PDF(Pubmed)
Abstract：
BACKGROUND: Given the changes in the current learning environment health professionals are facing major challenges to keep up with current and updated information with the rapidly growing clinical and scientific knowledge base. Being able to identify relevant, high-quality articles, adapt or adopt to new learning strategies with an already intense workload are just a few of the main challenges. Self-directed learning is a key skill of competent health professionals and describes the process by which individuals evaluate their learning needs, goals and the resources needed for learning, however the emerging problems for professionals practicing SDL are manifold.
METHODS: A qualitative, exploratory approach based on four research questions was used to understand how skilled neurosurgeons maintain and update their professional knowledge. Twenty-six neurosurgeons within the University Hospital of Bern completed a semi-structured interview.
RESULTS: One of the main findings concerns the differences between neurosurgeons regarding the SDL strategies they employ, which is compounded by their level of experience. All participants recognized that new or alternative learning approaches are necessary to manage the learning landscape, and for many this concerned their use of learning digital tools. Many, however, were unsure how to change their current behavior.
CONCLUSIONS: The results highlight that positive factors influencing SDL in the workplace include learning leadership and support in identifying new or alternative strategies, an internal culture committed to learning as well as digital learning tools and networks. All are vital in managing the continuously evolving learning environment.
METHODS: A qualitative, exploratory approach based on four research questions was used to understand how skilled neurosurgeons maintain and update their professional knowledge. Twenty-six neurosurgeons within the University Hospital of Bern completed a semi-structured interview.
RESULTS: One of the main findings concerns the differences between neurosurgeons regarding the SDL strategies they employ, which is compounded by their level of experience. All participants recognized that new or alternative learning approaches are necessary to manage the learning landscape, and for many this concerned their use of learning digital tools. Many, however, were unsure how to change their current behavior.
CONCLUSIONS: The results highlight that positive factors influencing SDL in the workplace include learning leadership and support in identifying new or alternative strategies, an internal culture committed to learning as well as digital learning tools and networks. All are vital in managing the continuously evolving learning environment.
摘要：
背景：鉴于当前学习环境的变化，卫生专业人员正面临着随着迅速增长的临床和科学知识基础跟上当前和更新信息的重大挑战。能够识别相关的，高质量的文章，适应或采用新的学习策略与已经紧张的工作量只是几个主要的挑战。自我指导学习是有能力的卫生专业人员的一项关键技能，并描述了个人评估其学习需求的过程。目标和学习所需的资源，然而，对于实践SDL的专业人员来说，新出现的问题是多方面的。
方法：定性，使用基于四个研究问题的探索性方法来了解熟练的神经外科医生如何保持和更新其专业知识。伯尔尼大学医院的26名神经外科医生完成了半结构化访谈。
结果：主要发现之一涉及神经外科医生在他们采用的SDL策略方面的差异，这与他们的经验水平更加复杂。所有参与者都认识到，新的或替代的学习方法对于管理学习环境是必要的，对于许多人来说，这涉及他们对学习数字工具的使用。许多,然而,不确定如何改变他们当前的行为。
结论：结果强调，影响SDL在工作场所的积极因素包括学习领导和支持确定新的或替代的战略，致力于学习的内部文化以及数字学习工具和网络。所有这些对于管理不断发展的学习环境至关重要。
方法：定性，使用基于四个研究问题的探索性方法来了解熟练的神经外科医生如何保持和更新其专业知识。伯尔尼大学医院的26名神经外科医生完成了半结构化访谈。
结果：主要发现之一涉及神经外科医生在他们采用的SDL策略方面的差异，这与他们的经验水平更加复杂。所有参与者都认识到，新的或替代的学习方法对于管理学习环境是必要的，对于许多人来说，这涉及他们对学习数字工具的使用。许多,然而,不确定如何改变他们当前的行为。
结论：结果强调，影响SDL在工作场所的积极因素包括学习领导和支持确定新的或替代的战略，致力于学习的内部文化以及数字学习工具和网络。所有这些对于管理不断发展的学习环境至关重要。
