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

Andrew G. Lee, H. Culver Boldt, Karl C. Golnik, Anthony C. Arnold, Thomas A. Oetting, Hilary A. Beaver, Richard J. Olson, M. Bridget Zimmerman, Keith Carter

Research output: Contribution to journalArticle

31 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)497-500.e1
JournalOphthalmology
Volume113
Issue number3
DOIs
StatePublished - Mar 2006

ASJC Scopus subject areas

  • Ophthalmology

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