Prospective Surgical Cohort Analysis

A well-conducted prospective cohort study has the potential to change the way in which surgeons practice. However, not all are equal. In this article, we provide many of the tools needed to critically appraise this powerful study design. We advocate for using a 3-step approach that centers on understanding the study's generalizability, results, and validity. We illustrate how this process is applied into practice regularly at our hospital section's journal club sessions.

The impact of journal clubs on postgraduate medical education in China

PURPOSE

Journal clubs hold significant importance in medical education, with numerous studies highlighting their contributions worldwide. However, studies specifically examining their role in China, particularly among Chinese medical postgraduates categorized into academic and clinical types, remain scarce. This research aims to investigate the participation, performance, and benefits of journal clubs, and explore the influence of student type and study phase on these aspects.

METHOD

A survey encompassing demographic information, participation rates, performance evaluations, and perceived improvements was distributed to postgraduates at Tongji Medical College of Huazhong University of Science and Technology. A total of 232 completed questionnaires were included for further analysis. Statistical analysis employed the Mann-Whitney U test and Gamma tests, with statistical significance set at p-value < 0.05.

RESULTS

Overall participation and performance in journal clubs among Chinese medical postgraduates were comparable to global findings. Notably, academic postgraduates exhibited higher levels of attendance rate and gained more research assistance than clinical postgraduates, while their performance levels were similar. When considering the study phase, a downward trend in academic postgraduates' attendance rate and listening attitude and an upward trend in clinical postgraduates' participation were observed with the seniority phase. Additionally, presentation comments, post-presentation progress, and research assistance showed improvements over time for both student types.

CONCLUSIONS

This study reveals academic postgraduates' fatigue, contrasting with clinical postgraduates' enthusiasm, and underscores academic postgraduates' superior research assistance. To address these findings, we recommend supporting and encouraging scientific research training for clinical postgraduates, aiding academic postgraduates in better time management and reducing non-essential responsibilities, and implementing critical appraisal skill education.

Twitter Gynecologic Surgery Journal Club: Impact on Citation Scores and Social Media Attention

STUDY OBJECTIVE

To study the impact of a Twitter-based gynecologic surgery journal club of articles published in the Journal of Minimally Invasive Gynecology (JMIG) on their social media attention and citation scores.

DESIGN

A cross-sectional study.

SETTING

N/A.

PATIENTS

N/A.

INTERVENTIONS

Comparison of citation and social media attention scores was conducted for all articles presented in the JMIG Twitter Journal Club (#JMIGjc), a monthly scientific discussion on Twitter of JMIG selected articles, between March 2018 and September 2021 (group A), with 2 matched control groups of other JMIG articles: group B, articles mentioned on social media but not promoted in any JMIG social media account, and group C, articles with no social media mentions and not presented in #JMIGjc. Matching was performed for publication year, design, and topic in a 1:1:1 ratio. Citation metrics included number of citations per year (CPY) and relative citation ratio (RCR). Altmetric Attention Score (AAS) was used to measure social media attention. This score tracks research articles' online activity from different sources such as social media platforms, blogs, and websites. We further compared group A with all JMIG articles published during the same period (group D).

MEASUREMENTS AND MAIN RESULTS

Thirty-nine articles were presented in the #JMIGjc (group A) and were matched to 39 articles in groups B and C. Median AAS was higher in group A than groups B and C (10.00 vs 3.00 vs 0, respectively, p <.001). CPY and RCR were similar among groups. Median AAS was higher in group A than group D (10.00 vs 1.00, p <.001), as were median CPY and RCR (3.00 vs 1.67, p = .001; 1.37 vs 0.89, p = .001, respectively).

CONCLUSION

Although citation metrics were similar among groups, #JMIGjc articles had higher social media attention metrics than matched controls. Compared with all publications within the same journal, #JMIGjc articles resulted in higher citation metrics.

Promotion of research culture among radiographers in one UK NHS trust through journal club activities - An autoethnographic study

INTRODUCTION

The poor research culture within the radiography profession can be addressed through initiatives such journal club activities. The role of a research radiographer is best suited to drive achievement of journal club outcomes for research culture improvement; however, the cultural environment of healthcare providers presents challenges. This is an autoethnographic account of a research radiographer in promoting research culture among diagnostic radiographers in a single UK NHS trust through journal club activities.

METHODS

The study adopts an analytical autoethnography methodology to critically analyse reflective accounts of the research radiographer's experiences and the interplay with the cultural environment in which the experiences occurred. The reflective accounts are supported by locally collected data during a 10-month period of the journal club and published literature.

RESULTS

The establishment of the journal club received encouraging support from the senior management, university academics, library services and radiography professionals. There are initial signs of research culture improvement among participants of the journal club as observed through engagement in research related activities. However, cultural challenges including lack of time to explore gaps in research evidence, and prioritisation of clinical duties over research related activities, may have affected the achievement of expected outcomes of the club.

CONCLUSION

The research radiographer is well placed to encourage research culture within the clinical imaging department through targeted initiatives such as journal clubs. The long-term contributions of such initiative to departmental efficiency and quality service delivery should encourage optimum support to actualize expected outcomes.

IMPLICATIONS FOR PRACTICE

Encouragement of journal clubs as a means of improving research culture within clinical radiography teams, driven by research radiographers. Encouragement of management support for the achievement of set outcomes of journal clubs.

A Scoping Review for Debate-Style Journal Clubs in Health Professional Education

OBJECTIVES

The objectives of this scoping review are to (1) describe the available literature regarding the utility of the debate-style journal club for health professional learners on literature evaluation skills and (2) report the themes found within debate-style journal club research and assessments in the context of professional education.

FINDINGS

A total of 27 articles written in the English language were included in this scoping review. Published evaluations of debate-style journal clubs have been predominantly based in the pharmacy profession (48%, n = 13), but are reported in other health professions, such as medicine (22%, n = 6), dentistry (15%, n = 4), nursing (7%, n = 2), occupational therapy (4%, n = 1), and physical therapy (4%, n = 1), as well. The skills assessed in these studies often included critical literature evaluation, application of literature to patient care, critical thinking, knowledge retention, use of supporting literature, and debate-specific skills. Learners typically reported better understanding and application of the literature, and enjoying the experience more than traditional journal clubs, but note the increased assessor and learner time requirement for debating. Pharmacy learner-specific articles more often utilized a traditional, team-based debate format, incorporated grading rubrics for skill assessment and debate performance, and included a grading component for the debate in the course.

