Cardiff Unit for Research and Evaluation in Medical and Dental Education, Cardiff University School of Social Sciences, 2nd Floor, Glamorgan Building, King Edward VII Avenue, Cathays Park, Cardiff CF10 3WT, UK.
BMC Med Educ. 2013 Jan 21;13:6. doi: 10.1186/1472-6920-13-6.
The amount of information needed by doctors has exploded. The nature of knowledge (explicit and tacit) and processes of knowledge acquisition and participation are complex. Aiming to assist workplace learning, Wales Deanery funded "iDoc", a project offering trainee doctors a Smartphone library of medical textbooks.
Data on trainee doctors' (Foundation Year 2) workplace information seeking practice was collected by questionnaire in 2011 (n = 260). iDoc baseline questionnaires (n = 193) collected data on Smartphone usage alongside other workplace information sources. Case reports (n = 117) detail specific instances of Smartphone use.
Most frequently (daily) used information sources in the workplace: senior medical staff (80% F2 survey; 79% iDoc baseline); peers (70%; 58%); and other medical/nursing team staff (53% both datasets). Smartphones were used more frequently by males (p < 0.01). Foundation Year 1 (newly qualified) was judged the most useful time to have a Smartphone library because of increased responsibility and lack of knowledge/experience.Preferred information source varied by question type: hard copy texts for information-based questions; varied resources for skills queries; and seniors for more complex problems. Case reports showed mobile technology used for simple (information-based), complex (problem-based) clinical questions and clinical procedures (skills-based scenarios). From thematic analysis, the Smartphone library assisted: teaching and learning from observation; transition from medical student to new doctor; trainee doctors' discussions with seniors; independent practice; patient care; and this 'just-in-time' access to reliable information supported confident and efficient decision-making.
A variety of information sources are used regularly in the workplace. Colleagues are used daily but seniors are not always available. During transitions, constant access to the electronic library was valued. It helped prepare trainee doctors for discussions with their seniors, assisting the interchange between explicit and tacit knowledge.By supporting accurate prescribing and treatment planning, the electronic library contributed to enhanced patient care. Trainees were more rapidly able to medicate patients to reduce pain and more quickly call for specific assessments. However, clinical decision-making often requires dialogue: what Smartphone technology can do is augment, not replace, discussion with their colleagues in the community of practice.
医生所需的信息量呈爆炸式增长。知识的本质（显性和隐性）以及知识获取和参与的过程都很复杂。为了帮助工作场所的学习，威尔士教务长资助了“iDoc”项目，为实习医生提供了一个智能手机医学教科书库。
2011 年通过问卷收集了实习医生（第 2 年住院医师）工作场所信息寻求实践的数据（n=260）。iDoc 基线问卷（n=193）收集了智能手机使用情况以及其他工作场所信息来源的数据。案例报告（n=117）详细描述了智能手机使用的具体情况。
工作场所最常（每天）使用的信息来源：高级医务人员（80%的 F2 调查；79%的 iDoc 基线）；同事（70%；58%）；以及其他医疗/护理团队人员（两个数据集均为 53%）。男性更频繁地使用智能手机（p<0.01）。由于责任增加和缺乏知识/经验，第 1 年住院医师（新合格）被认为是拥有智能手机库最有用的时间。首选信息来源因问题类型而异：基于信息的问题使用纸质文本；技能查询使用多种资源；更复杂的问题则由高级人员提供。案例报告显示，移动技术用于简单（基于信息）、复杂（基于问题）的临床问题和临床程序（基于技能的场景）。从主题分析中可以看出，智能手机库有助于：观察教学和学习；从医学生过渡到新医生；实习医生与高级医生的讨论；独立实践；患者护理；以及这种即时访问可靠信息支持了自信和有效的决策。
工作场所经常使用各种信息来源。同事每天都在使用，但高级人员并非总是可用。在过渡期间，对随时访问电子图书馆的需求很高。它帮助实习医生为与上级医生的讨论做好准备，促进了显性知识和隐性知识之间的交流。通过支持准确的处方和治疗计划，电子图书馆有助于提高患者护理水平。实习医生能够更快地为患者开药以减轻疼痛，并更快地要求进行特定评估。然而，临床决策通常需要对话：智能手机技术可以做的是补充，而不是取代与他们在实践社区中的同事的讨论。
