Finding the right combination for self‐directed learning: A focus group study of residents' choice and use of digital resources to support their learning.
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| Title: | Finding the right combination for self‐directed learning: A focus group study of residents' choice and use of digital resources to support their learning. |
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| Authors: | Trivedi, Shreya P.1 (AUTHOR) strived1@bidmc.harvard.edu, Rodman, Adam1 (AUTHOR), Eliasz, Kinga L.2 (AUTHOR), Soffler, Morgan I.3 (AUTHOR), Sullivan, Amy M.4 (AUTHOR) |
| Source: | Clinical Teacher. Dec2024, Vol. 21 Issue 6, p1-9. 9p. |
| Subject Terms: | *Continuing medical education, *Nonformal education, Groupoids, Activation energy, Trust |
| Abstract: | Background: There has been a shift in postgraduate medical education towards digital educational resources—podcasts, videos, social media and other formats consumed asynchronously and apart from formal curricula. It is unclear what drives residents to select and use these resources. Understanding how and why residents choose digital resources can aid programme directors, faculty and residents in optimising residents' informal learning time. Method: This focus group study was conducted with residents at two US internal medicine residency programmes. The authors used the framework approach to content analysis using self‐determination theory as guide for deductive coding and iteratively assessing connections among codes and identifying themes. Trustworthiness was addressed through use of analytic memos, reflexive practice and member checking. Results: The authors conducted eight virtual focus groups (n = 23) from 5/27/20 to 6/11/20. Residents described that a feeling of 'should know' drove initial choices towards self‐directed learning outside of work. Regular use of a resource was influenced by how the resource fit into a resident's lifestyle, the personal cognitive energy and the perceived 'activation energy' of using a particular resource. Familiarity, increased confidence and in‐person social networks gained from digital resources served to reinforce and further guide resource choice. Conclusions: The selection of digital resources for self‐directed learning is driven by multiple factors, suggesting an interdependent relationship between the learning environment and a residents' cognitive capacity. Understanding these interconnections can help residents and clinical educators explicitly choose resources that fit their lifestyle and learning needs. [ABSTRACT FROM AUTHOR] |
| Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 180803537 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Finding the right combination for self‐directed learning: A focus group study of residents' choice and use of digital resources to support their learning. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Trivedi%2C+Shreya+P%2E%22">Trivedi, Shreya P.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> strived1@bidmc.harvard.edu</i><br /><searchLink fieldCode="AR" term="%22Rodman%2C+Adam%22">Rodman, Adam</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Eliasz%2C+Kinga+L%2E%22">Eliasz, Kinga L.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Soffler%2C+Morgan+I%2E%22">Soffler, Morgan I.</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sullivan%2C+Amy+M%2E%22">Sullivan, Amy M.</searchLink><relatesTo>4</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Clinical+Teacher%22">Clinical Teacher</searchLink>. Dec2024, Vol. 21 Issue 6, p1-9. 9p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Continuing+medical+education%22">Continuing medical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Nonformal+education%22">Nonformal education</searchLink><br /><searchLink fieldCode="DE" term="%22Groupoids%22">Groupoids</searchLink><br /><searchLink fieldCode="DE" term="%22Activation+energy%22">Activation energy</searchLink><br /><searchLink fieldCode="DE" term="%22Trust%22">Trust</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background: There has been a shift in postgraduate medical education towards digital educational resources—podcasts, videos, social media and other formats consumed asynchronously and apart from formal curricula. It is unclear what drives residents to select and use these resources. Understanding how and why residents choose digital resources can aid programme directors, faculty and residents in optimising residents' informal learning time. Method: This focus group study was conducted with residents at two US internal medicine residency programmes. The authors used the framework approach to content analysis using self‐determination theory as guide for deductive coding and iteratively assessing connections among codes and identifying themes. Trustworthiness was addressed through use of analytic memos, reflexive practice and member checking. Results: The authors conducted eight virtual focus groups (n = 23) from 5/27/20 to 6/11/20. Residents described that a feeling of 'should know' drove initial choices towards self‐directed learning outside of work. Regular use of a resource was influenced by how the resource fit into a resident's lifestyle, the personal cognitive energy and the perceived 'activation energy' of using a particular resource. Familiarity, increased confidence and in‐person social networks gained from digital resources served to reinforce and further guide resource choice. Conclusions: The selection of digital resources for self‐directed learning is driven by multiple factors, suggesting an interdependent relationship between the learning environment and a residents' cognitive capacity. Understanding these interconnections can help residents and clinical educators explicitly choose resources that fit their lifestyle and learning needs. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/tct.13722 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 1 Subjects: – SubjectFull: Continuing medical education Type: general – SubjectFull: Nonformal education Type: general – SubjectFull: Groupoids Type: general – SubjectFull: Activation energy Type: general – SubjectFull: Trust Type: general Titles: – TitleFull: Finding the right combination for self‐directed learning: A focus group study of residents' choice and use of digital resources to support their learning. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Trivedi, Shreya P. – PersonEntity: Name: NameFull: Rodman, Adam – PersonEntity: Name: NameFull: Eliasz, Kinga L. – PersonEntity: Name: NameFull: Soffler, Morgan I. – PersonEntity: Name: NameFull: Sullivan, Amy M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 17434971 Numbering: – Type: volume Value: 21 – Type: issue Value: 6 Titles: – TitleFull: Clinical Teacher Type: main |
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