A Prospective Review of a Novel Electronic Journal Club Format in an Orthopedic Residency Unit

• Published in: Journal of surgical education Vol. 77; no. 1; pp. 115 - 123
• Main Authors: Clesham, Kevin, Piggott, Robert P., Sheehan, Eoin
• Format: Journal Article
• Language: English
• Published: United States Elsevier Inc 01.01.2020
• Subjects: education; Interpersonal and Communication Skills; journal club; Medical Knowledge; orthopedics; Practice-Based Learning and Improvement; research methodology; residency; Systems-Based Practice; residency; education; journal club; Medical Knowledge; Systems-Based Practice; orthopedics; Practice-Based Learning and Improvement; Interpersonal and Communication Skills; research methodology
• DOI: 10.1016/j.jsurg.2019.08.018
• ISSN: 1931-7204

Journal clubs are useful for teaching critical appraisal skills and maintaining contemporary knowledge in orthopedics. The didactic format is most common; however, work commitments can pose difficulty in full attendance. Also with the current legislative working time restrictions for residents in Europe and North America, work and training time require separation with times that may not suit all attendees. Online forums such as “Twitter” have recently been used to accommodate various journal clubs. We aimed to establish a journal club using smartphone messaging application “WhatsApp” to discuss key orthopedic papers and teach critical appraisal skills to residents. A prospective cohort study including all residents and attendings in the department. A research practice questionnaire, the “Evidence-based Practice Questionnaire” and a 28-question MCQ on research methods from the American Academy of Orthopedic Surgeons resident question database was completed by all participants prior to the study. A paper was uploaded each Friday, and discussed the following Tuesday through Friday for 6 consecutive weeks. The original questionnaire and MCQs were again completed after the 6-week study period. A Trauma & Orthopedic residency unit. All orthopedic residents, from PGY1-4 and attendings. An average of 22 questions were asked (min 13, max 28), and 55 responses per week (min 30, max 88). In the EBPQ questionnaire, an example question of “how often you critically appraised a paper you have discovered” improved from an average score of 2.45 to 5.4. Self-rating of research skills improved from a score of 3.27 to 5.9. MCQ scores improved from an average of 48.2% among the group to 69%. Residents’ critical appraisal skills were improved while providing adequate time and flexibility to reflect on questions. Subspecialty topic discussions led by attendings, stimulated discussion of clinical pearls of interest to all participants. The simplicity of this method, and its widespread availability potentiates the implementation by any specialty looking to educate its residents.