12 tips for conducting a Medical Education Journal Club

12 tips for conducting a Medical Education

Journal Club

Anahita Sadeghi, M.D.Assistant Professor of Medicine

Shariati Hospital, TUMS

Journal clubs are educational meetings in which individuals meet on a regular basis to critically evaluate recent articles in the scientific literature (Kleinpell 2002).

12 tips Twelve tips for conducting a medical education journal club

Traditionally journal clubs served as a means of keeping abreast of the medical literature (Linzer 1987) but recently the emphasis has moved to teaching critical appraisal skills (Green 1999).


Despite the widespread popularity of journal clubs involving most health care disciplines, there is a surprising dearth of clubs related to the science of medical education.


A comprehensive literature review revealed only two short reports on medical education journal clubs:One of which was dedicated to continuing education (Centeno et al. 1999). The other is part of a faculty development program for primary care physicians. Its purpose is to select articles for critical review at a subsequent session (Simpson et al. 1997).


Over the last five years at the McGill University Centre for Medical Education they have regularly conducted journal clubs dedicated to the review of articles dealing with medical education.


They are aware of the existence of similar journal clubs at 9 other medical schools in Canada. They conducted a brief survey related to the experiences with journal clubs at those medical schools and interviewed the members of their Centre to gather ideas on how to assure the success of journal clubs.


Combining the results from these two information sources* allowed them to develop an approach to assuring success in medical education journal clubs. Survey of journal club directors at the nine Canadian medical schools known to conduct

education journal clubs and interviews with all members of the McGill University Centre

for Medical Education.


Shall we start?

Consider how a medical education journal club (MEJC) might be of value to your community


Tip 1

Directors of medical education journal clubs in Canadian medical schools are enthusiastic about such journal clubs as valuable learning opportunities for both beginning and experienced educators. They also appreciate the opportunity for collegial social interaction and introducing colleagues to the world of medical education.

Tip 1


Outline the goals of your MEJC

Tip 2


Local culture and expertise will influence the choice of goals for a MEJC but a group discussion of this issue will be helpful.

Tip 2


Medical education journal clubs can help to:

(1) Keep abreast of the health sciences education literature(2) Foster education research (3) Stimulate debate (4) Learn about new and interesting teaching tools and web sites (5) Teach critical appraisal skills(6) Teach new educators about important research skills

Tip 2


Make a decision about the frequency of MEJCs and plan for regular meetings…

Tip 3


This brief survey indicated that monthly meetings, each an hour in duration, is the ideal, but this may be impractical in your setting. They recommend that meetings be held at least four times during each academic year. Predictability of scheduling is also crucial to assure good attendance.

Tip 3


Recruit a broadly balanced representation of participants

Tip 4


In their setting, medical education researchers, basic science and clinical teachers, education scholars and fellows participate in the MEJCs.

They find that this mix allows for expression of a breadth of perspectives and enriches discussions.We also encourage the active involvement of students and postgraduate trainees who are doing medical education electives. They are convinced that the broader the representation, the morevigorous will be the debate.

Tip 4


Vary the leadership of your MEJC

Tip 5


Ordinarily MEJCs should be directed by an experienced, critical participant with an education background, though every regular participant should have the opportunity to lead a session. Preparation for the meeting and critical analysis of the article may be a challenge for some junior members but in general the preparation is an invaluable learning experience for all.

Tip 5


It is suggested that a senior educator assist the junior member in selection of the article and in preparation for the session.

Tip 5


Articulate the criteria for selection of an article (or articles) for discussion

Tip 6


Among the criteria to be considered are:

• Topical nature of the content; • Appeal and novelty of the research;• Linkage of the article to your group’s interests and expertise.

Other less influential criteria include the likelihood that the article will becontroversial and the credibility and reputation of the authors.

Tip 6


Develop guidelines for conduct of the discussion

Tip 7


Diverse approaches are used depending on the local culture. In that Centre they feel that a single discussion leader should guide the process and assure that all participants are involved. The leader should ordinarily encourage discussion that proceeds in an orderly manner from introduction to conclusions.

Tip 7


Another approach is to have the MEJC leader begin with a brief summary of the article and then offer additional insights and /or references. Organizers should set a standard for politeness while encouraging interruptions, debate and collegial criticism.

Tip 7


Consider the ideal number of participants

Tip 8


Successful discussion and debate with a variety of viewpoints mandate no fewer than 5, and no more than 15, participants.Organizers can make allowances for larger numbers but the additional participants should probably assume observer status.

Tip 8


Decide in advance how many articles will be circulated fordiscussion at each individual MEJC

Tip 9


If the target for an individual meeting is critical appraisal, one article is appropriate. All participants will benefit from a focus on expert critical appraisal, especially when it targets the methods section of a research article.

Tip 9


The agenda of a MEJC may include two or more articles if the goal of the meeting is to survey a broad area of medical education. In that circumstance critical appraisal usually takes a back seat.

Tip 9


Disseminate the results of journal club meetings

Tip 10


The authors and reviewers of a publication exercise significant oversight of all aspects of their publication but a successfuljournal club whose members are adept at critical appraisal will usually provide valuable, unique and disinterested scrutiny of a publication.

Tip 10


The broad medical education community can benefit from the insights developed in a MEJC discussion.There is no perfect forum for dissemination of the insights but there are a few vehicles to consider.

Tip 10


The journal ‘Medical Teacher’ has been known to publish a reader’s critique of a paper (D’Eon 2004). The Canadian Association for Medical Education has developed a forum called ‘‘MEDCAPs’’ for dissemination of the results of critical assessment of a publication (www.came-acem.ca).

Local dissemination can be achieved by publication on a departmental website.

They even wonder if it is time to develop an education journal dedicated to publishing summaries of journal clubs.

Tip 10


Remember the ‘‘wrap up’’ component of your MEJC

Tip 11


As in all educational endeavors, it is useful to summarize the critical points discussed at the meeting and to articulate the strengths and weaknesses of the article featured.

Conclude each journal club with a brief outline of plans for the next meeting.

Tip 11


Evaluate the MEJC program in an ongoing manner

Tip 12


To ensure that the MEJC meets the needs of the participants, it is important to solicit ongoing feedback from all of the Participants throughout the academic year.

Senior members of the group should also conduct an annual summative program evaluation and plan modifications for the medical education journal clubs in the coming year.

Tip 12


Medical education journal clubs offer a unique way of assessing the literature in a collegial and supportive manner that allows participants to keep current in the field while learning and applying critical appraisal skills.

Lessons learned often have application in the research field of participants.


Conclusion

Documents

12 tips for conducting a Medical Education Journal Club