SUMMARY

Debate-style journal clubs are well-received by learners but require an additional time commitment. Debate platforms, format, rubric use and validation, and outcome assessment vary across published reports.

Multi-Institutional Journal Club as a Component of Diversity, Equity, and Inclusion Curricula in Residency Programs

Topics of diversity, equity, and inclusion (DEI) are an integral component of post-graduate medical education. However, it is currently unclear the extent to which physical medicine and rehabilitation residency programs have incorporated a DEI curriculum into their training programs. Here, a novel, multi-institutional DEI journal club is described. This journal club format can be an important component of the DEI curriculum as it provides non-local perspectives and insights into specific issues and allows for a simple way to introduce DEI training in programs currently without such training. The virtual format also provides further opportunities for discussion and networking.

The Current State of Journal Clubs in Psychiatry Residency Programs: Results from a National Survey of Program Directors

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.

Redesigning Journal Club to Improve Participant Satisfaction and Education

OBJECTIVE

Journal clubs are a fundamental part of medical training that allow residents and faculty to critically analyze literature, keep up-to-date with new advancements, and implement evidence-based medicine. The aim of this study was to describe one otolaryngology residency program's efforts towards reformatting its journal club, evaluate how well the re-designed format enabled participants to achieve journal club goals compared to the prior format, and assess faculty and resident qualitative perceptions of both formats.

DESIGN

An 11-question survey was sent to all department faculty and residents to obtain feedback regarding the original journal club format. The results of this initial survey were then used to redesign the journal club format, which consisted of 3 rotating session types: evidence-based, deep-dive, and landmark. A 6-month pilot program using the redesigned format was implemented, and surveys were sent at the halfway mark and at the conclusion of the pilot to evaluate the effectiveness of these format changes.

SETTING

A single academic center with an otolaryngology residency program PARTICIPANTS: : Residents and faculty in the department of otolaryngology RESULTS: Compared to the original format, the 6-month pilot demonstrated a more consistent attainment of journal club goals and a near-unanimous preference for the new format. This preference was consistent among both faculty (90.9%) and residents (89%). All respondents agreed that the intended goals of journal club were more frequently met under the revamped format, and statistically significant differences in approval rate were observed in the specific areas of critically assessing the literature, highlighting new findings, and translating forefront knowledge. The overall time required to prepare for sessions was lower for faculty, and higher for residents.

CONCLUSIONS

The findings from this study help to support programmatic efforts towards redesigning journal clubs with the goals of improving participant satisfaction and educational benefit. With the paucity of data in the literature evaluating journal club format overhauls, this study provides compelling evidence for programs to perform similar assessments and consider redesigns if warranted.

Educational benefits of the online journal club: A systematic review

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.

Use of journal clubs and book clubs in pharmacy education: A scoping review

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.

Running a journal club in 2020: reflections and challenges

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.

Time management: Improving the timing of post-prostatectomy radiotherapy, clinical trials, and knowledge translation

Background

Management of prostate cancer after surgery is controversial. Past studies on adjuvant radiotherapy (aRT) for higher-risk features have had conflicting results. Through the collaborative conversations of the global radiation oncology Twitter-based journal club (#RadOnc #JC), we explored this complex topic to share recent advances, better understand what the global radiation oncology community felt was important and inspire next steps.

Methods

We selected the recent publication of a landmark international randomized controlled trial (RCT) comparing immediate and salvage radiotherapy for prostate cancer, RADICALS-RT, for discussion over the weekend of January 16 to 17, 2021. Coordination included open access to the article and an asynchronous portion to decrease barriers to participation, cooperation of study authors (CP, MS) who participated to share deeper insights including a live hour, and curation of related resources and tweet content through a blog post and Wakelet journal club summary.

Discussion of Results

Our conversations created 2,370,104 impressions over 599 tweets with 51 participants spanning 11 countries and 5 continents. A quarter of the participants were from the US (13/51) followed by 10% from the UK (5/51). Clinical or Radiation Oncologists comprised 59% of active participants (16/27) with 62% (18/29) reporting giving aRT within the last 5 years. Discussion was interdisciplinary with three urologists (11%), three trainees (11%), and two physiotherapists (7%). Four months after the journal club its article Altmetric score had increased by 7% (214 to 229). Thematic analysis of tweet content suggested participants wanted clarification on definitions of adjuvant (aRT) and salvage radiotherapy (sRT) including indications, timing, and decision-making tools including guidelines; more interdisciplinary and cross-sectoral collaboration including with patients for study design including survivorship and meaningful outcomes; more effective knowledge translation including faster clinical trials; and more data including mature results of current trials, particular high-risk features (Gleason Group 4+, pT4b+, and margin-positive disease), implications of newer technologies such as PSMA-PET and genomic classifiers, and better explanations for practice pattern variations including underutilization of radiotherapy. This was further explored in the context of relevant literature.

Conclusion

Together, this global collaborative review on the postoperative management of prostate cancer suggested a stronger signal for the uptake of early salvage radiation treatment with careful PSA monitoring, more sensitive PSA triggers, and expected access to radiotherapy. Questions still remain on potential exceptions and barriers to use. These require better decision-making tools for all practice settings, consideration of newer technologies, more pragmatic trials, and better use of social media for knowledge translation.

Fostering bidirectional trainee-led partnerships through a technology-assisted journal club - The GASOC experience

Since 2017, the Global Anaesthesia Surgery and Obstetric Collaboration (GASOC) has been hosting journal clubs to promote critical appraisal of global surgery publications. The COVID-19 pandemic has prompted a transition to an online-only journal club format. Attendees have rated the online GASOC journal clubs highly in terms of relevance for their learning and development, and the ability to engage with discussions. This transition has allowed more trainees in low- and middle-income countries (LMICs) to register for journal clubs, but barriers have continued to restrict their participation. Feedback submitted by participants has allowed GASOC to identify and address these barriers in order to promote bidirectional partnerships between high-income country and LMIC trainees.

Pharmacy students' intrinsic motivation to participate in electronic peer review of journal article critique assignments

BACKGROUND AND PURPOSE

Journal article critiques are frequently used to teach literature evaluation to pharmacy students. Peer review is one method to improve students' competency regarding journal article critiques. The objective of this manuscript is to describe implementation of electronic peer review of journal article critique drafts and explore students' intrinsic motivation to participate in the peer-review process. Influence of students' motivation to participate in peer review on their self-competence regarding journal article critiques was also explored.

