Download pdf - Journal Club 3 - WebCommonswebcommons.mssm.edu/ebmjournalclub/wp-content/uploads/sites/9… · Journal Club Logistics >50% wanted 3 times or more per semester The best start time

Development of an Evidence-Based Medicine Journal Club to Increase Medical Student Exposure to Clinical Research Prior to Residency

Megan D’Andrea*, Katherine Phillips*, Daniel Leisman, Taylor Miller, John Power, Elizabeth Gromet, Kastaur Shivani, Parth Kotari, Mohammad Hissourou, Oren Cohen**, Andrew Coyle**

BackgroundRationaleEvidence-basedmedicine(EBM)isbecomingthedominantmethodforteachingatallstagesofmedicaleducation.Whentaughteffectively,EBMprovidesstudentstheskillstoefficientlysearchcurrentliteratureandintegratetheirfindingsintopatientcare.JournalClub(JC)hasbeenshowntobeavaluableassetforimprovingEBMknowledgeandskillsinvariousmedicalsettings.ResearchObjectivesIn2017,anEBMJCwasfoundedatISMMSandwasorganizedaccordingtothecentraltenantsofEBM.Aneedsassessmentmeasuredstudents’perceptionsoftheircurrentexposuretoEBMinthemedicalstudentcurriculum,theirinterestinparticipatinginJC,anddesiredskillstobegainedfromJC.StudyDesign• TheneedsassessmentwasemailedtoallthirdyearISMMSMD

studentsinJanuary2017• Itcontained23questions,includingdemographicquestionsand

questionstoassessstudents’opinionsonthepresenceofEBMintheirmedicaleducationandtheirinterestinlearningaboutEBMinaJCsetting

• SurveyitemsassessingthepresenceofEBMintheMDcurriculumwerescoredona5-pointLikertscale

Conclusions• The2017needsassessmentsupportsasentimentamongthe

respondentsthatthereisalackofEBMexposureinthecurrentmedicalschoolcurriculum

• ThereisstudentinterestinattendingandparticipatinginanextracurricularEBMJC

• EBMJCcurriculumshouldfocusonskillsapplicableforresidency,especiallytheabilitytoaskclinicalresearchquestionsandtheabilitytoapplyclinicalresearchtopatientcare

• PapersdiscussedinEBMJCshouldspanallfieldswithafocusoninternalmedicine

Future Directions• Sincethisinitialneedsassessment,EBMJChascustomizedits

curriculumtosupporttheneedsexpressedbystudents• Studentsarenowallowedtoselectfromalistof”pre-chosen”articles

whichspanavarietyoffieldswithafocusoninternalmedicinethathavebeenselectedbytheresidentsandattendings asparticularlyrelevanttopatientcare

• PresentersareaskedtoincorporateEBMskillsandPICUformataswellasaspecificpatientasanexample

• Basedonthelogisticalresultssectionoftheneedsassessment,EBMJCishelpmonthlyat7pm,andhasexpandedtoattendancebymedicalstudentsofallyears

• AssessmentsarebeingdesignedtodeterminetheeffectivenessofEBMJCinaddressingtheneedsofstudents

ReferencesCoomarasamy,A.andK.S.Khan,Whatistheevidencethatpostgraduateteachinginevidencebasedmedicinechangesanything?Asystematicreview. BMJ,2004.329(7473):p.1017.Mohr,N.M.,etal.,Anevidence-basedmedicinecurriculumimplementedinjournalclubimprovesresidentperformanceontheFresnotest. JEmerg Med,2015.48(2):p.222-229e1.

ResultsTable1:EBMPresenceinCurrentMedicalEducation.Studentswereaskedtoreporttheextenttowhichtheyagreedwiththefollowingstatements,ona5-pointLikertscalefrom1(stronglydisagree)to5(stronglyagree).Medianandinterquartilerangesfortheresponsestoeachstatementareshownbelow.

