An evidence-based education journal club

Simpson, Deborah; Flynn, Christopher; Wendelberger, Karen J.

doi:10.1097/00001888-199705000-00109

Cited by 12 publications

(7 citation statements)

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“…We did a wide-ranging search in the most important biomedical and educational databases for published paper descriptions and research studies related to medical education journal clubs, and found many papers (171 references) describing JC in medicine and other health professions, but only four related to medical education JC [ 7 – 10 ]. Three are short reports: the first describes the use of JC as a continuing medical education activity for teachers at Universidad Austral in Buenos Aires, Argentina [ 7 ]; the second is a description of an advanced education faculty development program for primary care physicians at the Medical College of Wisconsin, USA [ 9 ]; and the third is a case report of a faculty development initiative for a major curricular change using the JC as a culture changing strategy, at the University of Virginia School of Medicine, USA [ 8 ]. These papers are brief descriptions of their MEJC, and do not include data to evaluate their educational effectiveness.…”

Section: Discussionmentioning

confidence: 99%

“…Even though JC are popular and used frequently in academic health centers and medical schools, there is little published information about JC dedicated to the subject of medical education. There are only three brief case reports with scant data [ 7 – 9 ], and a review paper in the “12 tips” format [ 10 ]. This limited amount of information is surprising, since the field of medical education has grown enormously in the last decades, as shown by the large global number of master in health professions education programs, the variety of related research papers and scientific journals, and the rising number of medical education organizations and academic venues [ 11 – 13 ].…”

Section: Introductionmentioning

confidence: 99%

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Eight years’ experience with a Medical Education Journal Club in Mexico: a quasi-experimental one-group study

et al. 2015

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BackgroundA time-honored strategy for keeping up to date in medicine and improving critical appraisal skills is the Journal Club (JC). There are several reports of its use in medicine and allied health sciences but almost no reports of JC focused on medical education. The purpose of the study is to describe and evaluate an eight years’ experience with a medical education Journal Club (MEJC).MethodsWe started a monthly medical education JC in 2006 at UNAM Faculty of Medicine in Mexico City. Its goal is to provide faculty with continuing professional development in medical education. A discussion guide and a published paper were sent 2 weeks before sessions. We reviewed the themes and publication types of the papers used in the sessions, and in June-July 2014 administered a retrospective post-then-pre evaluation questionnaire to current participants that had been regular attendees to the JC for more than 2 years. The retrospective post-then-pre comparisons were analyzed with Wilcoxon signed-rank test. Effect sizes were calculated for the pre-post comparisons with Cohen’s r.ResultsThere have been 94 MEJC sessions until July 2014. Average attendance is 20 persons, a mix of clinicians, educators, psychologists and a sociologist. The articles were published in 32 different journals, and covered several medical education themes (curriculum, faculty development, educational research methodology, learning methods, assessment, residency education). 22 Attendees answered the evaluation instrument. The MEJC had a positive evaluation from good to excellent, and there was an improvement in self-reported competencies in medical education literature critical appraisal and behaviors related to the use of evidence in educational practice, with a median effect size higher than 0.5. The evaluation instrument had a Cronbach’s alpha of 0.96.ConclusionsA periodic Medical Education Journal Club can improve critical appraisal of the literature, and be maintained long-term using evidence-based strategies. This activity is a useful adjunct to the scholarship of teaching.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Eight years’ experience with a Medical Education Journal Club in Mexico: a quasi-experimental one-group study

et al. 2015

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“…In this respect, aspects of EBM can be viewed as epistemology and a resident or trainee can begin to ask the question "how do we know what we know?". There is also some evidence to suggest that incorporation of the principles of EBM into resident journal clubs and education not only enhances self-assessment abilities but also the perceived educational value of these events (Sandifer et al 1996, Simpson et al 1997, Carley et al 1998, Khan et al 1999, Letterie and Morgenstern 2000, Cramer and Mahoney 2001, Gibbons 2002, Dirschl et al 2003, Goodfellow 2004.…”

Section: Misconception 6: Ebm Is Not Evidence-basedmentioning

confidence: 99%

Misconceptions about practicing evidence-based orthopedic surgery

Poolman¹,

Petrisor²,

Marti³

et al. 2007

Acta Orthopaedica

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“…Resident attendance at journal club has been reported to be mandatory in 58% of internal medicine programs, 24 in 57% of family practice programs, 11 and in 50% of pediatric programs. 25 Deeper analysis of these data indicates that smaller residency programs are more likely to mandate resident attendance at journal club than are larger residency programs. Other features common to journal clubs that have achieved high resident attendance include: resident involvement in selection of articles for the journal club, serving of food and drink at journal club, consistent faculty attendance at journal club sessions, and the presence of formal teaching of biostatistics and clinical epidemiology as part of the journal club.…”

Section: Frequency Setting Timing and Attendancementioning

confidence: 99%

Designing, Conducting, and Evaluating Journal Clubs in Orthopaedic Surgery

Dirschl

Tornetta²,

Bhandari³

2003

Clinical Orthopaedics &Amp; Related Research

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The first record of a journal club was that founded in 1875 by Sir William Osler at McGill University for the purchase and distribution of periodicals to which he could not afford to subscribe as an individual. Evidence-based medicine is becoming an accepted educational paradigm in medical education at various levels. An analysis of the literature related to journal clubs in residency programs in specialties other than orthopaedic surgery reveals that the three most common goals were to teach critical appraisal skills (67%), to have an impact on clinical practice (59%), and to keep up with the current literature (56%). The implementation of the structured article review checklist has been found to increase resident satisfaction and improves the perceived educational value of the journal club without increasing resident workload or decreasing attendance at the conference. Periodic evaluation of the conference and the institution of appropriate changes ensures that the journal club remains a valuable and successful part of the training program.

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An evidence-based education journal club

Cited by 12 publications

References 0 publications

Eight years’ experience with a Medical Education Journal Club in Mexico: a quasi-experimental one-group study

Eight years’ experience with a Medical Education Journal Club in Mexico: a quasi-experimental one-group study

Misconceptions about practicing evidence-based orthopedic surgery

Designing, Conducting, and Evaluating Journal Clubs in Orthopaedic Surgery

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