EDUCATIONAL ACTIVITY AND SETTING

Second-year pharmacy students participated in three in-class, electronic, anonymous peer-review sessions for written journal article critique drafts. Students were invited to complete a 16-item survey instrument based on self-determination theory. Modified Intrinsic Motivation Inventory and Perceived Competence Scales assessed student interest in and perceived value of the peer-review sessions and their self-competence regarding journal article critiques.

FINDINGS

The survey response rate was 99% (146/148). Based on a Likert scale of 1 (not at all true) to 7 (very true), students demonstrated moderate interest in the peer-review sessions (M = 3.86), viewed them as valuable (M = 5.25), and had a moderate level of self-competence regarding journal article critiques (M = 3.74). Additionally, interest and perceived value of the peer-review sessions significantly influenced self-competence in completing journal article critiques.

SUMMARY

An anonymous, electronic peer-review system provides an efficient method for in-class peer review of draft assignments. Implementing strategies to increase student interest in peer review may increase their motivation for participation and ultimately improve self-competence regarding literature evaluation.

Thermo in the Time of COVID-19: Using Improvisation to Foster Discussion and Translating the Experience to Online Learning

This paper covers teaching a graduate thermodynamics class as a seminar and using improvisational activities to foster community and discussion. The paper includes the experience of piloting improvisational activities online to help foster community for an entirely virtual version of the thermodynamics seminar class. Improvisational activities were found to help foster discussion in a thermodynamics seminar class, and some of these improvisational activities can be translated online in ways that may help to foster connection and community across the curriculum including online.

Comparing faculty evaluations of student journal club presentations with student self- and peer evaluations during advanced pharmacy practice experiences

BACKGROUND AND PURPOSE

Self-evaluation is a critical step in professional development. Peer evaluation may enhance student learning and help peer evaluators recognize their own limitations. However, these evaluations may not accurately assess performance. This study's purpose is to evaluate differences between faculty, self-, and peer evaluations of student journal club (JC) presentations during advanced pharmacy practice experiences (APPEs).

EDUCATIONAL ACTIVITY AND SETTING

Student JC presentations for three APPE sites were identified between May 2015 and April 2018 and included if at least one faculty, self-, and peer evaluation were complete. Overall grades and individual rubric ratings were compared.

FINDINGS

Seventy-four students had complete data sets. The mean overall scores for JC presentations were 82.72%, 86.05%, and 91.01% for faculty, self-, and peer evaluations, respectively. Self-evaluation ratings were significantly higher than faculty on each domain, except for "presentation and communication skills" (mean difference: -0.2, p = .034) and "ability to answer questions" (mean difference: -0.1, p = .247). Linear regression showed a statistically significant relationship between self-evaluation and faculty evaluation ratings for ability to answer questions (beta = 0.5, p < .001). Peer evaluation ratings were significantly higher than faculty and self-evaluations (p < .05).

SUMMARY

Faculty scores on JC presentations completed during APPEs were lower compared to student evaluations of themselves and their peers. Further incorporation of self- and peer evaluation throughout pharmacy school curricula may improve student competence in performing these evaluations. Formal training is needed to improve students' ability to complete self and peer evaluations.

Radiology Resident Journal Club: Enhancements Add Educational Value

RATIONALE AND OBJECTIVES

Resident journal clubs are essential to develop skills to critically appraise existing literature. However, most reports of journal clubs focus on logistics of the activity and less on established roles of those involved. Our objective is to report on an innovative journal club from the perspective of key participants.

MATERIALS AND METHODS

Journal club schedule, assignments, evaluations, and analysis are proffered from our institution. The journal club goals were formulated as: (1) improving resident understanding of research (biostatistical and epidemiologic) methods and statistical concepts, (2) teaching critical appraisal skills, and (3) promoting the use of evidence-based medicine. Each session's format is interactive, consisting of a 10 minute lecture with radiology examples of a research or statistical concept, followed by a journal club style discussion. Crucial to the success of this curriculum has been input and engagement of multiple parties: radiology residents, epidemiologist directors, and subspecialist clinician educator faculty members.

CONCLUSION

A well-thought out and well-run resident journal club offers numerous solutions to radiology residencies. To residency program leadership and to each individual resident annually, resident journal club offers cutting edge medical knowledge, interactive conferences in the formal didactic curriculum, resident training in critical thinking skills and research design, resident training in interpersonal and communication skills, opportunity for residents to be teachers, and expanded resident interprofessional education. It meets Accreditation Council for Graduate Medical Education common program, Residency Review Committee diagnostic radiology program, and American Board of Radiology Milestones requirements.

Journal clubs in Australian medical schools: prevalence, application and educator opinion

PURPOSE

Medically-focused journal clubs have been used as an educational tool for over 100 years with research indicating that they improve knowledge, reading behaviour, and critical appraisal skills. However, it is not known how widespread their use is among Australian medical schools, nor the opinions of medical education leaders as to their value.

METHODS

A nationwide cross-sectional study was performed on academic leaders from every Australian medical school. Individuals were asked to complete a survey detailing their attitudes towards journal clubs using single or multiple answer questions, Likert scales, and ranked data. They were asked whether students at their institutions were able to partake in journal clubs, and if so, details of their implementation.

RESULTS

At least one response was collected from 18 of 19 Australian medical schools. This represented 60 responses of a possible 147 (40.8%), the vast majority of whom were heads of clinical schools, 36 (60.0%). The prevalence of journal clubs among medical institutions was high, with 15 of 18 (83.3%) stating that they had a journal club. Of these 23 (65.7%) were metropolitan and 12 (34.3%) were rural institutions. Most were clinician-led, 18 (51.4%), run through specific hospital departments, 13 (37.1%), and most frequently occurred during clinical years, 23 (65.7%). The vast majority stated that the primary aim of the journal club was to develop critical appraisal skills, 20 (57.1%).

CONCLUSION

Journal clubs are a highly regarded educational tool in the armoury of medical school educators, with significant heterogeneity in their structure, geographic prevalence and intended purpose. Further studies into their efficacy in teaching evidence-based medicine is warranted in the medical student cohort.

Evaluation of a journal club preparatory session on student confidence for a graded journal club

INTRODUCTION

The purpose of this project was to describe and assess the impact of a journal club preparatory session on advanced pharmacy practice experience (APPE) student confidence pre- and post-graded journal club.

