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Arch Pediatr Adolesc Med. 1998;152:1247-1248.

	Since this article does not have an abstract, we have provided the first 150 words of the full text and any section headings.

Like newly introduced drugs or diagnostic imaging technologies, computer-aided instruction is undergoing a honeymoon period in academic medicine. Enticed by both the novelty and high technology, medical schools have quickly followed (or led) other educational institutions in providing students with computer-aided instruction hardware and software.¹ Yet Pusic found pediatric residents at his institution had decidedly mixed user profiles regarding computer-aided instruction and the Internet. This is neither surprising nor worrisome.

Computer-aided instruction has definite advantages, including advanced audiovisual capabilities and interactive modalities, and disadvantages such as inconvenience and expense; however, there is room for personal choice as to print or computer modalities. The Internet may be a valuable adjunct for the exchange of ideas, but for trainees, basic texts, in print or CD-ROM, provide a better focus for study and research. Too many residents rely on journal reports without understanding the relevant context, which is available in summary form in . . . [Full Text of this Article]