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Is a Journal Club Effective for Teaching Critical Appraisal Skills?

A Controlled Trial With Residents in Psychiatry

Dr. Fu was the Chief Resident, Clarke Site, Centre for Addiction and Mental Health (CAMH) and is currently a Clinical Research Fellow, Institute of Psychiatry and Maudsley Hospital, London UK. Dr. Hodges is the Vice-Chair of Education and Assistant Professor, Department of Psychiatry, University of Toronto; and Dr. Regehr is the Associate Director, Centre for Research in Education, University Health Network, and Associate Professor, Faculty of Medicine, University of Toronto. Dr. Goldbloom is the Physician-in-Chief, CAMH, and Professor of Psychiatry; and Dr. Garfinkel is the President and CEO, CAMH, and Professor of Psychiatry, Department of Psychiatry, University of Toronto, Canada. Address correspondence and reprint requests to Dr. Fu, Institute of Psychiatry, De Crespigny Park, London SE5 8AF, United Kingdom; e-mail: c.fu{at}iop.kcl.ac.uk

This study examined the effectiveness of a journal club for teaching critical appraisal skills to residents in psychiatry and their transfer of those skills to clinical scenarios. Twelve residents participated in a 12-week journal club, and 12 residents were matched control subjects. Following the journal club, there remained no difference in performance between the two groups, although two-thirds of the journal club residents did show an improvement or no change, compared with one-third of the control residents. Furthermore, there was a trend for the journal club residents to require less time to review an article. This format of a journal club may not be an effective method for teaching critical appraisal skills to residents in psychiatry.

Key Words: Journal Club • Appraisal Skills • Training

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