Community-Powered Learning: A Qualitative Analysis of Postgraduate Medical Trainee Development Through Journal Club

IF 1.4 Q4 MEDICINE, RESEARCH & EXPERIMENTAL

Clinical Teacher Pub Date : 2025-03-29 DOI:10.1111/tct.70087

Anne L. Murray, Brian H. Walsh, Anél Wiese

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Abstract

Background

Journal clubs are a core feature of postgraduate medical education. They are used to teach critical appraisal skills and evidence-based medicine to postgraduate trainees. Studies have been carried out examining the purpose and goals of journal club, but with minimal input from learners. Thus, the research question was devised, ‘why do postgraduate trainees find journal clubs effective for their continuous professional development and what underlying processes facilitate their learning and engagement in these settings?’

Methods

A qualitative study was designed to capture the opinions of the learners when considering learning through journal club. Semi-structured interviews were felt to be most appropriate to allow participants to explore freely how they learn from journal club as well as the aspects of the club that support or hinder learning. Data were analysed using thematic analysis.

Results

21 interviews were conducted within two departments in adjoining hospitals. There were 6 consultants, 9 registrars and 6 SHOs interviewed. The median (IQR) interview time was 23.5 (19.5–27.3) minutes. The themes identified were committed participation, with subthemes of habit formation and positive environment, and transformative participation, with subthemes of emerging leaders and shared experience.

Discussion/Conclusion

The themes identified from our interviews align with principles of communities of practice and legitimate peripheral participation. Regular meetings in a positive learning environment are vital. Mutual engagement and role modelling contribute hugely to trainee learning from journal club, through the development of relationships between junior and senior members in the preparation, delivery and discussion of literature.

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背景期刊俱乐部是医学研究生教育的一个核心特色。期刊俱乐部用于向研究生学员传授批判性评价技能和循证医学。已有研究对期刊俱乐部的目的和目标进行了探讨，但学员的参与度极低。因此，我们设计了这样一个研究问题："为什么研究生学员认为期刊俱乐部能有效促进他们的持续专业发展？研究方法设计了一项定性研究，以了解学员在考虑通过期刊俱乐部进行学习时的意见。半结构式访谈被认为是最合适的方法，可以让参与者自由探讨他们如何从期刊俱乐部学习，以及俱乐部支持或阻碍学习的方面。数据采用主题分析法进行分析。结果在相邻医院的两个科室进行了 21 次访谈。共有 6 名顾问、9 名注册医师和 6 名 SHO 接受了访谈。访谈时间的中位数（IQR）为 23.5 分钟（19.5-27.3 分钟）。确定的主题是承诺性参与，其次主题是习惯养成和积极环境，以及变革性参与，其次主题是新兴领导者和共享经验。讨论/结论从访谈中确定的主题符合实践社区和合法外围参与的原则。在积极的学习环境中定期举行会议至关重要。通过在准备、提供和讨论文献过程中发展初级和高级成员之间的关系，相互参与和树立榜样对学员从期刊俱乐部中学习大有裨益。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Clinical Teacher MEDICINE, RESEARCH & EXPERIMENTAL-

CiteScore

2.90

自引率

5.60%

发文量

113

期刊介绍： The Clinical Teacher has been designed with the active, practising clinician in mind. It aims to provide a digest of current research, practice and thinking in medical education presented in a readable, stimulating and practical style. The journal includes sections for reviews of the literature relating to clinical teaching bringing authoritative views on the latest thinking about modern teaching. There are also sections on specific teaching approaches, a digest of the latest research published in Medical Education and other teaching journals, reports of initiatives and advances in thinking and practical teaching from around the world, and expert community and discussion on challenging and controversial issues in today"s clinical education.