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Alexander LF, Pluguez-Turull CW, Martin JG, Azizaddini S, Agarwal V, Rajiah PS, Cohen S, Choe AI. The Radiology Journal Club: An Update on Best Practices and Lessons Learned From Other Specialties. Acad Radiol 2024; 31:2627-2633. [PMID: 38403479 DOI: 10.1016/j.acra.2024.01.042] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2023] [Revised: 01/10/2024] [Accepted: 01/29/2024] [Indexed: 02/27/2024]
Abstract
The discussion and critical appraisal of medical literature in a group setting has been incorporated in health care education for over a century and remains one of the structured didactic activities in Accreditation Council for Graduate Medical Education radiology residency educational requirements. The panel members of the "Radiology Journal Club: Best Practice from Across the Country" Task Force of the Association of University Radiologists Radiology Research Alliance have collated best practices from radiology and other medical specialties to help radiology departments to establish or resume journal club as part of their residency or fellowship educational program. Key components include a leadership team to designate mentors, facilitators, and ad hoc content experts; to establish the scope, goals and learning objectives; to identify the target audience and level of faculty and trainee involvement; and establish appropriate meeting frequency. Providing relevant and easily accessible resources, mentoring and other preparatory materials can build trainee skill in critical appraisal of the medical literature, foster innovation, and advance radiological knowledge in this ever-evolving discipline.
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Affiliation(s)
- Lauren F Alexander
- Department of Radiology, Mayo Clinic in Florida, 4500 San Pablo Road, Jacksonville, Florida 32224, USA.
| | - Cedric W Pluguez-Turull
- Breast Imaging Division at University of Miami Miller School of Medicine, 1475 NW 12th Avenue, Miami, Florida 33136, USA
| | - Jonathan G Martin
- Co-Director of Undergraduate Medical Education, Department of Radiology, Duke University School of Medicine, 2301 Erwin Rd, Durham, North Carolina 27710, USA
| | - Shahrzad Azizaddini
- University of Missouri-Columbia, Department of Radiology, 1 hospital Dr, Columbia, Missouri 65201, USA
| | - Vikas Agarwal
- Department of Radiology, Professor and Vice Chair, Chief, Division of Neuroradiology, 200 Lothrop Street, Suite 200, East Wing, Pittsburgh, Pennsylvania 15213, USA
| | | | - Stuart Cohen
- Department of Radiology Donald and Barbara Zucker School of Medicine, 300 Community Dr, Manhasset, New York 11030, USA
| | - Angela I Choe
- Director, Diagnostic Radiology Residency, Penn State Health Milton S. Hershey Medical Center, 30 Hope Drive, Hershey, Pennsylvania 17033, USA
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Schendzielorz J, Jaehn P, Holmberg C. Planning, implementation and revision of the longitudinal scientific curriculum at the Medical School Brandenburg. GMS JOURNAL FOR MEDICAL EDUCATION 2024; 41:Doc16. [PMID: 38779698 PMCID: PMC11106572 DOI: 10.3205/zma001671] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 07/28/2023] [Revised: 11/23/2023] [Accepted: 02/13/2024] [Indexed: 05/25/2024]
Abstract
Objectives The aim of this paper is to present the development of a longitudinal curriculum for medical students that is rooted in the particularity of the medical sciences and that aims to build and strengthen medical students' scientific skills and use thereof in clinical practice. Methods The curriculum development was initiated based on students' feedback on the initial curriculum. To improve and expand the curriculum appropriately, a needs assessment, a literature review to define science specific to the medical sciences and practice, and an analysis of national and international curricula were performed. The curriculum development followed the PDCA cycle (Plan-Do-Check-Act). Results The curriculum extends across the entire medical study programme from semesters 1 to 10. It consists of the seminar series on basic conduct and the epistemological groundings of science, scientific methods in medical research and health sciences, statistics and the scientific internship. Up to the sixth semester, the focus is on the acquisition of skills and abilities to work on and carry out a concrete research project; starting in semester seven, the critical evaluation and application of research results in everyday clinical practice are introduced. The curriculum is taught by epidemiologists, anthropologists, statisticians and public health scholars. Starting in semester seven, seminars are generally taught together with clinicians as tandem teaching. The curriculum is regularly assessed and adjusted. Conclusions The Brandenburg Scientific Curriculum can be seen as a model of a longitudinal curriculum to teach scientific thinking and acting. One that is at the same time highly integrated in the medical curriculum overall. A central coordination point seems to be necessary to coordinate the teaching content and to ensure that teachers are interconnected. Furthermore, a complex curriculum in scientific methodology requires a set of teachers from a range of disciplinary backgrounds. To ensure equally high-quality education, the variability of research projects and faculty must be taken into account by establishing generally applicable evaluation criteria and fostering faculty development, and providing all students supporting courses throughout the research project.
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Affiliation(s)
- Julia Schendzielorz
- Brandenburg Medical School Theodor Fontane, Center for Curriculum Development and Educational Research, Brandenburg a.d.H., Germany
| | - Philipp Jaehn
- Brandenburg Medical School Theodor Fontane, Institute of Social Medicine and Epidemiology, Brandenburg a.d.H., Germany
- Joint Faculty of the Brandenburg University of Technology Cottbus-Senftenberg, Brandenburg Medical School Theodor Fontane and the University of Potsdam, Faculty of Health Sciences, Potsdam, Germany
| | - Christine Holmberg
- Brandenburg Medical School Theodor Fontane, Institute of Social Medicine and Epidemiology, Brandenburg a.d.H., Germany
- Joint Faculty of the Brandenburg University of Technology Cottbus-Senftenberg, Brandenburg Medical School Theodor Fontane and the University of Potsdam, Faculty of Health Sciences, Potsdam, Germany
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Pelletier J, Ahn J, Golden A, Astemborski C, Lall MD, Kim A, Dimeo S. Creation of a National Emergency Medicine Medical Education Journal Club. Cureus 2024; 16:e54092. [PMID: 38496089 PMCID: PMC10942130 DOI: 10.7759/cureus.54092] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/12/2024] [Indexed: 03/19/2024] Open
Abstract
Background There are a relatively limited number of emergency medicine (EM) medical education (MedEd) fellowships with few trainees at each program, creating barriers to local collaboration and networking. While best practices for developing MedEd journal clubs exist, there has not been an established national EM MedEd journal club. To address this need, we created a national journal club, the Council of Residency Directors (CORD) MedEd Journal Club (MEJC), to facilitate collaboration and networking opportunities by providing a synchronous online journal club. Objectives Our primary objective was to create a network for collaboration across geographical barriers to form a virtual community of practice (CoP) around the shared domain of evidence-based MedEd. Our secondary objective was to improve MedEd fellows' knowledge, skills, and attitudes surrounding MedEd research. Tertiary objectives included (1) broadening fellow exposure to key topics within MedEd, (2) describing how to develop scholarly work within MedEd, and (3) filling a perceived need for building a national MedEd virtual CoP. Curricular design The concept and objectives of the CORD MEJC were introduced to fellows and fellowship directors through a national listserv in March of 2022. Fellows volunteered to lead virtual sessions via Zoom on a monthly basis. Session fellow leaders independently chose the topics and were asked to submit two to three journal club articles discussing the topic at least two weeks in advance of each session. No topics were repeated throughout the academic year. Impact/effectiveness Our quality improvement survey results indicated that the CORD MEJC is meeting its primary and secondary objectives. Survey results will be utilized as part of a continuous quality improvement initiative to enhance our program structure and curricula for the 2023-2024 academic year.
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Affiliation(s)
- Jessica Pelletier
- Emergency Medicine, Washington University School of Medicine, St. Louis, USA
| | - James Ahn
- Emergency Medicine, University of Chicago, Chicago, USA
| | - Andrew Golden
- Emergency Medicine, University Hospitals Cleveland Medical Center, Cleveland, USA
| | | | - Michelle D Lall
- Emergency Medicine, Emory University School of Medicine, Atlanta, USA
| | - Albert Kim
- Emergency Medicine, Washington University School of Medicine, St. Louis, USA
| | - Sara Dimeo
- Emergency Medicine, Dignity Health, Chandler, USA
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Miller E. The importance of appraising articles and conducting psychiatric journal clubs. Australas Psychiatry 2023; 31:725-729. [PMID: 37490940 PMCID: PMC10725621 DOI: 10.1177/10398562231191678] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 07/27/2023]
Abstract
OBJECTIVE To describe the importance of scientifically rigorous journal clubs in psychiatric education, and to provide a framework to effectively run journal clubs and appraise articles in a journal club format. This paper explores the concept of journal clubs and describes issues with the current state of academic science. It then lists factors associated with effectiveness of journal clubs and outlines a structure for appraising articles relevant to psychiatric practice in a journal club format. CONCLUSIONS Current models of academic research and publishing, which can reward practices vulnerable to multiple forms of bias, make the consistent and valued use of journal clubs in psychiatric education and continuing professional development more important than ever. The literature shows that journal clubs can provide a valuable forum for mental health clinicians to update themselves on recent medical and scientific knowledge, while practicing and teaching skills in critical appraisal of research, statistics, clinical decision-making and epidemiology.
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Affiliation(s)
- Edward Miller
- School of Medicine, The University of Auckland, Auckland, New Zealand
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Alghamdi AH. Effectiveness of Journal Club Presentation as a Learning Modality in the Endocrinology and Endocrine Surgery Module in an Integrative Undergraduate Medical Curriculum. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:1209-1220. [PMID: 37928932 PMCID: PMC10625377 DOI: 10.2147/amep.s429167] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/05/2023] [Accepted: 10/21/2023] [Indexed: 11/07/2023]
Abstract
Introduction The journal club is widely used in most postgraduate programs of medical institutes; however, the use of journal clubs in undergraduate medical programs is nearly absent or very rare. Aim The aim of this work is to document the insertion of the journal club as a method for learning in the undergraduate starting with the endocrinology/endocrine surgery module to be fully implemented in all modules of the MBBS of FMBU. In addition, the study aimed to outline the steps of designing a journal club by following specific procedures and Identification of students' and faculty satisfaction through 5-years implementation of the journal club. Material and Methods A total of 453 students representing the five consecutive batches of medical students from 2019 to 2023 who studied the endocrinology/endocrine surgery module were entered into the study. Following guidelines for implementation of the journal clubs that were adopted by the quality and accreditation committee, the faculty select the types of papers from the articles chosen by students. The papers discussed were case reports, original research, and review articles. The students were asked to formulate critical appraisal topics, PICO, for each paper. A 20-question test was applied to all participants. The students' attendance, scores, and students/faculty satisfaction were estimated. Results A total of 50 papers were discussed in the 5-year journal club 15 case reports (30%), 26 original research (52%), and 9 review articles (18%). The student's attendance ranged from 72.53±3.74 to 98.07±3.15. The students and faculty's satisfaction were 3.52 and 3.82 respectively. The mean Students' score in A 20-question test in a 5-year journal club was 76.93 ± 9.78 and the lowest score was in the 2nd batch (online batch). Conclusion The insertion of a well-structured journal club in the undergraduate medical program is necessary to improve the knowledge including knowledge among students. In addition, journal clubs inspire students to be lifelong learners.
