Dr. Mallin is assistant professor, Division of Emergency Medicine, Department of Surgery, University of Utah School of Medicine, Salt Lake City, Utah. Dr. Schlein is a resident, Division of Emergency Medicine, Department of Surgery, University of Utah School of Medicine, Salt Lake City, Utah. Dr. Doctor is a resident, Division of Emergency Medicine, Department of Surgery, University of Utah School of Medicine, Salt Lake City, Utah. Dr. Stroud is assistant professor, Division of Emergency Medicine, Department of Surgery, University of Utah School of Medicine, Salt Lake City, Utah. Dr. Dawson is assistant professor, Department of Emergency Medicine, University of Kentucky, Lexington, Kentucky. Dr. Fix is assistant professor, Division of Emergency Medicine, Department of Surgery, University of Utah School of Medicine, Salt Lake City, Utah.
Acad Med. 2014 Apr;89(4):598-601. doi: 10.1097/ACM.0000000000000170.
Medical education is transitioning from traditional learning methods. Resident interest in easily accessible education materials is forcing educators to reevaluate teaching methodology.
To determine emergency medicine residents' current methods of and preferences for obtaining medical knowledge, the authors created a survey and sent it to residents, at all levels of training throughout the United States, whose e-mail addresses were available via their residency's official Web site (June-December 2012). The eight-question voluntary survey asked respondents about demographics, their use of extracurricular time, and the materials they perceived as most beneficial. The authors used descriptive statistics to analyze results.
Of the 401 residents who received the e-mailed survey, 226 (56.3%) completed it. Of these, 97.7% reported spending at least one hour per week engaging in extracurricular education, and 34.5% reported spending two to four hours per week (P < .001). Time listening to podcasts was the most popular (reported by 35.0% of residents), followed by reading textbooks (33.6%) and searching Google (21.4%; P < .001). Residents endorsed podcasts as the most beneficial (endorsed by 70.3%) compared with textbooks (endorsed by 54.3%), journals (36.5%), and Google (33.8%; P < .001). Most respondents reported evaluating the quality of evidence or reviewing references "rarely" or less than half the time. A majority (80.0%) selected the topics they accessed based on recent clinical encounters.
The results suggest that residents are using more open access interactive multimedia tools. Medical educators must engage with current learners to guide appropriate use of these.
医学教育正在从传统的学习方法转变。住院医师对易于获取的教育材料的兴趣迫使教育工作者重新评估教学方法。
为了确定急诊医学住院医师目前获取医学知识的方法和偏好，作者创建了一份调查并通过电子邮件发送给了居住在美国各地各级培训的住院医师（2012 年 6 月至 12 月），他们的电子邮件地址可通过居住的官方网站获得。这份八问的自愿调查询问了受访者的人口统计学信息、他们对业余时间的使用情况以及他们认为最有益的材料。作者使用描述性统计方法分析了结果。
在收到电子邮件调查的 401 名住院医师中，有 226 名（56.3%）完成了调查。其中，97.7%的人报告每周至少花一个小时进行课外教育，34.5%的人每周花两到四个小时（P<0.001）。听播客是最受欢迎的（报告称有 35.0%的住院医师），其次是阅读教科书（33.6%）和搜索谷歌（21.4%；P<0.001）。与教科书（54.3%）、期刊（36.5%）和谷歌（33.8%）相比，住院医师认为播客最有益（70.3%）（P<0.001）。大多数受访者报告称，他们很少或不到一半的时间评估证据质量或查阅参考文献。大多数（80.0%）根据最近的临床遭遇选择他们访问的主题。
结果表明，住院医师正在使用更多的开放获取交互式多媒体工具。医学教育工作者必须与当前的学习者接触，引导他们正确使用这些工具。
