Ozkara Burak Berksu, Karabacak Mert, Alpaydin Duygu Demet
Cerrahpaşa Faculty of Medicine, Istanbul University-Cerrahpaşa, Istanbul, Turkey.
JMIR Med Educ. 2022 Mar 7;8(1):e33612. doi: 10.2196/33612.
Since the closure of university campuses due to COVID-19 in spring 2020 necessitated a quick transition to online courses, medical students were isolated from hospitals and universities, negatively impacting their education. During this time, medical students had no opportunity to participate in academic discussions and were also socially isolated. Furthermore, medical doctors and professors of medical schools were given additional responsibilities during the pandemic because they were the frontliners in the fight against COVID-19. As a result, they did not have enough time to contribute effectively to medical student education.
This paper describes the establishment of the Cerrahpasa Neuroscience Society Journal Clubs, a group of entirely student-run online journal clubs at Cerrahpasa Faculty of Medicine, Istanbul University-Cerrahpasa.
The website, mass emailing, and social media accounts were used to announce the online journal clubs. Only medical students were eligible to apply. Journal clubs included psychiatry, neuroradiology, neurosurgery, neurology, and neuroscience. Following the last journal club meeting, a questionnaire created by the society's board was distributed to the participants. SPSS Statistics (version 26) was used for statistical analysis.
Since March 15, 2021, synchronous online journal club meetings have been held every 2 weeks on a weekday using Google Meet, Microsoft Teams, or Zoom. Meetings of each journal club lasted approximately 1 hour on average. Interstudent interaction across multiple institutions was achieved since a total of 45 students from 11 different universities attended the meetings on a regular basis. Students on the society's board served as academic mentors for the clubs. The clubs received excellent feedback from participants, with an overall contentment score of 4.32 out of 5.
By establishing these clubs, we have created a venue for academic discussions, which helps to reduce the negative impact of the pandemic on education. In addition, we believe it greatly aided students in staying in touch with their peers, thereby reducing the sense of isolation. We realize that traditional journal clubs are run by faculty; however, we believe that this experience demonstrated that medical students could run a journal club on their own since the feedback from participants was excellent. Additionally, as a medical student, being a journal club academic mentor is a challenging responsibility; however, having this responsibility significantly improved our academic mentors' leadership abilities.
自2020年春季因新冠疫情大学校园关闭后，医学专业学生迅速转向线上课程，他们与医院和学校隔离，这对他们的教育产生了负面影响。在此期间，医学生没有机会参与学术讨论，在社交方面也处于隔离状态。此外，医学院的医生和教授在疫情期间承担了额外的职责，因为他们是抗击新冠疫情的一线人员。因此，他们没有足够的时间有效地参与医学生的教育工作。
本文介绍了伊斯坦布尔大学-塞拉哈帕夏医学院的切拉哈帕夏神经科学学会期刊俱乐部的成立情况，这是一组完全由学生运营的线上期刊俱乐部。
通过网站、群发邮件和社交媒体账号来宣传线上期刊俱乐部。只有医学生有资格申请。期刊俱乐部涵盖精神病学、神经放射学、神经外科、神经病学和神经科学。在最后一次期刊俱乐部会议之后，由学会委员会创建的一份问卷被分发给参与者。使用SPSS Statistics（版本26）进行统计分析。
自2021年3月15日起，每周工作日每两周通过谷歌Meet、微软Teams或Zoom举行一次同步线上期刊俱乐部会议。每个期刊俱乐部的会议平均持续约1小时。由于来自11所不同大学的共约45名学生定期参加会议，实现了多机构间学生的互动交流。学会委员会的学生担任俱乐部的学术导师。俱乐部收到了参与者的好评，总体满意度得分为4.32（满分5分）。
通过设立这些俱乐部，我们创建了一个学术讨论的场所，这有助于减少疫情对教育的负面影响。此外，我们认为这极大地帮助学生与同龄人保持联系，从而减少了隔离感。我们意识到传统的期刊俱乐部是由教师运营的；然而，我们认为这次经历表明医学生可以自行运营期刊俱乐部，因为参与者的反馈非常好。此外，作为医学生，担任期刊俱乐部的学术导师是一项具有挑战性的职责；然而，承担这项职责显著提高了我们学术导师的领导能力。
