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Journal of Biomedical EducationVolume 2013 2013, Article ID 840812, 6 pages

Research Article

Department of Medicine, Colchester Hospital University NHS Foundation Trust, Colchester, CO4 5JL, UK

Department of Radiology, Brighton and Sussex University Hospitals, Brighton, BN2 3EW, UK

Deapartemnt of Surgery, Ziv Hospital, Safed, 13000 Galilee, Israel

Received 12 November 2012; Accepted 25 December 2012

Academic Editor: Saeed Farooq

Copyright © 2013 Natasha Wiggins et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


Context. Junior doctors studying for exams need reliable information close at hand. Objectives. We set out to understand the resources junior doctors use to study and revise. Methods. A questionnaire was circulated to junior hospital doctors within a single UK deanery sitting membership examinations, asking what motivates them to study, what resources they use to learn and revise, and what qualities they look for in the ideal learning and revision resource. Findings. We received a 70% response to the questionnaire 140 out of 200 doctors and found that nearly all doctors are motivated to study by examinations 95%, and by patients they look after on the wards 73%, . Their ideal learning resources comprise case-based learning 64%, . They use textbooks at least as much as online resources and learn directly from their seniors. Discussion and Conclusion. To tailor learning and revision resources for junior doctors we need nationwide research on how they learn and revise. This study supports the development of reliable case-based learning material in print and, and the collaboration of educators and junior doctors who have clear ideas about the resources they want to use.

Autor: Natasha Wiggins, Sananda Haldar, and Seema Biswas



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