scholarly journals Journal Club: A Club for Medical Education!

2015 ◽  
Vol 49 (1) ◽  
pp. 43-45
Author(s):  
Ravneet Kaur ◽  
Nidhi Bhatnagar ◽  
Binod Kumar Patro
Keyword(s):  
Medical Education ◽  
Critical Appraisal ◽  
Journal Club ◽  
Core Competencies ◽  
Evidence Based ◽  
Critical Reasoning ◽  
History Of ◽  
To Come ◽  
Critical Appraisal Skills ◽  
Based Medicine

ABSTRACT Journal club (JC) is an effective and valuable tool in medical education. Critical reasoning and evidence based medicine practice are core competencies required by medical professionals. In times of today journal club offers several advan- tages, e.g. update with current literature, promote evidencebased medicine, demonstrate continuing medical education, learn critical appraisal skills and promote social interaction and debate. However, this tool remains largely underutilized. Practice of inappropriate methodology results in failure to achieve the intended outcomes. This report attempts to track the history of journal club, its types, current innovations made and role in medical education. It explores the potential utilization of this tool in times to come. How to cite this article Bhatnagar N, Kaur R, Patro BK. Journal Club: A Club for Medical Education! J Postgrad Med Edu Res 2015;49(1):43-45.

scholarly journals Evidence-based Medicine versus the Conventional Approach to Journal Club Sessions: Which One Is More Successful in Teaching Critical Appraisal Skills?

2016 ◽  
Vol 52 (2) ◽  
pp. 107 ◽  
Author(s):  
Mostafa Alavi-Moghaddam ◽  
Shahram Yazdani ◽  
Fathie Mortazavi ◽  
Samira Chichi ◽  
Seyed-Mostafa Hosseini-Zijoud
Keyword(s):  
Evidence Based Medicine ◽  
Critical Appraisal ◽  
Journal Club ◽  
Conventional Approach ◽  
Evidence Based ◽  
Critical Appraisal Skills ◽  
Based Medicine

Evidence-Based Medicine

2016 ◽  
Author(s):  
Emily R. Winslow
Keyword(s):  
Evidence Based Medicine ◽  
Critical Appraisal ◽  
Reporting Guidelines ◽  
Evidence Based ◽  
Treatment Benefits ◽  
Therapeutic Decisions ◽  
History Of ◽  
Evidence Based Surgery ◽  
Key Resources ◽  
Based Medicine

Descriptions of “evidence-based” approaches to medical care are now ubiquitous in both the popular press and medical journals. The term evidence-based medicine (EBM) was first coined in 1992, and over the last two decades, the field has experienced rapid growth, and its principles now permeate both graduate medical education and clinical practice. The field of EBM has been in constant evolution since its introduction and continues to undergo refinements as its principles are tested and applied in a wide variety of clinical circumstances. This review presents a brief history of EBM, EBM: fundamental tenets, a critical appraisal of a single study, reporting guidelines for single studies, a critical appraisal of a body of evidence, evidence-based surgery, and limitations in EBM. Tables list strength of evidence for treatment decisions (EBM working group), Oxford Centre for Evidence-Based Medicine revised levels of evidence for treatment benefits , “4S” approach to finding resources for EBM, critical appraisal of individual studies examining therapeutic decisions, reporting guidelines by study design, and key resources for evidence-based surgery. This review contains 6 tables and 85 references

Critical appraisal

2020 ◽  
pp. 285-302
Author(s):  
Jo Thompson Coon ◽  
Rebecca Abbott
Keyword(s):  
Clinical Trials ◽  
Critical Appraisal ◽  
Case Control ◽  
Evidence Based ◽  
Case Control Studies ◽  
Cross Sectional ◽  
Worked Example ◽  
Cross Sectional Studies ◽  
Critical Appraisal Skills ◽  
Based Medicine

This chapter provides an introduction to the principles of critical appraisal and explains why critical appraisal skills are important in practice and research. Guidance is provided on how to approach the critical appraisal of different types of study including cross-sectional studies, case–control studies, cohort studies, clinical trials, systematic reviews, and qualitative studies. A worked example is provided at the end of the chapter to illustrate the process. Developing skills in critical appraisal will help readers to assess the credibility, relevance, and value of the results of research and is an essential component of practising evidence-based medicine.

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

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.

