The authors have no conflicts of interest to declare.
BRIEF REPORT: Multiprogram Evaluation of Reading Habits of Primary Care Internal Medicine Residents on Ambulatory Rotations
Article first published online: 25 APR 2006
Journal of General Internal Medicine
Volume 21, Issue 5, pages 486–489, May 2006
How to Cite
Lai, C. J., Aagaard, E., Brandenburg, S., Nadkarni, M., Wei, H. G. and Baron, R. (2006), BRIEF REPORT: Multiprogram Evaluation of Reading Habits of Primary Care Internal Medicine Residents on Ambulatory Rotations. Journal of General Internal Medicine, 21: 486–489. doi: 10.1111/j.1525-1497.2006.00432.x
This work was presented in part as a scientific poster at the 28th Annual SGIM Meeting, New Orleans, May 2005.
- Issue published online: 25 APR 2006
- Article first published online: 25 APR 2006
- reading habits;
- ambulatory medicine;
- graduate medical education;
- internal medicine residency
OBJECTIVE: To assess the reading habits and educational resources of primary care internal medicine residents for their ambulatory medicine education.
DESIGN: Cross-sectional, multiprogram survey of primary care internal medicine residents.
PARTICIPANTS/SETTING: Second- and third-year residents on ambulatory care rotations at 9 primary care medicine programs (124 eligible residents; 71% response rate).
MEASUREMENTS AND MAIN RESULTS: Participants were asked open-ended and 5-point Likert-scaled questions about reading habits: time spent reading, preferred resources, and motivating and inhibiting factors. Participants reported reading medical topics for a mean of 4.3±3.0 SD hours weekly. Online-only sources were the most frequently utilized medical resource (mean Likert response 4.16±0.87). Respondents most commonly cited specific patients' cases (4.38±0.65) and preparation for talks (4.08±0.89) as motivating factors, and family responsibilities (3.99±0.65) and lack of motivation (3.93±0.81) as inhibiting factors.
CONCLUSIONS: To stimulate residents' reading, residency programs should encourage patient- and case-based learning; require teaching assignments; and provide easy access to online curricula.