METHODS

A two-hour journal club preparatory session was implemented for APPE students on rotation with two clinical faculty members. The pre-assessment instructional activity was conducted the first week of each rotation; faculty members took turns working through a randomized-controlled clinical trial, highlighting and discussing key points based on their backgrounds and training. In week three, each student completed a graded journal club assignment that required a written critique and verbal presentation. Student confidence was evaluated pre-and post-activities; the pre-survey was completed prior to the journal club preparatory session and the post-survey was completed in week six.

RESULTS

Thirty-two APPE rotation students participated in journal club activities, with 26 students providing complete data (81% response rate). Mean scores on confidence across all 11 items improved on the post-survey and were statistically significant (p < 0.05). There were no statistically significant differences on change in confidence based on gender, age, with or without an acute care rotation, and with or without previous journal club experience.

CONCLUSION

A journal club preparatory session that walks students through a process prior to a graded activity helps to increase student self-reported confidence.

A team-based translational journal club: Understanding the translational research highway

The mission of the National Center for Advancing Translational Science (NCATS) is to catalyze the generation of innovative methods and technologies that will enhance the development, testing, and implementation of diagnostics and therapeutics across a wide range of human diseases and conditions.¹ NCATS funded a predoctoral TL1 training grant at our institution. We developed a novel team-based Translational Journal Club utilizing three-member teams to find a basic science paper and two clinical study papers that covered a single therapeutic, either a pivotal study or a dissemination and implementation study; one member of the team presented a paper on the above topics in successive weeks. In addition, the trainees attended lectures on: how to design a pivotal clinical trial, dissemination and implementation, and drug development from a basic science discovery through its approval. From these presentations, the trainees appreciated the T0 to T3/4 continuum and its challenges. They also attended sessions on how to present scientific concepts, making them better communicators. The trainees found the Translational Journal club to be very rewarding, illuminating, and providing a much better understanding of the translational research processes required to develop new therapies.

Pharmacy student perceptions regarding understanding of and confidence in literature evaluation following a student-led journal club

BACKGROUND

Journal clubs are commonly used by healthcare professionals, including pharmacists, as a means of analyzing and applying research to clinical practice. The purpose of this research is to determine if participation in student-led journal clubs impacts students' understanding of and confidence in literature evaluation.

METHODS

First- through third-year pharmacy students attended co-curricular journal club sessions. Students attending these sessions completed a questionnaire (Journal Club Comprehension and Confidence Instrument [JCCCI]) immediately prior to [pre-survey] and following [post-survey] the journal club session (journal club group). The JCCCI was also delivered to student pharmacists not attending the co-curricular journal club sessions (control group). Wilcoxon Signed-Rank tests were used to compare the responses to the JCCCI questionnaire. Analysis was conducted using SPSS. This research was approved by the University's Institutional Review Board.

RESULTS

A total of 182 student pharmacists completed the survey (journal club group, n = 52; control group, n = 130). There were significant differences in the pre- and post-survey of the journal club group in eight of the 10 competencies; "process", "background", "methods", "intervention/treatment", "statistical analysis", "results", "clinical significance" and "strengths/limitations". There were significant differences discovered between the journal club group (post-survey) and control group in three of the 10 competencies; "process", "importance", and "intervention/treatment".

CONCLUSIONS

This study demonstrates that participation in a journal club yielded significant improvements in how students self-rated their confidence in and understanding of literature evaluation. Based on students' self-assessed understanding of and confidence in literature evaluation, student-led journal club sessions conducted outside of the traditional pharmacy curriculum offer a perceived benefit to students.

Critical appraisal of published research papers - A reinforcing tool for research methodology: Questionnaire-based study

Background and Objectives:

Critical appraisal of published research papers is routinely conducted as a journal club (JC) activity in pharmacology departments of various medical colleges across Maharashtra, and it forms an important part of their postgraduate curriculum. The objective of this study was to evaluate the perception of pharmacology postgraduate students and teachers toward use of critical appraisal as a reinforcing tool for research methodology. Evaluation of performance of the in-house pharmacology postgraduate students in the critical appraisal activity constituted secondary objective of the study.

Materials and Methods:

The study was conducted in two parts. In Part I, a cross-sectional questionnaire-based evaluation on perception toward critical appraisal activity was carried out among pharmacology postgraduate students and teachers. In Part II of the study, JC score sheets of 2^nd- and 3^rd-year pharmacology students over the past 4 years were evaluated.

Results:

One hundred and twenty-seven postgraduate students and 32 teachers participated in Part I of the study. About 118 (92.9%) students and 28 (87.5%) faculties considered the critical appraisal activity to be beneficial for the students. JC score sheet assessments suggested that there was a statistically significant improvement in overall scores obtained by postgraduate students (n = 25) in their last JC as compared to the first JC.

Conclusion:

Journal article criticism is a crucial tool to develop a research attitude among postgraduate students. Participation in the JC activity led to the improvement in the skill of critical appraisal of published research articles, but this improvement was not educationally relevant.

Prevalence of Journal Clubs: A Survey of Clinical Pastoral Education Residencies in the United States

Journal clubs are an established and effective method of promoting research literacy and evidence-based practice in the medical field. However, their use in clinical pastoral education (CPE) residencies is relatively new and largely unstudied. In 2016 we surveyed 201 ACPE certified educators of CPE residency programs throughout the United States. Eighty-eight certified educators participated in this first-of-its-kind study. Our aim was to determine the prevalence and structure of existing CPE journal clubs and establish baseline data to determine the effectiveness of future programs for increasing research literacy. Seventy-three percent of respondents indicated they did not have a journal club. Journal clubs that do exist tend to meet at least monthly and last one to two hours. Chaplains, certified educators, or chaplain residents lead the majority of journal clubs. Seventy percent of respondents whose programs had journal clubs indicated they were interested to learn more about journal clubs. Journal clubs do not appear to be common in CPE residencies and chaplains may feel unprepared to lead them. CPE journal clubs would likely be strengthened by collaboration with other disciplines and from additional training for CPE certified educators. We offer suggestions to this end as well as areas for further research.

Speed journal clubs: A novel application of literature evaluation and presentation at a non-teaching hospital

BACKGROUND

Traditional journal clubs are incorporated into pharmacy education and are typically thirty to sixty minutes in duration. Multiplying this by the number of students and residents makes journal club discussions a significant time commitment for participants, preceptors, and pharmacy staff members. The purpose of this study was to develop an activity that enhances participants' ability to interpret and summarize the findings of a study in a brief and concise manner.

