Implementing a successful journal club in an anesthesiology residency program

Journal clubs are an integral element of residency training. We report the successful implementation of a monthly structured journal club in our anesthesia residency program. Based on resident surveys before and one year after its start, the journal club led to a significantly higher confidence in how to critically appraise literature and present a manuscript. The journal club also improved the residents' ability to search the literature and their statistical knowledge, skills that are essential in the practice of evidence-based medicine. We describe key features that may aid other training programs in organizing a stimulating an educational and sustainable journal club.

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Strengthening Collaborations for Geriatrics Knowledge: Twitter Journal Club for Geriatric Fellows

Innovation in Aging ◽

10.1093/geroni/igab046.2811 ◽

2021 ◽

Vol 5 (Supplement_1) ◽

pp. 765-765

Author(s):

Gunjan Manocha ◽

Casey Morton ◽

Elizabeth Chapman ◽

Daniel Pellecer ◽

Kahli Zeitlow ◽

...

Keyword(s):

Critical Appraisal ◽

Training Programs ◽

Journal Club ◽

Evidence Based ◽

Short Video ◽

Twitter Account ◽

Fellowship Programs ◽

Secondary Objective ◽

Based Medicine ◽

Roll Out

Abstract The pandemic has challenged training programs in numerous ways, specifically in the ability to conduct group based teaching sessions. To overcome this challenge Twitter was examined as a vehicle for engaging Geriatric Fellows in education about critical appraisal of clinical research. A secondary objective was to develop educational synergy among university-based programs. To achieve these aims, 5 Midwestern Geriatric and Palliative Medicine Fellowship programs agreed to enroll their fellows into a monthly Geriatrics Twitter Journal Club, that commences on Twitter Tuesday and lasts a week. Each month, an assigned fellow selects an article to discuss and creates a short video to introduce it. A Twitter meister deliveres structured questions to guide fellows’ collective input on the article being critiqued. Over a 3 month roll out of @GeriatricJC, the twitter account of the journal club has gained 144 followers that includes 20 fellows, 63 geriatricians/geriatric faculty, 28 organizational accounts, 5 students and around 28 other providers and experts. From December 2020- February 2021, account generated tweets resulted in an average of 397 impressions/day with 2548 visits to the account profile per month. Videos posted have averaged 73 views/video. Discussion in journal club using #GeriJC has garnered 178 tweets from participants. This project shows that Twitter is a feasible platform for a fellowship journal club among several training programs, thus expanding expertise in evidence-based medicine while lowering the administrative burden of preparing journal club within a single program and increasing both faculty and trainee convenience of learning.

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Journal Clubs in Endocrine Surgery

World Journal of Endocrine Surgery ◽

10.5005/jp-journals-10002-1153 ◽

2014 ◽

Vol 6 (3) ◽

pp. 123-126

Author(s):

Roma Pradhan ◽

Navneet Tripati ◽

Naval Bansal

Keyword(s):

Evidence Based Medicine ◽

Journal Club ◽

Relevant Literature ◽

Endocrine Surgery ◽

Evidence Based ◽

Effective Strategy ◽

Journal Clubs ◽

Based Medicine

ABSTRACT Journal clubs are a medium to educate clinicians about the process of evidence based medicine. They are effective strategy to keep endocrine surgeons up to date with relevant literature. However, this exercise needs considerable expertise, skill and dedication on the part of both the presenter and moderator to make it a successful one. We have addressed the methodology for an effective journal club. How to cite this article Sabaretnam M, Tripati N, Bansal N, Pradhan R, Agarwal A. Journal Clubs in Endocrine Surgery. World J Endoc Surg 2014;6(3):123-126.

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Development of an Innovative Drug Information Evidence-Based Medicine Advanced Pharmacy Practice Experience

Pharmacy Education ◽

10.46542/pe.2022.221.4147 ◽

2022 ◽

pp. 41-47

Author(s):

Jessica Starr ◽

Dana Carroll ◽

Kristi Kelley ◽

Nathan Pinner ◽

Lynn Stevenson ◽

...

