Background: Competency in the appraisal, interpretation, and application of medical literature is imperative to quality, evidence-based medical care and lifelong learning. These competencies are included in milestone-based evaluation of obstetrics and gynecology residents and journal clubs are a common forum for teaching them. However, evidence suggests the education and understanding in research design, interpretation, and physician numeracy is lacking amongst trainees.
Methods: We developed a year-long journal club curriculum that paired a chapter from The Lancet Handbook of Essential Concepts in Clinical Research with a research article relevant to the chapter subject matter. Prior to implementing the year-long curriculum, 16 Ob/Gyn residents were asked to complete a voluntary electronic survey that included 6 self-assessment and 29 objective knowledge questions pertaining to milestone-based competencies in self-directed learning and critical appraisal of medical literature. The same survey was re-administered after the curriculum was completed.
Results: There was no significant difference in answers to the self-assessment questions before and after the curriculum change. The average percent of correct categorizations for the 29 objective questions increased from 69.7 (±17.9) before the curriculum change to 76.2 (±19.6) after the curriculum change (p=0.45). More residents correctly categorized at least 80% of the objective knowledge questions correctly after the curriculum implementation (80.0%) as compared to before the implementation (20.0%), although the difference was not statistically significant (p=0.07; OR 0.18,, 95% CI 0.02-1.31).
Discussions: While limited by a small sample size, our assessment indicates there may be some benefit to incorporating a basic and concise text reference such as The Lancet Handbook of Essential Concepts in Clinical Research© to a journal club curriculum in order to improve objectively demonstrated knowledge in self-directed learning and critical appraisal of medical literature.
Keywords: evidence-based medicine; knowledge translation; faculty development
Topics: CREOG & APGO Annual Meeting, 2016, Resident, Faculty, Osteopathic Faculty, Residency Director, Medical Knowledge, Practice-Based Learning & Improvement, GME, CME, Problem-Based Learning, Team-Based Learning, Faculty Development,