EDUCATIONAL

Activity and setting: After independently evaluating their chosen journal article, students/residents were grouped into pairs. One presenter in each pair had five minutes to present to their partner, with two minutes for questions and answers; the partner presented in the same manner. Groups then rotated and repeated the activity. Assessment of the activity included session debriefing and an online questionnaire.

FINDINGS

Twenty-six questionnaires were returned (response rate 90%). The majority of respondents (88%) felt they learned how to concisely summarize and present pertinent information from a published journal article. Respondents (81%) also felt that they will use these skills in their practice. Furthermore, respondents found that their presentation and listening skills improved with each round (89% and 85%, respectively). Time spent on journal clubs decreased per experiential time frame from approximately four hours to 90 minutes.

SUMMARY

A novel journal club activity that is termed "speed journal clubs" was well received, offered opportunities for education on several topics in a short time, enhanced skills in concise communication, and decreased the amount of time spent on journal clubs.

Redevelopment of a journal club assignment at a distance-education college of pharmacy

BACKGROUND AND PURPOSE

Given the proliferation of distance learning in pharmacy education, the ability to conduct journal club in this setting warrants examination. This paper will describe the development of a journal club assignment at a distance-education (DE) college of pharmacy.

EDUCATIONAL ACTIVITY AND SETTING

A group journal club (JC) assignment at a DE college of pharmacy was modified to require recorded presentations in order to decrease the number of evaluators and recover lost classroom teaching time. The process utilized during the modification and opportunities and challenges encountered are described. Mean project grades, course grades, and grades between campuses were collected in the recorded-presentation period. The number of evaluators and hours of available lecture time were documented before and after modification. Starting in 2013, student perception of the JC experience was gathered via two post-class survey questions.

FINDINGS

The recording of JCs in the distance-learning environment was initiated in 2010 and continued through 2017. A total of 1463 students completed the course during this time. Project and course grades averaged 89.06% (±1.83) and 86.5% (±2.27), respectively; project grade averages were similar across campuses. Following modification, evaluators decreased from an average of 15 to 1.5 and available lecture time increased by six hours. Students from 2013 through 2017 agreed that the JC project was reflective of course content (90.14%) and valuable (82.66%).

SUMMARY

Using recordings to have students complete a JC project in a DE environment increased available lecture time, maintained grading consistency, and provided value to students.

The use of a virtual journal club to promote cross-cultural learning in the reproductive sciences

PURPOSE

Scientific literacy and communication are critical skills in the biological sciences. Journal clubs, in which peer-reviewed academic literature is discussed, are traditionally used to teach students to evaluate the literature, review scientific findings, and learn about historical, controversial, or current topics.

METHODS

We used a virtual journal club to facilitate the international interaction between two universities with master's degree programs in the reproductive sciences: the University of Murcia (Spain) and Northwestern University (USA). The virtual journal club occurred over a 2-hour period and was held using Blue Jeans Conferencing Service software and involved a total of 29 students. During this event, the students who were separated physically by thousands of miles discussed and exchanged ideas about a high-impact publication in real time. A survey assessment was administered to students at the University of Murcia following the event.

RESULTS

Positive perceptions included the establishment of cross-institutional interactions and the ability to practice scientific communication in another language. Areas noted for improvement included preparation time and engagement opportunities.

CONCLUSION

Overall, the virtual journal club is an innovative technology that can easily be broadened and has the potential to foster collaboration, ameliorate multilingual communication, improve cultural competencies, and expand professional global networks.

Perceived benefit of a student-led journal club presentation in a pharmacotherapy module

BACKGROUND AND PURPOSE

The primary purpose of this study was to evaluate student's perceptions of a student led journal club.

EDUCATIONAL ACTIVITY AND SETTING

There were four, paired student led journal club sessions throughout the five week Women's and Men's Health Pharmacotherapy course. Journal club topics expanded upon didactic lecture material. A voluntary end-of-course survey was administered. Survey questions pertained to student's perception of the activity. Course and journal club grades were collected to identify correlations between demographics and performance.

FINDINGS

All 91 students were given the survey (92.3% completion rate). Most students had not completed the journal club elective course or a journal club presentation previously (84.5% and 70.2%, respectively). Post-intervention prior to the course, most students did not feel confident in evaluating primary literature or presenting a journal club (61.9% and 59.5%, respectively). By the end of the course, most students felt an improvement in confidence in evaluating primary literature and presenting a journal club (88.1% and 89.3%, respectively). Most students agreed the journal club activities adequately complemented course material and was a beneficial course component (84.5% and 85.7%, respectively). Students felt better prepared for their Doctoral Candidate Seminar and pharmacy year four experiential rotations (76.1% and 86.9% respectively). Overall students reported that the journal club activity should be included in future courses (79.7%). The only parameter that predicted student confidence to present the journal club was completion of a journal club prior to the course. (p = 0.013) SUMMARY: Students perceived the journal club presentation in a pharmacotherapy module to be beneficial and agreed it should be included in future courses.

The effectiveness and feasibility of TREAT (Tailoring Research Evidence and Theory) journal clubs in allied health: a randomised controlled trial

BACKGROUND

Journal clubs (JC) may increase clinicians' evidence-based practice (EBP) skills and facilitate evidence uptake in clinical practice, however there is a lack of research into their effectiveness in allied health. We investigated the effectiveness of a structured JC that is Tailored According to Research Evidence And Theory (TREAT) in improving EBP skills and practice compared to a standard JC format for allied health professionals. Concurrently, we explored the feasibility of implementing TREAT JCs in a healthcare setting, by evaluating participating clinicians' perceptions and satisfaction.

METHODS

We conducted an explanatory mixed methods study involving a cluster randomised controlled trial with a nested focus group for the intervention participants. Nine JCs with 126 allied health participants were randomly allocated to receive either the TREAT or standard JC format for 1 h/month for 6 months. We conducted pre-post measures of EBP skills and attitudes using the EBP questionnaire and Assessing Competence in Evidence-Based Medicine tool and a tailored satisfaction and practice change questionnaire. Post-intervention, we also conducted a focus group with TREAT participants to explore their perceptions of the format.