Keyword(s):

Evidence Based Medicine ◽

Drug Information ◽

Journal Club ◽

Pharmacy Practice ◽

Faculty Members ◽

Evidence Based ◽

Innovative Drug ◽

Journal Clubs ◽

Practice Experience ◽

Based Medicine

Aim: To describe the development, implementation, and structure of an innovative evidence-based medicine (EBM) advanced pharmacy practice experience (APPE) rotation and evaluate student pharmacists’ perceptions of the course. Methods: A five-week, EBM APPE rotation was designed by seven faculty. Students worked remotely in teams and individually to complete pre- and post-assessments, journal clubs, journal scans, drug information questions, and clinical debates, as well as self- and peer-assessments. Students were asked to rate their perceptions of the course on a 5-point Likert scale. Results: A total of eighteen students, precepted by seven faculty members, completed the rotation. Students completed three group journal clubs, three individual journal scans, one individual journal club, one drug information question, and one clinical debate. Students survey data indicated that confidence in EBM skills was high following the rotation. Conclusion: This EBM APPE rotation was successful. The structure of this rotation may be transferable to a variety of settings.

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Enabling individualised health in learning healthcare systems

BMJ evidence-based medicine ◽

10.1136/bmjebm-2019-111190 ◽

2019 ◽

Vol 25 (4) ◽

pp. 125-129

Author(s):

Shannon Wongvibulsin ◽

Scott L. Zeger

Keyword(s):

Healthcare Systems ◽

Data Driven ◽

Successful Implementation ◽

Learning Approach ◽

Evidence Based ◽

Continuous Learning ◽

Improved Outcomes ◽

Effective Delivery ◽

Individualised Care ◽

Based Medicine

The rising burden of healthcare costs suggests that the healthcare system could benefit from novel methods that allow for continuous learning to provide more data-driven, individualised care at lower costs and with improved outcomes. Here, we present our synergistic Learning approach for Prediction, Interpretation/Inference and Communication (Learning PIC) framework to address the challenges hindering the successful implementation of learning healthcare systems and to enable the effective delivery of evidence-based medicine.

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Educational strategies for teaching evidence-based practice to undergraduate health students: systematic review

Journal of Educational Evaluation for Health Professions ◽

10.3352/jeehp.2016.13.34 ◽

2016 ◽

Vol 13 ◽

pp. 34 ◽

Cited By ~ 38

Author(s):

Konstantinos Kyriakoulis ◽

Athina Patelarou ◽

Aggelos Laliotis ◽

Andrew C Wan ◽

Michail Matalliotakis ◽

...

Keyword(s):

Systematic Review ◽

Evidence Based Practice ◽

Journal Club ◽

Educational Interventions ◽

Free Text ◽

Evidence Based ◽

Educational Strategies ◽

Medical Subject Headings ◽

Journal Clubs ◽

Use Of Technology

Purpose: The aim of this systematic review was to find best teaching strategies for teaching evidence-based practice (EBP) to undergraduate health students that have been adopted over the last years in healthcare institutions worldwide. Methods: The authors carried out a systematic, comprehensive bibliographic search using Medline database for the years 2005 to March 2015 (updated in March 2016). Search terms used were chosen from the USNLM Institutes of Health list of MeSH (Medical Subject Headings) and free text key terms were used as well. Selected articles were measured based on the inclusion criteria of this study and initially compared in terms of titles or abstracts. Finally, articles relevant to the subject of this review were retrieved in full text. Critical appraisal was done to determine the effects of strategy of teaching evidence-based medicine (EBM). Results: Twenty articles were included in the review. The majority of the studies sampled medical students (n=13) and only few conducted among nursing (n=2), pharmacy (n=2), physiotherapy/therapy (n=1), dentistry (n=1), or mixed disciplines (n=1) students. Studies evaluated a variety of educational interventions of varying duration, frequency and format (lectures, tutorials, workshops, conferences, journal clubs, and online sessions), or combination of these to teach EBP. We categorized interventions into single interventions covering a workshop, conference, lecture, journal club, or e-learning and multifaceted interventions where a combination of strategies had been assessed. Seven studies reported an overall increase to all EBP domains indicating a higher EBP competence and two studies focused on the searching databases skill. Conclusion: Followings were deduced from above analysis: multifaceted approach may be best suited when teaching EBM to health students; the use of technology to promote EBP through mobile devices, simulation, and the web is on the rise; and the duration of the interventions varying form some hours to even months was not related to the students’ EBP competence.

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