Radiology Resident Journal Club: Enhancements Add Educational Value

The Radiology Journal Club: An Update on Best Practices and Lessons Learned From Other Specialties

The discussion and critical appraisal of medical literature in a group setting has been incorporated in health care education for over a century and remains one of the structured didactic activities in Accreditation Council for Graduate Medical Education radiology residency educational requirements. The panel members of the "Radiology Journal Club: Best Practice from Across the Country" Task Force of the Association of University Radiologists Radiology Research Alliance have collated best practices from radiology and other medical specialties to help radiology departments to establish or resume journal club as part of their residency or fellowship educational program. Key components include a leadership team to designate mentors, facilitators, and ad hoc content experts; to establish the scope, goals and learning objectives; to identify the target audience and level of faculty and trainee involvement; and establish appropriate meeting frequency. Providing relevant and easily accessible resources, mentoring and other preparatory materials can build trainee skill in critical appraisal of the medical literature, foster innovation, and advance radiological knowledge in this ever-evolving discipline.

Innovation in Learning: Critical Review of the Literature Is Absolutely Necessary for the Modern Medical Student

The concept of a journal club has been around for decades and is a useful tool to help teach residents about evidence-based medicine. Although some students may be exposed to the concept during their third or fourth year of medical school, many do not have exposure to this until their residency. This innovation report describes a program to help introduce first and second-year medical students to a team-based approach to journal clubs so that they can apply principles of evidence-based practice early on in their medical school training. In the Fall of 2020, a faculty and student effort led by members of the internal medicine and family medicine interest groups met to form a team-based program approach to the journal club focusing on first and second-year students. Teams of students were formed, and they were allowed to pick an article to review. They presented their findings to a group of students and faculty members via online meetings (due to coronavirus disease 2019 (COVID-19) restrictions). This program has been introduced and done for two academic years. During that time, over 50 students participated in the program along with six faculty members. Countless students and faculty have been an audience to the presentations that have been done. The program is entering its third year of providing an engaging avenue for students to gain experience in analyzing articles and making presentations. The journal club program has and continues to be praised by faculty and students for its unique approach and style to a decade-old tradition. We recommend that medical schools and other health-science programs across the country consider introducing a program like this to help stimulate critical discussions in an era of increasingly published medical literature. It is critical that students be given a chance to apply evidence-based practices early on in their medical education careers.

Promoting the Conduct of Medical Education Journal Clubs in Teaching Medical Institutions

Background A critical appraisal of a research article as a part of journal club sessions is an essential aspect of postgraduate training across different medical institutions in varied settings. The purpose of the current review was to explore the merits of medical education journal clubs and identify the potential factors that need to be considered for conducting these journal clubs in medical institutions. Methods An extensive search of all materials related to the topic was performed in the PubMed search engine and a total of 51 studies were included in the review based on the suitability with the current review objectives. Keywords used in the search include medical education journal clubs in the title only (viz., journal club [ti] AND medical education [ti]; medical education journal clubs [ti]; journal club [ti]). The articles published in English language only were included in the review. Results Regardless of the extensive employment of the journal clubs in different medical specialties, it is quite alarming to note that not many institutions conduct journal clubs targeting the field of medical education. These sessions offer a unique opportunity to the participants to assess the literature in a supportive fashion and play a defining role in ensuring better quality health care teachings to the medical students. However, we must understand that the successful conduct of medical education journal clubs requires specific considerations and groundwork, so that the students may benefit. Conclusion In conclusion, the medical education journal clubs have not been frequently conducted, as more preference has been given to the subject-specialty journal clubs. However, considering the scope and benefits that journal clubs add to improve teaching, all medical institutions should advocate to conduct medical education journal clubs within their premises in a structured manner.

Virtual Journal Club Beyond the Pandemic: An Enduring and Fluid Educational Forum

Objective

Since its inception, journal club has been a cornerstone to the life-long process of medical education. The virtual journal club (VJC), initiated as a robust solution to many educational challenges encountered during COVID-19 pandemic-related distance learning, provides an enduring and fluid forum for multilevel teaching and learning.

Materials and Methods

In this manuscript we share our institutions' reasoning and methods to implement a VJC for multi-level learners. A standardized format applicable to all VJC sessions was adopted to ensure reproducibility from presenter to presenter. Sessions were held via video conference platforms. Pedagogy regularly emphasized in undergraduate medical education was adopted. Informal assessment of each session's strengths and areas for improvement was performed.

Results

A total of 30 sessions were held prior to manuscript submission, including discussion of 36 refereed journal articles from March 26, 2020, to April 20, 2021. The virtual journal club was very well received by all participants. The medical students and residents found the information current and engaging. The fellows stated that the journal club strengthened their knowledge base and enhanced communication and teaching skills. The attendings learned from its encouraged frank discussion of differing practice patterns. The format of these sessions offers an ideal setting to teach medical students and residents how to evaluate and employ evidence-based medicine and meets multiple LCME and ACGME requirements.

Conclusions

This VJC forum allows for development of essential nonclinical skills including lifelong active learning and analysis, peer collaboration, and technology adaptation and usage.