Journal Club





Journal clubs have been used in medical based teaching for a number of years (Ahmadi et al., 2012). The effects of Journal Club within a teaching setting are used to allow us to critically appraise papers (Swift, 2016) and to gain awareness of different calibre of papers (Schwartz et al., 2007).

Working together on a project such as Journal Club has allowed peer teaching to occur, which Boud et al., (2014) have documented students learn by sharing ideas and working collaboratively on activities: peer learning also promotes student autonomy (Freeman, 2010). During the preparation of the presentation I feel I learnt through peer discussions and that I learnt more about my peers strengths and weaknesses. We discussed our strengths which allowed us to prepare the presentation in an in depth and professional way. Team work is essential in achieving common educational goals (Sancho-Thomas et al., 2009) and allows soft transferable skills to be developed (Schulz, 2008).

Having to present the information was a good method to allow people to build their skills in communicating (Stowle et al., 2012). Effective communication with my clients will increase compliance and lead to better outcomes for the animal (Massop and Grey, 2013) which will increase business profitability (Gadd, 2011).

In conclusion the journal club has helped me to develop my critical analysis when reading journals, the impact factor of the journal along with team work and communication. All of which are going to prove vital during my journey on becoming a Veterinary Physiotherapist.

Reference List

Ahmadi N, McKenzie M, MacLean A, Brown C, Mastracci T and McLeod R. (2012). Teaching Evidence Based Medicine to Surgery Residents-Is Journal Club the Best Format? A Systematic Review of the Literature. Journal of Surgical Education. 69 (1) p91-100.

Boud D, Cohen R and Sampson J. (2014). Peer Learning in Higher Education: Learning from and with Each Other. Routledge: Oxford.

Freeman M. (2010). Peer Assessment by Groups of Group Work. Assessment and Evaluation in Higher Education Vol. 20 (3). P289-300.

Gadd G. (2011). How to maximise client satisfaction. Veterinary Nursing Journal. 26 (3) p98-99.

Mossop L and Gray C. (2008). ‘Teaching Communication Skills’, In Practice (June). p340-343.

Sancho-Thomas P, Fuentes-Fernandez R and Femandez-Manjon B. (2009). Learning teamwork skills in university programming courses. Computer and Education. 53 (2) p517-531.

Schulz B, (2008). The Importance of Soft Skills: Education beyond academic knowledge. Journal of Language and Communication. P146-152.

Schwartz M, Dowell D, Aperi J and Kalet A. (2007). Improving Journal club presentations, or, can I present that paper in under 10 minutes. Evidenced Based Medicine. 12. P66-68.

Stowle K, Parent J, Schwartz M and Sendall P. (2012). Are Students Prepared to Present?: An Analysis of Presentation Skills in Business Schools. Journal of the Academy of Business Education. Vol 13: p105-121.

Swift G. (2016). Are journal clubs useful in teaching psychiatry? BJPsych Advances. 22 (3) 203-210.


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