The types of learning done in the clinical environment and those done at home after a shift or on a day off are inherently different. Think of bedside teaching rounds as compared to reading a textbook on the couch, and not just because you are wearing pajamas for one and not the other! Both these methods of knowledge acquisition have their place in medical education as well as their pro’s and con’s.
 

Brain, G Reisch” by Original uploader was Jossi at en.wikipedia – Transferred from en.wikipedia; transfer was stated to be made by User:kndiaye.. Licensed under Public Domain via Wikimedia Commons.”


 
We would also argue that these different learning environments necessitate different learning tools. Yes, the answers to all of your questions while working a clinical shift might be in Harwood-Nuss’ or Tintinalli’s, but these might not be the fastest or most accessible resource. The same might be said for an EMRAP podcast or the like.
 
In short, there is an set of resources that best meet your acute knowledge needs based on the clinical or other pressures. For example, a one page review of the presentation and management of an inferior wall MI, like at Life in the Fast Lane, or a visual review of the relationship between cardiac vascular anatomy and ECG lead placement, like this:
ECG_Coronary_Anatomy

Cardiac Anatomy by Tor Ercleve featured on Life in the Fast Lane.
 
However, the converse is also true: the best resources for building the breadth of your knowledge, learning nuanced clinical detail, or even getting better reading ECGs in general, most likely isn’t through a one-page summary. It is in these instances that textbooks, review articles, and/or your own search through and evaluate of the primary literature are the more useful resources. All this to say the question you are asking, or that your resident has asked you, probably has a correct answer, but the tools you use to answer it will depend on not only the question but the context in which it was asked.

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