Using vote cards to encourage active participation and to improve critical appraisal skills in evidence‐based medicine journal clubs

Tam, Ka Wai; Tsai, Lung-Wen; Wu, Chia-Chang; Wei, Po Li; Wei, Chou Fu; Chen, Soul Chin

doi:10.1111/j.1365-2753.2011.01711.x

Cited by 9 publications

(9 citation statements)

References 21 publications

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“…The argumentation of this Editorial Introduction and the 41 papers of this issue [43–83] together constitute the 13th thematic edition of the Journal of Evaluation in Clinical Practice , building upon the work of the previous 12 [12–23]. We have entitled this year's edition ‘Models in the Balance: Evidence‐based Medicine versus Evidence‐informed Individualised Care’, because we believe that the time is now right to institute a debate on the need to progress towards the formulation of personalized models of care informed , but not based , on the E of EBM, representing a Hegelian shift in understanding following some 20 years of intensive philosophical and clinical argumentation on the nature of knowledge and action in clinical practice.…”

Section: Resultsmentioning

confidence: 99%

Models in the balance: evidence‐based medicine versus evidence‐informed individualized care

Miles

Loughlin

2011

Evaluation Clinical Practice

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Section: Resultsmentioning

confidence: 99%

Models in the balance: evidence‐based medicine versus evidence‐informed individualized care

Miles

Loughlin

2011

Evaluation Clinical Practice

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“…In recent years, many advanced educational and training programs have adopted different methods and modules to integrate critical appraisal skills in their curriculum using EBP methodology. 1,[3][4][5][8][9][10][11] However, no consensus on a standard model has emerged. Although a different approach, our findings were consistent with Moher, 4 who found that an evidence-based medicine curriculum improved residents' performance after attending at least six journal club sessions.…”

Section: Discussionmentioning

confidence: 99%

“…Historically, pedagogical studies looking at the effectiveness of the journal club approach in health care education have mainly focused on the advantages, periodicity, and article selection. [1][2][3][4][5][6][7][8][9] Numerous models have been published on how to establish and conduct journal clubs. 1,[3][4][5][8][9][10][11] However, none of these presented a specific validated tool or applied evidence-based practice (EBP) to develop a systematic approach to critical appraisal or research design evaluation.…”

Section: Introductionmentioning

confidence: 99%

Using the Timmer Scale to Standardize Pediatric Dentistry Residents’ Scientific Appraisal Skills

et al. 2021

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Introduction There is no consensus on the best methodology to apply evidence-based practice principles to develop a systematic approach to improve critical appraisal or research design evaluation skills in advanced education journal clubs. Methods We implemented a tool-based approach for our pediatric dentistry residents’ journal club centered on the use of a study quality assessment tool, the Timmer scale. The tool consisted of 19 standard questions that evaluated the research methodology, data collection, statistical analysis, and reporting of the findings of each article. Learners first underwent a 4-hour training session on study quality assessment. They were then assigned to read articles from monthly issues of core journals and appraised the quality of each article using the Timmer scale and submitted their scores in advance of the group session. Then, during a 1-hour journal club, the group came to a consensus on the Timmer scale score, and group and individual scores were compared to the course director's scores as prompts for feedback and further discussion. Results Over 3 years, 24 pediatric dentistry residents participated in the course. A noticeable improvement in the pediatric dentistry residents’ performance was noticed, with the discrepancy between their scores and group scores improving over time. Discussion Using a quality assessment tool in journal clubs appeared to improve the residents’ ability to critically assess articles in a systematic way. Additionally, the tool was useful for assessing residents’ performance over time.

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“… 1 – 3 However, many challenges are encountered when designing an effective journal club structure that actively engages learners and accomplishes these objectives. 4 , 5 , 6 Most programs assign designated residents to deliver an oral presentation, 7 while the remainder of the participants have little motivation to prepare beforehand and risk becoming passive listeners. The traditional Socratic method of “calling on” residents may encourage participation, but may also conflict with the desire to create a collegial atmosphere.…”

Section: Introductionmentioning

confidence: 99%

The Flipped Journal Club

Bounds¹,

Boone²

2018

WestJEM

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IntroductionEducators struggle to develop a journal club format that promotes active participation from all levels of trainees. The explosion of social media compels residencies to incorporate the evaluation and application of these resources into evidence-based practice. We sought to design an innovative “flipped journal club” to achieve greater effectiveness in meeting goals and objectives among residents and faculty.MethodsEach journal club is focused on a specific clinical question based on a landmark article, a background article, and a podcast or blog post. With the “flipped” model, residents are assigned to prepare an in-depth discussion of one of these works based on their level of training. At journal club, trainees break into small groups and discuss their assigned readings with faculty facilitation. Following the small-group discussions, all participants convene to summarize key points. In redesigning our journal club, we sought to achieve specific educational outcomes, and improve participant engagement and overall impressions.ResultsSixty-one residents at our emergency medicine program participated in the flipped journal club during the 2015–2016 academic year, with supervision by core faculty. Program evaluation for the flipped journal club was performed using an anonymous survey, with response rates of 70% and 56% for residents and faculty, respectively. Overall, 95% of resident respondents and 100% of faculty respondents preferred the flipped format.ConclusionThe “flipped journal club” hinges upon well-selected articles, incorporation of social media, and small-group discussions. This format engages all residents, holds learners accountable, and encourages greater participation among residents and faculty.

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Using vote cards to encourage active participation and to improve critical appraisal skills in evidence‐based medicine journal clubs

Abstract: We suggest the regular and routine use of vote cards in EBM journal clubs.

Cited by 9 publications

References 21 publications

Models in the balance: evidence‐based medicine versus evidence‐informed individualized care

Models in the balance: evidence‐based medicine versus evidence‐informed individualized care

Using the Timmer Scale to Standardize Pediatric Dentistry Residents’ Scientific Appraisal Skills

The Flipped Journal Club

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