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Affiliation(s)
- Ahmed Hasan Alghamdi
- Pediatric Department, Faculty of Medicine, Al-Baha University, Al-Aqiq, Al-Baha Province, Saudi Arabia
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Fleiner T, Trumpf R, Schnorr T, Buchner T, Haussermann P, Zijlstra W, Morat T. Clinical teaching in applied health science: effects of a student-led journal club on aging and physical activity. BMC MEDICAL EDUCATION 2023; 23:756. [PMID: 37821923 PMCID: PMC10568756 DOI: 10.1186/s12909-023-04732-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/30/2023] [Accepted: 09/27/2023] [Indexed: 10/13/2023]
Abstract
BACKGROUND This project aims to investigate the effects of a student-led journal club on students' critical thinking and clinical application skills in the academic field of aging and physical activity. METHODS A pre-post design analysis with data collected in four successive cohorts of the program M.Sc. Sport and Movement Gerontology was conducted. Each student assigned himself/herself to a study, and then led the journal club discussion and published a summary of the journal club via graphical abstract on social media. The students rated their perceived confidence in the beginning (T0) and after the semester (T1) via questionnaire and 5-point Likert scales addressing their ability to review and summarize the evidence, to present it in a journal club and to lead the discussion. RESULTS 41 students (32 women, M = 25 years SD 1.9 years) were included. The journal club was rated as "very good" (median 2, IQR 1). Students' confidence on participating, leading the journal club and transferring the results into clinical practice improved significantly (r ≥ 0.6, p < 0.01) - e.g.: "I feel confident in leading a discussion on the literature presented", T0: "undecided" (median 3, IQR 2) to T1: "rather agree" (median 4, IQR 1, Z= -5.41, r = 0.85, p < 0.01). DISCUSSION The student-led journal club shows to be an effective teaching approach for the field of aging and physical activity within applied health science education. Especially the students' self-assignment to the studies and involving the scientific community via social media was rated as useful and highly motivating for students and lecturers.
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Affiliation(s)
- Tim Fleiner
- Institute of Movement and Sport Gerontology, German Sport University Cologne, Cologne, Germany.
- Department of Geriatric Psychiatry and Psychotherapy, LVR-Hospital Cologne, Wilhelm-Griesinger Straße 23, 51109, Cologne, Germany.
- Institute for Geriatric Research, Ulm University Medical Center, Ulm, Germany.
| | - Rieke Trumpf
- Institute of Movement and Sport Gerontology, German Sport University Cologne, Cologne, Germany
- Department of Geriatric Psychiatry and Psychotherapy, LVR-Hospital Cologne, Wilhelm-Griesinger Straße 23, 51109, Cologne, Germany
| | - Thiemo Schnorr
- Institute of Movement and Sport Gerontology, German Sport University Cologne, Cologne, Germany
- Department of Geriatric Psychiatry and Psychotherapy, LVR-Hospital Cologne, Wilhelm-Griesinger Straße 23, 51109, Cologne, Germany
| | - Theresa Buchner
- Institute of Movement and Sport Gerontology, German Sport University Cologne, Cologne, Germany
- Department of Geriatric Psychiatry and Psychotherapy, LVR-Hospital Cologne, Wilhelm-Griesinger Straße 23, 51109, Cologne, Germany
- Geriatric Center, Agaplesion Bethanien Hospital Heidelberg, Heidelberg University Hospital, Heidelberg, Germany
| | - Peter Haussermann
- Department of Geriatric Psychiatry and Psychotherapy, LVR-Hospital Cologne, Wilhelm-Griesinger Straße 23, 51109, Cologne, Germany
| | - Wiebren Zijlstra
- Institute of Movement and Sport Gerontology, German Sport University Cologne, Cologne, Germany
| | - Tobias Morat
- Institute of Movement and Sport Gerontology, German Sport University Cologne, Cologne, Germany
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Bello JO, Grant P. A systematic review of the effectiveness of journal clubs in undergraduate medicine. CANADIAN MEDICAL EDUCATION JOURNAL 2023; 14:35-46. [PMID: 37719396 PMCID: PMC10500397 DOI: 10.36834/cmej.72758] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 09/19/2023]
Abstract
Background Training future doctors in the skills of evidence-based medicine (EBM) is clearly important. Journal club (JCs) are well-recognized educational interventions for teaching EBM. In contrast to postgraduate medical education, JCs use in undergraduate medical education (UME) has not been adequately explored. We conducted a realist review of the effectiveness of JCs in UME to unpack the underlying mechanisms by which the intervention works (or fails) in teaching EBM. Methods The scope of review was the evaluation of the effectiveness of JCs in UME settings. We searched major bibliographic databases - MEDLINE, Embase, ERIC, PSYCInfo, CINAHL, Scopus, and Web of Science and found fifteen articles eligible for inclusion. Data was extracted aided by a modified Kirkpatrick framework and presented in evidence tables. Themes and chains of inference were identified, and finally, we formulated new hypotheses on how and why JC intervention works. Results Mandatory vs. voluntary JC did not differentially impact attendance of JC in UME settings though JC duration beyond two hours decreased attendees' self-reported satisfaction. Coupling lectures to JCs positively impacts knowledge gain and retention. Coupled Mentorship or using critical appraisal worksheets helped the achievement of manuscript writing skills and a positive attitude towards EBM. Conclusions Journal clubs are effective interventions to teach EBM in UME settings and are well-received by learners. They improve specific learning outcomes of knowledge gain and retention, skills of manuscript writing and critical appraisal. However, we found no evidence that these translates to the practice of EBM nor impacts patient outcomes.
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Affiliation(s)
- Jibril O Bello
- Department of Surgery, College of Medicine, Nursing and Health Science, Fiji National University, Fiji
- University of South Wales, Pontypridd, South Wales
| | - Paul Grant
- University of South Wales, Pontypridd, South Wales
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Moore CE, McBee E. Longitudinal Integrated Ambulatory, Didactic, and Evidenced-Based Medicine Curriculum in Internal Medicine. Cureus 2023; 15:e45451. [PMID: 37859928 PMCID: PMC10583490 DOI: 10.7759/cureus.45451] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/17/2023] [Indexed: 10/21/2023] Open
Abstract
INTRODUCTION The Accreditation Council for Graduate Medical Education (ACGME) endorses evolving scholarly education regarding evidence-based medicine (EBM) and its clinical application in Internal Medicine (IM). The IM residents at Navy Medical Readiness and Training Center San Diego (NMRTC-SD) communicated the need for both increased ambulatory didactic sessions as well as a formal EBM curriculum. Prior to the academic year of 2021-2022, no formal ambulatory or EBM curriculum existed. In July 2021, an integrated EBM-ambulatory curriculum was implemented. METHODS A pre-curriculum needs assessment was performed and thereafter an eight-session integrated ambulatory-EBM curriculum was implemented in the 2021-2022 academic year. Faculty members facilitated small group discussions focused on a particular didactic topic and EBM principle and integrated the learning of both into one session. After each session, residents completed a feedback form. At the end of the year, a post-curriculum needs assessment was collected. KEY RESULTS Thirty-four residents of all post-graduate years (PGY) levels participated from July 2021 to June 2022. Primary outcomes were satisfaction with the didactic portion of the curriculum, perception of receipt of adequate training in EBM principles, and perception of level of competency in practicing EBM principles. Overall, participants reported a substantial increase in satisfaction with didactic teaching and a large increase in the perceived competency in practicing EBM principles. CONCLUSION This integrated didactic-EBM curriculum represents an effective method of incorporating didactic topics in IM with the teaching and application of EBM principles, which improved resident satisfaction with the curricula and self-perception of competency in critically appraising medical literature.
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Affiliation(s)
- Caroline E Moore
- Internal Medicine, Naval Medical Center San Diego, San Diego, USA
| | - Elexis McBee
- Internal Medicine, Uniformed Services University of the Health Sciences, San Diego, USA
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Häusler M, Lalji R, Hofstetter L, Hincapié CA. Feasibility of a new clinical journal club implementation and its association with knowledge, attitudes, and application of evidence-based practice among chiropractic students and trainees: a before-and-after healthcare education improvement study. Chiropr Man Therap 2023; 31:22. [PMID: 37488634 PMCID: PMC10367234 DOI: 10.1186/s12998-023-00494-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2023] [Accepted: 06/19/2023] [Indexed: 07/26/2023] Open
Abstract
BACKGROUND Evidence-based practice (EBP) is the integration of best research evidence with clinical expertise and patients' values and preferences. Little is known about knowledge, attitudes, and application of EBP among chiropractic students and trainees. Our aims were to (1) examine the feasibility of implementing a new journal club format within a Swiss university chiropractic healthcare education setting, and (2) assess the associations between the new journal club implementation and EBP characteristics among chiropractic students. METHODS A before-and-after study was conducted through a newly implemented journal club with 5th and 6th year chiropractic students and postgraduate trainees between 1 and 2021 and 31 July 2021. The journal club was developed based on the "community of practice" and "team-based learning" conceptual frameworks. EBP knowledge, attitudes, personal application, and future use, were assessed with a validated questionnaire. We summarised participant characteristics using descriptive statistics, estimated before-and-after EBP total and subscale scores (i.e., knowledge, attitudes, personal application, and future use), and conducted an exploratory subgroup analysis based on journal club attendance (Group A: 3-5 sessions attended; Group B: ≤ 2 sessions attended). RESULTS Among 32 eligible students and trainees, 29 participants (mean age 26 years; 79% women) were enrolled: 25 (78%) responded to the pre- and 29 (91%) to the post-assessment surveys. Most (80%) were chiropractic students and 20% were postgraduate trainees. Group A consisted of 12 (41%) and Group B of 17 (59%) participants, respectively. We found reasonable feasibility for the new journal club format and our findings were compatible with no difference in before-and-after EBP scores (median EBP total score before: 72.6 [IQR, 63.7-77.4], and after: 73.4 [IQR, 61.3-78.2]). Exploratory subgroup analyses based on journal club attendance were consistent with our overall findings. CONCLUSION Our study suggests that the newly implemented journal club and embedding chiropractic educational research within the journal club were feasible and acceptable. Small before-and-after differences in the EBP subscale scores for knowledge, attitudes, personal application, and future use were observed in chiropractic students and postgraduate trainees. The small study size and short timeframe during a single semester limit potential inferences.
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Affiliation(s)
- Melanie Häusler
- EBPI-UWZH Musculoskeletal Epidemiology Research Group, University of Zurich and Balgrist University Hospital, Forchstrasse 340, Zurich, 8008, Switzerland.
- Department of Chiropractic Medicine, Faculty of Medicine, Balgrist University Hospital, University of Zurich, Zurich, Switzerland.
| | - Rahim Lalji
- EBPI-UWZH Musculoskeletal Epidemiology Research Group, University of Zurich and Balgrist University Hospital, Forchstrasse 340, Zurich, 8008, Switzerland
- Department of Chiropractic Medicine, Faculty of Medicine, Balgrist University Hospital, University of Zurich, Zurich, Switzerland
- Epidemiology, Biostatistics and Prevention Institute (EBPI), University of Zurich, Zurich, Switzerland
- University Spine Centre Zurich (UWZH), Balgrist University Hospital, University of Zurich, Zurich, Switzerland
| | - Léonie Hofstetter
- EBPI-UWZH Musculoskeletal Epidemiology Research Group, University of Zurich and Balgrist University Hospital, Forchstrasse 340, Zurich, 8008, Switzerland
- Department of Chiropractic Medicine, Faculty of Medicine, Balgrist University Hospital, University of Zurich, Zurich, Switzerland
| | - Cesar A Hincapié
- EBPI-UWZH Musculoskeletal Epidemiology Research Group, University of Zurich and Balgrist University Hospital, Forchstrasse 340, Zurich, 8008, Switzerland
- Department of Chiropractic Medicine, Faculty of Medicine, Balgrist University Hospital, University of Zurich, Zurich, Switzerland
- Epidemiology, Biostatistics and Prevention Institute (EBPI), University of Zurich, Zurich, Switzerland
- University Spine Centre Zurich (UWZH), Balgrist University Hospital, University of Zurich, Zurich, Switzerland
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Herrán de la Gala D, Biosca Calabuig C, Miranda Bautista J. Spanish Society of Medical Radiology Journal Club: History, analysis and perspectives after ten years of experience. RADIOLOGIA 2023; 65:376-384. [PMID: 37516490 DOI: 10.1016/j.rxeng.2022.12.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2022] [Accepted: 12/15/2022] [Indexed: 07/31/2023]
Abstract
We define a journal club as a group of people who meet to critically read and discuss scientific articles. In medicine, journal clubs are a very important part of training during residency programs. In 2013, the Spanish Society of Medical Radiology's (SERAM) journal club was established with the aim of promoting the acquisition of non-interpretative skills and training in scientific journalism during residency. After nearly 10 years, more than 137 reviewers at 54 hospitals have formed part of the SERAM's journal club. In this time period, the number of reviewers, publications, and visits to our website have increased progressively. The SERAM's journal club currently employs a structured workflow that is organized into quarterly groups and supported by a peer-review system. In the future, the SERAM's journal club aims to internationalize its content beyond the Spanish-speaking community, increase its presence in social networks, and incorporate audiovisual content.
