Resource utilisation patterns of third-year medical students

Cooper, A.; Elnicki, D. Michael

doi:10.1111/j.1743-498x.2010.00393.x

Cited by 27 publications

(32 citation statements)

References 13 publications

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“…These findings are consistent with results from several previous surveys among undergraduate students [17,18,32-35]. Still, students in this study seemed to struggle with finding research evidence; a problem that has been identified also in other studies [6-11]. One possible reason for students’ struggle could be that undergraduate students are at their beginning of their careers, and have less knowledge and clinical reasoning skills then their future colleagues [36].…”

Section: Discussionsupporting

confidence: 91%

“…MEDLINE searching was not prioritised among German medical students during clinical clerkship [10]. On the other hand, 67% of American medical students that participated in a survey reported that UpToDate was their primary educational resource when admitting patients or preparing for rounds [11]. Nevertheless, more than 30% of these students reported still using other primary sources such as another resident doctor, online sources and books.…”

Section: Introductionmentioning

confidence: 99%

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Evidence based practice in clinical physiotherapy education: a qualitative interpretive description

et al. 2013

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BackgroundHealth care undergraduate students are expected to practice evidence-based after they graduate. Previous research indicates that students face several problems with transferring evidence-based practice to real patient situations. Few studies have explored reasons for this. The aim of this study was to explore beliefs, experiences and attitudes related to third year students’ use of evidence-based practice in clinical physiotherapy education among students, clinical instructors and visiting teachers.MethodsIn total, six focus group interviews were conducted: three with 16 students, two with nine clinical instructors and one with four visiting teachers. In addition, one individual interview and one interview in a pair were conducted with clinical instructors. Interviewing three different participant-categories ensured comparative analysis and enabled us to exploit differences in perspectives and interactions. Interpretive description guided this process.ResultsFour integrative themes emerged from the analysis: “attempt to apply evidence-based practice”, “novices in clinical practice”, “prioritize practice experience over evidence-based practice” and “lack role models in evidence-based practice”. Students tried to search for research evidence and to apply this knowledge during clinical placements; a behaviour that indicated a positive attitude towards evidence-based practice. At the same time, students were novices and required basic background information more than research information. As novices they tended to lean on their clinical instructors, and were more eager to gain practical experience than practicing evidence-based; a behaviour that clinical instructors and visiting teachers often supported. Students noticed a lack of an EBP culture. Both students and clinical instructors perceived a need for role models in evidence-based practice.ConclusionsClinical instructors are in a position to influence students during clinical education, and thus, important potential role models in evidence-based practice. Actions from academic and clinical settings are needed to improve competence in evidence-based practice among clinical instructors, and future research is needed to investigate the effect of such efforts on students’ behaviour.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Evidence based practice in clinical physiotherapy education: a qualitative interpretive description

et al. 2013

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“…In both studies, a login requirement was a deterrent, and participants sought alternative resources that did not require a password. One study found that when asked to read about their patients to prepare for rounds, students often turned to a clinical decision support tool [4], while in a different study, textbooks were preferred for this task [5]. Students sometimes avoided accessing information resources during patient encounters to not expose their lack of knowledge to patients or more senior physicians [1].…”

Section: Introductionmentioning

confidence: 99%

A day in the life of third-year medical students: using an ethnographic method to understand information seeking and use

Twiss-Brooks

Andrade

Bass

et al. 2017

jmla

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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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“…It has been heavily marketed directly to physicians and is considered by many physicians as the key evidence-based, point-of-care online tool. There have been numerous studies on the value of UpToDate in clinical settings [1][2][3][4][5]. This brief communication adds to this literature by presenting the results of a side-by-side trial of these two products based on reports by undergraduate medical students and their faculty.…”

Section: Introductionmentioning

confidence: 99%

“…Online retrieval systems can improve the quality of answers to questions [4] and can impact patient care decisions [5]. To find ways to improve access, many studies have investigated the role of mobile devices [6][7][8][9][10][11].…”

Section: Introductionmentioning

confidence: 99%

Survey of user preferences from a comparative trial of UpToDate and ClinicalKey

Mr¹,

Bay²,

Coombs³

2013

J Med Libr Assoc

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Resource utilisation patterns of third-year medical students

Abstract: Students' resource utilisation varies by clinical situation and knowledge acquisition goals. Students using question books had better examination performances.

Cited by 27 publications

References 13 publications

Evidence based practice in clinical physiotherapy education: a qualitative interpretive description

Evidence based practice in clinical physiotherapy education: a qualitative interpretive description

A day in the life of third-year medical students: using an ethnographic method to understand information seeking and use

Survey of user preferences from a comparative trial of UpToDate and ClinicalKey

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