Babenko Oksana, Koppula Sudha, Daniels Lia, Nadon Lindsey, Daniels Vijay
Department of Family Medicine, Faculty of Medicine & Dentistry, University of Alberta, Alberta, Canada.
Department of Educational Psychology, Faculty of Education, University of Alberta, Alberta, Canada.
J Adv Med Educ Prof. 2017 Oct;5(4):157-163.
Lifelong learning is an integral part of health professionals' maintenance of competence. Several studies have examined the orientation toward lifelong learning at various stages of the education and career continuum; however, none has looked at changes throughout training and practice. The objective of the present study was to determine if there are differences between groups defined by their places on the education and career continuum.
The authors performed a group-level meta-analysis on studies that used the 14-item Jefferson Scale of Physician Lifelong Learning or its variants. Eleven published articles, which reported on studies with post-secondary health professions students, residents, and practicing health professionals met the inclusion criteria. In total, there were 12 independent data sets, with four data sets per group.
In total, over seven thousand students, residents, and practicing health professionals responded to the Jefferson Scale (N=7.269). Individual study means tendency to be high, suggesting a high orientation toward lifelong learning among the trainees (students and residents) and practicing health professionals. Meta-analysis results indicated that the orientation toward lifelong learning tended to increase gradually along the education and career continuum. Significant differences in the group means were found between the trainees and practicing health professionals.
In the reviewed studies, the orientation toward lifelong learning among students, residents, and practicing professionals was high. Nonetheless, although based on separate cohorts, it appears that the orientation toward lifelong learning continues to develop even after the completion of formal training.
终身学习是卫生专业人员保持能力不可或缺的一部分。多项研究探讨了教育和职业连续体不同阶段的终身学习倾向；然而，尚无研究考察培训和实践全过程中的变化情况。本研究的目的是确定在教育和职业连续体上处于不同位置的群体之间是否存在差异。
作者对使用14项《杰斐逊医生终身学习量表》或其变体的研究进行了组水平的荟萃分析。11篇已发表的文章符合纳入标准，这些文章报告了针对高等卫生专业学生、住院医师和执业卫生专业人员的研究。总共有12个独立数据集，每组4个数据集。
共有七千多名学生、住院医师和执业卫生专业人员对《杰斐逊量表》做出了回应（N = 7269）。各研究的均值往往较高，表明学员（学生和住院医师）和执业卫生专业人员对终身学习的倾向较高。荟萃分析结果表明，终身学习倾向在教育和职业连续体上往往逐渐增加。在学员和执业卫生专业人员之间发现了组均值的显著差异。
在所审查的研究中，学生、住院医师和执业专业人员对终身学习的倾向较高。尽管如此，虽然基于不同队列，但似乎即使在正式培训完成后，终身学习倾向仍在持续发展。
