How neurosurgeons maintain and update their professional knowledge in a self-directed learning context.

Area of Science:

• Medical Education
• Neuroscience Professional Development

Background:

• Health professionals face challenges in keeping pace with rapidly expanding clinical and scientific knowledge.
• Identifying high-quality information and adapting learning strategies amidst heavy workloads are significant hurdles.
• Self-directed learning (SDL) is essential for competent professionals but presents numerous practical difficulties.

Purpose of the Study:

• To explore how skilled neurosurgeons maintain and update their professional knowledge.
• To understand the self-directed learning strategies employed by experienced neurosurgeons.

Main Methods:

• A qualitative, exploratory study utilizing semi-structured interviews.
• Twenty-six neurosurgeons from the University Hospital of Bern participated.
• The research was guided by four distinct research questions.

Main Results:

• Significant differences exist in SDL strategies among neurosurgeons, influenced by experience levels.
• Participants acknowledged the need for new learning approaches, including digital tools, to navigate the evolving knowledge landscape.
• Many neurosurgeons expressed uncertainty about implementing changes to their current learning behaviors.

Conclusions:

• Workplace learning leadership and support are vital for identifying and adopting new learning strategies.
• An organizational culture that values learning, alongside digital tools and networks, fosters effective professional development.
• These elements are essential for managing the dynamic and ever-changing learning environment in healthcare.