Al-Imari Lina, Nutik Melissa, Rozmovits Linda, Alvi Ruby, Freeman Risa
Department of Family and Community Medicine, University of Toronto, Toronto, ON, Canada.
Fam Med. 2020 Feb;52(2):127-130. doi: 10.22454/FamMed.2020.705062.
Online journal clubs have recently become popular, but their effectiveness in promoting meaningful discussion of the evidence is unknown. We aimed to understand the learner experience of a hybrid online-traditional family medicine journal club.
We used a qualitative descriptive study to understand the experience of medical students and residents at the University of Toronto with the hybrid online-traditional family medicine journal club, including perceived useful and challenging aspects related to participant engagement and fostering discussion. The program, informed by the literature and needs assessment, comprised five sessions over a 6-month period. Learners led the discussion between the distributed sites via videoconferencing and Twitter. Six of 12 medical students and 33 of 57 residents participated in one of four focus groups. Thematic data analysis was performed using the constant comparison method.
While participants could appreciate the potential of an online component to journal club to connect distributed learners, overall, they preferred the small group, face-to-face format that they felt produced richer and more meaningful discussion, higher levels of engagement, and a better learning opportunity. Videoconferencing and Twitter were seen as diminishing rather than enhancing their learning experience and they challenged the assumption that millennials would favor the use of social media for learning.
Our study demonstrates that for discussion-based teaching activities such as journal club, learners prefer a small-group, face-to-face format. Our findings have implications for the design of curricular programs for distributed medical learners.
在线期刊俱乐部近来颇受欢迎，但其在促进对证据进行有意义讨论方面的有效性尚不清楚。我们旨在了解一种线上与传统相结合的家庭医学期刊俱乐部的学习者体验。
我们采用定性描述性研究来了解多伦多大学医学院学生和住院医师参与线上与传统相结合的家庭医学期刊俱乐部的体验，包括与参与者参与度及促进讨论相关的有用和具有挑战性的方面。该项目参考了文献和需求评估，在6个月内包含5次课程。学习者通过视频会议和推特在不同地点之间主导讨论。12名医学院学生中的6名以及57名住院医师中的33名参加了四个焦点小组中的一个。采用持续比较法进行主题数据分析。
虽然参与者能够认识到期刊俱乐部线上部分在连接分散学习者方面的潜力，但总体而言，他们更喜欢小组面对面的形式，认为这种形式能产生更丰富、更有意义的讨论、更高的参与度以及更好的学习机会。视频会议和推特被视为削弱而非增强了他们的学习体验，而且他们对千禧一代会倾向于使用社交媒体进行学习这一假设提出了质疑。
我们的研究表明，对于像期刊俱乐部这样基于讨论的教学活动，学习者更喜欢小组面对面的形式。我们的研究结果对分布式医学学习者的课程设计具有启示意义。
