Structured journal club as a tool to teach and assess resident competence in practice-based learning and improvement

Document Type

Article

Abstract

PURPOSE: To describe the use of the journal club as a tool to teach and assess competency in practice-based learning (PBL) and improvement among residents in ophthalmology. DESIGN: Interventional case series. PARTICIPANTS: Ophthalmology residents. SETTING: Three academic ophthalmology residency programs in the United States. METHODS: A survey was performed of self-assessed skills in PBL among residents in ophthalmology training before and after the implementation of a structured review checklist during a traditional resident journal club. The survey had 5 domains, including (A) appraise and assimilate evidence, (B) read a journal article critically, (C) use a systematic and standardized checklist, (D) apply knowledge of study designs and statistical methods, and (E) maintain a self-documented written record of compliance. The respondents scored their ability (range, 1-5). RESULTS: The use of a structured journal club tool was associated with a statistically significant improvement in self-assessed ability in all 5 domains. CONCLUSIONS: Although validity, reliability, and long-term efficacy studies are necessary, the structured journal club is one method of teaching and assessing resident competency in PBL and improvement.

Medical Subject Headings

Clinical Competence; Education, Medical, Continuing; Evidence-Based Medicine (education); Group Processes; Humans; Internship and Residency; Periodicals as Topic; Reproducibility of Results

Publication Date

3-1-2006

Publication Title

Ophthalmology

E-ISSN

1549-4713

Volume

113

Issue

3

First Page

497

Last Page

500

PubMed ID

16458971

Digital Object Identifier (DOI)

10.1016/j.ophtha.2005.12.010

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