Evidence-Based Medicine

2015 ◽  
Author(s):  
Emily R. Winslow
Keyword(s):  
Evidence Based Medicine ◽  
Critical Appraisal ◽  
Reporting Guidelines ◽  
Evidence Based ◽  
Treatment Benefits ◽  
Therapeutic Decisions ◽  
History Of ◽  
Evidence Based Surgery ◽  
Key Resources ◽  
Based Medicine

Descriptions of “evidence-based” approaches to medical care are now ubiquitous in both the popular press and medical journals. The term evidence-based medicine (EBM) was first coined in 1992, and over the last two decades, the field has experienced rapid growth, and its principles now permeate both graduate medical education and clinical practice. The field of EBM has been in constant evolution since its introduction and continues to undergo refinements as its principles are tested and applied in a wide variety of clinical circumstances. This review presents a brief history of EBM, EBM: fundamental tenets, a critical appraisal of a single study, reporting guidelines for single studies, a critical appraisal of a body of evidence, evidence-based surgery, and limitations in EBM. Tables list strength of evidence for treatment decisions (EBM working group), Oxford Centre for Evidence-Based Medicine revised levels of evidence for treatment benefits , “4S” approach to finding resources for EBM, critical appraisal of individual studies examining therapeutic decisions, reporting guidelines by study design, and key resources for evidence-based surgery. This review contains 6 tables and 85 references

Implementation and Assessment of a Resident Curriculum in Evidence-Based Transfusion Medicine

2010 ◽  
Vol 134 (7) ◽  
pp. 1054-1059 ◽  
Author(s):  
Richard L. Haspel
Keyword(s):  
Critical Appraisal ◽  
Medical Literature ◽  
Journal Club ◽  
Clinical Pathology ◽  
Evidence Based ◽  
Controversial Issues ◽  
Transfusion Medicine ◽  
Starting Point ◽  
Second Year ◽  
Based Medicine

Abstract Context.—Given the number of controversial issues in transfusion medicine, an understanding of biostatistics and evidence-based medicine is invaluable. No detailed curricula that address teaching critical appraisal of the transfusion medicine literature have been published or evaluated. Objective.—To design, implement, and evaluate an evidence-based transfusion medicine curriculum. Design.—Four hour-long training sessions in journal club format were designed for a 2-month transfusion medicine rotation for clinical pathology residents. A previously validated survey was administered precurriculum and postcurriculum to gauge changes in resident self-reported attitudes and confidence regarding biostatistics methods and critical appraisal of the medical literature. Residents were also asked to evaluate the course regarding content, execution, and utility. Results.—Seven second-year residents participated in the sessions. Following the curriculum there were statistically significant increases in the residents’ self-reported ability to appraise critically and search the medical literature (P  =  .05). Resident confidence interpreting an article's statistical results also significantly improved (P  =  .01). There was also a significant change in the residents' desire to learn more about statistics (P  =  .02). Resident reviews of the curriculum were overall extremely positive. Conclusion.—A 4-session curriculum can have a significant effect on resident self-reported ability to appraise critically and understand the medical literature and help foster interest in biostatistics. Although based on small numbers, this study represents one of the first efforts to evaluate the efficacy of a transfusion medicine curriculum and can potentially serve as a starting point to better integrate and evaluate knowledge of evidence-based transfusion medicine during residency training.

scholarly journals How to read an ethics paper

2018 ◽  
Vol 44 (12) ◽  
pp. 810-813 ◽  
Author(s):  
Melanie Jansen ◽  
Peter Ellerton
Keyword(s):  
Clinical Practice ◽  
Medical Ethics ◽  
Critical Appraisal ◽  
Critical Reasoning ◽  
Ethical Decisions ◽  
Journal Clubs ◽  
Scientific Papers ◽  
Critical Appraisal Skills ◽  
Based Medicine ◽  
Work Done

In recent decades, evidence-based medicine has become one of the foundations of clinical practice, making it necessary that healthcare practitioners develop keen critical appraisal skills for scientific papers. Worksheets to guide clinicians through this critical appraisal are often used in journal clubs, a key part of continuing medical education. A similar need is arising for health professionals to develop skills in the critical appraisal of medical ethics papers. Medicine is increasingly ethically complex, and there is a growing medical ethics literature that modern practitioners need to be able to use in their practice. In addition, clinical ethics services are commonplace in healthcare institutions, and the lion’s share of the work done by these services is done by clinicians in addition to their usual roles. Education to support this work is important. In this paper, we present a worksheet designed to help busy healthcare practitioners critically appraise ethics papers relevant to clinical practice. In the first section, we explain what is different about ethics papers. We then describe how to work through the steps in our critical appraisal worksheet: identifying the point at issue; scrutinising definitions; dissecting the arguments presented; considering counterarguments; and finally deciding on relevance. Working through this reflective worksheet will help healthcare practitioners to use the ethics literature effectively in clinical practice. We also intend it to be a shared evaluative tool that can form the basis of professional discussion such as at ethics journal clubs. Practising these critical reasoning skills will also increase practitioners’ capacity to think through difficult ethical decisions in daily clinical practice.

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