View in EDS HTML Full Text PDF Full Text

Are journal clubs effective in supporting evidence-based decision making? A systematic review. BEME Guide No. 16.

Saved in:
Bibliographic Details
Title: Are journal clubs effective in supporting evidence-based decision making? A systematic review. BEME Guide No. 16.
Authors: Harris, Janet1,2 (AUTHOR) janet.harris@sheffield.ac.uk, Kearley, Karen3,4 (AUTHOR), Heneghan, Carl3,5 (AUTHOR), Meats, Emma3 (AUTHOR), Roberts, Nia3,6 (AUTHOR), Perera, Rafael3,7 (AUTHOR), Kearley-Shiers, Katharine8,9 (AUTHOR)
Source: Medical Teacher. Jan2011, Vol. 33 Issue 1, p9-23. 15p. 1 Diagram, 7 Charts, 2 Graphs.
Subject Terms: *Clinical competence, *Content analysis, *Journal writing, *Medical students, *Reading, *Teaching methods, *Educational outcomes, Study & teaching of medicine, Professions, Systematic reviews, Evidence-based medicine
Abstract: Background: Journal clubs (JCs) are a common form of interactive education in health care aiming to promote the uptake of research evidence into practice, but their effectiveness has not been established. Objective: This systematic review aimed to determine whether the JC is an effective intervention in supporting clinical decision making. Methods: We searched for studies which evaluated whether clubs promote changes in learner reaction, attitudes, knowledge, skills, behaviour or patient outcomes. We included undergraduate, postgraduate and practice JCs and excluded studies evaluating video/internet meetings or single meetings. Results: Eighteen studies were included. Studies reported improvements in reading behaviour ( N = 5/11), confidence in critical appraisal ( N = 7/7), critical appraisal test scores ( N = 5/7) and ability to use findings ( N = 5/7). No studies reported on patient outcomes. Sixteen studies used self-reported measures, but only four studies used validated tests. Interventions were too heterogeneous to allow pooling. Realist synthesis identified potentially 'active educational ingredients', including mentoring, brief training in clinical epidemiology, structured critical appraisal tools, adult-learning principles, multifaceted teaching approaches and integration of the JC with other clinical and academic activities. Conclusion: The effectiveness of JCs in supporting evidence-based decision making is not clear. Better reporting of the intervention and a mixed methods approach to evaluating active ingredients are needed in order to understand how JCs may support evidence-based practice. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 56594290
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Are journal clubs effective in supporting evidence-based decision making? A systematic review. BEME Guide No. 16.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Harris%2C+Janet%22">Harris, Janet</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> janet.harris@sheffield.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Kearley%2C+Karen%22">Kearley, Karen</searchLink><relatesTo>3,4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Heneghan%2C+Carl%22">Heneghan, Carl</searchLink><relatesTo>3,5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Meats%2C+Emma%22">Meats, Emma</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Roberts%2C+Nia%22">Roberts, Nia</searchLink><relatesTo>3,6</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Perera%2C+Rafael%22">Perera, Rafael</searchLink><relatesTo>3,7</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kearley-Shiers%2C+Katharine%22">Kearley-Shiers, Katharine</searchLink><relatesTo>8,9</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Jan2011, Vol. 33 Issue 1, p9-23. 15p. 1 Diagram, 7 Charts, 2 Graphs.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Clinical+competence%22">Clinical competence</searchLink><br />*<searchLink fieldCode="DE" term="%22Content+analysis%22">Content analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Journal+writing%22">Journal writing</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+students%22">Medical students</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br /><searchLink fieldCode="DE" term="%22Study+%26+teaching+of+medicine%22">Study & teaching of medicine</searchLink><br /><searchLink fieldCode="DE" term="%22Professions%22">Professions</searchLink><br /><searchLink fieldCode="DE" term="%22Systematic+reviews%22">Systematic reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence-based+medicine%22">Evidence-based medicine</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Journal clubs (JCs) are a common form of interactive education in health care aiming to promote the uptake of research evidence into practice, but their effectiveness has not been established. Objective: This systematic review aimed to determine whether the JC is an effective intervention in supporting clinical decision making. Methods: We searched for studies which evaluated whether clubs promote changes in learner reaction, attitudes, knowledge, skills, behaviour or patient outcomes. We included undergraduate, postgraduate and practice JCs and excluded studies evaluating video/internet meetings or single meetings. Results: Eighteen studies were included. Studies reported improvements in reading behaviour ( N = 5/11), confidence in critical appraisal ( N = 7/7), critical appraisal test scores ( N = 5/7) and ability to use findings ( N = 5/7). No studies reported on patient outcomes. Sixteen studies used self-reported measures, but only four studies used validated tests. Interventions were too heterogeneous to allow pooling. Realist synthesis identified potentially 'active educational ingredients', including mentoring, brief training in clinical epidemiology, structured critical appraisal tools, adult-learning principles, multifaceted teaching approaches and integration of the JC with other clinical and academic activities. Conclusion: The effectiveness of JCs in supporting evidence-based decision making is not clear. Better reporting of the intervention and a mixed methods approach to evaluating active ingredients are needed in order to understand how JCs may support evidence-based practice. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=56594290
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.3109/0142159X.2011.530321
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 9
    Subjects:
      – SubjectFull: Clinical competence
        Type: general
      – SubjectFull: Content analysis
        Type: general
      – SubjectFull: Journal writing
        Type: general
      – SubjectFull: Medical students
        Type: general
      – SubjectFull: Reading
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Educational outcomes
        Type: general
      – SubjectFull: Study & teaching of medicine
        Type: general
      – SubjectFull: Professions
        Type: general
      – SubjectFull: Systematic reviews
        Type: general
      – SubjectFull: Evidence-based medicine
        Type: general
    Titles:
      – TitleFull: Are journal clubs effective in supporting evidence-based decision making? A systematic review. BEME Guide No. 16.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Harris, Janet
      – PersonEntity:
          Name:
            NameFull: Kearley, Karen
      – PersonEntity:
          Name:
            NameFull: Heneghan, Carl
      – PersonEntity:
          Name:
            NameFull: Meats, Emma
      – PersonEntity:
          Name:
            NameFull: Roberts, Nia
      – PersonEntity:
          Name:
            NameFull: Perera, Rafael
      – PersonEntity:
          Name:
            NameFull: Kearley-Shiers, Katharine
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Text: Jan2011
              Type: published
              Y: 2011
          Identifiers:
            – Type: issn-print
              Value: 0142159X
          Numbering:
            – Type: volume
              Value: 33
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Medical Teacher
              Type: main
ResultId 1