Advertisement

Role of journal club in Canadian ophthalmology residency training: a national survey of program directors

      Abstract

      Objective

      To conduct a national survey of journal club curricula in Canadian ophthalmology residency programs.

      Design

      Cross-sectional web-based survey.

      Participants

      Fifteen Royal College of Physicians and Surgeons of Canada (RCPSC) ophthalmology residency program directors.

      Methods

      The 15 RCPSC ophthalmology residency program directors were invited to participate in a 31-item online survey. The survey inquired about the purpose, educational goals, and structure of journal club. Basic statistics were performed to compare responses across institutions.

      Results

      Thirteen of the 15 program directors replied, representing an 87% response rate. Twelve (92%) institutions maintained a journal club. All of the program directors surveyed felt that journal club had educational value. Resident attendance was typically mandatory (75%) and correspondingly high across programs. There was 100% agreement that randomized controlled trials were most often selected for review. The primary journal club objectives were for residents to develop critical appraisal skills and to conduct a literature search (67%). Formal teaching and evaluation of these skills were not prioritized by any program. Seventeen percent felt the most important objective was to impact clinical practice.

      Conclusions

      Canadian ophthalmology program directors expressed high levels of satisfaction that journal club was effective in meeting its stated objectives. This indicates that the teaching model promoted resident critical appraisal skills; however, objective evaluation methods to assess resident competence in evidence-based medicine were not described by any respondents. As RCSPC ophthalmology programs transition to competency-based medical education, program directors may consider modifying journal club curriculum, broadening its utility toward a means of outcome assessment.

      RÉSUMÉ

      Objectif

      Réaliser un sondage national sur le programme des clubs de lecture des programmes canadiens de résidence en ophtalmologie.

      Nature

      Sondage transversal en ligne.

      Participants

      15 directeurs de programmes de résidence en ophtalmologie du Collège royal des médecins et chirurgiens du Canada (CRMCC).

      Méthodes

      Les 15 directeurs de programmes ont été invités à participer à un sondage en ligne de 31 questions. Le sondage contenait des questions sur le but, les objectifs éducatifs et la structure du club de lecture. Nous avons compilé des statistiques de base pour comparer les réponses entre les établissements.

      Résultats

      13 des 15 directeurs de programme ont répondu, ce qui représente un taux de réponse de 87 %. 12 établissements (92 %) avaient un club de lecture. Tous les directeurs de programmes interrogés ont répondu que le club de lecture avait une valeur éducative. La participation des résidents était généralement obligatoire (75 %) et, de ce fait, elle était élevée dans tous les programmes. Tous étaient d'accord (100 %) que les essais randomisés contrôlés étaient le plus souvent choisis comme lecture. Les principaux objectifs des clubs de lecture sont de permettre aux résidents de développer des compétences en évaluation critique et de s'exercer à la recherche documentaire (67 %); toutefois, aucun des participants n'estimait que le club avait pour but l'enseignement formel ni l'évaluation de ces compétences. 17 % estimaient que l'objectif le plus important était d'influencer la pratique clinique.

      Conclusions

      Les directeurs de programmes d'ophtalmologie canadiens ont exprimé un niveau élevé de satisfaction par rapport à l'efficacité du club pour atteindre ses objectifs. Ces réponses montrent que le modèle d'enseignement valorise les compétences en évaluation critique des résidents. Cependant, aucun répondant n'a décrit de méthodes d'évaluation objectives pour évaluer la compétence des résidents en médecine factuelle. À l'heure où les programmes d'ophtalmologie du Collège royal passent à la formation médicale axée sur les compétences, les directeurs de programmes pourraient songer à modifier le programme du club de lecture de manière à en élargir l'utilité et à utiliser pour évaluer les résultats.
      To read this article in full you will need to make a payment

      Purchase one-time access:

      Academic & Personal: 24 hour online accessCorporate R&D Professionals: 24 hour online access
      One-time access price info
      • For academic or personal research use, select 'Academic and Personal'
      • For corporate R&D use, select 'Corporate R&D Professionals'

      Subscribe:

      Subscribe to Canadian Journal of Ophthalmology
      Already a print subscriber? Claim online access
      Already an online subscriber? Sign in
      Institutional Access: Sign in to ScienceDirect

      References

      1. Frank JR, ed. The CanMEDS 2005 physician competency framework. Better standards. Better physicians. Better care. The Royal College of Physicians and Surgeons of Canada; 2005. Available from: rcpsc.medical.org/canmeds/index.php. Accessed 2015 Nov 5.