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Affiliation(s)
- D Herrán de la Gala
- Servicio de Radiodiagnóstico, Hospital Universitario "Marques de Valdecilla", Santander, Cantabria, Spain.
| | - C Biosca Calabuig
- Servicio de Radiodiagnóstico, Hospital Clínic Universitari, Valencia, Spain
| | - J Miranda Bautista
- Servicio de Radiodiagnóstico, Hospital Universitario Rey Juan Carlos, Móstoles, Madrid, Spain
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Cahill EM, Ferreira G, Glendinning D. The Effectiveness of a Journal Club for Improving Evidence-Based Medicine Skills and Confidence in Pre-clerkship Medical Students. MEDICAL SCIENCE EDUCATOR 2023; 33:531-538. [PMID: 37251208 PMCID: PMC10061358 DOI: 10.1007/s40670-023-01779-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 03/21/2023] [Indexed: 05/31/2023]
Abstract
Introduction Evidence-based medicine (EBM) refers to medical practice that uses current best evidence to inform decision-making. This requires several skills including (1) creating an answerable question, (2) searching literature, (3) critically appraising evidence, and (4) applying results. Journal clubs are known to be effective in improving searching and critical appraisal skills in graduate medical education. In pre-clerkship medical education, journal clubs are used less often, and students often do not have the opportunity to engage in all of the steps above. Methods We developed a journal club for pre-clerkship students and measured its effectiveness using a pre-test, post-test design. Students attended 5 journal club sessions run by rotating student leaders and facilitated by faculty. Student groups developed searchable questions from clinical cases, searched the literature, located and critically appraised an article, and applied results to the case. We measured EBM skills and confidence using two validated questionnaires. Results Twenty-nine students (MS-1 and MS-2) completed the study. EBM confidence significantly improved at post-test with greatest improvements in the MS-1 student cohort. Confidence in developing a searchable question from a patient case significantly improved in both cohorts. There were no changes measured on the Test of EBM Knowledge and Skills. Discussion Participation in a faculty-mentored, student-led journal club improved confidence across all domains of EBM, primarily in MS-1 students. Journal clubs are positively received by pre-clerkship medical students and provide effective mechanisms to teach and promote all steps of EBM in pre-clerkship curricula. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-023-01779-y.
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Affiliation(s)
- Ellen M. Cahill
- Rutgers Robert Wood Johnson Medical School, New Brunswick, NJ USA
| | - Gabriela Ferreira
- Department of Medicine, Rutgers Robert Wood Johnson Medical School, New Brunswick, NJ USA
| | - Diana Glendinning
- Department of Neuroscience & Cell Biology, Rutgers Robert Wood Johnson Medical School, Piscataway, NJ USA
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Gulla A, Ignatavicius P, Correa C, Inohue Y, Hashimoto D, Ban D, Heger U, Wagner D, Xie Q, Shen P, Michel AL, Lerut J, Del Chiaro M, Hackert T, Wolfgang CL, He J, Kingham P, Pawlik TM, Satoi S, Schemmer P, Strupas K, Siriwardena AK. Academic value and impact of continuous global academic learning: the International HPB surgery journal club concept. HPB (Oxford) 2023:S1365-182X(23)00094-1. [PMID: 37037718 DOI: 10.1016/j.hpb.2023.03.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/31/2022] [Revised: 02/19/2023] [Accepted: 03/09/2023] [Indexed: 04/12/2023]
Affiliation(s)
- Aiste Gulla
- Institute of Clinical Medicine, Faculty of Medicine, Vilnius University, Lithuania Vilnius, Lithuania.
| | - Povilas Ignatavicius
- Department of Surgery, Lithuanian University of Health Sciences, Kaunas, Lithuania
| | - Camilo Correa
- Department of Surgery, NYU Grossman School of Medicine, New York City, New York, USA
| | - Yosuke Inohue
- Division of Hepatobiliary-Pancreatic Surgery, Cancer Institute Hospital of Japanese Foundation for Cancer Research, Tokyo, Japan
| | | | - Daisuke Ban
- Department of Hepatobiliary and Pancreatic Surgery, National Cancer Center Hospital, Tokyo, Japan
| | - Ulrike Heger
- Department of General, Visceral and Transplantation Surgery, University Hospital Heidelberg, Heidelberg, Germany
| | - Doris Wagner
- Visceral and Transplant Surgery, Department of Surgery, Medical University of Graz, Graz, Austria
| | - Qinfen Xie
- Department of Hepatobiliary and Pancreatic Surgery, Shulan (Hangzhou) Hospital, Hangzhou, China
| | - Perry Shen
- Department of General Surgery, Surgical Oncology Division, The Wake Forest Baptist Comprehensive Cancer Center of Atrium Health Wake Forest Baptist, Winston-Salem, North Carolina, USA
| | - Arthur L Michel
- University of Louvain- Medical School, European Society of Surgery, Brussels, Belgium
| | - Jan Lerut
- Institut de Recherche Clinique et Expérimental (IREC), Universite Catholique Louvain (UCL), Brussels, Belgium
| | - Marco Del Chiaro
- Department of Surgery, University of Colorado Anschutz Medical Campus, Aurora, CO, USA
| | - Thilo Hackert
- Department of General, Visceral and Transplantation Surgery, University Hospital Heidelberg, Heidelberg, Germany
| | | | - Jin He
- Division of Hepato-Pancreato-Biliary, Department of Surgery, Johns Hopkins University Hospital, Baltimore, MD, USA
| | - Peter Kingham
- Department of Surgery, Memorial Sloan Kettering Cancer Center, New York City, New York, USA
| | - Timothy M Pawlik
- Department of Surgery, The Ohio State University Wexner Medical Center, Columbus, Ohio, USA
| | - Sohei Satoi
- Department of Surgery, Kansai Medical University, Osaka, Japan
| | - Peter Schemmer
- Visceral and Transplant Surgery, Department of Surgery, Medical University of Graz, Graz, Austria
| | - Kestutis Strupas
- Institute of Clinical Medicine, Faculty of Medicine, Vilnius University, Lithuania, Vilnius, Lithuania
| | - Ajith K Siriwardena
- Regional Hepato-Pancreato-Biliary Unit, Manchester Royal Infirmary, Manchester, United Kingdom
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Club bibliográfico de la Sociedad Española de Radiología Médica: Historia, análisis y perspectivas tras 10 años de trayectoria. RADIOLOGIA 2023. [DOI: 10.1016/j.rx.2022.12.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/23/2023]
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14
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Hearn SL, Smith SR. Diving into debate: Comparing discussion-based and single-presenter journal club formats in a large PM&R department. PM R 2023; 15:80-86. [PMID: 34713594 DOI: 10.1002/pmrj.12730] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2020] [Revised: 09/24/2021] [Accepted: 10/21/2021] [Indexed: 02/01/2023]
Abstract
BACKGROUND Journal clubs in physical medicine and rehabilitation (PM&R) advance the educational mission by uniting colleagues to learn of literature updates, consider clinical applications, practice critical thinking, and engage in lively dialogue and community. Although discussion-based journal clubs have been shown to enhance quality, a model for their application across a large and clinically diverse department of PM&R has not been described, nor has one been evaluated in comparison to a single-speaker podium format. OBJECTIVE To develop a discussion-based PM&R department-wide journal club, present elements of the journal club model in a manner that would enable replication, and assess effectiveness as perceived by participants, compared to the prior (podium-based, single-speaker) format. It was hypothesized that a discussion-based journal club would more effectively achieve educational goals and would be perceived by participants to be of greater quality and value. DESIGN Pre-post educational intervention study, using surveys of PM&R resident and faculty participants. Survey items used a 5-point Likert scale. Unpaired 2-tailed t-tests were used to compare the formats. SETTING A large academic PM&R department. PARTICIPANTS PM&R faculty, residents, fellows: 26 respondents (preintervention) and 26 respondents (postintervention) out of a total of 94 and 98 people invited to participate, respectively. INTERVENTIONS A discussion-based departmental journal club was designed and implemented, replacing the previous single-speaker, podium-based journal club. MAIN OUTCOME MEASURES Pre- and post- intervention respondent ratings of (a) journal club quality and value, and (b) effectiveness in achieving specific educational goals. RESULTS Compared to the traditional format, the discussion-based format more effectively met the educational objectives, was of higher quality and value as perceived by respondents, and increased desire to attend the activity. CONCLUSIONS This discussion-based journal club format can serve as a model for academic PM&R programs looking to enhance the educational value of journal club.
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Affiliation(s)
- Sandra L Hearn
- Department of Physical Medicine & Rehabilitation, University of Michigan Medical School, Ann Arbor, Michigan, USA
| | - Sean R Smith
- Department of Physical Medicine & Rehabilitation, University of Michigan Medical School, Ann Arbor, Michigan, USA
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Valizadeh L, Zamanzadeh V, Alizadeh S, Namadi Vosoughi M. Promoting evidence-based nursing through journal clubs: an integrative review. J Res Nurs 2022; 27:606-620. [PMID: 36405802 PMCID: PMC9669933 DOI: 10.1177/17449871211022799] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2023] Open
Abstract
Background The journal club has been proposed as a tool to fill the gap between theory and practice. Aim The present research is an integrative review of studies focussing on journal clubs. Methods An integrative review. We searched the databases during 2010-2019 to find papers using the keywords journal club, nursing, evidence-based practice. The modified version of Cooper's five-stage integrative review was applied. Results The results are presented in two sections - the benefits and challenges of nursing journal clubs and an outline of presentation guidelines. We also discuss the effectiveness of journal clubs in the promotion of evidence-based nursing. Conclusions The purpose of the nursing journal club is to review existing literature, discuss the latest information and evidence and identify practical changes required to ultimately improve patient outcomes. Further studies are needed to evaluate the effectiveness of journal clubs in patient care.