RESULTS

There were no significant differences between JC formats in EBP skills, knowledge or attitudes or influence on clinical practice, with participants maintaining intermediate level skills across time points. Participants reported significantly greater satisfaction with the organisation of the TREAT format. Participants in both groups reported positive changes to clinical practice. Perceived outcomes to the TREAT format and facilitating mechanisms were identified including the use of an academic facilitator, group appraisal approach and consistent appraisal tools which assisted skill development and engagement.

CONCLUSIONS

It is feasible to implement an evidence-based JC for allied health clinicians. While clinicians were more satisfied with the TREAT format, it did not significantly improve their EBP skills, attitudes, knowledge and/or practice, when compared to the standard format. The use of an academic facilitator, group based critical appraisal, and the consistent use of appraisal tools were perceived as useful components of the JC format. A structured JC may maintain EBP skills in allied health clinicians and facilitate engagement, however additional training may be required to further enhance EBP skills.

TRIAL REGISTRATION

ACTRN12616000811404 Retrospectively registered 21 June 2016.

Electronic journal clubs for capacity building: A case study in psychiatry as a model for medical disciplines in developing countries

BACKGROUND

Journal clubs (JCs) teach participants how to critically read and assimilate materials published in journals. Electronic JCs (eJCs) provide a similar platform through internet groups, allowing members to participate in and review JC activities as well as JC archives in their free time.

METHODS

We describe the operations and the successes of eJCIndia, to our knowledge the first eJC in India in the field of mental health. eJCIndia was started for capacity building in teaching and research competence in the field.

RESULTS

eJC India, with >400 members comprising academic psychiatrists and postgraduate students, is now 3 years old. eJCIndia conducts about a hundred activities a year; there is active participation from the membership. Activities include posting of educational materials of interest to the group; seeking and receiving guidance on academic and practical matters of interest to the group; providing and receiving training on how to review research manuscripts submitted to journals for consideration for publication; learning how to critically review published journal articles for strengths, limitations, and applications; and learning how to design studies, analyze data, and prepare manuscripts for publication. The activities of eJCIndia have resulted in the publication of about 20 articles and in the development of several research collaborations, including one multicenter study.

CONCLUSIONS

The eJCIndia model can be replicated across medical disciplines in India and elsewhere. It may be the most efficient means for manpower development and capacity building in academic and research competence, given the inequitable geographical distribution of academic expertise in developing countries.

Journal Club Standardization Tool: Helping participants get the JIST

BACKGROUND AND PURPOSE

Clinical pharmacy practice relies on the ability to critically evaluate clinical trials and apply their findings to patient care. The development of these skills begins in pharmacy school, develops during residency programs, and continues to mature while practicing clinical pharmacy. The purpose of this analysis was to evaluate student attitudes and perceptions following implementation of the Journal Interpretation Summary Tool (JIST) into a pharmacy curriculum.

EDUCATIONAL ACTIVITY AND SETTING

The "journal club" is an activity implemented in many curricula with the intent to hone these skills. The JIST is a standardized template aimed at improving the consistency of a journal review by organizing major elements of a trial, allowing the facilitator and participants to navigate through key information and guide the journal club discussion.

FINDINGS

Implementation of JIST resulted in an increased level of confidence for a majority of students (63.3%) when conducting and critically evaluating a journal article. More than 80% of students reported they were better able to critically evaluate a published article using JIST, and 91.9% reported JIST provided structure to the journal club process.

DISCUSSION AND SUMMARY

JIST provides the appropriate level of guidance and structure, particularly for the novice pharmacy student or pharmacist. The use of a standardized tool for journal club evaluation may lead to further improvements in applying literature to practice and other skills surrounding the critique of medical literature.

Evaluation of a multidisciplinary burn care journal club: Lessons learned

BACKGROUND

Journal clubs allow discussion of the quality and findings of recent publications. However, journal clubs have not historically been multidisciplinary. Burn care is recognized as a true collaborative care model, including regular multidisciplinary rounds. Since 2011 we have offered a multidisciplinary burn journal club at our institution. We present an evaluation of the factors that have made the sessions successful to facilitate others to commence their own club.

METHODS

At the end of each journal club session participants anonymously completed a structured evaluation. Five-point scales were used to evaluate understanding, meeting objectives, presentation and appropriateness of information. Qualitative questions were asked to identify beneficial factors, suggestions for improvements, ideas for future sessions and feedback for the facilitator.

RESULTS

Attendance grew from six to a maximum of 19. Members included physicians, nurses, dieticians, physiotherapists, occupational therapists, social workers, basic scientists and students. Presentations were undertaken by all of these disciplines. Ratings improved steadily over time. Understanding increased from a score of 4.5 to 4.8; meeting objectives from 4 to 4.9; satisfaction with method of presentation from 4.3 to 4.9 and with level of information from 3 to 4.9.

CONCLUSIONS

Over time, the journal club has evolved to better meet the needs of our team. Successful multidisciplinary journal club implementation requires identification of champions and ongoing evaluation.

APPLICABILITY OF RESEARCH TO PRACTICE

The success of the journal club has been possible through the engagement of the entire burn team. Champions within each discipline, facilitated discussion and evaluation tools have helped nurture a nonthreatening team based learning environment.

Medical Education Journal Club: Two years' experience at King Saud University

Objective

Medical Education Journal Club is an evidence-based approach to teach and learn critical appraisal techniques on available literature. This study evaluates the implementation and experience of two academic years of Journal club at Medical Education Department, King Saud University.

Methods

We started JC in 2015 at medical education department, KSU. An invitation with a published paper and event poster were sent 2 weeks prior of the session to participants. A traditional one-group posttest design with open item survey were conducted at the end of every session.

Results

A total of 12 sessions were conducted in total. The average attendance of 26 (Male: 42/79, 53.1%) and (Female: 31/79, 39.2%) with mix of professors, associate and assistant professors. The MEJC had a positive effect on participant's session expectations (45/79, 92.4%), and had increased their knowledge of the field (73/79, 92.4%). It was observed that the attendance of event depends on the speaker for the event. The sessions have also arisen the need of trainings and other scientific activities.

Conclusions

MEJC is an educational activity that can play important aspect in providing high quality healthcare teachings. We conclude that the success and consistency of MEJC depends on speaker. It commensurate the audience interest to attend and learn. While proper advertisement of event, and regular attendance also plays a vital role in this regard.

Debate as an alternative method for medical literature evaluation

BACKGROUND AND PURPOSE

To determine the student impression of utilizing a debate style journal club as an alternative approach for preceptors to teach medical literature evaluation skills to pharmacy students undergoing Advance Pharmacy Practice Experiences (APPE) in both acute care and ambulatory care.

