| Problem. This study explored medical students' perceptions of Lifelong Learning (LLL) at Indiana University School of Medicine (IUSM). The IUSM was selected because it has been in the forefront of the competency-based curriculum movement since 1999, a trend for which IUSM is now a leader among undergraduate medical education (years 1-4 of medical school). This study addressed the following issues: (1) definition of LLL, (2) LLL development, (3) LLL attitudes and behaviors, (4) role models, and (5) LLL and technology. Methods. Semi-structured interviews were conducted at the IUSM. Methods used to select students included random number tables and snowballing techniques. Results. Results focused on three areas: (1) what characterized LLL practices and attitudes of medical students, (2) how these practices and attitudes differed across the four years of medical school, and (3) how medical students use technology to help them cope with information overload. Most often, differences between students' perceptions of LLL correlated to whether they were preclinical (first- and second-year) or clinical (third- and fourth-year) students. Preclinical students spoke more generally about LLL and its role in their education, whereas clinical students related LLL to the practice of medicine and patient care. Although most students agreed that LLL began as an innate curiosity and that childhood influences were significant in their development of LLL, role models at all stages of their education were deemed extremely important. Medical students' characterized the Internet as a quick and easy way to access much information but were keenly aware of its limitations, in terms of lack of peer review and reliability. Specific sources were discussed by the students. Conclusions. Implications for information fluency, medical and information science educators are discussed. |