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Affiliation(s)
- Leila Valizadeh
- Full Professor, Department of Paediatric Nursing, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Iran
| | - Vahid Zamanzadeh
- Full Professor, Department of Medical-Surgical Nursing, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Iran
| | - Samaneh Alizadeh
- PhD Candidate in Nursing, Department of Medical-Surgical Nursing, Student Research Committee, Faculty of Nursing & Midwifery, Tabriz University of Medical Sciences, Iran
| | - Maryam Namadi Vosoughi
- PhD Candidate in Nursing, Department of Medical-Surgical Nursing, Student Research Committee, Faculty of Nursing & Midwifery, Tabriz University of Medical Sciences, Iran
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Ryznar E, Wright SM, Roy D. The Current State of Journal Clubs in Psychiatry Residency Programs: Results from a National Survey of Program Directors. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2022; 46:605-610. [PMID: 35199312 PMCID: PMC8865496 DOI: 10.1007/s40596-022-01600-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2021] [Accepted: 02/07/2022] [Indexed: 06/14/2023]
Abstract
OBJECTIVE This study aimed to investigate journal club prevalence, implementation, and perceived effectiveness among psychiatry residency program directors in order to highlight best practices. METHODS The authors distributed a 44-item thoughtfully designed and peer-reviewed questionnaire electronically via Qualtrics to 235 accredited U.S. psychiatry residency program directors identified using the American Medical Association database. RESULTS Eighty-nine programs (38%) responded. Of these, 83 (93%) had a journal club. Journal clubs were mandatory in 80 programs (96%), met biweekly or monthly in 62 programs (75%), and lasted 46-60 min in 66 programs (80%). Twenty-three programs (28%) offered a list of articles to choose from, and 22 programs (27%) provided a critical appraisal tool. Only 7 programs (8%) measured learner outcomes from journal clubs. Respondents believed that promoting lifelong learning and practicing evidence-based psychiatry were the most relevant educational goals of journal club (2.57 and 2.51 on a Likert scale of 0 to 3). Journal club's effectiveness in achieving those goals was believed to be lower (2.16 and 2.09). CONCLUSIONS Journal clubs are common in U.S. psychiatry residency programs and tend to follow a traditional format. In order to boost journal club's effectiveness in achieving the desired educational goals, more programs might elect to infuse elements known to augment learning.
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Affiliation(s)
| | | | - Durga Roy
- Johns Hopkins School of Medicine, Baltimore, MD, USA
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Helgøy KV, Bonsaksen T, Røykenes K. Research-based education in undergraduate occupational therapy and physiotherapy education programmes: a scoping review. BMC MEDICAL EDUCATION 2022; 22:358. [PMID: 35545770 PMCID: PMC9097417 DOI: 10.1186/s12909-022-03354-2] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/10/2021] [Accepted: 04/08/2022] [Indexed: 05/21/2023]
Abstract
BACKGROUND In a research-based learning environment, students learn how to become critical thinkers and lifelong learners, and to generate discipline-enriching knowledge. Research training is important for all healthcare professionals and the integration of research in education can be one approach to improve evidence-based practice among future professionals. The purpose of this scoping review was to identify studies reporting on research-based education in undergraduate occupational therapy and physiotherapy curricula to document the current state of knowledge and to map factors that reflect and support the implementation of research-based education in undergraduate occupational therapy and physiotherapy programmes. METHODS A scoping review was used to systematically select and summarize existing literature. The search was conducted using a combination of keywords and MeSH terms in the following databases: EBSCO (Academic Search Elite, CINAHL, ERIC), MEDLINE, Embase, Education Source and grey literature. A thematic analysis identified strategies used to implement and promote research-based education in occupational therapy and physiotherapy bachelor programmes. RESULTS The database search identified 3068 records. 75 were eligible for full-text assessment and 27 studies were included. The studies were published between 1999 and 2021 and were conducted in Norway, Canada, South Africa, Australia, the United Kingdom, the United States, New Zealand, Ireland, Taiwan, Italy, and Iran. The study designs were mainly quantitative and qualitative, and studies included primarily occupational therapy and physiotherapy students. We identified the following four strategies: 'student engagement in research', 'curriculum improvement regarding EBP', 'EBP teaching' and 'journal club', where 'EBP teaching' was most frequently identified. CONCLUSIONS Findings from this scoping review suggest that ensuring students' competence in research methods is necessary for students to be able to read and understand research articles, which are important as foundational skills in undergraduate research training. Journal clubs can be a foundation for student engagement with research literature, and students' basic research skills may be facilitated through their involvement in research projects and by conducting systematic reviews. Further, cooperation with clinical practice is important, and the awareness of research-based education should be increased among both faculty members and students.
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Affiliation(s)
- Kjersti Velde Helgøy
- Center of Diakonia and Professional Practice, VID Specialized University, Oslo, Norway.
| | - Tore Bonsaksen
- Department of Health and Nursing Science, Faculty of Social and Health Sciences, Inland Norway University of Applied Science, Elverum, Norway
- Department of Health, Faculty of Health Studies, VID Specialized University, Sandnes, Norway
| | - Kari Røykenes
- Faculty of Health Studies, VID Specialized University, Bergen, Norway
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Wenke R, Wiseman J, Brandenburg C, Stehlik P, Hughes I, Richards K, Mickan S. Long term tailored implementation of structured "TREAT" journal clubs in allied health: a hybrid effectiveness-implementation study. BMC MEDICAL EDUCATION 2022; 22:307. [PMID: 35459187 PMCID: PMC9030678 DOI: 10.1186/s12909-022-03333-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/15/2021] [Accepted: 03/23/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Allied Health Professionals (AHPs) commonly use journal clubs (JCs) to support Evidence-Based Practice (EBP). There is however little research regarding implementing and sustaining JCs in the long term, and their impact on EBP use and skills in AHPs. This study investigated the impact of implementing a structured JC format, called "TREAT" (previously only investigated across 6 sessions), over a longer period of 16 sessions for AHPs in a public health service. The study also investigated AHP's attendance, adherence, satisfaction and barriers and enablers to implementing the format. METHODS A mixed methods hybrid-effectiveness implementation design was employed, guided by the Knowledge-to-Action cycle. EBP skills, confidence, use, and attitudes were assessed (Adapted Fresno Test, EBPQ, tailored journal club culture questionnaire) at baseline, and after 10 and 16-monthly sessions. Satisfaction and impact on clinical practice were explored using questionnaires at 10 and 16-months, with free-form responses identifying enablers and barriers to EBP culture and implementation. Data on attendance and adherence to the TREAT format were also collected. RESULTS Six JCs comprising a total of 132 unique participants from seven Allied Health professions were assessed across three time points. EBP skills improved on the Adapted Fresno Test after 10-monthly (6.6 points: 95% CI, 0.43 to 12.7) and 16-monthly sessions (7.8 points, 95% CI, 0.85 to 14.7), and on self-reported total EBPQ ratings of confidence at 10-months (4.9 points: 95% CI, 2.2 to 7.5) and 16-months (5.7 points: 95% CI 2.7 to 8.7). Of 132 AHPs, 88 reported adopting new treatments/resources and 64 reported updating clinical procedures. Mean attendance was 5.7 sessions (SD = 3.8). Adherence to TREAT components in each session was 86% (95% CI, 83% to 89%). Most participants recommended the format and reported a desire to continue. Enablers to the JC included using clinically relevant topics and active participation while reported barriers included limited time to prepare. CONCLUSIONS Despite variable attendance, TREAT JCs can continue to be implemented within a service for 16 monthly-sessions, and may contribute to improved EBP skills and confidence and changes in clinical practice over time. Tailoring of implementation strategies was shown to be important to address local enablers and barriers.
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Affiliation(s)
- Rachel Wenke
- Gold Coast Hospital and Health Service, 1 Hospital Boulevard, Southport Queensland, 4215, Australia.
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, Queensland, Australia.
- School of Health Sciences and Social Work, Griffith University, Gold Coast Campus, Gold Coast, Queensland, 4222, Australia.
| | - Jodie Wiseman
- Occupational Therapy, Faculty of Health Sciences and Medicine, Bond University, Gold Coast, Queensland, Australia
| | - Caitlin Brandenburg
- Gold Coast Hospital and Health Service, 1 Hospital Boulevard, Southport Queensland, 4215, Australia
| | - Paulina Stehlik
- Gold Coast Hospital and Health Service, 1 Hospital Boulevard, Southport Queensland, 4215, Australia
- Institute for Evidence-Based Healthcare, Bond University, Gold Coast, Queensland, Australia
| | - Ian Hughes
- Gold Coast Hospital and Health Service, 1 Hospital Boulevard, Southport Queensland, 4215, Australia
| | - Katherine Richards
- Gold Coast Hospital and Health Service, 1 Hospital Boulevard, Southport Queensland, 4215, Australia
| | - Sharon Mickan
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, Queensland, Australia
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Ritter-Herschbach M, Vogt B, Mai T. [Journal clubs in nursing practice: An online survey of German university hospitals]. Pflege 2022; 35:279-288. [PMID: 35302397 DOI: 10.1024/1012-5302/a000877] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Journal clubs in nursing practice: An online survey of German university hospitals Abstract. Background: Journal clubs (JCs) are an evidence-based method for enabling nursing professionals to develop a scientifically based practice. Research results can be made available to nurses to directly influence their nursing practice. The level of implementation in German university hospitals is currently unknown. Aim: This study surveyed the current state of JCs at German university hospitals. The aim is to develop recommendations for the implementation of JCs for nursing practice. Methods: The online survey of all 27 representatives of the "Network of Nursing Science and Practice Development" of the VPU e.V. was conducted from October to November 2020. The questionnaire was developed based on literature. The data analysis was descriptive. Results: 15 of the 19 clinics surveyed currently implement, or have previously implemented, a JC (response rate 70,4%). In approximately half of the clinics, JC is an established structure that is also offered as part of advanced training and continuing education (46,6%) and is used to develop and expand methodological, scientific competencies (86,6%). Positive experiences, but also structural problems in the implementation of a JC were reported. Approximately one quarter of the clinics evaluate their JC regularly (26,7%). Conclusions: JCs at German university hospitals are currently being established. In order to establish JCs on a permanent basis, EBN knowledge must be continuously imparted in further education and training; in addition, JCs should be an essential component of academic role profiles.
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Affiliation(s)
- Madeleine Ritter-Herschbach
- AG Versorgungsforschung, Department für Innere Medizin, Medizinische Fakultät, Martin-Luther-Universität Halle-Wittenberg
| | - Birgit Vogt
- Direktion für Patienten- und Pflegemanagement, Universitätsklinikum Hamburg-Eppendorf
| | - Tobias Mai
- Stabsstelle Pflegeentwicklung/Nursing Research, Pflegedirektion, Universitätsklinikum, Goethe Universität Frankfurt
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Taverna M, Bucher JN, Weniger M, Gropp R, Lee SML, Mayer B, Werner J, Bazhin AV. Perception of journal club seminars by medical doctoral students: results from five years of evaluation. GMS JOURNAL FOR MEDICAL EDUCATION 2022; 39:Doc4. [PMID: 35368836 PMCID: PMC8953192 DOI: 10.3205/zma001525] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 07/27/2020] [Revised: 07/19/2021] [Accepted: 12/07/2021] [Indexed: 05/28/2023]
Abstract
Objectives: A journal club is one of the well-established and popular methods of post-graduate education. In this work, we were interested to understand how the participants perceive journal club as a whole and how they evaluate their personal process of acquiring new scientific knowledge and development of soft-skills as an indispensable prerequisite of the lifelong learning. Project description: This study is a survey analysis examining perception of journal club sessions by post-graduate medical students. A checklist for journal club preparation as well as a questionnaire for evaluation of the journal club session by participants has been developed to determine if the journal club had met its aims. Data were collected by summing up all answers to each question of the questionnaire for each session. Qualitative data from a five-year evaluation period were compiled and analyzed. Results: The journal club checklist served as a guideline for the preparation of a journal club session as well as an evaluation questionnaire containing 24 items. Our work presents evidence that journal club seminars are well perceived by participants. Furthermore, a high percentage of participants deemed the working atmosphere to be constructive and found it worthwhile to participate in the sessions. The topics of the presentations have been positively evaluated, however only a minority of participants found that the topics of the journal club was related to their own specific research topic. Concerning the distribution of the journal article, we could show that distributing the paper one week before the journal club event provided sufficient time for preparation. Our evaluation revealed that two-thirds of the participants found discussions during journal club sessions rich and productive. The motivation to think more critically increased during journal club sessions. From our work, it is evident that the participants perceived the speakers´ soft-skills to have improved with the practice. Finally, we show a clear trend of improved perception of the value of journal club sessions from beginning to the end of the evaluation time. Conclusion: Based on the analyzed evaluations, we can conclude that journal club events are highly valued by participants and could be a good option for the development of certain soft-skills.
