Abstract
ABSTRACT Background/Aim: A structured journal club course that counts towards the final assessment was introduced in a medical doctorate program course at King Edward Medical University, Pakistan. This study aims to explore its effects on the learning approach of PhD scholars. Methods: A qualitative study comprising of a focus group discussion, involving eight out of the total of thirteen PhD scholars was conducted in 2017. Focus group discussions were transcribed verbatim and codes and themes were identified using grounded theory. The findings were triangulated with data from teaching feedback forms of the course from all the thirteen PhD scholars from 2015 to 2017. Results: The participants described an overall positive effect of the course on their learning, including development of critical and scientific thinking. They also reported improvement in their clinical and teaching practice. They attributed these to the interactive nature of the course, role playing as author while presenting the assigned paper in journal club, help from the study guide, interdisciplinary peer learning and the awareness that they were being graded on their performance. Conclusions: A semester long structured journal club course that contributes to the final assessment may be an effective tool to teach medical doctorate students about the research process and critical appraisal skills.
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