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Iterative approach to journal club.

Rebekah Mynatt Summey1, Whitney Leonard1, Kristan Schiele2

  • 1Women's Health, University of Texas at Austin Dell Medical School, Austin, Texas, USA.

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|March 29, 2020
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Summary

A facilitated small group journal club (JC) format significantly improved resident engagement and confidence in critiquing literature and public speaking. Faculty engagement remained high, indicating a successful refinement of the JC program.

Keywords:
medical education & training

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Area of Science:

  • Medical Education
  • Continuing Professional Development

Background:

  • Journal clubs (JCs) are vital for medical education but often suffer from low engagement.
  • Identifying an optimal JC format is crucial for enhancing resident and faculty participation and learning.

Purpose of the Study:

  • To evaluate and refine a journal club (JC) format to increase faculty and resident engagement.
  • To determine the most effective JC format for fostering an environment of inquiry and professional development.

Main Methods:

  • A needs assessment identified initial low resident interest and confidence in presenting.
  • Three JC formats (traditional, debate, facilitated small group) were piloted over six months.
  • Anonymous feedback guided the selection and refinement of the facilitated small group format over 24 months.

Main Results:

  • Resident enjoyment of JCs improved significantly (3.6 to 4.4, p<0.01).
  • Resident confidence in literature critique (2.7 to 4.1, p<0.01) and public speaking (peers: 3.8 to 4.6, p<0.01; faculty: 3.0 to 3.8, p=0.04) increased.
  • Faculty confidence in literature critique slightly decreased (4.2 to 3.8), but enjoyment remained stable (4.3 to 4.2).

Conclusions:

  • A facilitated small group journal club format is preferred for enhancing resident engagement and confidence.
  • This refined JC format successfully improved resident interest and skills while maintaining faculty interest.
  • The study identified opportunities for continued professional development within the medical education framework.