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Affiliation(s)
- Mara Taverna
- Ludwig-Maximilians-University Munich, Department of General, Visceral, and Transplant Surgery, Munich, Germany
| | - Julian Nicolaus Bucher
- Ludwig-Maximilians-University Munich, Department of General, Visceral, and Transplant Surgery, Munich, Germany
| | - Maximilian Weniger
- Ludwig-Maximilians-University Munich, Department of General, Visceral, and Transplant Surgery, Munich, Germany
| | - Roswitha Gropp
- Ludwig-Maximilians-University Munich, Department of General, Visceral, and Transplant Surgery, Munich, Germany
| | - Serene M. L. Lee
- Ludwig-Maximilians-University Munich, Department of General, Visceral, and Transplant Surgery, Munich, Germany
| | - Barbara Mayer
- Ludwig-Maximilians-University Munich, Department of General, Visceral, and Transplant Surgery, Munich, Germany
| | - Jens Werner
- Ludwig-Maximilians-University Munich, Department of General, Visceral, and Transplant Surgery, Munich, Germany
| | - Alexandr V. Bazhin
- Ludwig-Maximilians-University Munich, Department of General, Visceral, and Transplant Surgery, Munich, Germany
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Rao A, Khodaee M, Asif I. Recommended Sports Medicine Fellowship Scholarly Activity Curriculum. Curr Sports Med Rep 2022; 21:63-69. [PMID: 35120052 DOI: 10.1249/jsr.0000000000000935] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Abstract
ABSTRACT Scholarly activity requirements for primary care sports medicine fellowship programs are increasing and the current Accreditation Council for Graduate Medicine Education (ACGME) expectations for fellows and core faculty are more demanding than those found in medicine residencies. A review of existing literature fails to identify any published guidelines on how to pursue scholarly activity within the sports medicine fellowship year. Such a deficiency may be critical for fellowship programs that are struggling to produce scholarship with a 1-year timeframe. This document intends to be a resource for all sports medicine fellowship programs by defining acceptable pieces of scholarly activity, delineating how a project may be completed during fellowship, and outlining avenues to educate others in the topic of choice. Adoption of this curriculum will guide fellows to meet ACGME-mandated scholarship requirements while assisting core faculty in meeting academic promotion criteria.
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Affiliation(s)
- Ashwin Rao
- Department of Family Medicine and Section of Sports Medicine, University of Washington, Sports Medicine Center at Husky Stadium, Seattle, WA
| | - Morteza Khodaee
- Department of Family Medicine and Orthopedics, AFW Clinic, University of Colorado School of Medicine, Denver, CO
| | - Irfan Asif
- Department of Family Medicine and Community Medicine, University of Alabama at Birmingham, Birmingham, AL
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22
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Eusuf D, Shelton C. Establishing and sustaining an effective journal club. BJA Educ 2022; 22:40-42. [PMID: 35035991 PMCID: PMC8749379 DOI: 10.1016/j.bjae.2021.11.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/03/2021] [Indexed: 02/03/2023] Open
Affiliation(s)
- D. Eusuf
- Health Education England North West, Manchester, UK
| | - C. Shelton
- Wythenshawe Hospital, Manchester University NHS Foundation Trust, Manchester, UK
- Lancaster Medical School, Lancaster, UK
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Aweid B, Haider Z, Wehbe M, Hunter A. Educational benefits of the online journal club: A systematic review. MEDICAL TEACHER 2022; 44:57-62. [PMID: 34403291 DOI: 10.1080/0142159x.2021.1963424] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Online journal clubs (JCs) have increased during the COVID-19 pandemic with the resulting social distancing and popularity of online platforms. This systematic review aims to explore current evidence of their use/benefits for clinicians and compare their value to face-to-face (F2F) JCs. METHODS PubMed, Web of Science, and Scopus were searched systematically, adhering to PRISMA guidelines. Articles were included if they involved clinicians in medical/surgical populations, using an online JC assessing utility, experience and educational value. Quality assessment was undertaken using MERSQI. RESULTS Fifteen studies were included with findings synthesised into five themes: critical appraisal skills, satisfaction/value, accessibility/environment, evidence-based practice, and preference of online JC. Studies revealed high satisfaction and equivocal or increased preference of online JCs compared to F2F due to ease of access, diverse participation, and less time/cost spent travelling. Online JCs were found to be educationally valuable, aiding development of critical appraisal skills, and promoting change in practice. Disadvantages included lack of discussion intensity, technical issues, and limited interaction on some platforms. DISCUSSION Online JCs are educationally valuable with high satisfaction rates and distinct advantages/disadvantages to F2F JCs. More high-quality studies are required to elucidate the ideal format to further improve their educational value, utility, and adoption.
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Affiliation(s)
| | - Zakir Haider
- Chelsea and Westminster Hospital NHS Foundation Trust, London, UK
| | - Maya Wehbe
- Hampshire Hospitals NHS Foundation Trust, Basingstoke, UK
| | - Alistair Hunter
- University College London Hospitals NHS Foundation Trust, London, UK
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Jones EP, Nelson NR, Thorpe CT, Rodgers PT, Carlson RB. Use of journal clubs and book clubs in pharmacy education: A scoping review. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:110-119. [PMID: 35125189 DOI: 10.1016/j.cptl.2021.11.029] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/16/2021] [Revised: 09/02/2021] [Accepted: 11/28/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND Journal clubs and book clubs are educational activities used in health sciences education to teach evidence-based decision-making, critical thinking, and appraisal skills, and build trainee understanding about important professional issues. The main objective of this scoping review was to identify and synthesize all research studies on journal or book clubs for pharmacy learners. A secondary objective was to identify gaps in the literature where future research would be beneficial to pharmacy educators and learners. METHODS A comprehensive literature search was run across five databases. Studies were screened using a two stage, blinded, independent screening process. RESULTS Forty-two studies met all inclusion criteria; 86% reported on journal clubs and 14% on book clubs. Of the journal club studies, 50% were in didactic courses, 33% in experiential education, and 17% were co-curricular initiatives. Of the six book club studies, 67% were within didactic courses and 33% were co-curricular initiatives, including the only interprofessional education study. Most journal clubs were used to teach evidence-based practice, drug literature evaluation, or biostatistics. Book clubs were more focused on soft skills or topics students were less likely to encounter in the core curriculum. IMPLICATIONS Future research on journal clubs and book clubs in pharmacy education should continue to assess student learning outcomes and abilities. Specifically, future studies should move beyond evaluating student perceptions of journal clubs to investigate effectiveness for topics other than drug literature evaluation or evidence-based practice, and the impact of journal clubs and book clubs on interprofessional knowledge, communication, and team dynamics.
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Affiliation(s)
- Emily P Jones
- Health Sciences Librarian, University of North Carolina at Chapel Hill Health Sciences Library, 335 S. Columbia St. CB#7585, Chapel Hill, NC 27599-7585, United States.
| | - Nicholas R Nelson
- Postdoctoral Fellow of Education and Learning Innovation, University of North Carolina at Chapel Hill Eshelman School of Pharmacy, 301 Pharmacy Ln, CB#7574, Chapel Hill, NC 27599-7574, United States.
| | - Carolyn T Thorpe
- University of North Carolina at Chapel Hill Eshelman School of Pharmacy, 301 Pharmacy Ln, CB#7574, Chapel Hill, NC 27599-7574, United States; Research Health Scientist, Veteran Affairs Pittsburgh Healthcare System, Center for Health Equity Research and Promotion, University Drive (151C), Building 30, Pittsburgh, PA 15240-1001, United States.
| | - Philip T Rodgers
- Clinical Associate Professor and Director of Interprofessional Education and Practice, University of North Carolina at Chapel Hill Eshelman School of Pharmacy, 301 Pharmacy Ln, CB#7574, Chapel Hill, NC 27599-7574, United States.
| | - Rebecca B Carlson
- Health Sciences Librarian and Liaison to the School of Pharmacy, University of North Carolina at Chapel Hill Health Sciences Library, 335 S. Columbia St. CB#7585, Chapel Hill, NC 27599-7585, United States.
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Abstract
The online environment brings both challenges and opportunities. The skills learned in journal clubs remain highly relevant where the ability to critique rapidly generated information and apply evidence to patient care is vital. Creativity and flexibility are needed to ensure that learners' needs are met and efforts are made to involve those who may not be naturally drawn to online environments. This article explores how journal clubs have been approached in the past, both in person and more recently online, considers techniques for maintaining engagement in online teaching and proposes new approaches for future journal clubs.
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Affiliation(s)
- Isabel Mark
- Springfield Hospital, South West London and St George's Mental Health NHS Trust, London, UK.,St George's University of London, UK
| | - Motaz Sonbol
- Springfield Hospital, South West London and St George's Mental Health NHS Trust, London, UK
| | - Cyrus Abbasian
- Springfield Hospital, South West London and St George's Mental Health NHS Trust, London, UK.,St George's University of London, UK
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Shrivastava SR, Shrivastava PS. Promoting the Conduct of Medical Education Journal Clubs in Teaching Medical Institutions. Avicenna J Med 2021; 11:156-159. [PMID: 34646793 PMCID: PMC8500071 DOI: 10.1055/s-0041-1735126] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022] Open
Abstract
Background A critical appraisal of a research article as a part of journal club sessions is an essential aspect of postgraduate training across different medical institutions in varied settings. The purpose of the current review was to explore the merits of medical education journal clubs and identify the potential factors that need to be considered for conducting these journal clubs in medical institutions. Methods An extensive search of all materials related to the topic was performed in the PubMed search engine and a total of 51 studies were included in the review based on the suitability with the current review objectives. Keywords used in the search include medical education journal clubs in the title only (viz., journal club [ti] AND medical education [ti]; medical education journal clubs [ti]; journal club [ti]). The articles published in English language only were included in the review. Results Regardless of the extensive employment of the journal clubs in different medical specialties, it is quite alarming to note that not many institutions conduct journal clubs targeting the field of medical education. These sessions offer a unique opportunity to the participants to assess the literature in a supportive fashion and play a defining role in ensuring better quality health care teachings to the medical students. However, we must understand that the successful conduct of medical education journal clubs requires specific considerations and groundwork, so that the students may benefit. Conclusion In conclusion, the medical education journal clubs have not been frequently conducted, as more preference has been given to the subject-specialty journal clubs. However, considering the scope and benefits that journal clubs add to improve teaching, all medical institutions should advocate to conduct medical education journal clubs within their premises in a structured manner.
