Seelig C B
University of North Carolina School of Medicine, New Hanover Memorial Hospital, Wilmington 28402.
J Gen Intern Med. 1991 Jul-Aug;6(4):330-4. doi: 10.1007/BF02597431.
To investigate whether a limited teaching intervention, based on principles of adult education, could change residents' literature reading attitudes, behaviors, and knowledge.
The educational intervention supplemented an ongoing bimonthly journal club. The effects on residents were studied prospectively before and four months following the intervention.
A community hospital internal medicine training program.
All 14 residents: six in the first year, and four each in the second and third years of training.
A one-hour seminar incorporating principles of adult education, including the use of multiple teaching modalities. The content was based on the critical literature reading guidelines published by the McMaster group. Reinforcement of learning objectives was achieved by learner participation, written assignments, active feedback, and follow-up in subsequent journal clubs.
Residents improved their performances on objective testing of critical appraisal knowledge by 60% (p = 0.02). They reported improved ability to appraise original research articles critically (p = 0.01) and reported spending more useful time reading. Unaffected were the total time spent reading journals, the reasons for reading them, and the perceived value of journals in "keeping up" with advances in medical knowledge.
Journal clubs are important to residents, and their effectiveness in teaching critical appraisal and promoting reading of the literature may be augmented by applying principles of adult education.
探讨基于成人教育原则的有限教学干预能否改变住院医师的文献阅读态度、行为和知识水平。
教育干预补充了正在进行的双月期刊俱乐部活动。在干预前和干预后四个月对住院医师的效果进行前瞻性研究。
一家社区医院的内科培训项目。
所有14名住院医师，其中第一年6名，第二年和第三年各4名。
举办一场一小时的研讨会，融入成人教育原则，包括使用多种教学方式。内容基于麦克马斯特小组发布的批判性文献阅读指南。通过学习者参与、书面作业、积极反馈以及后续期刊俱乐部的跟进，强化学习目标。
住院医师在批判性评估知识的客观测试中的表现提高了60%（p = 0.02）。他们报告称批判性评估原创研究文章的能力有所提高（p = 0.01），并表示阅读时间更有成效。阅读期刊的总时间、阅读原因以及期刊在“跟上”医学知识进展方面的感知价值均未受到影响。
期刊俱乐部对住院医师很重要，应用成人教育原则可能会增强其在批判性评估教学和促进文献阅读方面的有效性。
