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

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.