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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Related Experiment Video

Updated: Oct 27, 2025

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Finding Information Framework: A Tool to Teach Life-Long Learning Skills.

Molly Cohen-Osher1, Theresa A Davies1, David B Flynn1

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The Finding Information Framework (FIF) helps medical students manage information and master lifelong learning skills. This tool aids in asking, categorizing, and answering questions using trusted resources.

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Area of Science:

  • Medical Education
  • Information Science
  • Health Professions Education

Background:

  • Medical education requires information management and mastery, not just acquisition.
  • Lifelong learning necessitates teaching students to ask, categorize, and answer their own questions.
  • The Finding Information Framework (FIF) was developed as a tool and app to guide students in information retrieval.

Purpose of the Study:

  • To assess the functionality of the Finding Information Framework (FIF).
  • To evaluate the FIF's integration into a first-year medical school problem-based learning (PBL) curriculum.

Main Methods:

  • First-year medical students (n=126) used the FIF in PBL discussion groups.
  • Anonymous surveys were administered to gather qualitative and quantitative data on FIF usage.

Main Results:

  • The FIF was found to be easy to use (86.5%) and supportive of the curriculum (80%).
  • A majority of students reported the FIF helped them find relevant information (77%) from trusted resources (70%).
  • Students found the FIF most useful initially, with utility decreasing as they gained familiarity with resources.

Conclusions:

  • The FIF effectively assists students in locating trusted resources and answering questions at the point of learning.
  • Student internalization of the FIF's conceptual algorithm suggests reinforcement of information management and mastery skills.
  • The tool supports the development of lifelong learning competencies in medical education.