Amanda L Cooper 1 , David M Elnicki Show Affiliations »
Abstract
BACKGROUND: In spite of published learning objectives for generally accepted clinical competencies, little evidence-based data exist regarding how clerkship students achieve them. We queried how clerkship students' learning resource use correlates with clerkship outcomes. However, little evidence-based data exist regarding how to accomplish these goals. We queried how clerkship students' learning resource use correlates with clerkship outcomes. METHODS: We surveyed 130 students at the end of their in-patient internal medicine clerkship. Questionnaires investigated resource utilisation, study methods and knowledge acquisition goals, using 1-5 Likert scale (1 = never; 5 = always). RESULTS: Most students used UpToDate to prepare for attending physician rounds and to admit patients (64 and 67%, respectively), but not for exam preparation. Using question books for exam preparation was associated with a significant improvement in scores (77 versus 72%, p < 0.01). DISCUSSION: Students' resource utilisation varies by clinical situation and knowledge acquisition goals. Students using question books had better examination performances. © Blackwell Publishing Ltd 2011.
BACKGROUND: In spite of published learning objectives for generally accepted clinical competencies, little evidence-based data exist regarding how clerkship students achieve them. We queried how clerkship students' learning resource use correlates with clerkship outcomes. However, little evidence-based data exist regarding how to accomplish these goals. We queried how clerkship students' learning resource use correlates with clerkship outcomes. METHODS: We surveyed 130 students at the end of their in-patient internal medicine clerkship. Questionnaires investigated resource utilisation, study methods and knowledge acquisition goals, using 1-5 Likert scale (1 = never; 5 = always). RESULTS: Most students used UpToDate to prepare for attending physician rounds and to admit patients (64 and 67%, respectively), but not for exam preparation. Using question books for exam preparation was associated with a significant improvement in scores (77 versus 72%, p < 0.01). DISCUSSION: Students' resource utilisation varies by clinical situation and knowledge acquisition goals. Students using question books had better examination performances. © Blackwell Publishing Ltd 2011.
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Year: 2011
PMID： 21324072 DOI： 10.1111/j.1743-498X.2010.00393.x
Source DB: PubMed Journal: Clin Teach ISSN： 1743-4971