ABSTRACT
Distance education has long been recognized as valuable for delivering continuing professional education (CPE) within various professions. Th e second half of the 20th century saw a variety of creative and productive eff orts to off er CPE through audio and video conferencing, computer conferencing, correspondence, and satellite. However, the portion of the resources that were allotted to distance education remained quite small. One example could be seen within continuing medical education (CME) where only 3% of activities in 2000 were provided by distance education (ACCME Annual Reports 2001).
