Evaluation of student-led journal clubs

ObjectiveTo evaluate the effect of voluntary student-led journal clubs on students’ perceived confidence in ability to evaluate primary literature.MethodsThird-year pharmacy students were invited to voluntarily present a journal article of their choosing. At each session, student presenters and attendees were given pre- and post-session questionnaires to assess confidence in evaluating primary literature. Presenters were also asked additional questions regarding self-confidence in presentation, teaching, and public speaking proficiency. Survey questions were scored using a five-point Likert scale.ResultsFour journal clubs were held by four student pairs during the 2013–2014 academic year (n = 8). Attendees (n = 67) reported a significant improvement in confidence to evaluate primary literature statistical methods (3.37 ± 0.83 vs. 3.60 ± 0.76, p = 0.0018), primary literature study designs (3.34 ± 0.88 vs. 3.61 ± 0.78, p < 0.0001), and level of understanding of the journal club topic (3.36 ± 1.05 vs. 4.10 ± 0.61, p < 0.0001). Presenters reported an increase in all measured parameters.ConclusionStudent-led, extracurricular journal clubs provide an excellent opportunity for students to increase their confidence in evaluating medical literature.