (1991).Self-directed learning: Critical practice.New York, NY: Nichols/GP Publishing.
Jansen, J. J. M, Scherpbier, A. J. J. A., Metz, J. C. M., Grol, R. T. P. M., Van der Vleuten, C. P. M., & Rethans, E. J. J. (1996). Performance based assessment in continuing medical education for general practitioners: Construct validity.Medical Education 30339–344.
Jennett, P., & Affleck, L. (1998). Chart audit and chart stimulated recall as methods of needs assessment in continuing health professional education.Journal of Continuing Education in the Health Professions 18163–171.
Jennett, P. A., Elford, R. W., Sawa, R. J.&Smith, S. E. (1992). Factors that influence family physicians’ practice decisions regarding health promotion.Journal of Continuing Education in the Health Professions12, 39–48.
Jennett, P. A., Scott, S. M., Atkinson, M. A., Crutcher, R. A., Hogan, D. B., Elford, R. W., MacCannell, K. L., & Baumber, J. S. (1995). Patient charts and physician office management decisions: chart audit and chart stimulated recall.Journal of Continuing Education in the Health Professions15, 31–39.
Jennett, P. A., Wilson, T. W., Hayton, R. C., Mainprize, G. W., & Laxdal, O. E. (1989). Desirable behaviours in the office management of hypertension addressed through continuing medical education.Canadian Journal of Public Health 80359–362.
Johnston, D.&Lockyer, J. (1994). A comparison of two needs assessment methods: Clinical recall interviews and focus groups.Teaching and Learning in Medicine 6264–268.
Kaufman, D. M., Ryan, K., & Hodder, I. (1999). A study of the educationally influential physician.Journal of Continuing Education in the Health Professions19, 152–162.
Knowles, M. S. (1975).Self-directed learning: A guide for learners and teachers.New York, NY: Association Press.
Knox, A. B. (1990). Influences on participation in continuing medical education.Journal of Continuing Education in the Health Professions 10261–274.
Kolb, D. (1984).Experiential learning. Experience as the source of learning and development.Englewood Cliffs, NJ: Prentice-Hall.
Kopelow, M. L., Schnabl, G. K., Hassard, T. H., Tamblyn, R. M., Klass, D. J., Beazley, G., Hechter, F., & Grott, M. (1992). Assessing practising physicians in two settings, using standardized patients.Academic Medicine 67S19–S21.
Lave, J.&Wenger, E. (1991).Situated learning. Legitimate peripheral participation.Cambridge: Cambridge University Press.
Levine, D. M., Green, L. W., Deeds, S. G., Chwalow, J., Russell, R. P., & Finlay, J. (1979). Health education for hypertensive patients.Journal of the American Medical Association 2411700–1703.
Lockyer, J., El-Quebaly, N., Simpson, E., Gromoff, B., Toews, J.&Juscha, B. (1996). Standardized patients as a measure of change in the ability of family physicians to detect and measure alcohol abuse.Academic Medicine 7151–53.
Lomas, J. (1994). Medicine in context: A neglected perspective in medical education.Academic Medicine69(10), S95–S101.
Lomas, J., Enkin, M., Anderson, G. M., Hannah, W. J., Vayda, E., & Singer, J. (1991). Opinion leaders vs. audit and feedback to implement practice guidelines: Delivery after previous cesarean section.Journal of the American Medical Association 2652202–2207.
Mann, K. V., Putnam, R. W., Lindsay, E. A., & Davis, D. A. (1996). Increasing physician involvement in cholesterol-lowering practices.Journal of Continuing Education in the Health Professions 16225–240.
Mann, K. V., & Chaytor, K. (1992). Help! Is anyone listening? An assessment of learning needs of practising physicians.Academic Medicine67(10), S4–S6.
Marteau, T. A., Sowden, A., & Armstrong, D. (1994). Implementing research findings into practice: Beyond the information deficit model. In A. Haines & A. Donald (Eds.)Getting research findings into practice(pp. 36–42). London, UK: BMJ Publishing Group.
Mathers, N. J., Challis, M. C., Howe, A. C., & Field, N. J. (1999). Portfolios in continuing medical education: Effective and efficient?Medical Education 33521–530.
Mazlow, A. H. (1968).Toward a psychology of being(2nd ed.). New York, NY: Van Nostrand Reinhold.
McAuley, R. G., & Henderson, H. W. (1984). Results of the peer assessment program of the College of Physicians and Surgeons of Ontario.Canadian Medical Association Journal 131557–561.
McAuley, R. G., Paul, W. M., Morison, G. H., Beckett, R. F.&Goldsmith, C. H. (1990). Five-year results of the peer assessment program of the College of Physicians and Surgeons of Ontario.Canadian Medical Association Journal 1431193–1199.
McLeod, P. J., Tamblyn, R. M., Gayton, D., Grad, R., Snell, L., Berkson, L., & Abrahamowicz, M. (1997). Use of standardized patients to assess between-physician variations in resource utilization.Journal of the American Medical Association278(14), 1164–1168.
