Cooper Amanda L, Elnicki David M
General Internal Medicine, University of Pittsburgh, Philadelphia, USA.
Clin Teach. 2011 Mar;8(1):43-7. doi: 10.1111/j.1743-498X.2010.00393.x.
In spite of published learning objectives for generally accepted clinical competencies, little evidence-based data exist regarding how clerkship students achieve them. We queried how clerkship students' learning resource use correlates with clerkship outcomes. However, little evidence-based data exist regarding how to accomplish these goals. We queried how clerkship students' learning resource use correlates with clerkship outcomes.
We surveyed 130 students at the end of their in-patient internal medicine clerkship. Questionnaires investigated resource utilisation, study methods and knowledge acquisition goals, using 1-5 Likert scale (1 = never; 5 = always).
Most students used UpToDate to prepare for attending physician rounds and to admit patients (64 and 67%, respectively), but not for exam preparation. Using question books for exam preparation was associated with a significant improvement in scores (77 versus 72%, p < 0.01).
Students' resource utilisation varies by clinical situation and knowledge acquisition goals. Students using question books had better examination performances.
尽管已公布了关于普遍认可的临床能力的学习目标，但关于临床实习学生如何实现这些目标的循证数据却很少。我们探究了临床实习学生的学习资源使用情况与临床实习结果之间的相关性。然而，关于如何实现这些目标的循证数据很少。我们探究了临床实习学生的学习资源使用情况与临床实习结果之间的相关性。
我们在130名学生完成内科住院医师实习时对他们进行了调查。问卷使用1-5李克特量表（1 = 从不；5 = 总是）调查了资源利用、学习方法和知识获取目标。
大多数学生使用UpToDate来准备主治医师查房和收治患者（分别为64%和67%），但不是用于考试准备。使用题库进行考试准备与成绩显著提高相关（77%对72%，p < 0.01）。
学生的资源利用因临床情况和知识获取目标而异。使用题库的学生考试成绩更好。
