Debate as an alternative method for medical literature evaluation

Toor, Rebecca; Samai, Kathryn; Wargo, Ryan

doi:10.1016/j.cptl.2017.01.009

Cited by 19 publications

(16 citation statements)

References 17 publications

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“…A focused literature review was performed to identify three previously described JC formats that had demonstrated success. The three JC formats selected for further evaluation were traditional single presenter, 2 debate-style 11 12 and faculty-facilitated small group discussion. 13 Our traditional single presenter format consisted of a resident reviewing the selected article in front of the group and then opening the floor for discussion.…”

Section: Methodsmentioning

confidence: 99%

Iterative approach to journal club

Summey

Leonard

Schiele

et al. 2020

Postgraduate Medical Journal

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To identify, evaluate and refine a journal club (JC) format that increases faculty and resident engagement. An initial needs assessment followed by a trial of three JC formats: traditional single presenter, debate style and facilitated small group discussion was piloted over 6 months. Anonymous feedback was collected. The facilitated small group format was chosen. Narrative and quantitative feedback were collected from residents and faculty at 6-month intervals for the next 24 months. Changes to the format were made using feedback. Fourteen residents (n=20, 70%) and 10 faculty (n=20, 50%) completed baseline surveys. We initially observed low resident (8/14, 57%) interest in JCs. Additionally, 9/14 (64%) of residents and 1/15 (7%) of faculty reported low confidence presenting articles publicly. After implementation of the new JC format, resident reported enjoyment, on a scale of 1–5, improved from 3.6 to 4.4 (p<0.01). We observed improvement in resident confidence in the ability to critique a paper (2.7 to 4.1, p<0.01) and in confidence speaking in front of both peers (3.8 to 4.6, p<0.01) and faculty (3.0 to 3.8, p=0.04). Faculty confidence with literature critique decreased (from 4.2 to 3.8), but enjoyment remained stable (4.3 to 4.2). A facilitated small group JC format was preferred in our programme. We observed measurable improvements in both resident interest and confidence, as well as sustained faculty interest in JCs. We fostered an environment of inquiry and identified areas of continued professional development.

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Section: Methodsmentioning

confidence: 99%

Iterative approach to journal club

Summey

Leonard

Schiele

et al. 2020

Postgraduate Medical Journal

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“…Groups can be given 10 to 15 minutes to present their viewpoint to the group, followed by 15‐ to 20‐minute rebuttal. A similar implementation was studied and showed that learners had increased confidence with their ability to find, compare, and retain information from primary literature …”

Section: Have Residents Debatementioning

confidence: 99%

Not Another Boring Resident Didactic Conference

Wray

Wolff

Boysen‐Osborn

et al. 2019

AEM Education and Training

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Background: The Accreditation Council for Graduate Medical Education (ACGME) requires that residency programs in emergency medicine plan at least 5 hours of didactic experiences per week. Instructional methods should include small-group techniques, problem-based learning, or computer-based instruction. Despite recommendations from the ACGME, many programs' conference didactics continue to include primarily lecturebased instruction. Methods:The authors describe instructional methods that promote active learning and may be superior to traditional lecture-based education.Results: These methods include varying instructional methods, case-based learning, team-based learning and the flipped classroom, audience response systems, simulation, "wars," oral boards, escape rooms and scavenger hunts, expert panel discussions, debates, clinical pathologic cases, and leaderboards. The authors discuss how these methods can be implemented to make emergency medicine didactic conferences more varied and interactive for learners.Conclusions: While there is minimal research on the efficacy of these methods in graduate medical education, many have shown to improvement engagement of learners and to be effective in undergraduate medical education. Further research will be needed to determine if long-term learning outcomes can be improved with these strategies.From the

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“…In pharmacy curricula, debates have been successfully implemented in both the didactic and experiential settings; however, evidence in the experiential setting is sparse. 3 – 5 …”

Section: Innovationmentioning

confidence: 99%

Up for Debate: Re-Envisioning the Journal Club with an Article-Centric Student Debate

Helmer

Scalese²

2018

Innov Pharm

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Effective utilization of evidence-based medicine requires skillful development of a critical literature evaluation process. Although traditional journal club activities are a common modality to teach and refine these skills, they may limit a learner’s motivation to perform a well-rounded critique of primary literature. Innovation: In response to the challenges with these traditional formats, we describe a novel approach to refining critical literature evaluation skills in an Advanced Pharmacy Practice Experience (APPE) setting utilizing a focused, article-centric journal club debate. Students, in pairs, are assigned a single article and are tasked with building critical arguments for both pro and con sides of the article, which culminates in a one-on-one debate. Key Findings: The debate has been well received by students and faculty for increasing engagement in the critical literature evaluation process. The article-centric nature of the debate pushes students to a deeper understanding of an article’s merits and pitfalls. Ongoing limitations include significant faculty assessment burden and lack of a standardized, debate-specific evaluation rubric. Next Steps: Future efforts should focus on evaluating student performance and perceptions of the debate compared to traditional journal club formats utilizing pre- and post- surveys. The creation of a debate-specific grading rubric may streamline the evaluation process and reduce faculty assessment burden. Article Type: Note

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Debate as an alternative method for medical literature evaluation

Cited by 19 publications

References 17 publications

Iterative approach to journal club

Iterative approach to journal club

Not Another Boring Resident Didactic Conference

Up for Debate: Re-Envisioning the Journal Club with an Article-Centric Student Debate

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