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Affiliation(s)
- Saurabh R Shrivastava
- Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth, Deemed-to-be University, Nellikuppam, Chengalpet District, Tamil Nadu, India
| | - Prateek S Shrivastava
- Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth, Deemed-to-be University, Nellikuppam, Chengalpet District, Tamil Nadu, India
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Luc JGY, Fowler CS, Eisenberg SB, Estrera AL, Wolf RK, Choi CW, Lawton JS, Martin LW, Nesbitt JC, Reznik SI, Nguyen TC, Vaporciyan AA, Antonoff MB. Multi-Institutional Evaluation of a Debate-Style Journal Club for Cardiothoracic Surgery Trainees. Ann Thorac Surg 2021; 114:327-333. [PMID: 34547299 DOI: 10.1016/j.athoracsur.2021.07.104] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/01/2021] [Revised: 07/11/2021] [Accepted: 07/29/2021] [Indexed: 11/01/2022]
Abstract
BACKGROUND Traditional journal clubs address individual articles and are limited in terms of breadth and depth of content covered. The present study describes the outcomes of a novel debate-style journal club in a multi-institutional setting. METHODS Participating institutions were recruited through the Thoracic Education Cooperative Group (TECoG). The distributed curriculum included instructions, debate scenarios, suggested article lists, moderator slides, debate scoresheets, exams, and feedback surveys. RESULTS Six institutions participated in the study (2015-2019), consisting of a total of 10 years' worth of cumulative debates. Cardiothoracic surgery trainees participated in 10 monthly debates over each academic year. Trainee performance on the written examination in the realm of evidence-based medicine and critical appraisal improved over the course of the academic year (beginning 55.2% vs end 76.3%, p=0.040). Importantly, written examination after debates revealed a significant improvement in scores on questions relating to topics that were debated as compared to those that were not (+27.1% vs +2.5%, p=0.006), emphasizing the importance of the debates as compared to other sources of knowledge gain. Surveys completed by trainees and faculty overall favored the debate-style journal club as compared to the traditional journal club in gaining familiarity with seminal literature in the field, improving upon oral presentation skills, and applying published literature to questions encountered clinically. CONCLUSIONS In this multi-institutional prospective study, we demonstrate that the novel debate-style cardiothoracic surgery journal club is an effective educational intervention for cardiothoracic surgical trainees to acquire, retain, and gain practice in applying literature-based evidence to case-based scenarios.
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Affiliation(s)
- Jessica G Y Luc
- Division of Cardiovascular Surgery, Department of Surgery, University of British Columbia, Vancouver, British Columbia, Canada
| | - Clara S Fowler
- Research Medical Library, University of Texas MD Anderson Cancer Center, Houston, Texas, USA
| | - Steven B Eisenberg
- Department of Cardiothoracic and Vascular Surgery, University of Texas Health Science Center at Houston, Houston, USA
| | - Anthony L Estrera
- Department of Cardiothoracic and Vascular Surgery, University of Texas Health Science Center at Houston, Houston, USA
| | - Randall K Wolf
- Department of Cardiothoracic and Vascular Surgery, University of Texas Health Science Center at Houston, Houston, USA
| | - Chun Woo Choi
- Division of Cardiac Surgery, Department of Surgery, John Hopkins University, Baltimore, Maryland, USA
| | - Jennifer S Lawton
- Division of Cardiac Surgery, Department of Surgery, John Hopkins University, Baltimore, Maryland, USA
| | - Linda W Martin
- Division of Thoracic and Cardiovascular Surgery, Department of Surgery, University of Virginia Health System, Charlottesville, VA, USA
| | - Jonathan C Nesbitt
- Department of Thoracic Surgery, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Scott I Reznik
- Division of General Thoracic Surgery, Department of Cardiovascular and Thoracic Surgery, University of Texas Southwestern Medical Center, Dallas, Texas, USA
| | - Tom C Nguyen
- Department of Cardiothoracic and Vascular Surgery, University of Texas Health Science Center at Houston, Houston, USA
| | - Ara A Vaporciyan
- Department of Thoracic and Cardiovascular Surgery, University of Texas MD Anderson Cancer Center, Houston, Texas, USA
| | - Mara B Antonoff
- Department of Thoracic and Cardiovascular Surgery, University of Texas MD Anderson Cancer Center, Houston, Texas, USA.
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Belfi LM, Dean KE, Sailer DS, Kesler T, Jordan SG. Virtual Journal Club Beyond the Pandemic: An Enduring and Fluid Educational Forum. Curr Probl Diagn Radiol 2021; 51:450-453. [PMID: 34600795 PMCID: PMC8425288 DOI: 10.1067/j.cpradiol.2021.07.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2021] [Revised: 06/18/2021] [Accepted: 07/18/2021] [Indexed: 11/28/2022]
Abstract
Objective Since its inception, journal club has been a cornerstone to the life-long process of medical education. The virtual journal club (VJC), initiated as a robust solution to many educational challenges encountered during COVID-19 pandemic-related distance learning, provides an enduring and fluid forum for multilevel teaching and learning. Materials and Methods In this manuscript we share our institutions' reasoning and methods to implement a VJC for multi-level learners. A standardized format applicable to all VJC sessions was adopted to ensure reproducibility from presenter to presenter. Sessions were held via video conference platforms. Pedagogy regularly emphasized in undergraduate medical education was adopted. Informal assessment of each session's strengths and areas for improvement was performed. Results A total of 30 sessions were held prior to manuscript submission, including discussion of 36 refereed journal articles from March 26, 2020, to April 20, 2021. The virtual journal club was very well received by all participants. The medical students and residents found the information current and engaging. The fellows stated that the journal club strengthened their knowledge base and enhanced communication and teaching skills. The attendings learned from its encouraged frank discussion of differing practice patterns. The format of these sessions offers an ideal setting to teach medical students and residents how to evaluate and employ evidence-based medicine and meets multiple LCME and ACGME requirements. Conclusions This VJC forum allows for development of essential nonclinical skills including lifelong active learning and analysis, peer collaboration, and technology adaptation and usage.
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Affiliation(s)
- Lily M Belfi
- Department of Radiology, Weill Cornell Medicine, New York, NY.
| | - Kathryn E Dean
- Department of Radiology, Weill Cornell Medicine, New York, NY
| | - David S Sailer
- Department of Radiology, University of North Carolina School of Medicine, New York, NY
| | | | - Sheryl G Jordan
- Department of Radiology, University of North Carolina School of Medicine, New York, NY
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Olaf MF, Kraus CK. Igniting Inquiry: Development and Implementation of a Novel Journal Club Curriculum in an Emergency Medicine Residency. J Emerg Med 2021; 61:596-601. [PMID: 34481687 DOI: 10.1016/j.jemermed.2021.07.036] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2021] [Revised: 06/02/2021] [Accepted: 07/13/2021] [Indexed: 11/18/2022]
Abstract
BACKGROUND The journal club is a long-standing pillar of medical education and medical practice, although its components and format are quite variable. In addition, selecting literature for discussion must strike a delicate balance between reviewing seminal and durable articles with that of emerging evidence, all while complementing a residency curriculum. Although the critical appraisal of literature is a fundamental skill of the practicing physician, a universal curriculum has not yet been optimized to facilitate journal club. OBJECTIVE We sought to design and implement a comprehensive, complementary, and evidence-based journal club curriculum that was modular in design, reproducible, and effective at generating participation. METHODS Our novel curricular design incorporates many evidence-based components, including optimizing the learning environment, providing ease of access to resources, and using educational methodology that immerses learners in the experience in a structured manner. In addition, the curriculum complements, but does not duplicate, the core residency curriculum. In 2020, we analyzed our data, using descriptive and comparative statistical methods. RESULTS We demonstrated significant improvement in common metrics used to analyze the efficacy of the journal club, including attendance and participation. Significant improvements were seen in both resident and attending participation. CONCLUSIONS Our design methods used resources easily available to our residency program and commonly available to others, with minimal time and resource cost. Further study is required to measure long-term educational outcomes.
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Affiliation(s)
- Mark F Olaf
- Geisinger Commonwealth School of Medicine, Department of Emergency Medicine, Geisinger Medical Center, Danville, Pennsylvania.
| | - Chadd K Kraus
- Geisinger Commonwealth School of Medicine, Department of Emergency Medicine, Geisinger Medical Center, Danville, Pennsylvania
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Smith KJ, Harris EM, Albazzaz S, Carter MA. Development of a health equity journal club to address health care disparities and improve cultural competence among emergency medicine practitioners. AEM EDUCATION AND TRAINING 2021; 5:S57-S64. [PMID: 34616974 PMCID: PMC8480496 DOI: 10.1002/aet2.10675] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/26/2021] [Revised: 05/18/2021] [Accepted: 06/14/2021] [Indexed: 05/07/2023]
Abstract
Health care disparities have been magnified by the COVID-19 pandemic. Only recently has the medical community acknowledged implicit bias and systemic racism as a public health emergency. Graduate medical education has been slow to adopt curricula beyond lecture-based formats that specifically address social determinants of health (SDOH) and its impact on communities. Curricula addressing unconscious (implicit) biases and their influence on patient care has not been widely adopted. The emergency department (ED) has a unique role in addressing health care disparities. Approximately 69% of emergency medicine residency programs incorporate cultural competency training in their curricula. Most are primarily lecture-based without a longitudinal component, and gaps exist in content, quality, and expertise of the presenters. Lecture-based formats may not be best suited to manage the nuanced conversations necessary to dismantle biases and socialized beliefs that result in disparities for marginalized communities. Reporting little or no education in medical school related to SDOH, residents acknowledge that barriers to care exist, but have limited or no knowledge of what those barriers are or how mitigate them. To improve health equity, understanding and competence in caring for culturally and ethnically diverse populations, we developed a monthly, longitudinal, SDOH- and cultural competency-based "health equity journal club" (HEJC) for all levels of ED staff. Four educational domains were developed, and specific content within each domain was selected based on predetermined criteria. Content for each session was mapped to the ACGME program and core competency milestone requirements, ACGME Clinical Learning Environment (CLER) mandates, and The Joint Commission's institutional recommendations for culturally competent care. The HEJC series has been successful in reducing barriers to identifying biases in health care; translating literature to clinical care; generating initiatives and interdisciplinary research; and cultivating interest in community health, health advocacy, and public policy.
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Affiliation(s)
- Kristyn J. Smith
- Department of Emergency MedicineAlbert Einstein Healthcare NetworkPhiladelphiaPennsylvaniaUSA
| | - Erica M. Harris
- Department of Emergency MedicineAlbert Einstein Healthcare NetworkPhiladelphiaPennsylvaniaUSA
| | - Samara Albazzaz
- Department of Emergency MedicineAlbert Einstein Healthcare NetworkPhiladelphiaPennsylvaniaUSA
| | - Merle A. Carter
- Department of Emergency MedicineAlbert Einstein Healthcare NetworkPhiladelphiaPennsylvaniaUSA
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Keet KA, Baatjes KJ, Venter RG, Wessels Q, Correia JC. Development of a Virtual Journal Club in Anatomy: a Responsive Pandemic Pedagogy. MEDICAL SCIENCE EDUCATOR 2021; 31:1411-1418. [PMID: 34094692 PMCID: PMC8169400 DOI: 10.1007/s40670-021-01325-8] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/20/2021] [Indexed: 05/30/2023]
Abstract
The COVID-19 pandemic forced changes to online teaching worldwide. The Clinical Anatomy journal club (JC) is key in the Bachelor of Science Honours (BScHons) programme and aims to improve scientific appraisal and communication abilities in anatomical research. An online JC through synchronous contact between members was deemed fitting as it could bridge the newly enforced geographical limitations due to the national lockdown in South Africa. Although common in clinical specialties, there are no published reports of anatomy themed online JCs. This project aimed to develop, implement, and appraise a synchronous virtual JC for Clinical Anatomy during the COVID-19 South African lockdown. A qualitative exploratory study design within an interpretive/constructivist paradigm was followed and aimed to explore students' perceptions of a virtual anatomy JC during the lockdown. The study was conducted at a South African institution, within the BScHons programme, and all enrolled students were invited to participate. Upon receipt of informed consent, an anonymous questionnaire was administered via Moodle for the BScHons students. The responses were analysed by thematic analysis, codes were developed, and themes were generated. Two main themes were generated from the results: the first related to the virtual format of the JC and the second focused on the content and topics covered during the JC sessions. The Clinical Anatomy staff and students adapted rapidly to the virtual JC and formed a community of practice. The benefits of teaching and learning within JC were maintained during the virtual format. It is envisioned that the JC will continue in a hybrid format (face-to-face and virtual) in future academic years. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-021-01325-8.
