|
Example 1
Scenario: Using questions to teach critical appraisal, patient care, and medical knowledge in Journal Club.
You are the Associate Residency Director in charge of the journal club for your residency program. Based on the quality of discussion during journal club, you are unsure whether residents have the skills needed to critically appraise the literature as a basis for applying research evidence to patient care.
The illustration below describes how you may use questions to address your program’s Practice-Based Learning and Improvement learning objectives during journal club. The objectives are that residents will be able to: (a) conduct an in-depth critical appraisal of published research; and (2) use results of critical appraisal to guide decisions about applying research evidence to patient care.
Illustration:
A set of guiding questions, developed internally or obtained from a published text, may be used effectively to guide your residents’ critical analysis of the literature. There are several good examples of guidelines in the published literature on Evidence-based Medicine. (www.cebm.utoronto.ca/teach/materials/caworksheets.htm) Guidelines such as these may be attached to a research article to direct residents’ reading and analysis. With the guidelines in place, your residents are clear about what to focus on and the depth of analysis you expect. One residency program supplies guidelines as a “work sheet” to be completed prior to the journal club discussion. Another program assigns a different portion of the paper to groups of two or three residents along with guidelines for analyzing the assigned section (i.e. methods). Each subgroup spends the first ten minutes of the conference discussing their section, and then presents its analysis. Faculty attendance and participation are essential because they bring experience to the discussion and reinforce those who participate.
|
 |
instrMod_gleTOC.asp
 |
|
