Teaching Note—Incorporating Journal Clubs Into Social Work Education: An Exploratory Model

“…Despite these numerous benefits within the fields of medicine and healthcare, few other professions report on adopting journal clubs. Exceptions include library and information science (Young & Vilelle, 2011), social work education (Moore, Fawley-King, Stone & Accomazzo, 2015) and teacher development (Sims, Moss & Marshall, 2017). To the best of the authors' knowledge, apart from a writing group study (Grant, Munro, McIsaac, & Hill, 2010), there is a paucity of studies on factors that make journal clubs effective for the professional development of education and educational technology professionals in HE.…”

mentioning

confidence: 99%

Culture Club: Experiences of running a journal club for continuing professional development in higher education

Turner

Mason²,

Harrison³

et al. 2020

JPAAP

View full text Add to dashboard Cite

This article discusses the experiences of a journal club established to enable staff from different higher education (HE) institutions and roles to develop their knowledge and understanding around a shared interest in the areas of internationalisation and educational technology. Journal clubs have been used, mainly within the field of medicine and healthcare, to facilitate group learning. The club enabled the group to navigate a complex terrain of literature, develop a focus for reading and identifying a potential area for research and collaboration. Members of the journal club experienced several benefits from participation which are discussed together with the challenges of sustaining engagement over time. The article concludes with highlighting ways in which journal clubs can provide a fruitful form of continuing professional development in higher education, particularly in complex subject areas that traverse numerous roles and domains and makes recommendations for those considering establishing a journal club for similar purposes.

show abstract

Team mentored reflective practice in gerontological social work education

Park

Kawk

Spencer

et al. 2018

Gerontology & Geriatrics Education

View full text Add to dashboard Cite

Attracting students to gerontological social work has long been difficult. A possible strategy is to provide students with experiential learning opportunities with older adults that provide them with support while reflecting on this work. Our Team Mentored Reflective Practice model represents an effort to enhance students' reflective practice skills in the context of a clinical research project in which both instructors and students form a supportive team. Students reported a number of benefits that included the development of meaningful relationships with older clients, clinical skills that related to memory loss, and the integration of research and practice. Students who were engaged in the team mentored process of reflection evidenced changes in how they were thinking about clients. These new understandings have the potential to impact the ways in which students work with older adults.

show abstract

Teaching Note—Incorporating Journal Clubs Into Social Work Education: An Exploratory Model

Cited by 7 publications

References 5 publications

Journal Club as a Resource for Practice

Journal Club as a Resource for Practice

Culture Club: Experiences of running a journal club for continuing professional development in higher education

Team mentored reflective practice in gerontological social work education

Contact Info

Product

Resources

About