This paper is an investigation into the best evidence-based practices for performing continuing professional education for physicians. The investigation includes referencing major andragogical and learning models including Piaget's theory of phased learning, Follett's social constructivist concepts, and learning presentation modalities such as coaching and cognitive apprenticeships, problem based learning, and other learning theories. In addition, additional studies on the effectiveness of different andragogical models is surveyed to determine which of these learning theories and andragogical models are most effective at translating physician training into changes in clinical practice and, ultimately health improvements in patients. The andragogical models are explored through the lens then cast against the core curriculum of the M. A. Management program to determine the relevancy and appropriateness of the curriculum to this research question.