Journal Club Logistics

>50%wanted3timesormorepersemester Thebeststarttimewas7pm

42.9%

1hour– 50%

30minutes– 11.9%

45minutes– 38.1%

Papers Presented at EBM JC should span a variety of topics with an emphasis on Internal Medicine

InterestedinPresentingaPaper38.5%

OnlyInterestedinattendinganddiscussing64.3%

Students were interested in both attending and presenting at JC

Learningtheimportantclinicalresearchthatguideseverydayclinicaldecisions– 35.7%

Evidencebasedmedicineskills9.5%

Both50%

Other4.8%

Statement Median (IQRange)

Thereisalackofexposuretoresearchthatunderliesclinicaldecisions

4(3-4)

Thereisalackoftraining inhowtoaskclinicalresearchquestions

4(3-4)

Thereisalackoftraininginhowtoacquireevidencetoansweraclinicalresearchquestion

4(2-4)

Thereisalackoftraining inhowtocritiqueclinicalresearch

4(3.25-4.75)

Thereisalackoftraininginhowtoapplyclinicalresearchtopatientcare

4(3-4)

Thereisalackoftraininginhowtopresentclinicalresearch

4(3-4.75)

Statement Median (IQRange)Knowledgeofresearchthatunderlies clinicaldecisions

4(4-5)

Abilitytoaskclinicalresearch questions 5(3.25-5)Abilitytoacquireevidencetoanswer aclinicalresearchquestion

4.5 (4-5)

Abilitytocritique clinicalresearch 4.5(4-5)Ability toapplyclinicalresearchtopatientcare 5(4-5)Ability topresentclinicalresearch 4(4-5)

Table2:StudentInterestinDevelopingEBMSkills.Studentswereaskedtoreporttheextenttowhichtheyagreedwiththefollowingstatements,ona5-pointLikertscalefrom1(stronglydisagree)to5(stronglyagree).Medianandinterquartilerangesfortheresponsestoeachstatementareshownbelow.

Students wanted Journal Club to teach both EBM skills and research that drives clinical decision making

SpanallfieldswithafocusonInternalMedicine66.7%

InternalMedicineonly4.8%

Spanallfields26.2%

85.7%wantedJCtofocusonskillsforresidencyover3rdand4th year

Development of an Evidence-Based Medicine Journal Club to Increase Medical Student Exposure to Clinical Research Prior to Residency

Megan D’Andrea*, Katherine Phillips*, Daniel Leisman, Taylor Miller, John Power, Elizabeth Gromet, Kastaur Shivani, Parth Kotari, Mohammad Hissourou, Oren Cohen**, Andrew Coyle**

BackgroundRationaleEvidence-basedmedicine(EBM)isbecomingthedominantmethodforteachingatallstagesofmedicaleducation.Whentaughteffectively,EBMprovidesstudentstheskillstoefficientlysearchcurrentliteratureandintegratetheirfindingsintopatientcare.JournalClub(JC)hasbeenshowntobeavaluableassetforimprovingEBMknowledgeandskillsinvariousmedicalsettings.ResearchObjectiveIn2017,anEBMJCwasfoundedatISMMSandwasorganizedaccordingtothecentraltenantsofEBM.Aneedsassessmentmeasuredstudents’perceptionsoftheircurrentexposuretoEBMinthemedicalstudent curriculum,theirinterestinparticipatinginJC,anddesiredskillstobegainedfromJC.StudyDesign• TheneedsassessmentwasemailedtoallthirdyearISMMS

MDstudentsinJanuary2017.• Itcontained23questions,includingdemographicquestions

andquestionstoassessstudents’opinionsonthepresenceofEBMintheirmedicaleducationandtheirinterestinlearningaboutEBMinaJCsetting


Applicationtopatientcare

Searchingandassessingcurrentliterature

Conclusions• TheneedsassessmentwasemailedtoallthirdyearISMMSMD

studentsinJanuary2017.• Itcontained23questions,includingdemographicquestionsand



Future Directions• TheneedsassessmentwasemailedtoallthirdyearISMMSMD

studentsinJanuary2017.• Itcontained23questions,includingdemographicquestionsand



References

Table 1:

Table 2:

Journal Club Logistics

>50%wanted3timesormorepersemester Thebeststarttimewas7

pm(42.9%)

1hour– 50%

30minutes– 11.9%

45minutes– 38.1%

Students wanted Journal Club to Teach both EBM skills and landmark clinical trials

InterestedinPresentingaPaper38.5%

OnlyInterestedinattendinganddiscussing64.3%

Students were interested in both attending and presenting at JC

Learningtheimportantclinicalresearchthatguideseverydayclinicaldecisions– 35.7%

Evidencebasedmedicineskills9.5%

Both50%

Other4.8%