Journal club: old tricks and fresh approaches

Abstract

Journal club is a long-standing pedagogy within clinical practice and education. While journal clubs throughout the world traditionally follow an established format, new approaches have emerged in recent times, including learner-centred and digital approaches. Key factors to journal club success include an awareness of the learning goals of the target audience, judicious article selection and emphasis on promoting the engagement of participant learners. This article reviews the role that journal club plays in modern clinical education and considers how to optimise its benefit for contemporary learners.

Development of a Virtual Journal Club in Anatomy: a Responsive Pandemic Pedagogy

“…To the best of the authors’ knowledge, there are no published reports describing journal clubs in the anatomical sciences. Journal clubs, when viewed through the theoretical lenses of social learning, promote learning through a community of practice, and enable distributed leadership [ 22 ]. Community of practice theory describes a group of people who interact regularly and build social relationships based on a shared interest in a particular domain and develop a set of resources which facilitate learning within that domain [ 23 ].…”

Fostering teaching-learning through workplace based assessment in postgraduate chemical pathology residency program using virtual learning environment

“…While these teaching sessions focus on rare or unusual cases from old or new collections and are more structured; the teaching during such didactic teaching sessions often do not fulfill the purpose of critical thinking and reasoning [6]. A well facilitated journal club can become an important forum for teaching research methodology, clinical epidemiology and statistics, and seldom provides opportunities for training in clinical decision making and gaining critical appraisal skills [7][8][9]. There has been a concern PG trainees in chemical pathology are seldom observed, assessed, and given feedback during their work, while feedback is an integral teaching and learning tool.…”

“…There has been a concern PG trainees in chemical pathology are seldom observed, assessed, and given feedback during their work, while feedback is an integral teaching and learning tool. This has led to an increasing interest in a variety of workplace based assessment (WBA) methods that require observation and offer the opportunity for feedback in the clinical workplace [9,10]. The principle of WBA is to assess trainees on work that they are actually doing and give feedback on their performance.…”

Fostering Teaching-Learning through Workplace Based Assessment in Postgraduate Chemical Pathology Residency Program Using Virtual Learning Environment

“…While these teaching sessions focus on rare or unusual cases from old or new collections and are more structured; the teaching during such didactic teaching sessions often do not fulfill the purpose of critical thinking and reasoning (6). A well facilitated journal club can become an important forum for teaching research methodology, clinical epidemiology and statistics, and seldom provides opportunities for training in clinical decision making and gaining critical appraisal skills (7)(8)(9). There has been a concern that postgraduate (PG) trainees in chemical pathology are seldom observed, assessed, and given feedback during their work, while feedback is an integral teaching and learning tool.…”

“…There has been a concern that postgraduate (PG) trainees in chemical pathology are seldom observed, assessed, and given feedback during their work, while feedback is an integral teaching and learning tool. This has led to an increasing interest in a variety of workplace based assessment (WBA) methods that require observation and offer the opportunity for feedback in the clinical workplace (9,10). The principle of WBA is to assess trainees on work that they are actually doing and give feedback on their performance (10).…”