Evaluation of a journal club preparatory session on student confidence for a graded journal club

The purpose of this project was to describe and assess the impact of a journal club preparatory session on advanced pharmacy practice experience (APPE) student confidence pre- and post-graded journal club.

A two-hour journal club preparatory session was implemented for APPE students on rotation with two clinical faculty members. The pre-assessment instructional activity was conducted the first week of each rotation; faculty members took turns working through a randomized-controlled clinical trial, highlighting and discussing key points based on their backgrounds and training. In week three, each student completed a graded journal club assignment that required a written critique and verbal presentation. Student confidence was evaluated pre-and post-activities; the pre-survey was completed prior to the journal club preparatory session and the post-survey was completed in week six.

Thirty-two APPE rotation students participated in journal club activities, with 26 students providing complete data (81% response rate). Mean scores on confidence across all 11 items improved on the post-survey and were statistically significant (p < 0.05). There were no statistically significant differences on change in confidence based on gender, age, with or without an acute care rotation, and with or without previous journal club experience.

A journal club preparatory session that walks students through a process prior to a graded activity helps to increase student self-reported confidence.