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Affiliation(s)
- Kerri A. Keet
- Division of Clinical Anatomy, Department of Biomedical Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, 7550 South Africa
| | - Karin J. Baatjes
- Division of Clinical Anatomy, Department of Biomedical Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, 7550 South Africa
- Division of Surgery, Department of Surgical Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, 7550 South Africa
| | - Rudolph G. Venter
- Division of Clinical Anatomy, Department of Biomedical Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, 7550 South Africa
- Division of Orthopaedic Surgery, Department of Surgical Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, 7550 South Africa
| | - Quenton Wessels
- Department of Anatomy, School of Medicine, University of Namibia, Windhoek, Namibia 10026
| | - Janine C. Correia
- Division of Clinical Anatomy, Department of Biomedical Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, 7550 South Africa
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What are the effects of teaching Evidence-Based Health Care (EBHC) at different levels of health professions education? An updated overview of systematic reviews. PLoS One 2021; 16:e0254191. [PMID: 34292986 PMCID: PMC8297776 DOI: 10.1371/journal.pone.0254191] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2021] [Accepted: 06/21/2021] [Indexed: 01/08/2023] Open
Abstract
BACKGROUND Evidence-based healthcare (EBHC) knowledge and skills are recognised as core competencies of healthcare professionals worldwide, and teaching EBHC has been widely recommended as an integral part of their training. The objective of this overview of systematic reviews (SR) was to update evidence and assess the effects of various approaches for teaching evidence-based health care (EBHC) at undergraduate (UG) and postgraduate (PG) medical education (ME) level on changes in knowledge, skills, attitudes and behaviour. METHODS AND FINDINGS This is an update of an overview that was published in 2014. The process followed standard procedures specified for the previous version of the overview, with a modified search. Searches were conducted in Epistemonikos for SRs published from 1 January 2013 to 27 October 2020 with no language restrictions. We checked additional sources for ongoing and unpublished SRs. Eligibility criteria included: SRs which evaluated educational interventions for teaching EBHC compared to no intervention or a different strategy were eligible. Two reviewers independently selected SRs, extracted data and evaluated quality using standardised instrument (AMSTAR2). The effects of strategies to teach EBHC were synthesized using a narrative approach. Previously published version of this overview included 16 SR, while the updated search identified six additional SRs. We therefore included a total of 22 SRs (with a total of 141 primary studies) in this updated overview. The SRs evaluated different educational interventions of varying duration, frequency, and format to teach various components of EBHC at different levels of ME (UG, PG, mixed). Most SRs assessed a range of EBHC related outcomes using a variety of assessment tools. Two SRs included randomised controlled trials (RCTs) only, while 20 reviews included RCTs and various types of non-RCTs. Diversity of study designs and teaching activities as well as aggregated findings at the SR level prevented comparisons of the effects of different techniques. In general, knowledge was improved across all ME levels for interventions compared to no intervention or pre-test scores. Skills improved in UGs, but less so in PGs and were less consistent in mixed populations. There were positive changes in behaviour among UGs and PGs, but not in mixed populations, with no consistent improvement in attitudes in any of the studied groups. One SR showed improved patient outcomes (based on non-randomised studies). Main limitations included: poor quality and reporting of SRs, heterogeneity of interventions and outcome measures, and short-term follow up. CONCLUSIONS Teaching EBHC consistently improved EBHC knowledge and skills at all levels of ME and behaviour in UGs and PGs, but with no consistent improvement in attitudes towards EBHC, and little evidence of the long term influence on processes of care and patient outcomes. EBHC teaching and learning should be interactive, multifaceted, integrated into clinical practice, and should include assessments. STUDY REGISTRATION The protocol for the original overview was developed and approved by Stellenbosch University Research Ethics Committee S12/10/262. UPDATE OF THE OVERVIEW Young T, Rohwer A, Volmink J, Clarke M. What are the effects of teaching evidence-based health care (EBHC)? Overview of systematic reviews. PLoS One. 2014;9(1):e86706. doi: 10.1371/journal.pone.0086706.
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Hendrickson CD. Teaching Critical Appraisal Through the Lens of Study Design in Journal Club. J Endocr Soc 2021; 5:bvab072. [PMID: 34258489 PMCID: PMC8271198 DOI: 10.1210/jendso/bvab072] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/23/2021] [Indexed: 11/30/2022] Open
Abstract
Training in endocrinology presents a major challenge: How to both develop a fellow’s medical knowledge and teach that fellow to independently increase that fund of knowledge as a future endocrinologist. Journal clubs hold a traditional role in teaching the most recent modern advances in medicine but frequently struggle to provide trainees with the skills needed to assess the quality of current literature. Using journal clubs to instill the skills needed for critical appraisal overcomes this difficulty and substantially enhances the value of journal clubs to trainees. Here, our journal club is reviewed, in which we teach critical appraisal by focusing on understanding study design as the key to assessing an article’s strengths and weaknesses. This journal club starts the year by reviewing study designs in a structured sequence, with sessions built to foster group participation and involvement of both fellows and faculty. Later, fellows put this learning into practice as they independently assess articles alongside their faculty. Generalizing this practice allows for implementation in other programs, including even those without faculty with a background in research methodology.
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Affiliation(s)
- Chase D Hendrickson
- Division of Diabetes, Endocrinology, and Metabolism, Department of Medicine, Vanderbilt University Medical Center, Nashville, TN 37232, USA
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Li Y, St Jean A. Facilitating Engaging Journal Clubs in Online Upper-Level Undergraduate Courses. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2021; 22:jmbe-22-64. [PMID: 33884085 PMCID: PMC8046653 DOI: 10.1128/jmbe.v22i1.2637] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/25/2021] [Accepted: 02/25/2021] [Indexed: 06/12/2023]
Abstract
STEM curricula often prepare students with fundamental knowledge, allowing students to have strong backgrounds in technical concepts. However, upper-level students may lack the ability to critically analyze primary research articles, which is important for understanding the current state of the field. Journal clubs can be used within the classroom to facilitate discussion of recent work and teach students to critically analyze research and data. Traditional journal clubs (JCs) are conducted in face-to-face classrooms and consist of presentations and discussions. It is possible to adapt these techniques to form virtual Journal Clubs (vJCs) when courses are taught fully online; however, student engagement is often lacking and can lead to less knowledge gained in vJCs. In this article, we summarize several key teaching tips and best practices which we used to increase student engagement in vJCs. We found that vJCs, compared to JCs, equally increased student perceptions of their skills in reading, analyzing, and critiquing scientific literature and decreased their perceived levels of stress and frustration.
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Affiliation(s)
- Yanfen Li
- Corresponding author. Mailing address: Department of Biomedical Engineering, University of Massachusetts Lowell, Lowell, MA 01854. E-mail:
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Leavy JE, Schwarzman J, Smith JA, Storey A, Menezes S, Leaversuch F, Judd J, MacMillan F. Online journal clubs: A new opportunity for the professional development of the health promotion community. Health Promot J Austr 2021; 32:155-157. [PMID: 33769650 DOI: 10.1002/hpja.470] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
Affiliation(s)
- Justine E Leavy
- School of Population Health, Curtin University, Perth, WA, Australia
| | | | - James A Smith
- Wellbeing and Preventable Chronic Diseases, Menzies School of Health Research, Darwin, NT, Australia
| | | | | | | | - Jenni Judd
- School of Health, Medical and Applied Sciences, Central Queensland University, Bundaberg, QLD, Australia
| | - Freya MacMillan
- School of Science and Health, Western Sydney University, Sydney, NSW, Australia
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Vortman R. Meeting the Doctor of Nursing Practice Essentials Through a Journal Club Clinical Experience. J Contin Educ Nurs 2021; 52:123-129. [PMID: 33631022 DOI: 10.3928/00220124-20210216-06] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2020] [Accepted: 09/23/2020] [Indexed: 11/20/2022]
Abstract
Students implementing journal clubs can meet Doctor of Nursing Practice (DNP) essential skills by developing analytical methods to critically appraise the evidence. The objective of this article is to inform DNP faculty and students on the value of journal clubs in doctoral nursing education. This article includes a reflection on a DNP student's experience implementing a journal club as an exemplar. The approaches used involved a literature review on the benefits of a journal club for nurses and a reflection on the experience of implementing a journal club. The journal club experience met the guidelines for two American Association of Colleges of Nursing DNP essential skills. A journal club is an effective way to meet DNP essential skills in nursing students and is possible to implement in an online format, which is an attractive clinical option during COVID-19. [J Contin Educ Nurs. 2021;52(3):123-129.].
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Evaluating the Effectiveness of an Online Journal Club: Experience from the International Urology Journal Club. Eur Urol Focus 2021; 7:482-488. [DOI: 10.1016/j.euf.2019.10.006] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2019] [Revised: 09/14/2019] [Accepted: 10/10/2019] [Indexed: 11/24/2022]
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Omar S, Bauer J, Matin A, Bians A, Chen JW, Ocampo M. Using the Timmer Scale to Standardize Pediatric Dentistry Residents' Scientific Appraisal Skills. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2021; 17:11101. [PMID: 33598542 PMCID: PMC7880256 DOI: 10.15766/mep_2374-8265.11101] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/20/2020] [Accepted: 11/14/2020] [Indexed: 06/12/2023]
Abstract
INTRODUCTION There is no consensus on the best methodology to apply evidence-based practice principles to develop a systematic approach to improve critical appraisal or research design evaluation skills in advanced education journal clubs. METHODS We implemented a tool-based approach for our pediatric dentistry residents' journal club centered on the use of a study quality assessment tool, the Timmer scale. The tool consisted of 19 standard questions that evaluated the research methodology, data collection, statistical analysis, and reporting of the findings of each article. Learners first underwent a 4-hour training session on study quality assessment. They were then assigned to read articles from monthly issues of core journals and appraised the quality of each article using the Timmer scale and submitted their scores in advance of the group session. Then, during a 1-hour journal club, the group came to a consensus on the Timmer scale score, and group and individual scores were compared to the course director's scores as prompts for feedback and further discussion. RESULTS Over 3 years, 24 pediatric dentistry residents participated in the course. A noticeable improvement in the pediatric dentistry residents' performance was noticed, with the discrepancy between their scores and group scores improving over time. DISCUSSION Using a quality assessment tool in journal clubs appeared to improve the residents' ability to critically assess articles in a systematic way. Additionally, the tool was useful for assessing residents' performance over time.
