Learning to use learning resources during medical school and residency.
OBJECTIVE
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.


CONCLUSIONS
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.
Shershneva
Marianna B
MB
University of Wisconsin Medical School, Continuing Medical Education, 750 Highland Avenue, Madison, Wisconsin 53705, USA. mbshershneva@wisc.edu
Slotnick
Henry B
HB
Mejicano
George C
GC
D000328:Adult; D001291:Attitude of Health Personnel; D002983:Clinical Competence / Q000592:standards*; D004504:Education, Medical, Undergraduate / Q000592:standards*; D005194:Family Practice / Q000193:education; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D033181:Information Dissemination; D007388:Internal Medicine / Q000193:education; D007396:Internship and Residency / Q000592:standards*; D007858:Learning; D017145:Models, Educational; D010372:Pediatrics / Q000193:education; D013337:Students, Medical / Q000523:psychology; D011795:Surveys and Questionnaires; D014922:Wisconsin