Changes in learning-resource use across physicians' learning episodes.
BACKGROUND
This study explores the numbers of learning resources physicians use at each stage in self-directed learning episodes addressing general problems.


METHODS
A survey of a statewide random sample of doctors estimated the number of resources used at each stage in solving various general problems.


RESULTS
The 50% response rate for faculty allowed generalization of findings to the population of these physicians; the rate for nonfaculty physicians was too low to allow generalization. Faculty findings showed (1) broader resource use in learning about diseases than diagnosis or therapeutics (2) comparable numbers of resources used in deciding whether to take on the learning problem and learning the required skills and knowledge, (3) greater numbers of resources selected to evaluate the problem and to learn the required skills and knowledge than to gain experience with the newly learned skills and knowledge, and (4) support for assertions that doctors value learning resources that are accessible, applicable, familiar, and time effective.


CONCLUSIONS
The findings were interpreted in light of theory describing physicians' self-directed learning episodes, and implications are presented for physicians-in-training, physicians, and medical librarians.
Slotnick
H B
HB
Department of Neuroscience, University of North Dakota, Grand Forks, North Dakota, USA.
Harris
T R
TR
Antonenko
D R
DR
D000704:Analysis of Variance; D002568:Certification / Q000706:statistics & numerical data; D016000:Cluster Analysis; D004502:Education, Medical, Continuing / Q000706:statistics & numerical data* / Q000639:trends; D009658:North Dakota; D011159:Population Surveillance; D011897:Random Allocation; D012655:Self-Evaluation Programs / Q000706:statistics & numerical data*; D013192:Staff Development; D011795:Surveys and Questionnaires