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Arch Pediatr Adolesc Med. 2001;155:637-638.

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

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.

The study results indicate that a statistically significant difference between the study and control group existing at the end of the intervention disappeared 3 months later. Whether it is owing to a loss of effect or the overwhelming mid-winter . . . [Full Text of this Article]

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