Students should be able to use the peer-reviewed scientific literature effectively and evaluate technical articles critically.

The computer-searchable data base of reference mass spectra described earlier has been increased in size by 76%, so that it now contains 139,859 different spectra of 118,144 different compounds. The average number of peaks per spectrum is 53. All spectra were examined for errors by the Probability Based Matching (PBM) and the Quality Index (QI) algorithms and by human inspection. An improvement to the QI algorithm is based on the Terwilliger suggestion concerning saturated spectra. The number of different elemental compositions of compounds has increased by 64%. By using unknowns from the original data base with PBM, the probability that these incorrectly match a new spectrum is only 33% of that of incorrectly matching a spectrum in the original data base, further demonstrating that the variety of data in the library has been substantially expanded. Including additional reference spectra (measured under different conditions) of the same compound in the data base reduced the proportion of incorrect best-matching spectra by 42%.

ObjectiveThe authors undertook this project to learn how third-year medical students seek and use information in the course of daily activities, especially activities conducted in clinical settings in a variety of institutions.MethodsWe recruited sixty-eight third-year undergraduate medical school students to create a mapping diary of a day that included clinical activities. We conducted semi-structured interviews based on the mapping diaries. Using content and thematic analyses of the resulting interview transcripts, we developed an ethnographic case study for each participant.ResultsIn the studied sample, we identified a broad range of information resources used for personal, clinical, and educational use. Participants relied heavily on technology throughout their day, including desktop computers, smart phones, handheld tablets, and laptops. Time management was a pervasive theme in the interviews, with participants squeezing in time to study for exams wherever and whenever they could. Selection of a particular information resource or technology to use was governed largely by the convenience of using that resource or technology. When obstacles were encountered, workarounds might be sought, but in many cases, the resource or technology would be abandoned in favor of a more convenient solution. Convenience was also a consideration in choosing spaces to use for clinical duties or for study, with specific considerations of available technology, proximity to clinical areas, and security for belongings contributing to choices made.ConclusionsSome of our results align with those of other recent studies of information use among medical students, residents, and practicing physicians. In particular, the fast-paced clinical setting favors use of information resources that are fast and easy to use. We demonstrated that the methods used are suitable to better understand clinicians’ discovery and use of information.

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