Chambers David W
Dr. Chambers is Professor of Dental Education, University of the Pacific Arthur A. Dugoni School of Dentistry and Editor, American College of Dentists.
J Dent Educ. 2015 Sep;79(9):1061-5.
Despite articles advising health care professionals about how to read the literature and surveys of time spent reading, there have been no studies of what dentists or dental educators actually recall from the formal and informal literature. The aim of this study was to begin to develop data on this subject with convenience samples of 62 clinical faculty members at one U.S. dental school and a group of 33 dental editors. Members of the two groups were surveyed about their interest in and familiarity with a sample of items from the Journal of the American Dental Association and the ADA News, including research articles, editorials, advertisements, and announcements about programs and people. The participants also completed a multiple-choice test about the essential feature of each item, a measure that reflected the degree of retention of content from reading prior to the study. The results showed that both groups had the greatest interest in content that presented scientific findings or responsible opinion. By contrast, they rated the advertisements and announcements as uninteresting and did not recall their content well. Based on the findings that reading an item produced better recall if the item was of interest, a hierarchical model for learning from the literature is hypothesized, one that is supported by the social psychology literature.
尽管有文章就如何阅读文献向医疗保健专业人员提供建议，也有关于阅读所花费时间的调查，但尚无研究探讨牙医或牙科教育工作者从正式和非正式文献中实际记住了什么。本研究的目的是通过一所美国牙科学校的62名临床教员和一组33名牙科编辑的便利样本，开始收集有关该主题的数据。对两组人员进行了调查，了解他们对《美国牙科协会杂志》和《美国牙科协会新闻》中的一组文章的兴趣和熟悉程度，这些文章包括研究论文、社论、广告以及关于项目和人员的公告。参与者还完成了一项关于每个条目的基本特征的多项选择题测试，该测试反映了在研究之前阅读内容的保留程度。结果表明，两组人员对呈现科学发现或负责任观点的内容最感兴趣。相比之下，他们认为广告和公告无趣，并且对其内容的记忆不佳。基于如果文章有趣阅读后能产生更好记忆的研究结果，假设了一个从文献中学习的分层模型，该模型得到了社会心理学文献的支持。
