Abstract
Journal clubs have traditionally been important means by which clinicians, academics and trainees appraise research that relates to their field. In recent years the evidence-based style has become more prevalent, allowing knowledge gleaned from research to be applied to clinical situations. Currently, the main approach of evidence-based journal clubs is quantitative. This paper describes the evaluation of a modified journal club format, developed in an academic department of a medical school and combining the appraisal of both qualitative and quantitative papers.
Highlights
Journal clubs have traditionally been important means by which clinicians, academics and trainees appraise research that relates to their field
Warner & King (1997) reported that once implemented in this format, 88% of participants improved their critical appraisal skills and 100% felt it was an appropriate use of academic programme time
In 1998, the National Health Service commissioned a review of the literature and their report highlighted criteria that could be used to differentiate between the quality of qualitative papers (Murphy et al, 1998)
Summary
Journal clubs have traditionally been important means by which clinicians, academics and trainees appraise research that relates to their field. The idea to change the journal club format within the Department of Mental Health (Learning Disability) from an older style to a more evidence-based approach had been suggested for some time. It was proposed to establish a journal club, which would present and assess both qualitative and quantitative research papers on the same subject at the same session.
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