Journal Clubs Beyond Classrooms: Their Potential Role in Continuous Professional Development Using Online Technologies and Social Media

Journal club (JC) is an academic activity that has existed since the nineteenth century, in which a group of individuals meets regularly to evaluate the latest medical literature for its clinical application or contribution to knowledge.[1] JC facilitates critical appraisal of medical research and contributes toward evidence-based medicine, which is the use of the best current evidence, in making decisions about the care of individual patients.[1]

JC has been an important component of the postgraduate curriculum in medical subjects, including dermatology. JC improves the understanding of research methodology. The specific competencies developed include those for literature search, identification of study design and appropriateness of the study population, calculation of sample size, choosing the right methods for data collection, the definition of study outcomes, statistical analysis, linking the findings with conclusions, and identification of the limitations and implications of a study. Discussing the articles in JC also generates new research questions and inspires the participants to undertake further studies. JC also helps the learners stay abreast of current research, promotes active reading, helps them locate relevant information from the vast medical literature, and organize them for future use.

Though viewed predominantly as a teaching activity for residents and students of medicine and allied sciences, its potential for the continuous professional development of practitioners is being increasingly recognized. A format of JC used for family physicians in the United States was Patient Oriented Evidence that Matters (POEMs).[2] Here, the emphasis was on providing summaries of evidence from current literature. There was another attempt to conduct JC in a Tailoring Research Evidence and Theory (TREAT) format in Australia.[3] Components of this format included having a common goal and purpose; ensuring regular and predictable attendance; circulating articles for discussion; mentoring and support from researchers and academics; having facilitators to guide the discussion; using structured appraisal tools; adhering to principles of adult learning using multifaceted learning strategies; and putting evidence in the context of clinical practice and evaluation of the activity.

The tremendous growth in information technology and widespread use of social media have the potential to expand the reach of JC to practitioners more easily and effectively. Virtual JC using various platforms of social media has become common in various specialities. Technology has made it easy to store and disseminate learning content to a wider audience compared with physical meetings. Virtual learning environments, WhatsApp messenger services, Wiki, and Twitter with hashtags are being increasingly used for online JCs. These technologies provide more time for the participants to understand the topic, reflect on it, and enable better archiving and retrieval. Building online communities can enrich the discussions. Online JC overcomes the physical limitations of the participants to attend conventional ones and provides networking opportunities across wide geographical areas. Transitioning from a traditional physical JC to a social media-based one can enhance learner attention and engagement. Web-based JC ensures more participation of the audience in the form of asking questions in a chat box and thereby clarifying their doubts easily, which would not always be possible in a physical JC.

Virtual JC and the use of social media have been used in dermatology.[4] A monthly online and telephonic JC, each of 30 minutes of duration, covering five to six recently published and relevant articles was conducted with the main objective to disseminate information to dermatologic surgeons in the United States.[5] In India, the Special Interest Group in Dermatology Clinical Research under the aegis of the Academy of Indian Association of Dermatologists, Venereologists, and Leprologists launched a monthly virtual JC in March 2021.

How can we make virtual JC more effective? Each session of the JC should have defined goals and objectives. It would be useful to have a planning group for the activity. Factors that increase effectiveness are the prior circulation of the articles to the participants with periodic reminders to read them, active participation and mentorship by experienced faculty members, regularity of the conduct of meetings, having well-structured sessions, having a designated faculty to lead each session, and using a structured critical appraisal tool to assess the papers and periodic evaluation of the program.[6,7] Other strategies to enhance learning are as follows: having both academicians and practitioners in a session; having a mix of review and primary research articles to elicit greater interest; and having different moderators for different sessions.[8]

JC for practitioners may be more useful if they discuss topics relevant to clinical practice. Slawson and Shaughnessy noted that clinicians would like JC if it helps to filter relevant information and access it, at the point of care.[9] Brief sessions in an online format may be more useful if the main purpose is to disseminate evidence-based information to a large number of practitioners.[5]

JC has evolved much from its earlier forms in the nineteenth century. The last decade has seen increased popularity of JC using online technologies and social media. This has enabled the programs to transcend geographic barriers and reach a large group of practitioners many of whom are far away from academic institutions. Well-conducted virtual JC helps to incorporate evidence-based practices into patient care. Promoting evidence-based practice by a large group of practitioners would benefit the patients and the communities they serve. It is important for various stakeholders of our speciality including academia and professional organizations to maximize the potential of JC, by utilizing online technologies and social media.

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Conflicts of interest

There are no conflicts of interest.