Journal Club Participation Research Articles

Occupational therapy students’ experiences and perceptions of journal club participation

Background Journal clubs can be used as a learning activity for developing students’ skills in critical appraisal and are perceived as suitable for increasing students’ exposure to research methods. Aims/objectives To explore how undergraduate occupational therapy students experienced journal club and how they perceived their learning outcomes from participating in this learning activity. Materials and methods A mixed methods study comprised of a survey followed by two focus groups was conducted. Seventeen occupational therapy students completed the survey, four of whom also participated in a total of two focus groups. Results The participants perceived journal clubs as suitable and they suggested that emphasis on this learning activity be increased. Across the two focus groups, four integrated themes were identified: ‘organisational prerequisites’; ‘potential for learning’; ‘learning barriers’; and ‘journal club as an integrated learning activity’. Conclusions and significance Journal clubs were described as having the potential for increasing students’ learning regarding research methods, promoting skills in reading and critically reviewing research articles and having relevance for professional practice. Some barriers were identified, and changes are suggested for future educational practice.

Evidence-based practice education in physical medicine and rehabilitation residency programs: A Canadian national survey.

The current extent and quality of evidence based practice (EBP) training for physiatrists is unclear at this time. Training of EBP is also available to residents in Canada. The extent, quality and impact of the training was explored. Cohort study Results: about half of the Canadian programs reported a formal EBP curriculum. The most frequently reported method of providing EBP education were resident participation in journal club. Despite the increasing integration of EBP into residency program education, there remains a critical lack of knowledge and skills for implementation of EBP into clinical practice among Canadian PM&R residency programs.

Implementation of an Evidence-Based Medicine Curriculum for Postgraduate Emergency Medicine Physician Assistant and Nurse Practitioner Fellows.

Within physician assistant (PA) education, the inclusion of evidence-based medicine (EBM) is mandatory. Despite existing literature on EBM training methodologies for PA students and emergency medicine (EM) physician residents, there exists a dearth of published data concerning EBM instruction within postgraduate PA EM programs. A pilot study is described providing an overview of implementation of an EBM curriculum in a single-institution postgraduate physician assistant and nurse practitioner emergency medicine fellowship. Quantitative data using pre-curriculum and post-curriculum surveys were collected. The curriculum included statistical concept screencasts, required attendance at a journal club with assigned topics for discussion, and used a critical appraisal tool designed to help fellows better analyze and understand the articles being reviewed. Upon graduation, fellows participated in structured interviews to collect qualitative data about the curriculum and application of learned concepts to the clinical setting. There was a statistically significant improvement in fellows' reported confidence in discussing the medical literature with practicing providers ( P = .02). However, there was no difference in prescores and postscores on EBM knowledge questions or on fellows' feelings of importance of EBM to clinical practice. Qualitative data revealed several themes, including helpfulness of tools provided in the curriculum, appreciation of curricular changes made secondary to fellow suggestions, and reports of improvement in reviewing medical literature and comfort in participation in local journal clubs upon graduation from the fellowship program. Limitations, including small sample size and validity concerns, are discussed. Positive changes were made to the curriculum based on qualitative data collected. The authors advocate for subsequent investigations into this subject within a multi-institutional and multispecialty context, thereby enhancing the breadth of the findings. Nevertheless, this study furnishes the initial accessible substantiation of the viability of introducing an EBM curriculum within this specific demographic.

The impact of journal clubs on postgraduate medical education in China

PurposeJournal 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.MethodA 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.ResultsOverall 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.ConclusionsThis 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.

