Effect of changing journal clubs from traditional method to evidence-based method on psychiatry residents

Farıdhosseını, Farhad; Saghebi, Ali; Khadem‐Rezaiyan, Majid; Moharari, Fatemeh; Dadgarmoghaddam, Maliheh

doi:10.2147/amep.s110036

Cited by 5 publications

(5 citation statements)

References 16 publications

(17 reference statements)

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“… 2 , 6 Moving away from the traditional format by introducing ‘evidence-based journal clubs’ has been suggested. 2 , 7 Such sessions would address a specific clinical problem by referring to available literature.…”

Section: Journal Clubs Of the Pastmentioning

confidence: 99%

“…20 – 23 The use of clinical problems and specific tasks, similar to the previously introduced evidence-based journal clubs, may provide additional relevance and authenticity for learners. 6 , 7 , 24 Considering the diverse range of learner needs and preferences is advised. 25 The online platform potentially supports educators in managing diversity by improving accessibility, in particular for those shielding or working on a different clinical site.…”

Section: Journal Clubs Of the Futurementioning

confidence: 99%

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Running a journal club in 2020: reflections and challenges

2020

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Summary 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.

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Section: Journal Clubs Of the Pastmentioning

confidence: 99%

Section: Journal Clubs Of the Futurementioning

confidence: 99%

Running a journal club in 2020: reflections and challenges

2020

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“…Moreover, new approaches can eliminate the problems of traditional journal clubs, (13) such as poorly selected articles (14) and not improving critical thinking. New evidence-based medicine journal clubs consider patient-related problems, involve a group of experts, faculty members, and academics (14), teach critical thinking (15), research methodology, biostatistics, and epidemiology (16), and evaluate old and new therapies in the field of medicine (17).…”

Section: Introductionmentioning

confidence: 99%

Strategies for Holding Successful Journal Clubs: A Case Study

Motamedi,

Tavakkoli,

Khanjani

2022

Health and Development Journal

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Background: Journal club is a well-known method for reviewing new scientific articles and information in different fields of medical sciences. This study aimed to explore the strategies for holding successful journal clubs at the Faculty of Health Management and Medical Informatics of Kerman University of Medical Sciences, Kerman, Iran. Methods: This qualitative content analysis study was done by interviewing nine academics and postgraduate students at the Faculty of Management and Medical Informatics. One interview was conducted with each participant. All interviews were recorded and transcribed, and notes were taken during interviews. Data collection continued until data saturation was reached. Results: Based on the results, the most important strategies for successful journal clubs were holding journal clubs at an appropriate time, having someone in charge of organizing the facilities and content, and letting everyone participate in the discussion. Moreover, article appraisal should be taught to participants beforehand. Conclusions: Although journal clubs are routinely and correctly held in many great universities around the world, this task is still not performed adequately and effectively in many educational centers in Iran. More effort should be put into holding organized and appropriate journal clubs.

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“…Unfortunately, there is no specific emphasis on these skills in the current curriculum. Some concerned teachers have turned to special teaching methods to cover this gap (1)(2)(3).…”

Section: Introductionmentioning

confidence: 99%

Oral Presentation Versus Role Playing in Medical Education: A Quasi-Experimental Study

Moghadam

Khadem‐Rezaiyan

2018

Strides Dev Med Educ

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Background: It is claimed that role-playing is a teaching strategy that has several advantages for both the teacher and student. This study aimed to compare two educational methods (oral presentation, a traditional method that is known to be teacher-centered, versus role-playing which is a student-centered method). Methods: This quasi-experimental study was performed between September 2013 and October 2014 in 95 medical students in Mashhad University of Medical Sciences. Role-playing and oral (plus Microsoft PowerPoint) presentation were done by one assistant professor. There were no changes in the educational content nor the classroom. Using random numbers, half of each group received one of the methods as the first class and vice versa. At the end of each session, the standard satisfaction evaluating questionnaire was filled by the students. Results: During the one-year duration of this study, 95 students were evaluated, and 46 (60%) of them were female. The mean age was 22.5 ± 1 years, and 28 (87.5%) were single. Role-playing had a mean rank of 54.64, and oral presentation had 21.45 (P < 0.001). This difference was present based on gender as well (P < 0.001). The satisfaction score was significantly higher for role-playing (P < 0.001). Conclusions: Role-playing can be much more helpful in education and needs to be incorporated into the lesson plans.

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Effect of changing journal clubs from traditional method to evidence-based method on psychiatry residents

Cited by 5 publications

References 16 publications

Running a journal club in 2020: reflections and challenges

Running a journal club in 2020: reflections and challenges

Strategies for Holding Successful Journal Clubs: A Case Study

Oral Presentation Versus Role Playing in Medical Education: A Quasi-Experimental Study

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