Table 1 Components of TREAT journal club format
Component from evidence | Consistently conducted in standard? | Local modification |
|---|---|---|
1. Establish JC of similar interests ^ | ✔ | - JC participants from similar clinical background or interest - Initial goal setting session to establish topics of interest to all members that will be discussed in journal club. |
2. Have overarching goal and purpose ^ | ☓ | As above. |
3. Regular predictable attendance ^ | ✔ | Journal club set at same time and location each month |
4. Circulating articles for discussion ^ | ☓ | Journal articles circulated prior to journal club |
5. Didactic support ^ | ☓ | Didactic teaching initially provided within each session on given topic by research academic and later given as handouts for referencea |
6. Mentoring/Support from researchers/academics ^a | ☓ | Academic facilitator available for support between sessions |
7. Have a facilitator to guide discussion^ | ☓ | Academic facilitator helped guide discussions during each session |
8. Use of structured appraisal tools during the session ^a | ☓ | Standardised critical appraisal tool used (Critical Appraisal Skills Programme) |
9. Adhering to principles of adult learning and use multi-faceted learning strategiesa | ☓ | -Group approach to critical appraisal to promote collaborative learning-Incidental teaching based on participant motivations within the session- Written based resources and access to library support to assist with searching |
10. Put evidence in context of clinical practice and evaluate knowledge uptake informally or formally ^ | ☓ | Time provided in session to discuss clinical implications and follow up of knowledge uptake. |
11. Provide food^ | ☓ | JC club participants invited to bring food to share for session |