Table 1 Components of TREAT Journal Club Format
Component from evidence | Consistently conducted in standard JCs? | Description of local application |
|---|---|---|
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 reference |
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” or CASP. |
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+ | ☓ | Journal club participants invited to bring food to share for session |