• Matthew Kelleher, Rebecca E Miller, Ashley Duckett, Paul O'Rourke, Lindsey Hall, Miao-Shan Yen, Stephanie A Call, Steven E Bishop, and Sean Tackett.
• From the Department of Internal Medicine, University of Cincinnati College of Medicine, Cincinnati, Ohio, the Department of Internal Medicine, Virginia Commonwealth University, Richmond, the Division of General Internal Medicine, Medical University of South Carolina, Charleston, the Division of General Internal Medicine, Johns Hopkins Bayview Medical Center, Baltimore, Maryland, the Office of Population Health Surveillance, Tennessee Department of Health, Nashville, and the Department of Biostatistics, Virginia Commonwealth University, Richmond.
• South. Med. J. 2020 Sep 1; 113 (9): 457-461.

ObjectivesThe revolution in information technology and a rapidly expanding evidence base are changing residency training. Understanding the habits and preferences of trainees' self-directed learning (SDL) has never been more important. Our goal was to provide a contemporary description of residents' SDL practices.MethodsInternal medicine residents at four university-affiliated programs were surveyed in Spring 2017. Residents estimated the number of hours in their typical week spent in SDL on service and after hours when on inpatient and noninpatient rotations, how often they used specific educational resources for SDL, and the percentage of time that they used four different modes to access resources.ResultsOf 384 residents, a total of 254 (66%) responded. Residents spent more total hours in SDL on noninpatient services (median 11, interquartile range 8-17) than on inpatient services (median 7, interquartile range 4-10) and the same median number of hours in SDL on clinical duty as off hours for both inpatient (median 3 hours) and noninpatient (median 5 hours) rotations. Nearly all of the respondents (99%) reported using online point-of-care resources for SDL at least once per week. Most (77%) never used printed textbooks. Desktop/laptop was the most commonly used (47% of the time) medium to access resources.ConclusionsAlthough the resident learning environment and resource use are changing, residents engage in as much or more time in SDL as in previous studies, with a large proportion occurring during clinical service. Understanding residents' current SDL habits will better prepare educators to support and guide our trainees.

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