Al Achkar Morhaf
Department of Family Medicine, Indiana University, Indianapolis, IN, USA.
Adv Med Educ Pract. 2016 May 27;7:317-20. doi: 10.2147/AMEP.S107807. eCollection 2016.
The gap between production and implementation of knowledge is the main reason for the suboptimal quality of health care. To eliminate this gap and improve the quality of patient care, journal club (JC) in graduate medical education provides an opportunity for learning the skills of evidence-based medicine. JC, however, continues to face many challenges mainly due to poorly defined goals, inadequate preparation, and lack of interest. This article presents an innovative model to prepare and present JC based on three pillars: dialogical learning through group discussion, mentored residents as peer teachers, and including JC as part of a structured curriculum to learn evidence-based medicine. This engaging model has the potential to transform JC from a moribund session that is daunting for residents into a lively discussion to redefine clinical practice using the most current evidence.
知识的产出与应用之间的差距是医疗保健质量未达最优的主要原因。为了消除这一差距并提高患者护理质量，毕业后医学教育中的期刊俱乐部（JC）为学习循证医学技能提供了机会。然而，JC 仍面临诸多挑战，主要原因是目标定义不明确、准备不足以及缺乏兴趣。本文提出了一种创新模式，基于三个支柱来筹备和开展 JC：通过小组讨论进行对话式学习、将住院医师作为同伴教师予以指导，以及将 JC 纳入学习循证医学的结构化课程体系。这种引人入胜的模式有可能将 JC 从一个让住院医师望而生畏的沉闷环节转变为一场热烈的讨论，从而利用最新证据重新定义临床实践。
