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Learning to use learning resources during medical school and residency
Marianna B Shershneva1, Henry B Slotnick, George C Mejicano
1University of Wisconsin Medical School, Continuing Medical Education, 750 Highland Avenue, Madison, Wisconsin 53705, USA. mbshershneva@wisc.edu
Journal of the Medical Library Association : JMLA
|April 29, 2005
Summary
Physicians-in-training gradually develop resource-use skills alongside clinical learning, overcoming barriers like time. Librarians and educators can support this self-directed learning journey.
Area of Science:
- Medical Education
- Information Science
- Lifelong Learning
Background:
- Medical trainees face continuous learning demands for clinical problem-solving.
- Understanding how physicians learn to utilize learning resources is crucial for effective medical education.
Purpose of the Study:
- To investigate the developmental trajectory of learning resource utilization among medical students and residents.
- To determine if this developmental path aligns with physicians' general learning approaches.
Main Methods:
- Conducted 32 in-depth, open-ended interviews.
- Included first-year and third-year medical students and residents (internal medicine, family medicine, pediatrics).
Main Results:
- Learning to use resources parallels learning to address clinical and instructional challenges.
- The development of resource-use skills progresses through distinct stages.
- Skills are acquired incrementally, necessitating the navigation of obstacles like time limitations and ingrained habits.
Conclusions:
- The natural history of learning resource utilization offers insights for medical librarians and educators.
- Strategies can be implemented to foster self-directed learning in physicians-in-training.
- Specific recommendations are provided to enhance learning resource integration.