Continuing education can have a wide variety of meanings. It can mean working professionals who take formal courses or it can also include working professionals who attend workshops and seminars (Dymock et al., 2013). Within the field of health services administration continuing education is essential. In particular there exists a symbiotic relationship between publish reports and continuing education.

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Unlike some other sectors, the field of health care is constantly changing. As such it is important that all health care employees undertake continuing education in order to be appraised of the newest developments. Continuing education can include seminars and conferences where published reports are discussed. These published reports can then be disseminated back into the field by the workers who attended these presentations.

These health care workers can then generate new ideas which can lead to the creation of more published reports. As such one area cannot live without the other area as the mutually benefit each other. By undergoing continuing education health care workers ensure the generation of better reports. In fact, when a survey was survey conducted among primary care practitioners on the benefit of continuing education it was found that there was indeed a need for continuing education. In this survey they found that practitioners and administration, found reading published reports to be instrumental in making decisions and in starting new research (Williamson, German, Weiss, Skinner, & Bowes, 1989)
. Other research has also shown the symbiotic nature of this relationship on all levels of health care syste__Fieldmark__101_1061238412m__Fieldmark__985_838878329 (Forsetlund et al., 2009).

Overall, continually researching and reading published reports will lead to the creation new research and ultimately new published reports. Therefore when deciding wheather employees should partake in continuing educational programs this symbiotic relationship should be remembered. Or else it is possible that the quality of new research may eventually suffer.

    References
  • Dymock, D., Billett, S. R., Henderson, A. J., Choy, S. C., Kelly, A. B., Smith, R. J., . . . Lewis, J. C. (2013). Continuing education and training models and strategies: an initial appraisal.
  • Forsetlund, L., Bjorndal, A., Rashidian, A., Jamtvedt, G., O’Brien, M. A., Wolf, F., . . . Oxman, A. D. (2009). Continuing education meetings and workshops: effects on professional practice and health care outcomes. Cochrane Database Syst Rev, 2(2).
  • Williamson, J. W., German, P. S., Weiss, R., Skinner, E. A., & Bowes, F. (1989). Health science information management and continuing education of physicians: a survey of US primary care practitioners and their opinion leaders. Annals of internal medicine, 110(2), 151-160.