Physicians' self-directed learning a new perspective for continuing medical education I. Reading

Abstract

Eds.' note: This is Part I. of a MÖBIUS series on styles of self‐ directed learning among physicians, excerpted from a monograph produced by Dr. Richards. We are pleased to offer it to our readers.

A profile of nonurban physicians from the study of changing and learning in the lives of physicians *

“…12913 The urban community generally indicates higher family income, higher education levels, better housing conditions, more public transportation and a younger population.12 The medical care system within urban communities is often characterized by more medical personnel, more referral services such as screening clinics and laboratory facilities, more emergency and triage services, more health insurance coverage, and less reliance on home health care. l 3 To determine if the context of practice alters the change and learning process for physicians, cases of change were reviewed for differences between this population and the overall population of the change study. The following variables were included: 1) forces of change, 2 ) occurrence of learning, 3) learning purposes, 4) learning methods, 5) types of learning 33 1 resources (formal or informal), 6) number of changes/physician 7) types of change.…”

The Winds of Change in Continuing Medical Education

“…This type of learning is the most efficient type, perhaps because it is most remembered in the long run. The "CME iceberg" includes traditional learning with meetings and courses directed by a teacher and a listening learner (2) (Figures I and 2). Other levels include hospital-based CME, round s, lectures, conferences, journal clubs, and individual instruction such as home study and computerassisted instruction.…”

“…More and more self-directed learning projects are becoming popular. Random learning includes problem solving, learning from patients, watching television, committee work , discussion in the hallway, reading, consultation, talking with salespeople, recalling experiences, and rethinking of mistakes made (2).…”

Les habiletés requises pour la lecture critique en médecine : un cadre de référence issu d'une recension des écrits

“…Une connaissance précise de ces habiletés s'avère essentielle pour élaborer des activités de formation et pour éva-luer leur apprentissage. Il a été démontré que la lecture demeure l'activité de formation continue privilégiée par les médecins pour maintenir à jour leur compétence clinique 13,14 . Ces mêmes médecins considèrent que la lecture est la méthode qui contribue le plus à modifier leur pratique 13 .…”