EDUCATIONAL ACTIVITY AND SETTING

Students were asked to debate on a controversial topic or two drugs with similar indications. Each side had to research supporting evidence based medicine and use literature appraisal skills to incorporate the information logically into an oral debate style format. Approximately fifteen minutes were allotted for each debate, allowing five minutes for each opening argument, three minutes for each rebuttal, and two minutes for each closing argument. Students were then asked to complete a post-debate survey using a Likert Scale to evaluate their perception of the debate style journal club.

FINDINGS

Following implementation of the debate style journal club, students reported being more confident with their ability to find, compare, and retain information from primary literature with a mean of 4.1, 4.2, and 4.4 respectively on a Likert Scale. Students also reported overall enjoyment and satisfaction with a mean of 4.0.

SUMMARY

Debate style journal clubs have the capability to teach pharmacy students vital literature appraisal skills, and are a well-liked alternative to the traditional style journal club. Incorporating this method improved student interest as well as increased their ability to find, compare, and retain the information gathered from primary literature.

Student pharmacists' preparedness to evaluate primary literature pre- and post-Advanced Pharmacy Practice Experiences

BACKGROUND AND PURPOSE

The primary objective of this study was to assess the effect of formal primary literature evaluation (PLE) during advanced pharmacy practice experiences (APPEs) on student pharmacists' preparedness and knowledge related to literature evaluation.

EDUCATIONAL ACTIVITY AND SETTING

A perception of preparedness survey and knowledge assessment was given to student pharmacists pre- and post-APPEs. Student pharmacists were also asked to characterize their opportunities for formal PLE during APPEs. Literature evaluation experiences, knowledge base and preparedness data were compared between student pharmacists who completed two or more PLE on APPE and those who did not.

FINDINGS

A total of 211 student pharmacists completed 529 formal PLE during their APPE experiences. Quiz grades and average perception of preparedness increased significantly from pre- to post-APPE regardless of whether student pharmacists had the opportunity for formal PLE on APPE. Student pharmacists who completed two or more PLE on APPE stated they felt more confident in evaluating primary literature after APPE, had greater post-APPE preparedness scores and a trend towards higher post-APPE quiz scores.

DISCUSSION AND CONCLUSION

APPEs provide an important opportunity for student pharmacists to improve their PLE knowledge.

Another Time, Another Space: The Evolution of the Virtual Journal Club

Virtual journal clubs (VJCs) provide a standardized, easily accessible forum for evidence-based discussion. The new virtual reality setting in which journal clubs and other online education events now take place offers great advantages and new opportunities for radiologists in academic medicine and private practice. VJCs continue to evolve, largely due to many emerging technologies and platforms. VJCs will continue to play an increasingly important role in medical education, interdisciplinary interaction, and multi-institutional collaboration. In this article, we discuss how to conduct and lead a critical review of medical literature in the setting of a virtual or traditional journal club. We discuss the current applications of VJCs in medical and graduate medical education and continued lifelong learning. We also explain the advantages and disadvantages of VJCs over traditional venues. Finally, the reader will be given the tools to successfully implement and run a VJC.

The Evolution of the Journal Club: From Osler to Twitter

Journal clubs have typically been held within the walls of academic institutions and in medicine have served the dual purpose of fostering critical appraisal of literature and disseminating new findings. In the last decade and especially the last few years, online and virtual journal clubs have been started and are flourishing, especially those harnessing the advantages of social media tools and customs. This article reviews the history and recent innovations of journal clubs. In addition, the authors describe their experience developing and implementing NephJC, an online nephrology journal club conducted on Twitter.

Interactive Journal Club: Teaching an Old Dog New Tricks

The interactive journal club incorporates basic principles of active and adult learning in a traditional education tool to maximize opportunity to develop critical thinking, communication skills, active reflection, and personal confidence in these skills. Following the choice of an appropriate article, the Designated Leader (DL) directs the discussion by presenting the title and data from the article with instructions for their analysis but without the author's text. The participants, except the DL, are viewing the article for the first time and are prompted in their review of the raw data to provide their own interpretation, discovery, and critique. Participants are challenged to become more adept at study design, data analysis, and presentation and have indicated by informal verbal feedback that they look forward to the interactive journal club as it is enjoyable, relevant, and beneficial. Implementation of the interactive journal club does not require significant training in the approach or extensive revision or preparation of course materials.

A journal club for peer mentorship: helping to navigate the transition to independent practice

The transition from residency to independent practice presents unique challenges for physicians. New attending physicians often have unmet learning needs in non-clinical domains. An attending physician is an independent medical practitioner, sometimes referred to as a staff physician or consultant. Peer mentorship has been explored as an alternative to traditional mentorship to meet the learning needs of new attendings. In this article, the authors describe how a journal club for general internal medicine fellowship graduates helped ease the transition by facilitating peer mentorship. Journal club members were asked to bring two things to each meeting: a practice-changing journal article, and a 'transition to practice' discussion topic such as a diagnostic dilemma, billing question, or a teaching challenge. Discussions fell into three broad categories that the authors have termed: trading war stories, measuring up, and navigating uncharted waters. It is likely that physicians have a strong need for peer mentorship in the first few years after the transition from residency, and a journal club or similar discussion group may be one way to fulfil this.

Refining the Journal Club Presentations of Postgraduate Students in Seven Clinical Departments for Better Evidence-based Practice

BACKGROUND

A gap between best practice and actual clinical care exists and this can be overcome by evidence-based practice (EBP), which is essential to improve the clinical decision making. A strategy to reduce deficits in care provision is to train the postgraduate students in the practice of EBP in the journal clubs as evidence from medical colleges in India reveals that current format of journal club presentations is unsatisfactory.

AIM

The aim of the present study was to refine the journal club presentations of postgraduate students of clinical departments and to study the effectiveness of EBP training in them for better EBP.

SUBJECTS AND METHODS

This study was conducted in S. Nijalingappa Medical College, Bagalkot, Karnataka, India, and it was a pre- and post-trial. This study was a pre- and post-trial done during the journal club presentations of postgraduate students from clinical departments. Postgraduate students' understanding of concepts about EBP was assessed using Fresno test questionnaire in traditional journal club presentation. A hands-on session incorporating steps of EBP was imparted to them. Soon after the session, each student was assessed. In the next journal club presentation, 1 week later, the students were assessed again with the same questionnaire by the same faculty. Scores of the postgraduate students, before and after intervention (immediate and 1 week later), were compared. Data were analyzed by paired t-test using SPSS.