Scholarship in anesthesiology: the role of critical appraisal, literature review, quality improvement, journal club, and presentation skills

If asked to describe the term “anesthesiologist scholar”, one may receive a variety of definitions depending on the individual’s area of practice, location in the world, and the generation in which they trained. In this article, we review the roles of five core elements that make an anesthesiologist a “scholar”: skills in critical appraisal, literature review, quality improvement, journal club participation, and presentation delivery. Although this list of scholarly components is not comprehensive, review of each element’s role in the everyday practice and training of physicians will offer insight into their evolution and may offer a glimpse into the future of anesthesiologist scholars. Overall, through the dissemination, recognition, and support of scholarship through these practices, we will continue to achieve meaningful outcomes for our patients and promote a culture of collaboration worldwide. We should ensure that these topic areas become a bedrock of medical education globally, and we must foster opportunities for those who have already completed training to develop and master these skills as a part of their clinical and academic practice.

Educational Impact of #IDJClub, a Twitter-Based Infectious Diseases Journal Club.

BackgroundJournal clubs have been an enduring mainstay of medical education, and hosting these on social media platforms can expand accessibility and engagement. We describe the creation and impact of #IDJClub, an infectious diseases (ID) Twitter journal club.MethodsWe launched #IDJClub in October 2019. Using the account @IDJClub, an ID physician leads a 1-hour open-access Twitter discussion of a recent publication. All participants use the hashtag #IDJClub. Sessions started monthly, but increased due to demand during the coronavirus disease 2019 (COVID-19) pandemic. We used Symplur ’s Healthcare Hashtag project to track engagement of #IDJClub per 60-minute discussion plus the following 30 minutes to capture ongoing conversations. We also conducted an online anonymous survey using Likert scales and open-ended questions to assess educational impact.ResultsIn its first 20 months, 31 journal clubs were held, with medians of 42 (interquartile range [IQR], 28.5–60) participants and 312 (IQR, 205–427.5) tweets per session. 134 participants completed the survey, of whom 39% were ID physicians, 19% pharmacists, 13% ID fellows, and 10% medical residents. Most agreed or strongly agreed that #IDJClub provided clinically useful knowledge (95%), increased personal confidence in independent literature appraisal (72%), and was more educational than traditional journal clubs (72%). The format addressed several barriers to traditional journal club participation such as lack of access, subject experts, and time.Conclusions#IDJClub is an effective virtual journal club, providing an engaging, open-access tool for critical literature appraisal that overcomes several barriers to traditional journal club participations while fostering connectedness within the global ID community.

Providing an Online Nursing Journal Club and Ensuring the Rigor of the Experience

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.

Professional consciousness and pride facilitate evidence-based practice-The meaning of participating in a journal club based on clinical practice reflection.

AimAn evidence‐based approach should permeate clinical nursing practice, but many nurses lack confidence in applying relevant research evidence to clinical practice. Journal club participation can increase evidence‐based practice knowledge and skills while facilitating positive attitudes among participants. Thus, the aim was to describe the experience of nurses in participating in a journal club based on a curriculum derived from their practice narratives.DesignThe study employed a phenomenological hermeneutical approach. Qualitative data from six focus groups with 19 nurses were interpreted in a three‐step process influenced by the French philosopher Paul Ricoeur.MethodsInfluenced by narrative pedagogy and critical reflection through problem‐based learning, a journal club named Reflexivity was facilitated in three 2‐hourly workshops over eight weeks and evaluated together with nurses across three clinical departments.ResultsThree themes are identified: (a) professional reflections are an oppressed aspect of daily nursing; (b) revealing nursing from the hidden; and (c) emerging consciousness in nursing. The study concludes that Reflexivity has the potential to integrate evidence‐based knowledge and increase professional consciousness by reflection on clinical questions in an evidence‐based context. Fundamental issues of nursing care are raised, and feelings of essential pride in nursing are facilitated. Thus, evidence‐based nursing practice is embarked through a journal club based on the participant's narratives.

Growing Academic Physiatry: The Impact of the Baruch's Grants on Harvard Medical School and Columbia College of Physicians and Surgeons. Part II.

Growing Academic Physiatry: The Impact of the Baruch's Grants on Harvard Medical School and Columbia College of Physicians and Surgeons. Part II.

Impact of an extracurricular, student-led journal club on evidence-based practice among baccalaureate nursing students.