McMillan, D. D., Lockyer, J. M., Magnan, L, Akierman, A., & Parboosingh, J. T. (1991). Effect of educational program and interview on adoption of guidelines for the management of neonatal hyperbilirubinemia.Canadian Medical Association Journal 144707–712.
Merriam, S. B., & Caffarella, R. S. (1999).Learning in adulthood. A comprehensive guide(2nd ed., pp. 288317). San Francisco, CA: Jossey Bass.
Mezirow, J. (1981). A critical theory of adult learning and education.Adult Education32(1), 3–24.
Morisky, D. E., Levine, D. M., & Green, L. W. (1983). Five-year blood pressure control and mortality following health education for hypertensive patients.American Journal of Public Health 73153–162.
Mugford, M., Banfield, P., & O’Hanlon, M. (1991). Effects of feedback of information on clinical practice: A review.British Medical Journal 303398–402.
Munger, B. S., Maatsch, J. L., Huang, R., & Downing, S. M. (1984). The predictive validity of a criterion-referenced specialty certification examination in emergency medicine. In I. R. Hart, R. M. Harden, & H. J. Walton (Eds.)Newer developments in assessing clinical competence.International Conference Proceedings, Ottawa Conference on Medical Education, pp. 481–487. Quebec: Heal Publications.
Newble, D., Paget, N.&McLaren, B. (1999). Revalidation in Australia and New Zealand: Approach of Royal Australian College of Physicians.British Medical Journal 3191185–1188.
Norcini, J. (1999). Recertification in the United States.British Medical Journal 3191183–1185.
Norman, G. R. (1999). The adult learner. A mythical species.Academic Medicine 74886–889.
Norman, G. R., Davis, D. A., Lamb, S., Hanna, E., Caulford, P., & Kaigas, T. (1993). Competency assessment of primary care physicians as part of a peer review program.Journal of the American Medical Association 2701046–1051.
Norman, G. R., Van der Vleuten, C. P. M., & De Graaf, E. (1991). Pitfalls in the pursuit of objectivity: Issues of validity, efficiency and acceptability.Medical Education 25(2)119–126.
Nowlen, P. M. (1988). Anew approach to continuing education for business and the professions: The performance model.New York, NY: Macmillan.
O’Brien, M. A. Thomson, Oxman, A. D., Haynes, R. B., Davis, D. A., Freemantle, N.&Harvey, E. L. (1999). Local opinion leaders: Effects on professional practice and health care outcomes (Cochrane Review). InThe Cochrane LibraryIssue 2. Oxford, UK: Update Software.
Oddi, L. F. (1986). Development and validation of an instrument to identify self-directed continuing learners.Adult Education Quarterly36(2), 97–107.
Parboosingh, J. (1996). Learning portfolios: Potential to assist health professionals with self-directed learning.Journal of Continuing Education in the Health Professions 1675–81.
Parboosingh, J. T., & Gondocz, S. T. (1993). The maintenance of competence program of the Royal College of Physicians and Surgeons of Canada.Journal of the American Medical Association 2701093.
Parboosingh, J., Avard, D., Lockyer, J., Watson, M., Pim, C., & Yee, J. (1987). The use of recall interviews as a method of determining needs in continuing medical education.Proceedings of the Association of American Medical Colleges’ Research in Medical Education Conference103–108.
Parker, K., & Parikh, S. V. (1999). Application of Prochaska’s transtheoretical model to continuing medical education: From needs assessment to evaluation.Annals of the Royal College of Physicians and Surgeons 3297–99.
Pinsky, L. E., Monson, D., & Irby, D. (1998). How excellent teachers are made: Reflecting on success to improve teaching.Advances in Health Sciences Education 3207–215.
Pitts, J., Coles, C., & Thomas, P. (1999). Educational portfolios in the assessment of general practice trainers: Reliability of assessors.Medical Education 33515–520.
Pope, C., & Mays, N. (1995). Reaching the parts other methods cannot reach: An introduction to qualitative methods in health and health services research.British Medical Journal 31142–45.
Premi, J., Shannon, S., Hartwick, K., Lamb, S., Wakefield, S., & Williams, J. (1994). Practice-based small group CME.Academic Medicine 69800–802.
Prochaska, J. O., DiClemente, C. C., & Norcross, J. C. (1992). In search of how people change. Applications to addictive behaviours.American Psychologist 471102–1114.
Ram, P., Grol, R., Rethans, J. J., Schouten, B., Van der Vleuten, C.&Kester, A. (1999). Assessment of general practice by video observation of communicative and medical performance in daily practice: Issues of validity, reliability and feasibility.Medical Education 33447–454.
Ramsey, P. G., & Wenrich, M. D. (1999). Use of professional associate ratings to assess the performance of practising physicians: Past, present and future.Advances in Health Sciences Education 427–38.
Rethans, J. J. (1998). Needs assessment in continuing medical education through standardized patients.Journal of Continuing Education in the Health Professions 18172–178.
