Riegelman R K, Povar G J, Ott J E
J Med Educ. 1983 May;58(5):411-7. doi: 10.1097/00001888-198305000-00007.
Skills, attitudes, confidence, and behavior needed for literature reading were studied in first- versus fourth-year medical students at George Washington University in Washington, D.C. Questions on diagnostic test skills were used for comparison. Anonymous questionnaires were completed by 114 first-year and 84 fourth-year students. Fourth-year students read considerably more literature than first-year students, valued reviews over original research, and placed more value on the journal's reputation. They had greater confidence and objective knowledge than first-year students on diagnostic test skills but not greater confidence or objective knowledge on literature reading skills. Most dramatic was their "lower" willingness to admit uncertainty, even when taking into account their level of knowledge. Less willingness to admit uncertainty on the part of fourth-year medical students than first-year students may reflect medical education's emphasis on specific answers and its failure to teach students how to analyze data and draw conclusions. A need exists for specific training in literature reading skills with preevaluations and postevaluations of skills, attitudes, and behavior.
华盛顿特区乔治·华盛顿大学对一年级和四年级医学生进行了研究，以探讨文献阅读所需的技能、态度、信心和行为。使用关于诊断测试技能的问题进行比较。114名一年级学生和84名四年级学生完成了匿名问卷。四年级学生阅读的文献比一年级学生多得多，更重视综述而非原创研究，并且更看重期刊的声誉。他们在诊断测试技能方面比一年级学生有更大的信心和客观知识，但在文献阅读技能方面并没有更大的信心或客观知识。最引人注目的是，即使考虑到他们的知识水平，他们“较低”的承认不确定性的意愿。四年级医学生比一年级学生更不愿意承认不确定性，这可能反映出医学教育强调具体答案，以及未能教导学生如何分析数据和得出结论。需要对文献阅读技能进行具体培训，并对技能、态度和行为进行预评估和后评估。
