From Learning to Decision-Making: A Cross-Sectional Survey of a Clinical Pharmacist-Steered Journal Club

Abstract

Journal clubs have been traditionally incorporated into academic training programs to enhance competency in the interpretation of literature. We designed a structured journal club (JC) to improve skills in the interpretation of literature; however, we were not aware of how learners (interns, residents, clinical pharmacists, etc.) would perceive it. We aimed to assess the perception of learners at different levels of pharmacy training. A cross-sectional design was used. A self-administered online survey was emailed to JC attendees from 2010–2014 at King Abdulaziz Medical City, Jeddah, Saudi Arabia. The survey questions included: introduction sessions, topic selection, JC layout, interaction with the moderator, and decision-making skills by clinical pharmacists. The response rate was 58/89 (65%); 52/54 (96%) respondents believed that JC adds to their knowledge in interpreting literature. Topic selection met the core curriculum requirements for credentials exams for 16/36 (44.4%), while 16/22 (73%) presenters had good to excellent interaction with the moderator. JC facilitated decision-making for 10/12 (83%) of clinical pharmacists. The results suggest that clinical pharmacist-steered JC may serve as an effective tool to empower learners at different levels of pharmacy practice, with evidence-based principles for interpretation of literature and guide informed decision-making.

Effectiveness of journal clubs in translating knowledge into practice: A literature review

“…Two used a cross sectional design to assess the study participants' perceptions in relation to journal club usefulness and roles in clinical practice. [20,21] Another two used an exploratory design. O'Connor, Bennett, Gardner, Hawkins, and Wellman (2009) [22] used this design to describe the implementation and evaluation of JCs.…”

“…Face-to-face discussion and physical presence of journal club participants in the same venues establishes engaged learning environments. [24] According to Ismail, Al Khansa, Aseeri, Alhamdan, and Quadri (2017), [20] when JCs are made up of journal club participants from diverse backgrounds with different expertise, they promote a team approach to discussion and learning from each other through supportive environments. These supportive environments engage participants who are novices with research in journal club discussions.…”

“…Journal clubs have a major impact on clinical practices. In a study by Ismail et al (2017), [20] 75% of clinical pharmacist participants responded that JCs had been helpful in changing their clinical practice. However, Nesbitt (2013) [31] found that changes to clinical practice through JCs were limited to an individual level not to a unit level or organization wide policies and practices.…”