Education Research: A Mixed-Methods Analysis of Journal Club Formats to Enhance Evidence-Based Practice Through...

Area of Science:

• Medical Education
• Evidence-Based Practice
• Neurology Residency Training

Background:

• Residents require evidence-based practice skills amidst rapid research advancements.
• Traditional journal clubs may not adequately foster these skills.
• Social Cognitive Learning Theory (SCLT) offers a framework for optimizing journal club design.

Purpose of the Study:

• To compare the effectiveness of active learning versus traditional journal club formats in teaching research methodology and clinical application.
• To explore neurology residents' experiences with different journal club formats through the lens of SCLT.

Main Methods:

• A sequential, explanatory mixed-methods design was employed.
• Four alternating journal clubs (2 active learning, 2 traditional) were conducted.
• Quantitative assessments (pre/post-tests) and qualitative methods (observations, interviews) were used.

Main Results:

• The active learning format showed statistically significant increases in total scores (18.03%) and clinical application scores (48.40%).
• No significant difference was found in methodology subscores.
• Qualitative data revealed themes of preparation burden, clinical relevance, organic discussion, and faculty expertise.

Conclusions:

• Active learning journal clubs enhance residents' understanding and application of research findings.
• Modifications such as a "no-prep" approach and emphasizing faculty facilitation could further improve evidence-based practice training.