RESULTS

An increase in mean posttest scores was seen immediately and also 1 week later as compared to the pretest scores. The scores also increased significantly, when each step of EBP was considered.

CONCLUSIONS

Incorporating teaching of EBP in journal club presentations improved the competencies of postgraduate students in clinical decision making.

Journal Club presentation in research orientation at Bahria University Medical & Dental College

Objective:

To determine faculty perception on journal club (JC) presentation at Bahria University Medical and Dental College (BUMDC), Karachi. Pakistan.

Methods:

It was a cross sectional study conducted from January 2009 to December 2012 to acquire faculty member’s feedback on JC presentations in structured meeting at BUMDC. Feedback was acquired by a self-reported questionnaire on a 3-pt Likert scale with a score of 1= disagree, 2= neutral, 3 = agree. Respondents were divided into Group I; senior faculty (professors, associates and assistants) and Group II of junior faculty (lecturers). Chi square test was applied to compare categorical variables; results considered significant with p value< 0.05.

Result:

A total of 75JC presentations were made in study period. In Group I, response was acquired by 5 Professors, 3 Associate Professors and 7 Assistant Professors whereas 34 lecturers comprised of Group II. Both groups responded to usefulness of JC equally without any significant difference. JC encouraged literature search in 35(72%), enabled 38(78%) to recall their knowledge and 34(70%) to understand study objectives. The participants 34(70%) were able to comprehend research methodology, 19(38%) understood biostatistics and 29(59%) evaluated the paper critically. The exercise motivated 36(74%) and 30(62%) participants were able to design their research projects.

Conclusions:

Orientation of research at BUMDC was made possible by JC discussions which encouraged literature review from reputable journals, understanding of research methodology and critical appraisals that facilitated formulation of research plans.

[Exponential use of social media in medicine: example of the interest of Twitter(©) in urology]

AIM

Social media (#SoMe) has changed the face of modern medicine. Our purpose was to asses the potential interest of Twitter in the field of urology.

MATERIAL AND METHODS

A systematic review of the literature has been performed using PubMed without timeline restriction with the following keywords (MeSH): social media; Web 2.0; Twitter; Internet; network; urology; journal club; education.

RESULTS

There were 3 categories of interest of Twitter in the field of urology: spread of scientific knowledge, scientific interaction during medical conferences and medical education and international medical debates. The unique spread of evidence-based-medecine through traditional scientific journals in paper version is over. Main scientific journals in urology and scientific societies are now using a Twitter account and became virtual. They use new bibliometrics available on #SoMe to estimate the social impact. Twitter allows for a better interactivity of doctors attending scientific conferences. Exponential use of Twitter is in the interest of speakers and leaders, audience and scientific societies. Lastly, medical academic education and continuing medical education can be achieved through #SoMe. Twitter became a lively virtual platform for scientific debates for complex oncological cases (dematerialized tumor board). Twitter is also a place for intense scientific discussion during virtual journal club without geographic or timeline restriction.

CONCLUSION

Physicians need to respect the rules for a wise use of #SoMe in order not to break the Hippocratic Oath. There is a revolution around #SoMe and Twitter in the spread of scientific knowledge and academic teaching. International urologists are already committed in this evolution and France should also get involved.

A pilot investigation of a Pediatric Surgery Journal Club

BACKGROUND

The CanMEDS competency "scholar" encompasses the creation, dissemination, application, and translation of medical knowledge. We hypothesize that a structured journal club (JC) for pediatric surgical trainees would meet these objectives in an enjoyable and long-lasting manner.

METHODS

A JC involving two pediatric surgery training programs was created with each session focusing on a specific study design. Pre-tests/post-tests were administered before/after each session with durability of learning assessed during the following session. Metrics analyzed included participant satisfaction and an appraisal of evidence-based medicine (EBM) principals. Test results were analyzed using the paired T-test with p<0.05 considered significant.

RESULTS

On average, 14 participants attended each session, with all trainees present (4). While participants believed they understood EBM principles, 40% were unfamiliar with question formulation, 48% were unfamiliar with critical appraisal tools, and 60% had not appraised an article within the previous year. Pre-test to post-test comparison yielded an improvement in mean score (20=perfect score): 10.8 to 16.9, p<0.01. Measures of participant satisfaction were uniformly positive.

CONCLUSION

A structured Pediatric Surgery Journal Club addresses scholarly training objectives in a highly satisfactory manner and yields durable learning. A web-based curriculum based on this model could serve as an important educational tool for trainees and attending staff alike.

International Urology Journal Club via Twitter: 12-month experience

BACKGROUND

Online journal clubs have increasingly been utilised to overcome the limitations of the traditional journal club. However, to date, no reported online journal club is available for international participation.

OBJECTIVE

To present a 12-mo experience from the International Urology Journal Club, the world's first international journal club using Twitter, an online micro-blogging platform, and to demonstrate the viability and sustainability of such a journal club.

DESIGN, SETTING, AND PARTICIPANTS

#urojc is an asynchronous 48-h monthly journal club moderated by the Twitter account @iurojc. The open invitation discussions focussed on papers typically published within the previous 2-4 wk. Data were obtained via third-party Twitter analysis services.

OUTCOME MEASUREMENTS AND STATISTICAL ANALYSIS

Outcomes analysed included number of total and new users, number of tweets, and qualitative analysis of the relevance of tweets. Analysis was undertaken using GraphPad software, Microsoft Excel, and thematic qualitative analysis.

RESULTS AND LIMITATIONS

The first 12 mo saw a total of 189 unique users representing 19 countries and 6 continents. There was a mean of 39 monthly participants that included 14 first-time participants per month. The mean number of tweets per month was 195 of which 62% represented original tweets directly related to the topic of discussion and 22% represented retweets of original posts. A mean of 130 832 impressions, or reach, were created per month. The @iurojc moderator account has accumulated >1000 followers. The study is limited by potentially incomplete data extracted by third-party Twitter analysers.

CONCLUSIONS

Social media provides a potential for enormous international communication that has not been possible in the past. We believe the pioneering #urojc is both viable and sustainable. There is unlimited scope for journal clubs in other fields to follow the example of #urojc and utilise online portals to revitalise the traditional journal club while fostering international relationships.