Jj. Mcgowan, THE ROLE OF HEALTH-SCIENCES LIBRARIANS IN THE TEACHING AND RETENTION OF THE KNOWLEDGE, SKILLS, AND ATTITUDES OF LIFELONG LEARNING, Bulletin of the Medical Library Association, 83(2), 1995, pp. 184-189
For the past decade, the medical education community has recognized li
felong learning as a desirable educational outcome. Problem-based lear
ning (PBL) appears to foster the requisite knowledge acquisition, skil
ls, and attitudes. This paper briefly summarizes research that found n
o differences in perceptions of lifelong learning between graduates of
PBL curricula and traditional curricula. The paper analyzes the assum
ptions that suggest such differences should exist and asserts that the
se assumptions are invalid within the global context of the education
process. The paper concludes by suggesting a new way of looking at the
teaching and retention of knowledge, skills, and attitudes of lifelon
g learning and the essential role that health sciences librarians must
play in the process.