On-line search strategies of third year medical students: perception vs fact.

The curriculum at the University of New Mexico School of Medicine has evolved with a high priority on problem-based and life-long learning. As the information pool enlarges, a greater emphasis must be placed on the ability of physicians to access the biomedical literature following residency training. To foster information retrieval skills, our medical school has included on the ability of physicians to access the biomedical literature following residency training. To foster information retrieval skills, our medical school has included on-line searching instruction since 1987. On-line classes are taught by experienced medical librarians during the second month of the first year curriculum. After receiving training, students are assigned a code via Grateful Med software. The purpose of the study was to measure the long-term effectiveness of this training approach and to determine the students' ability to formulate a search strategy and run a search to answer clinical questions at the third year level. During the 1990-1991 school year, all third year students were asked to use Grateful Med to answer two questions related to surgical patient care and to complete a questionnaire showing how they use Grateful Med and how they view their training. The students' searches were compared to "gold standard" searches run by an experienced medical librarian. Nineteen percent of all searches resulted in zero retrieval, and the remainder missed 74-100% of the gold standard available citations. Additional instruction shortly after on-line training could identify problem areas (poor search behavior) and information retrieval skills should be integrated and encouraged in all levels of the curriculum.