Information-seeking behaviors of medical students: a classification of questions asked of librarians and physicians.
To solve a problem, a person often asks questions of someone with more expertise. This paper reports on a study of the types of questions asked and how the experts are chosen. In the study, sixty-three first-year medical students responded to clinical scenarios, each describing a patient affected by a toxin and asking questions concerning the identity of the toxin and its characteristics. After answering those questions, the students were asked to imagine that they had access to a medical reference librarian and an internist specializing in toxicology. The students then generated two questions for each expert about each clinical scenario. Each question was categorized according to the type of information requested, and the frequency of each type of question was calculated. The study found that students most often asked for the identification of the toxin(s), references about the scenario, or the effects of the toxin; an explanation of the patient's symptoms; or a description of the appropriate treatment. Students were more likely to address questions on the identity of the toxin and references to the hypothetical librarian; they were more likely to ask the internist for explanations of the symptoms and descriptions of the treatment. The implications of these results for the design of information and educational systems are discussed.
Wildemuth
B M
BM
School of Information and Library Science, University of North Carolina, Chapel Hill 27599.
de Bliek
R
R
Friedman
C P
CP
Miya
T S
TS
D006801:Humans; D007257:Information Theory; D007858:Learning; D016245:Librarians; D007993:Libraries, Medical; D008829:Microbiology / Q000193:education; D010820:Physicians; D011041:Poisoning; D011340:Problem Solving; D013337:Students, Medical; D014116:Toxicology / Q000193:education; D014118:Toxins, Biological
D014118:Toxins, Biological