        • Lee A.G.
        • Boldt H.C.
        • Golnik K.C.
        • et al.
        Structured journal club as a tool to teach and assess resident competence in practice-based learning and improvement.
        Ophthalmology. 2006; 11: 497-500
        • Pitner N.D.
        • Fox C.A.
        • Riess M.L.
        Implementing a successful journal club in an anesthesiology residency program.
        F1000Res. 2013; 2: 15
        • Linzer M.
        The journal club and medical education: over one hundred years of unrecorded history.
        Postgrad Med J. 1987; 63: 475-478
        • Moberg-Wolff E.A.
        • Kosaih J.B.
        Journal clubs. Prevalence, format and efficacy in PM&R.
        A J Phys Med Rehabil. 1995; 74: 224-229
        • Van Derwood J.G.
        • Tietze P.E.
        • Nagy M.C.
        Journal clubs in family practice residency programs in the southeast.
        South Med J. 1991; 84: 483-487
        • Sidorov J.
        How are internal medicine residency journal clubs organized, and what makes them successful?.
        Arch Intern Med. 1995; 155: 1193-1197
        • Rajapl S.
        • Resnick D.K.
        • Baskaya M.K.
        The role of journal club in neurosurgical training.
        Neurosurgery. 2007; 61: 397-403
        • Phitayakorn R.
        • Gelula M.H.
        • Malangoni M.A.
        Surgical journal clubs: a bridge connecting experiential learning theory to clinical practice.
        J Am Coll Surg. 2007; 204: 158-163
        • Ahmadi N.
        • McKenzie M.E.
        • MacLean A.
        • et al.
        Teaching evidence-based medicine to surgery residents–is journal club the best format? A systematic review of the literature.
        J Surg Educ. 2012; 69: 91-100
        • Greene W.B.
        The role of journal clubs in orthopaedic surgery residency programs.
        Clin Orthop Relat Res. 2000; 373: 304-310
        • Dirschl D.R.
        • Tornetta 3rd, P.
        • Bhandari M.
        Designing, conducting and evaluating journal clubs in orthopaedic surgery.
        Clin Orthop Relat Res. 2003; 413: 146-157
        • Lee A.G.
        • Boldt H.C.
        • Golnik K.C.
        • et al.
        Using the journal club to teach and assess competence in practice-based learning and improvement: a literature review and recommendation for implementation.
        Surv Ophthalmol. 2005; 50: 542-547
        • Crank-Patton A.
        • Fisher J.B.
        • Toedter L.J.
        The role of the journal club in surgical residency programs: a survey of APDS program directors.
        Curr Surg. 2001; 58: 101-104
        • Melchior J.A.
        • Meals R.A.
        The journal club and its role in hand surgery education.
        J Hand Surg. 1998; 23: 972-976
        • Thurnau G.R.
        • Fishburne Jr, J.I.
        Format of an obstetrics and gynecology journal club and four years’ experience.
        Am J Obstet Gyencol. 1989; 160: 313-316
        • Lee A.G.
        Using the American Journal of Ophthalmology’s website for assessing residency subcompetencies in practice-based learning.
        Am J Ophthalmol. 2004; 137: 206-207
        • Swift G.
        How to make journal clubs interesting.
        Adv Psychiatr Treat. 2004; 10: 67-72
      2. Taylor P, Warner J. National survey of training needs for evidence-based practices. Psychiatr Bull R Coll Psychiatr. 200;24:272–3.

        • Alguire P.C.
        A review of journal clubs in postgraduate medical education.
        J Gen Intern Med. 1998; 13: 347-353
        • Gibbons A.J.
        Organizing a successful journal club.
        BMJ. 2002; 325: s137-s138
        • Lexchin J.
        Interactions between physicians and the pharmaceutical industry: what does the literature say?.
        CMAJ. 1993; 149: 1401-1407
        • Rothman D.J.
        • Chimonas S.
        New developments in managing physician-industry relationships.
        JAMA. 2008; 300: 1067-1069
        • Relman A.S.
        Industry support of medical education.
        JAMA. 2008; 300: 1071-1073
      3. Canadian Medical Association. Guidelines for physicians in interactions with industry. 2007. Available from: policybase.cma.ca/dbtw-wpd/Policypdf/PD08-01.pdf. Accessed 2015 Nov 6.

        • Zhou A.W.
        • Noble J.
        • Lam W.-C.
        Canadian ophthalmology residency training: an evaluation of resident satisfaction and comparison with international standards.
        Can J Ophthalmol. 2009; 44: 540-547
        • Hawkins R.E.
        • Welcher C.M.
        • Holmboe E.S.
        • et al.
        Implementation of competency-based medical education: are we addressing the challenges?.
        Med Educ. 2015; 49: 1086-1102
        • Iobst W.F.
        • Sherbino J.
        • Cate O.T.
        • et al.
        Competency-based medical education in postgraduate medical education.
        Med Teach. 2010; 32: 651-656
        • Whitehead C.
        Competency-based training for physicians: are we doing no harm?.
        CMAJ. 2015; 187: E128-E129
        • Atzema C.
        Presenting at journal club: a guide.
        Ann Emerg Med. 2004; 44: 169-174
        • Linzer M.
        • Brown J.T.
        • Frazier C.M.
        • et al.
        Impact of a medical journal club on house-staff reading habits, knowledge, and critical appraisal skills: a randomized controlled trial.
        JAMA. 1988; 260: 2537-2541
        • Linzer M.
        • DeLong E.R.
        • Hupart K.H.
        A comparison of two formats for teaching critical reading skills in a medical journal club.
        J Med Educ. 1987; 62: 690-692
        • Kitchens J.M.
        • Pfeifer M.P.
        Teaching residents to read the medical literature: a controlled clinical trial of a curriculum in critical appraisal/clinical edidemiology.
        J Gen Intern Med. 1989; 4: 384-387
        • Kulier R.
        • Coppus S.F.
        • Zamora J.
        • et al.
        The effectiveness of a clinically integrated e-learning course in evidence-based medicine: a cluster randomized controlled trial.
        BMC Med Educ. 2009; 9: 21
        • Toouli J.
        • Stanton P.
        Being CLEAR: evaluation of a module to teach critical appraisal to surgeons.
        ANZ J Surg. 2004; 74: 69-70