scholarly journals Journal Clubs: 1. Origins

2017 ◽  
Vol 22 (6) ◽  
pp. 231-231 ◽  
Author(s):  
Jeffrey K Aronson
Keyword(s):  
PADUA ◽  
2015 ◽  
Vol 10 (3) ◽  
pp. 167-169
Author(s):  
Birgit Rathwallner ◽  
Gerhild Schüttengruber ◽  
Julia Göhler
Keyword(s):  

Der folgende Beitrag stellt den Journal Club in den Mittelpunkt, eine bisher kaum etablierte Austauschform zur Diskussion von wissenschaftlichen Artikeln. Nachgegangen wird der Frage, wie Journal Clubs in der pflegerischen Praxis initiiert und durchgeführt werden können. Zudem erfolgt eine Ableitung von vorteiligen Effekten, welche sich aus der aktuellen Studienlage abzeichnen. Des Weiteren wird ein Impuls für die Lehrerbildung gegeben.


1892 ◽  
Vol 48 (3) ◽  
pp. 372-375
Author(s):  
Henry M. Hurd
Keyword(s):  

2021 ◽  
Vol 2 (4) ◽  
pp. 01-05
Author(s):  
Saeed Shoja Shafti

A journal club is a scholastic conference in which a group of persons discuss issued articles, providing an opportunity for a shared effort to keep up with the current writings. The emphasis of journal clubs has supposedly shifted over the years. What was once a setting in which the world's recent literature was analyzed became a setting for talking over clinical issues raised by the writings and, most recently, a setup for learning critical reading abilities to physicians or other associated authorities. Nevertheless, so far there is no generally accepted definition of journal club, even though this academic method has been around for more than a century and has evolved basically during this period. In the present paper, conceptual and applied features of journal club, especially in developing countries, is surveyed, to discuss an apparent underrating of journal club in some medical departments, which could be due to misunderstanding of new philosophies, or to talk about the necessity of modification of an academic misconduct, which could be attributable to didactic unawareness.


2013 ◽  
Vol 47 (11) ◽  
pp. 1127-1128 ◽  
Author(s):  
Laura R Willett ◽  
Sarang Kim ◽  
Michael Gochfeld
Keyword(s):  

2020 ◽  
Vol 43 (1) ◽  
pp. E35-E38
Author(s):  
Heather T. Whittaker ◽  
Lashanda Skerritt ◽  
Matthew Dankner ◽  
Mark J. Eisenberg

It is important to strengthen critical thinking and scientific writing abilities during medical training to support trainees in their research endeavors and prepare students for careers in academic medicine. This commentary describes an interactive workshop to encourage student engagement with scientific literature and contribution to scholarly discourse by writing letters to the editor (LTEs). Students in the MD-PhD program at McGill University were asked to identify an article from a high-impact journal and think about ways in which they could address its scientific content. Students completed this preparation on their own time and then attended a 90-minute workshop where their LTEs were finalized and submitted. The LTE workshops were conducted in 2017 and 2019, and student participation and informal feedback indicated that perceptions of the workshops were positive. The workshops provided students an opportunity to strengthen their critical appraisal and academic communication skills while also contributing to the scientific literature. Letters written by aspiring and practicing physicians add valuable clinical insight to the literature and promote physician engagement with research. Strategies to support the adoption of LTE workshops include incorporating them into longitudinal curricula in medical school and integrating them into journal clubs during residency or fellowship.


2020 ◽  
Author(s):  
Cecilia Black Fylking ◽  
Elin Opheim

Journal clubs are closely interlinked with evidence based practice. At Faculty of Social and Health Sciences at Inland Norway University of Applied Sciences our students are required to write literature reviews for their bachelor degree, and there is an increasing need for guiding the students into academic methodology through critically assessing research articles.  The purposes of starting journal clubs at our faculty is to guide the students into the academic genre, to help them gain confidence in reading research articles, and to broaden the perspective between theory and practice. Better semester grade is a secondary goal to our aim as it probably is hard to operationalize. We wish to establish a cooperation with the faculty staff, especially the ones involved in teaching evidence based practice.  Wilson & Deighton (2016) describes that students find it difficult to approach research articles, and that journal clubs are suitable and an activating manner to introduce the students to the academic genre. Deenadayalan et al. (2008) comments that using case studies as a basis for academic discussion, fills the gap between theory and practical approach to the subject. There are several elements to pay attention to if the journal clubs are to become a success, and Deenadayalan et al. (2008) emphasizes among other things a clear purpose for the students' involvement, as well as leadership, insentives and preparedness. In our project dating, we wish to discuss the possibility to do pilots for nursing students either in the last semesters of their courses, or with master students. We are interested in previous experiences with nursing students, and we want to look into which factors that makes the clubs function and how our aim might be reached.


