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Arch Pediatr Adolesc Med. 2006;160:106-107.

	Since this article does not have an abstract, we have provided the first 150 words of the full text and any section headings.

I enjoyed reading the article entitled "Closing the Quality Chasm in Health Care: The Role of Critical Reading" in the April 2005 issue of the ARCHIVES.¹ I agree with much of what was stated in that article but thought it could have gone further.

My background has been in both private practice (21 years) and, more recently, in academic medicine (11 years). My interest in understanding adult learning theory was prompted by my becoming a teacher of medical students and residents when I went into academic medicine. However, as I looked back on my practice years, I realized that, for many years, my partners and I had struggled with how to become "lifelong learners." In our practice in Charlottesville, Va, we invited speakers over the noon hour to talk to us, we attended Continuing Medical Education meetings, we published articles, some of us taught at the University of . . . [Full Text of this Article]

AUTHOR INFORMATION

John T. Benjamin, MD

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RELATED LETTER

Adult Learning—Reply
Frederick P. Rivara and F. Bruder Stapleton
Arch Pediatr Adolesc Med. 2006;160(1):107.
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RELATED ARTICLE

Closing the Quality Chasm in Health Care: The Role of Critical Reading
Frederick P. Rivara and F. Bruder Stapleton
Arch Pediatr Adolesc Med. 2005;159(4):394-395.
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