Learning to use learning resources during medical school and residency

Marianna B. Shershneva, Henry B. Slotnick, George C. Mejicano

Research output: Contribution to journalArticle

9 Scopus citations

Abstract

Objectives: This study (1) examined the natural history of learning to use learning resources by medical students and residents and (2) considered whether that history is consistent with the ways in which physicians approach their learning tasks. Methods: The authors conducted and analyzed thirty-two open-ended interviews of first-year and third-year medical students and first-year and senior residents in internal medicine, family medicine, or pediatrics. Results and Discussion: Learning to use learning resources occurs at the same time as learning done to address instructional and clinical problems that physicians-in-training face, with all kinds of learning following well-documented stages. Skills for using resources are developed gradually and by overcoming barriers such as time constraints and existing habits. Conclusions: Implications of the natural history of learning to use learning resources can be employed by librarians and medical teachers to facilitate self-directed learning for physicians-in-training. Specific recommendations are provided.

Original languageEnglish (US)
Pages (from-to)263-270
Number of pages8
JournalJournal of the Medical Library Association
Volume93
Issue number2
StatePublished - Apr 1 2005

ASJC Scopus subject areas

  • Health Informatics
  • Library and Information Sciences

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