Objective Journal clubs are accepted as an effective strategy for promoting evidence-based practice (EBP). However, journal clubs are underutilized in nursing education, and little is known about the impact of extracurricular, student-led journal clubs on EBP implementation among baccalaureate nursing students. The purpose of this study was to estimate the impact of journal club attendance on EBP implementation. Methods A web-based survey was conducted in April 2019 following eight sessions of monthly journal club among senior nursing students (n=78). Results Fifteen students attended four or more extracurricular, student-led journal club sessions (19.2%). EBP practice score was significantly higher among frequent journal club attendees. In multivariate analysis, journal club attendance was the significant predictor of EBP practice (β=0.34; p=0.006). Conclusion Graduating senior nursing students who attend extracurricular, student-led journal club sessions are more likely to carry out EBP practice. Participation in journal clubs may help increase their EBP competencies.

Professional Benefits of a Web-based Journal Club for Critical Care Residents and Their Mentors

Objective. To identify the perceptions and benefits of participation in a web-based journal club by the critical care pharmacy residents who presented and their mentors. Methods. Former and current resident presenters and their mentors were invited to complete one of three electronic surveys created to assess their perceptions of their experiences with a web-based journal club sponsored by the Clinical Pharmacy and Pharmacology (CPP) Section of the Society of Critical Care Medicine (SCCM). Descriptive statistics were used to analyze the data gathered. Results. Thirty-eight (41%) former residents, 23 (72%) recent or current residents, and 32 (58%) presentation mentors responded to the survey. Residents in both groups indicated that participation was a beneficial educational and professional experience. Residents who more recently presented an online journal club reported improved confidence in critically evaluating research, determining clinical applications of published literature, developing evidence-based recommendations, and educating trainees on evidence-based medicine. Mentors believed their residents' journal club participation influenced their future involvement in both the SCCM and the CPP Section and were extremely likely to recommend their future residents participate in the web-based journal club. Conclusion. Participation in a web-based journal club provided professional benefits to participants and their mentors that extended beyond the presentation itself. Interaction with the organization through this experience may have encouraged these individuals to maintain their professional involvement in the organization after the web-based journal club experience was completed. Other professional organizations may benefit from implementation of a similar web-based journal club.

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

BackgroundJournal 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. MethodsFirst- 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. ResultsA 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”. ConclusionsThis 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.

A Structured Review Instrument Improves the Quality of Orthopaedic Journal Club

We asked the following questions: 1. Does the use of an structured review instrument (SRI) at journal club increase presentation quality, as measured objectively by a standardized evaluation rubric? 2. Does SRI use increase the time required to prepare for journal club? 3. Does SRI use positively impact presenter perceptions about confidence while presenting, satisfaction, and journal club effectiveness, as measured by postparticipation surveys? A prospective study was designed in which a grading rubric was developed to evaluate journal club presentations. The rubric was applied to 24 presentations at journal clubs prior to introduction of the SRI. An SRI was developed and distributed to journal club participants, who were instructed to use it to prepare for journal club. The grading rubric was then used to assess 25 post-SRI presentations and scores were compared between the pre- and post-SRI groups. Presentations occurred at either trauma, pediatrics, or spine subspecialty journal clubs. Participants were also surveyed regarding time requirements for preparation, perceptions of confidence while presenting, satisfaction, and perceptions of overall club effectiveness. A single academic center with an orthopaedic surgery residency program. Resident physicians in the department of orthopaedic surgery. Mean presentation scores increased from 14.0 ± 5.9 (mean ± standard deviation) to 24.4 ± 5.2 after introduction of the SRI (p < 0.001). Preparation time decreased from a mean of 47 minutes to 40 minutes after SRI introduction (p = 0.22). Perceptions of confidence, satisfaction, and club effectiveness among trainees trended toward more positive responses after SRI introduction (confidence: 63% positive responses pre-SRI vs 72% post-SRI, p = 0.73; satisfaction: 64% vs 91%, p = 0.18; effectiveness: 64% vs 91%, p = 0.19). The use of a structured review instrument to guide presentations at orthopaedic journal club increased presentation quality, and there was no difference in preparation time. There were trends toward improved presenter confidence, satisfaction, and perception of journal club effectiveness. SRI utilization at orthopaedic journal club may be an effective method for increasing the quality of journal club presentations. Future work should examine the relationship between presentation quality and overall club effectiveness.