2017 ◽  
Vol 2 (3) ◽  
Author(s):  
Sarah Hauser ◽  
Elizabeth L Jackson

<p><strong>Objective: </strong>This study aims to add non-clinical benefits to the virtues for adopting Evidence-based Veterinary Medicine (EBVM). The objective is to quantify the commercial benefits of EBVM through an online survey of veterinary professionals, giving clear indications of the key areas of non-clinical benefits of EBVM. Further, the study aims to outline barriers to the wider implementation of EBVM and find preferred ways of overcoming those barriers.</p><p><strong>Background:</strong> A PICO-based literature review (Hauser and Jackson, 2016) found that while there are some papers suggesting a link between the practice of EBVM and better non-clinical benefits such as client satisfaction, a single study, focusing on the non-clinical benefits of EBVM, had yet to be conducted. This study builds on the findings of an exploratory study (Jackson and Hauser, 2017) outlining key areas of non-clinical benefits of EBVM: increased client satisfaction and retention, improved reputation, confidence, as well as employee engagement.</p><p><strong>Evidentiary value:</strong> This online survey of veterinary professionals (n=407) provides evidence for practitioners, universities and other veterinary staff regarding the non-clinical benefits of EBVM, the barriers to a wider adoption of the practice and ways of overcoming those barriers.</p><p><strong>Methods: </strong>The online survey of veterinary professionals was conducted during September – October 2016 and contained 23 questions. Survey participation was voluntary and the data used for analysis were de-identified.</p><p><strong>Results:</strong> The survey responses of 407 veterinary professionals provide quantitative evidence of how EBVM is put into practice, how EBVM is perceived to impact client behaviour and employee engagement, what the barriers are to practising EBVM and how these could be overcome. Key findings are that veterinary professionals are more likely to practise EBVM if they have been taught how to do so at vet school. EBVM is a way to provide value to and build trust with clients. Survey respondents who practise EBVM are more likely to find their workplace inspiring and to be an intellectual challenge and the main barriers to EBVM are: time and access to information. Respondents, especially those who were employees suggested overcoming these barriers through attending journal clubs and other training opportunities.</p><p><strong>Conclusion: </strong>The study provides the view of veterinary professionals on the non-clinical benefits of EBVM, the barriers to wider implementation and ways of overcoming those barriers. Further research is needed to obtain the perspective of clients and more detailed cost effectiveness analyses could shed more light on specific practices of EBVM.</p><p><strong>Application:</strong> Findings are applicable to universities, veterinarians and vet nurses seeking to increase the practice of EBVM. The ultimate beneficiaries are those vets who seek additional non-clinical reasons for the adoption of EBVM in their practice.</p><br /> <img src="https://www.veterinaryevidence.org/rcvskmod/icons/oa-icon.jpg" alt="Open Access" /> <img src="https://www.veterinaryevidence.org/rcvskmod/icons/pr-icon.jpg" alt="Peer Reviewed" />


2017 ◽  
Vol 8 (4) ◽  
pp. 9 ◽  
Author(s):  
Sarah A. Nisly ◽  
Lisa K. Kingdon ◽  
Kristin M. Janzen ◽  
Eliza A. Dy-Boarman

Critical thinking and application of knowledge to an ambiguous patient care scenario are often difficult skills to cultivate in learners. Use of traditional teaching techniques (e.g. topic discussions and journal clubs) helps to develop these competencies within learners. However, alternative teaching strategies may help develop critical thinking and direct application. Debates have been used in healthcare education for decades with positive results. This paper provides supporting evidence for use of debates in pharmacy education and is designed to serve as a general guide for preceptors interested in implementing debates into the experiential setting. Specifically, the objectives are to: 1) highlight the pedagogical outcomes as reported in the literature, 2) offer practical considerations to implement debates as a teaching tool in experiential education, and 3) encourage future research and scholarship in this area.   Type: Idea Paper


Author(s):  
N. Svyrydova ◽  
K. Podhornaya ◽  
I. Kucheeva ◽  
V. Zabolotnaya ◽  
L. Borshchak ◽  
...  

World Medical evidence shows the positive experience of the neurological journal clubs and the quarterly report as an article on the Review provided material for practicing neurologists, to subsequently provided to effectively use the material in their clinics. Topics presented by Special Interest Group in the analysis of topical articles and reviews neurological areas participating in the program of professional education in Europe, to help in the education and practical work towards practicing neurologist.


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