Bamiro , A., 2015. Effects of guided discovery and thinkpairshare strategies on secondary school students’ achievement in chemistry. SAGE Open, 5(1), pp. 1-7.
Chakhava, G. & Kandelaki, N., 2013. Overview of legal aspects of Continuing Medical Education/Continuing Professional Development in Georgia. Journal of European CME, 2(1), pp. 19-23.
Curran, v. & Fleet, . L., 2005. A review of evaluation outcomes of web-based continuing medical education. Med Educ, 39(6), pp. 561-567.
Masoumy , M., Ebadi , A., Daneshmandi , M. & Raisifar, . A., 2011. Concept mapping; modern teaching strategy in nursing education. Iranian Quarterly of Education Strategies, 4(1), pp. 47-51. [in Persian]
Wendy , J., 2010. Teaching for clinical reasoning: helping students make the conceptual links. Med Teach, 32(10), pp. 436-442.
abat, f. & Majia, A., 1991. Continuous training of health staff and workshop workshop guide. tehran: ferdows. [in Persian]
Amirnia , M. et al., 2010. General Practitioners’ Views toward Quality of Continuing Medical Education Programs in Tabriz. JMUI, 12(4), pp. 231-239.
Ataei, M., Safaryan Hamadani, S. & zamani, f., 2020. A Review of Current and Effective Educational Methods in Continuing Medical Education. CEJ, 3(9), pp. 12-22. [in Persian]
Curran, V. et al., 2007. A survey of rural medical education strategies throughout the medical education continuum in Canada. Cah Sociol Demogr Med, 47(4), pp. 445-468.
Donen, n. 1998. No to mandatory continuing medical education, Yes to mandatory practice auditing and professional educational development. Canadian Medical Association, 158(8), pp 1044-1046.
Ebadi, A., Vanaki, Z., Nahrir, B. & Davoud, H., 2008. Pathology of Continuing Educational Programs in Iran Medical Society. Strides in Development of Medical Education, 4(2), pp. 140-145. [in Persian]
Fox, R. & Bennett, N., 1998. Learning and change: implications for continuing medical Education. British Medical Journal, Volume 316, pp. 466-468..
Garcia-Barbero, M., 1995. Medical education in the light of the World Health Organization Health for all strategy and the European Union. Med Educ, 74(12), pp. 3-12.
Griebenow, R. et al., 2017. Roles and Responsibilities in the Provision of Accredited Continuing Medical Education/ Continuing Professional Development. Journal of European CME, Volume 6, pp. 1-7.
Guenova, M., Schäfer, . R. & Palange, p., 2019. Independent Continuing Medical Education (CME)/ Continuing Professional Development (CPD) Must Deliver Unbiased Information. JOURNAL OF EUROPEAN CME, Volume 8, pp. 1-3.
Hakkak, M., Hozni , S., Morovati , H. & Akhlaghi, T., 2018. Research Diagnosis in Postgraduate Students of Guilan University of Medical Sciences. RME, 10(2), pp. 46-57. [in Persian]
Harden , R., 2005. A new vision for distance learning and continuing medical education. J Contin Educ Health Prof, 5(1), pp. 43-51.
Herrera , c. et al., 2012. Evaluation of the educational environment in medical specialty programs. Revista medica de Chile, 140(12), pp. 1554-1561.
Hosseinimehr, H., Entesar Fomani , G., Hejazi , M. & Asadzadeh Dahraei , H., 2019. Comparison the Effectiveness of Direct and Indirect Instruction on Learners Creativity. RMEJ, 11(1), pp. 50-61. [in Persian]
Michael, w., CullenMDaJeffrey , b., GeskeMDaNandan, s. & at, e., 2019. Reinvigorating Continuing Medical Education: Meeting the Challenges of the Digital Age. Mayo Clinic Proceedings, 94(12), pp. 2501-2509.
Mokhtari Nouri , . J., Ebadi, A., Alhani , F. & Rejeh, . N., 2011. Importance of role-model teaching in nursing students’ education. Education Strategies in Medical Sciences., 3(4), pp. 149-154. [in Persian]
Peck , c., McCall , m., McLaren, b. & Rotem , t., 2000. Continuing medical education and continuing professional development: international comparisons. Bmj, 320(7232), pp. 432-435.
Rouhani, s. & rashidi, z., 2018. Analyzing the lived experience of faculty members from the scientific promotion process; Phenomenological study. ihej, 10(1), pp. 133-157. [in Persian]
Salehi, M. et al., 2016. The Research barriers at University from students’ point of view in Golestan University of Medical Sciences. JSMJ, 7(1), pp. 84-93. [in Persian]
Semeleva, e. & Selezneva , N., 2017. CONTINUING MEDICAL EDUCATION: THE NEED FOR CHANGE. INTERNATIONAL RESEARCH JOURNAL, 58(4), pp. 177-180.
Solhi , h., Cyrus, a., Noroozi , a. & Sedighi , i., 2011. Continuing Medical Education: Traditional or Electronic. RMEJ, 3(1), pp. 11-16. [in Persian]
stross , j k & harlan , w. 1978. The Impact of Mandatory Continuing Medical Education. JAMA, 239(25), pp 2663-2666.
Tian, J., Atkinson, N., Portnoy , B. & Lowitt , N., 2010. The development of a theory-based instrument to evaluate the effectiveness of continuing medical education. Acad Med, 85(9), pp. 18-25.
Wutoh, R., Boren , S. & Balas , E., 2004. E-learning: a review of Internet-based continuing medical education. J Contin Educ Health Prof, 24(1), pp. 20-30.