Utilization of Medical Education research studies: A survey among participants in Iranian National Conference on Medical Education

Introduction: Conferences and scientific meetings are valuable opportunities to transfer and exchange research findings. In Iran, National Conference on Medical Education is held annually, with more than 1500 participants from different disciplines. Participants’ competency in utilizing research findings, research finding readiness for utilization, and perceived organizational support are three domains that contribute to the enhancement of research utilization in medical education. This study was conducted to assess the conference participants’ own competency on research utilization, viewpoints about research readiness and perceived organizational support for research utilization in medical education. Method: This is a survey study on a convenient sample of participants in the conference; researcher-designed, self-administered questionnaire was applied. It consisted of 19 items in four domains (baseline characteristics, scientific activities, Competency for research report utilization, Research findings readiness for utilization and, organizational support for research utilization).The face and content validity of the questionnaire was approved by experts in the field, and its reliability was 0.94.Data were analyzed by descriptive analysis, Pearson correlation, one way ANOVA and stepwise linear regression tests.Results: 130 questionnaires were filled (response rate was 52%). 36% had a medical education degree. Faculty members rated their competency in the utilization of research report, viewpoint toward readiness of research report for utilization, and organizational support above the average. There was a statistically significant positive correlation between research utilization competency and the number scientific articles they had written, journal clubs participated and their work experience. The stepwise linear regression test revealed that journal club participation is the main factor of competency in research report utilization predictive model.Conclusion: Participants’ competency and viewpoint about research utilization were not desirable. The medical education must invest in training researchers and utilizers to earn essential competencies and change their mind about the important role of research findings in decision making. A limited study in this field implies the need to do more studies on research utilization in medical education.

Journal Club in Residency Education: An Evidence-based Guide to Best Practices from the Council of Emergency Medicine Residency Directors.

Journal clubs are an important tool for critically appraising articles and keeping up-to-date with the current literature. This paper provides a critical review of the literature on the design and structure of journal clubs in residency education with a focus on preparation, topic selection, implementation, and integration of technology. Recommendations for preparation include developing clearly defined goals and objectives that are agreed upon by all journal club participants; mentorship from experienced faculty members to ensure appropriate article selection, maintenance of structure, and applicability to objectives; distribution of articles to participants 1–2 weeks prior to the scheduled session with reminders to read the articles at predetermined intervals; and the use of a structured critical appraisal tool for evaluating the articles. Recommendations for topic selection include selecting a primary objective of either critical appraisal or informing clinical practice and ensuring that the articles align with the objective; involving learners in the topic- and article-selection process; and having the article selection driven by a specific clinical question. Recommendations for implementation include hosting sessions in the evening and away from the hospital environment; providing food to participants; hosting meetings on a monthly basis at regularly scheduled intervals; mandating journal club attendance; and using theories of adult learning. Recommendations for integration of technology include using previously established, effective strategies and determining the feasibility of creating an online journal club versus joining an established journal club. It is the authors’ intention that after reading this paper readers will have new strategies and techniques for implementing and running a journal club at their home institutions.

P150: Emergency medicine resident perspectives on journal club as a community of practice and its impact on clinical medicine

