Please use this identifier to cite or link to this item: https://ahro.austin.org.au/austinjspui/handle/1/22698
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dc.contributor.authorIanno, Damian James-
dc.contributor.authorMirowska-Allen, Kelly-
dc.contributor.authorKunz, Stephen A-
dc.contributor.authorO'Brien, Richard C-
dc.date2020-01-
dc.date.accessioned2020-03-02T03:28:02Z-
dc.date.available2020-03-02T03:28:02Z-
dc.date.issued2020-01-
dc.identifier.citationJournal of educational evaluation for health professions 2020; 17: 9-
dc.identifier.urihttp://ahro.austin.org.au/austinjspui/handle/1/22698-
dc.description.abstractMedically-focused journal clubs have been used as an educational tool for over 100 years with research indicating that they improve knowledge, reading behaviour, and critical appraisal skills. However, it is not known how widespread their use is among Australian medical schools, nor the opinions of medical education leaders as to their value. A nationwide cross-sectional study was performed on academic leaders from every Australian medical school. Individuals were asked to complete a survey detailing their attitudes towards journal clubs using single or multiple answer questions, Likert scales, and ranked data. They were asked whether students at their institutions were able to partake in journal clubs, and if so, details of their implementation. At least one response was collected from 18 of 19 Australian medical schools. This represented 60 responses of a possible 147 (40.8%), the vast majority of whom were heads of clinical schools, 36 (60.0%). The prevalence of journal clubs among medical institutions was high, with 15 of 18 (83.3%) stating that they had a journal club. Of these 23 (65.7%) were metropolitan and 12 (34.3%) were rural institutions. Most were clinician-led, 18 (51.4%), run through specific hospital departments, 13 (37.1%), and most frequently occurred during clinical years, 23 (65.7%). The vast majority stated that the primary aim of the journal club was to develop critical appraisal skills, 20 (57.1%). Journal clubs are a highly regarded educational tool in the armoury of medical school educators, with significant heterogeneity in their structure, geographic prevalence and intended purpose. Further studies into their efficacy in teaching evidence-based medicine is warranted in the medical student cohort.-
dc.language.isoeng-
dc.subjectAustralia-
dc.subjectContinuing medical education-
dc.subjectCurriculum-
dc.subjectEvidence-based medicine-
dc.subjectJournal club-
dc.titleJournal clubs in Australian medical schools: prevalence, application and educator opinion.-
dc.typeJournal Article-
dc.identifier.journaltitleJournal of educational evaluation for health professions-
dc.identifier.affiliationDepartment of Emergency Medicine, Austin Health, Heidelberg, Victoria, Australiaen
dc.identifier.affiliationDepartment of Surgery, Austin Health, Heidelberg, Victoria, Australiaen
dc.identifier.affiliationDepartment of Obstetrics and Gynaecology, Mercy Hospital for Women, Melbourne, Australiaen
dc.identifier.affiliationDepartment of Medicine, Austin Health, Heidelberg, Victoria, Australiaen
dc.identifier.doi10.3352/jeehp.2020.17.9-
dc.identifier.orcid0000-0001-7424-9472-
dc.identifier.pubmedid32106214-
dc.type.austinJournal Article-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.fulltextNo Fulltext-
item.cerifentitytypePublications-
item.grantfulltextnone-
item.languageiso639-1en-
item.openairetypeJournal Article-
crisitem.author.deptCardiac Surgery-
crisitem.author.deptEndocrinology-
crisitem.author.deptUniversity of Melbourne Clinical School-
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