BMJ  2005;331:1129-1132 (12 November), doi:10.1136/bmj.331.7525.1129

Clinical review

ABC of health informatics

Keeping up: learning in the workplace

University of Dundee

The first 150 words of the full text of this article appear below.

Introduction

The amount of biomedical knowledge doubles every 20 years, and new classes of drug (such as phosphodiesterase 4 inhibitors) become available when lectures at medical school are over. Therefore, a practice risks fossilising after doctors finish professional training. Many continuing medical education or continuing professional development activities help doctors carry on learning and improving their skills. These activities include courses, conferences, mailed educational materials, weekly grand rounds, journal clubs, and using internet sites. In many countries, evidence of this process is needed for doctors to continue to practice. Although these activities may increase knowledge, their impact on clinical practice is variable

The aim of traditional medical education is to commit knowledge to memory and then use this knowledge in the workplace. The way knowledge is learnt influences its recall and application to work. One tactic to improve the process is to ensure that learning happens in the clinical workplace. Lessons . . . [Full text of this article]

Barriers and solutions

Too many questions, not enough time

Lack of clear questions

Lack of answers

Parochialism

Lack of incentives

Summary

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