Introduction: Despite revolutionary changes in the medical education landscape, journal club (JC) continues to be a ubiquitous pedagogical tool and is a primary way that residency programs review new evidence and teach evidence-based medicine. JC is a community of practice among physicians, which may help translate research findings into practice. Program representatives state that JC should have a goal of translating novel research into changes in clinical care, but there has been minimal evaluation of the success of JC in achieving this goal. Specifically, emergency medicine resident perspectives on the utility of JC remain unknown. Methods: We designed a multi-centre qualitative study for three distinct academic environments at the University of British Columbia (Vancouver, Victoria and Kelowna). Pilot testing was performed to generate preliminary themes and to finalize the interview script. An exploratory, semi-structured focus group was performed, followed by multiple one-on-one interviews using snowball sampling. Iterative thematic analysis directed data collection until thematic sufficiency was achieved. Analysis was conducted using a constructivist Grounded Theory method with communities of practice as a theoretical lens. Themes were compared to the existing literature to corroborate or challenge existing educational theory. Results: Pilot testing has revealed the following primary themes: (1) Only select residents are able to increase their participation in JC over the course of residency and navigate the transition from peripheral participant to core member; (2) These residents use their increased clinical experience to perceive relevance in JC topics, and; (3) Residents who remain peripheral participants identify a lack time to prepare for journal club and a lack of staff physician attendance as barriers to resident engagement. We will further develop these themes during the focus group and interview phases of our study. Conclusion: JC is a potentially valuable educational resource for residents. JC works as a community of practice only for a select group of residents, and many remain peripheral participants for the duration of their residency. Incorporation of Free Open-Access Medical Education resources may also decrease preparation time for residents and staff physicians and increase buy-in. To augment clinical impact, the JC community of practice may need to expand beyond emergency medicine and include other specialties.

Motivation for participating in a journal club: Perceptions of the participants

The purpose of this survey study was to describe the motivation and perceived outcomes from registered nurses (RNs) who participated in a hospital-based journal club. Using a web-based format, data were collected from 40 registered nurses who completed at least one journal club activity in the previous six months. The majority of these participants (78%) disclosed career ladder points as the primary reason for completing the activity. The most frequently cited perceived outcome was an increased desire to provide evidence-based care. Age and number of years as a RN influenced the perception of the benefit of journal club participation.

Cultivating a culture of research in nursing through a journal club for leaders: A pilot study.

To describe whether an action learning-inspired journal club for nurse leaders can develop the leaders' self-perceived competences to support a research culture in clinical nursing practice. Development of clinical research capacity and nurse leaders with the requisite competences are key factors in evidence-based health care practice. This study describes how nurse leaders at a large regional hospital took part in a journal club for nurse leaders, with a view to developing their competences to support a nursing research culture in their departments. A pilot study using a multimethod approach to evaluate the journal club for nurse leaders. Four nurse leaders participated in the journal club for nurse leaders. Content analysis on the data was performed. Data revealed that participation in journal club for nurse leaders gave the leaders a feeling of increased competences to support nursing research culture in their departments. They stated that the action learning approach and the competences of the facilitator were key factors in this outcome. An action learning-inspired journal club for nurse leaders can be useful and meaningful to nurse leaders in developing leadership competences. As an approach in journal club for nurse leaders, action learning can develop nurse leaders' competence to support a research culture, and thus ensure evidence-based nursing is practised.

Social Media for Networking, Professional Development, and Patient Engagement.

Social media has become an established method of communication, and many physicians are finding these interactive tools and platforms to be useful for both personal and professional use. Risks of social media, or barriers to its use, include perceived lack of time, privacy concerns, and the risk of damage to one's reputation by unprofessional behavior. Of the social media platforms, Twitter has become favored by physicians and other health care professionals. Although one of the most obvious uses of social media is for rapid dissemination and receipt of information, oncologists are finding that social media is important for networking through blogs, Facebook, and Twitter. These platforms also have potential for providing opportunities for professional development, such as finding collaborators through networking, participation in Twitter journal clubs, and participating in online case-based tumor boards. Social media can also be used for patient engagement, such as through participation in tweet chats. There is emerging data that patient engagement through these platforms may lead to improvement in some health-related outcomes; however, data are sparse for oncology-specific outcomes. Efforts are underway to determine how to assess how social media engagement impacts health outcomes in oncology patients.

Peer-to-Peer Mentorship: An Unexpected Benefit of Journal Club Participation

Peer-to-Peer Mentorship: An Unexpected Benefit of Journal Club Participation