Ting Daniel K, Bailey Britt H, Scheuermeyer Frank X, Harris Devin R, Chan Teresa M
Department of Emergency Medicine University of British Columbia Vancouver British Columbia Canada.
Department of Emergency Medicine University of British Columbia Kelowna British Columbia Canada.
AEM Educ Train. 2022 Feb 1;6(1):e10723. doi: 10.1002/aet2.10723. eCollection 2022 Feb.
The journal club is a ubiquitous and time-honored tradition within medical education. However, in recent years, open educational resources (OERs) have become increasingly influential in how physicians interact with the medical literature across multiple specialties. The authors sought to explore how emergency medicine (EM) resident physicians reconcile different perspectives across OERs into their educational experience at the journal club.
From January 2018 to September 2019, the authors enrolled 25 EM residents from four teaching sites associated with the University of British Columbia, Canada, to participate in either a focus group (seven residents) or individual interviews (18 residents). The authors used a snowball sampling technique. Using a constructivist grounded theory analysis, two investigators independently reviewed transcripts, meeting regularly to discuss themes until sufficiency was achieved.
The study data expand the theoretical understanding of the resident journal club experience. Residents used multiple sources including OERs to learn about new evidence in the specialty. The rise of OERs helped residents to focus on developing critical appraisal skills and social bonds during the journal club. The local journal club gained a new relevancy in acting as a quality control mechanism against the premature adoption of research findings discussed in OERs.
To date, most educators assume that residents prepare for a journal club by reading the selected articles and applying knowledge from their previous education. Instead, our findings suggest a more dynamic experience that integrates OERs. OERs enhance the journal club experience by allowing junior residents to more easily participate in discussions and to broaden the discussion to multiple clinical settings. Understanding these processes could inform future educational strategies around the journal club.
学术期刊俱乐部是医学教育中普遍存在且历史悠久的传统。然而，近年来，开放教育资源（OER）在医生跨多个专业与医学文献互动的方式上变得越来越有影响力。作者试图探讨急诊医学（EM）住院医师如何将OER中的不同观点融入到他们在学术期刊俱乐部的教育经历中。
从2018年1月至2019年9月，作者招募了来自加拿大英属哥伦比亚大学四个教学点的25名急诊医学住院医师，让他们参加焦点小组（7名住院医师）或个人访谈（18名住院医师）。作者采用了滚雪球抽样技术。使用建构主义扎根理论分析方法，两名研究人员独立审查访谈记录，定期开会讨论主题，直至达到饱和。
研究数据扩展了对住院医师学术期刊俱乐部经历的理论理解。住院医师使用包括OER在内的多种来源来了解该专业的新证据。OER的兴起帮助住院医师在学术期刊俱乐部期间专注于培养批判性评估技能和社会联系。当地的学术期刊俱乐部在作为防止过早采用OER中讨论的研究结果的质量控制机制方面获得了新的相关性。
迄今为止，大多数教育工作者认为住院医师通过阅读选定的文章并应用他们以前教育中的知识来为学术期刊俱乐部做准备。相反，我们的研究结果表明了一种更具动态性的体验，即整合了OER。OER通过让初级住院医师更容易参与讨论并将讨论扩展到多个临床环境来增强学术期刊俱乐部的体验。理解这些过程可以为未来围绕学术期刊俱乐部的教育策略提供信息。