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Affiliation(s)
- Samah Omar
- Associate Professor, Pediatric Dentistry Department, School of Dentistry, Loma Linda University
| | - Janet Bauer
- Professor Emerita, UCLA School of Dentistry and School of Dentistry, Loma Linda University
| | - Afsaneh Matin
- Assistant Professor, Pediatric Dentistry Department, School of Dentistry, Loma Linda University
| | - Amanjyot Bians
- Former Volunteer Research Assistant, Center of Dental Research, School of Dentistry, Loma Linda University
| | - Jung-Wei Chen
- Professor and Program Director, Advanced Specialty Education Program of Pediatric Dentistry, School of Dentistry, Loma Linda University
| | - Monica Ocampo
- Former Volunteer Research Assistant, Center of Dental Research, School of Dentistry, Loma Linda University
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Brooks M, Reath J, McDonnell L, Abbott P. Increasing general practitioner use of evidence-based medicine in teaching and clinical practice through evidence-based journal clubs. Aust J Prim Health 2021; 27:271-275. [PMID: 34233147 DOI: 10.1071/py20267] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2020] [Accepted: 04/16/2021] [Indexed: 11/23/2022]
Abstract
Learning evidence-based medicine (EBM) skills is now integral to university medical education. GPs who trained before the introduction of EBM in the late 1990s have identified a lack of training in this area. Evidence-based journal clubs (EBJCs) aim to promote the application of research evidence to clinical decision making. GPs meet regularly to develop EBM skills and apply these to questions arising in their clinical practice. Over 4 years, 47 GP clinical supervisors of medical students participated in a series of EBJCs offered by a university medical school. This article presents a qualitative exploration of their views and experiences. GPs noted that participating in EBJCs improved their use of EBM in clinical practice by making them more independent learners, facilitating consistent management approaches in group practices and aligning their skills in EBM with those of current students. Barriers such as time constraints and limited access to EBM resources were also noted, and GPs discussed strategies for managing these. Opportunities for GPs who act as clinical supervisors to increase their skills in EBM are important, particularly for those GPs transitioning from a traditional medical education model to an EBM model, as they role model highest-quality patient care to students, including the need for ongoing learning.
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Affiliation(s)
- Miriam Brooks
- Department of General Practice, School of Medicine, University of Western Sydney, Locked Bag 1797, Penrith, NSW 2751, Australia; and Corresponding author.
| | - Jennifer Reath
- Department of General Practice, School of Medicine, University of Western Sydney, Locked Bag 1797, Penrith, NSW 2751, Australia
| | - Louise McDonnell
- Hazelbrook General Practice, 9 Rosedale Avenue, Hazelbrook, NSW 2779, Australia
| | - Penelope Abbott
- Department of General Practice, School of Medicine, University of Western Sydney, Locked Bag 1797, Penrith, NSW 2751, Australia
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Musits AN, Mannix AL. Synchronous Online Journal Club to Connect Subspecialty Trainees across Geographic Barriers. West J Emerg Med 2020; 21:33-36. [PMID: 31913815 PMCID: PMC6948697 DOI: 10.5811/westjem.2019.7.43545] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2019] [Accepted: 07/18/2019] [Indexed: 12/03/2022] Open
Abstract
Introduction Journal club holds a well-respected place in medical education by promoting critical review of the literature and fostering scholarly discussions. Journal clubs are often not available to trainees with niche interests due to the geographic limitations of subspecialty programs such as simulation, medical education, disaster medicine, ultrasound, global health, and women’s health. Methods A recurring online journal club was held on a quarterly basis to connect simulation fellows. An online conferencing program with screen-sharing capabilities served as the platform for this scholarly exchange. Articles were presented by fellows supported by more seasoned mentors. We surveyed participants to evaluate the program and provide feedback to the presenter. Results The first eight sessions drew participants from across the United States and Canada. The program was highly rated by participants who commented specifically on its value. Presenters were also highly rated, suggesting that fellows, with online support and mentoring, were effective in providing a quality program. Conclusion Online synchronous journal clubs can fill an educational niche for subspecialists and their trainees, as demonstrated with this curriculum piloted with simulation fellows. Challenges of scheduling across time zones, distribution of materials, and recruitment of participants can be overcome by a dedicated team of facilitators aided by readily accessible technology.
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Affiliation(s)
- Andrew N Musits
- Brown University Warren Alpert Medical School, Department of Emergency Medicine, Providence, Rhode Island
| | - Alexandra L Mannix
- University of Florida College of Medicine-Jacksonville, Department of Emergency Medicine, Jacksonville, Florida
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Cole JD, Ruble MJ, Povlak A, Nettle P, Sims K, Choyce B. Self-Directed, Higher-Level Learning Through Journal Club Debates. HEALTH PROFESSIONS EDUCATION 2020. [DOI: 10.1016/j.hpe.2020.05.007] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022] Open
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Contou D, Thirion M, Pajot O, Plantefève G, Mentec H. Journal club in an ICU: rate and factors associated with practice-changing articles. Analysis of 1712 articles read over a 13-year period (2007–2019). Ann Intensive Care 2020; 10:70. [PMID: 32488529 PMCID: PMC7266895 DOI: 10.1186/s13613-020-00688-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2020] [Accepted: 05/25/2020] [Indexed: 11/10/2022] Open
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Peacock A, Ward-Smith P, Elmore R. Providing an Online Nursing Journal Club and Ensuring the Rigor of the Experience. Nurs Womens Health 2020; 24:453-459. [PMID: 33160903 DOI: 10.1016/j.nwh.2020.09.005] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2020] [Revised: 04/16/2020] [Accepted: 09/01/2020] [Indexed: 11/16/2022]
Abstract
Participation in nursing journal clubs has been correlated with increased familiarity among nurses with research processes and outcomes, as well as improved ability to critique research studies and apply evidence from the literature to practice. For nurses who are direct care providers, time and accessibility are barriers to participation in journal clubs. Providing a journal club using an online, asynchronous format increased participation. This article describes the inception of a nursing journal club and the steps taken to alter the format to increase participation.
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Oxford JT, Jorcyk CL. Students engage in primary literature in molecular biology techniques using an online journal club format. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2020; 48:675-677. [PMID: 33080662 PMCID: PMC7722140 DOI: 10.1002/bmb.21472] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/19/2020] [Revised: 09/18/2020] [Accepted: 10/06/2020] [Indexed: 06/08/2023]
Abstract
Campus closures in Spring 2020 required rapid transition to online course delivery. Fall 2020 has similar needs and expectations. The Advanced Topics in Molecular Biology Techniques course, designed for upper division undergraduate and graduate students, uses a "journal club" format. The journal club format includes practice-based learning and provides student choice. Examples from graduate students effectively model the expectations using near-peer instruction. Teaching in the time of COVID-19 requires openness to new ideas and modifications to previous approaches. We were able to move the course online with little interruption.
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Affiliation(s)
- Julia Thom Oxford
- Department of Biological Sciences, Boise State University, Boise, Idaho, USA
| | - Cheryl L Jorcyk
- Department of Biological Sciences, Boise State University, Boise, Idaho, USA
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Findings from an OMFS journal club: is COVID-19 the catalyst we have needed to embrace technology? Br J Oral Maxillofac Surg 2020; 60:46-51. [PMID: 33071050 PMCID: PMC7434494 DOI: 10.1016/j.bjoms.2020.08.056] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2020] [Accepted: 08/11/2020] [Indexed: 11/23/2022]
Abstract
The COVID-19 outbreak has rapidly progressed into a worldwide pandemic, and the need for social distancing has changed the way we learn and work. Our monthly OMFS journal club has been no different, and is currently meeting on the video conferencing application Microsoft Teams. The use of a virtual setting for training in medicine and dentistry is not new and, as in the case of our recent move to a virtual medium, it may be that COVID-19 has fast-tracked this digital transformation. There are of course disadvantages to online teaching that traditional face-to-face teaching overcomes. We conducted a survey to examine how trainees' attitudes and experiences have altered with this change, and to understand whether some elements of this new style of training may be advantageous in the post-pandemic world. We aimed to assess trainees' attitudes towards online teaching, and which elements, if any, would be beneficial once face-to-face teaching becomes possible again. A survey was created for all trainees taking part in journal club meetings at Bradford Teaching Hospitals. Multiple-choice and Likert scale questions were designed to ascertain the differences in experience between online and face-to-face settings. A Wilcoxon matched pairs signed test was used to analyse the results. Responses were kept anonymous. Results showed that the majority of trainees found it easier to attend the online journal club, and also indicated that the most found Microsoft Teams easy to use, though we did not have another online application for comparison. There was no significant difference in participation comfort between the two settings, though trainees felt that the online setting considerably improved learning effectiveness. Furthermore, 79% (11/14) thought that online tutorials and meetings should replace traditional face-to-face meetings in the future. The use of internet technology such as video conferencing is not new, and although journal clubs are typically held in academic institutions, online and virtual clubs are flourishing. With an array of advantages, there is no shying away from the trend to move our teaching to a virtual medium. COVID-19 may have just provided the stimulus that has forced this transformation to accelerate.
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McGlacken-Byrne SM, O'Rahelly M, Cantillon P, Allen NM. Journal club: old tricks and fresh approaches. Arch Dis Child Educ Pract Ed 2020; 105:236-241. [PMID: 31467064 DOI: 10.1136/archdischild-2019-317374] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/07/2019] [Revised: 07/19/2019] [Accepted: 08/05/2019] [Indexed: 11/03/2022]
Abstract
Journal club is a long-standing pedagogy within clinical practice and education. While journal clubs throughout the world traditionally follow an established format, new approaches have emerged in recent times, including learner-centred and digital approaches. Key factors to journal club success include an awareness of the learning goals of the target audience, judicious article selection and emphasis on promoting the engagement of participant learners. This article reviews the role that journal club plays in modern clinical education and considers how to optimise its benefit for contemporary learners.
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Affiliation(s)
| | - Mark O'Rahelly
- Department of Paediatrics, National University of Ireland Galway, Ireland
| | - Peter Cantillon
- Department of General Practice, National University of Ireland Galway, Ireland
| | - Nicholas M Allen
- Department of Paediatrics, National University of Ireland Galway, Ireland
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Affiliation(s)
- Roxana Daneshjou
- Department of Dermatology, Stanford University, Palo Alto, California
| | - Adewole S. Adamson
- Division of Dermatology, Department of Internal Medicine, Dell Medical School, University of Texas at Austin, Austin
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Stoneman S, Hiremath S. Twitter-Based Journal Clubs: Bringing Critical Appraisal to the Social Table. Semin Nephrol 2020; 40:264-272. [DOI: 10.1016/j.semnephrol.2020.04.004] [Citation(s) in RCA: 22] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
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Alker-Windbichler S, Lodes B. NICHT nicht lesen. Ein bibliothekarischer Journal Club an der Universitätsbibliothek Wien. MITTEILUNGEN DER VEREINIGUNG ÖSTERREICHISCHER BIBLIOTHEKARINNEN UND BIBLIOTHEKARE 2020. [DOI: 10.31263/voebm.v73i1.3505] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Der Bericht informiert über die Einrichtung eines Journal Clubs an der Universitätsbibliothek Wien. Auf grundlegende Informationen zum Konzept des Journal Clubs folgen Erfahrungen aus den monatlich stattfindenden Sitzungen, bei denen vorab gelesene bibliothekarische Fachtexte in einem strukturierten Rahmen diskutiert werden.
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Affiliation(s)
- Frances Grimstad
- Division of Gynecology, Department of Surgery, Boston Children's Hospital, Boston, MA.
| | - Aletha Akers
- Division of Adolescent Medicine, Children's Hospital of Philadelphia, Philadelphia, PA
| | - Ellen Rome
- Center for Adolescent Medicine, Cleveland Clinic Children's Hospital, Cleveland, OH
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