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Diving into debate: Comparing discussion-based and single-presenter journal club formats in a large PM&R department
Sandra L Hearn1, Sean R Smith1
1Department of Physical Medicine & Rehabilitation, University of Michigan Medical School, Ann Arbor, Michigan, USA.
Background:
Journal clubs in physical medicine and rehabilitation (PM&R) advance the educational mission by uniting colleagues to learn of literature updates, consider clinical applications, practice critical thinking, and engage in lively dialogue and community. Although discussion-based journal clubs have been shown to enhance quality, a model for their application across a large and clinically diverse department of PM&R has not been described, nor has one been evaluated in comparison to a single-speaker podium format.
Objective:
To develop a discussion-based PM&R department-wide journal club, present elements of the journal club model in a manner that would enable replication, and assess effectiveness as perceived by participants, compared to the prior (podium-based, single-speaker) format. It was hypothesized that a discussion-based journal club would more effectively achieve educational goals and would be perceived by participants to be of greater quality and value.
Design:
Pre-post educational intervention study, using surveys of PM&R resident and faculty participants. Survey items used a 5-point Likert scale. Unpaired 2-tailed t-tests were used to compare the formats.
Setting:
A large academic PM&R department.
Participants:
PM&R faculty, residents, fellows: 26 respondents (preintervention) and 26 respondents (postintervention) out of a total of 94 and 98 people invited to participate, respectively.
Interventions:
A discussion-based departmental journal club was designed and implemented, replacing the previous single-speaker, podium-based journal club.
Main Outcome Measures:
Pre- and post- intervention respondent ratings of (a) journal club quality and value, and (b) effectiveness in achieving specific educational goals.
Results:
Compared to the traditional format, the discussion-based format more effectively met the educational objectives, was of higher quality and value as perceived by respondents, and increased desire to attend the activity.
Conclusions:
This discussion-based journal club format can serve as a model for academic PM&R programs looking to enhance the educational value of journal club.
