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Redesigning journal club in residency

Authors Achkar MA

Received 4 March 2016

Accepted for publication 31 March 2016

Published 27 May 2016 Volume 2016:7 Pages 317—320

DOI https://doi.org/10.2147/AMEP.S107807

Checked for plagiarism Yes

Review by Single-blind

Peer reviewers approved by Dr Lucy Goodman

Peer reviewer comments 2

Editor who approved publication: Dr Anwarul Azim Majumder


Morhaf Al Achkar

Department of Family Medicine, Indiana University, Indianapolis, IN, USA

Abstract: The gap between production and implementation of knowledge is the main reason for the suboptimal quality of health care. To eliminate this gap and improve the quality of patient care, journal club (JC) in graduate medical education provides an opportunity for learning the skills of evidence-based medicine. JC, however, continues to face many challenges mainly due to poorly defined goals, inadequate preparation, and lack of interest. This article presents an innovative model to prepare and present JC based on three pillars: dialogical learning through group discussion, mentored residents as peer teachers, and including JC as part of a structured curriculum to learn evidence-based medicine. This engaging model has the potential to transform JC from a moribund session that is daunting for residents into a lively discussion to redefine clinical practice using the most current evidence.

Keywords: journal club, residents, peer teaching, evidence-based medicine, dialogical learning

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