Rethans, J. J., & Saebu, L. (1997). Do general practitioners act consistently in real practice when they meet the same patient twice? Examination of intradoctor variation using standardized (simulated) patients.British Medical Journal 3141170–1173.
Rogers, E. M. (1995). Lessons for guidelines from the diffusion of innovations.It Comm Journal of Quality Improvement 21324–328.
Royal College of General Practitioners. (1993). Occasional paper 63:Portfolio-based learning in general practice.London: Royal College of General Practitioners.
Schön, D. (1983).The reflective practitioner.New York, NY: Basic Books.
Schön, D. (1987).Educating the reflective practitioner.San Francisco, CA: Jossey Bass.
Sengstaken, E. A.&King, S. A. (1993). The problems of pain and its detection among geriatric nursing home residents.Journal of the American Geriatrics Society 41541–544.
Shelstad, K. R., & Clevenger, F. W. (1996). Information retrieval patterns and needs among practising general surgeons: A statewide experience.Bulletin of the Medical Library Association 84490–497.
Slotnick, H. B. (1999). How doctors learn: Physicians’ self-directed learning episodes.Academic Medicine 741106–1117.
Smith, C. S., & Irby, D. (1997). The roles of experience and reflection in ambulatory care education.Academic Medicine 7132–35.
Snadden, D.&Thomas, M. L. (1998). Portfolio learning in general practice vocational training - does it workMedical Education 32401–406.
Societal Needs Working Group, Royal College of Physicians and Surgeons of Canada. (1996).Skills for the new millennium.CanMeds 2000. Report of the Societal Needs Working Group [On-line]. Available:http://rcpsc.medical.org/english/public/reports
Solomon, D. J., Reinhart, M. A., Bridgham, R. G., Munger, C. S.&Starnaman, S. (1990). An assessment of an oral examination format for evaluating clinical competence in emergency medicine.Academic Medicine 65S43–S44.
Soumerai, B., McLaughlin, T. J., Gurwitz, J. H., Guadagnoli, E., Hauptman, P. J., Borbas, C., Morris, N., McLaughlin, B., Gao, X., Willison, D. J., Asinger, R., & Gobel, F. (1998). Effect of local medical opinion leaders on quality of care for acute myocardial infarction.Journal of the American Medical Association 2791358–1363.
Southgate, L.&Pringle, M. (1999). Revalidation in the United Kingdom: General principles based on experience in general practice.British Medical Journal 3191180–1183.
Stross, J. K. (1996). The educationally influential physician.Journal of Continuing Education in the Health Professions 16167–172.
Tamblyn, R. (1998). Use of standardized patients in the assessment of medical practice (Editorial).Canadian Medical Association Journal 158205–207.
Tamblyn, R. (1999). Outcomes in medical education: What is the standard and outcome of care delivered by our graduates.Advances in Health Sciences Education 49–25.
Tamblyn, R., & Battista, R. (1993). Changing clinical practice: Which interventions work?Journal of Continuing Education in the Health Professions 13273–288.
Thomson, M. A. O’Brien, Oxman, A. D., Davis, D. A., Haynes, R. B., Freemantle, N., & Harvey, E. L. (1999a). Audit and feedback: Effects on professional practice and health care outcomes (Cochrane Review). InThe Cochrane LibraryIssue 2. Oxford, UK: Update Software.
Thomson, M. A. O’Brien, Oxman, A. D., Davis, D. A., Haynes, R. B., Freemantle, N., & Harvey, E. L. (1999b). Audit and feedback vs. alternative strategies: Effects on professional practice and health care outcomes (Cochrane Review). InThe Cochrane LibraryIssue 2. Oxford, UK: Update Software.
Thomson, M. A., Oxman, A. D., Davis, D. A., Haynes, R. B., Freemantle, N., & Harvey, E. L. (1999c). Educational outreach visits: Effects on professional practice and health care outcomes (Cochrane Review). InThe Cochrane LibraryIssue 2. Oxford, UK: Update Software.
Tipping, J. (1998). Focus groups: A method of needs assessment.Journal of Continuing Education in the Health Professions 18150–154.
Tough, A. (1971). The adult’s learning projects: Afresh approach to theory and practice in adult learning.Toronto, ON: Ontario Institute for Studies in Education.
Ward, J., & MacFarlane, S. (1993). Needs assessment in continuing medical education: Its feasibility and value in a seminar about cancer for general practitioners.Medical Journal of Australia 15920–23.
Working Group on Higher Professional Education. (1994).Portfolio-based learning in general practice.London, UK: Royal College of General Practitioners.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2002 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Mann, K.V. (2002). Continuing Medical Education. In: Norman, G.R., et al. International Handbook of Research in Medical Education. Springer International Handbooks of Education, vol 7. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0462-6_17
Download citation
DOI: https://doi.org/10.1007/978-94-010-0462-6_17
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-010-3904-8
Online ISBN: 978-94-010-0462-6
eBook Packages: Springer Book Archive