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Editorial | June 2001

Can We Train a Lifelong Learner?

Thomas DeWitt, MD

Arch Pediatr Adolesc Med. 2001;155(6):637-638. doi:10.1001/archpedi.155.6.637.

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THIS ISSUE'S article by Ozuah et al¹ on the impact of a problem-based educational strategy on resident's reported self-directed learning highlights several important concepts in medical education relative to training individuals to be lifelong learners.¹ These include reinforcement of learning, the malleability of learning behavior, and the need for methodologically rigorous medical education research. The importance of these concepts is linked to an increasing recognition that we need to train physicians who are effective, self-directed, lifelong learners. Rapid changes in today's medicine, both in knowledge and technology, make it difficult and impractical for practicing physicians to rely on more traditional "passive" learning (eg, didactic continuing medical education lectures) to keep current.

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DeWitt T. Can We Train a Lifelong Learner?. Arch Pediatr Adolesc Med. 2001;155(6):637-638. doi:10.1001/archpedi.155.6.637.

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