Chapter Nine - Journal Clubs

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Drug Information: A Guide for Pharmacists, 7e
Chapter Nine: Journal Clubs
Benjamin A. Witt; Brian S. Hoffmaster
LEARNING OBJECTIVES
Learning Objectives
After completing this chapter, the reader will be able to:
Describe the process of developing a journal club presentation.
Discuss the benefits of journal club participation.
Apply the concepts of literature evaluation to a journal club presentation.
Describe effective strategies to increase interest and engagement in journal clubs.
Describe techniques to add clinical relevance to journal club presentations.
KEY CONCEPTS
Key Concepts
There is no standard method for implementing a journal club. Journal clubs are flexible in order to meet the needs of the participants.
A journal club can often target articles specific to their area of practice, and practitioners use the journal club as a way to stay current with
new developments and clinical evidence in one’s specialty area.
As teaching tools, journal clubs are an activelearning method used to enhance knowledge of clinical trial design, biostatistics, and
literature evaluation.
Case reports, letters, and nonsystematic reviews should not be the focus of a journal club discussion.
Journal club presenters should draw original conclusions related to the findings of the study that they are presenting. Presenters should
share evidence to support this critique with the group.
Discussion among journal club participants can serve as an outlet for providing diverse clinical insight and perspectives.
INTRODUCTION
Journal clubs have become a staple in the professional development and continuing education of health care practitioners across many disciplines.
However, there is no standard method for implementing a journal club. Journal club design and execution are flexible in order to meet the needs
of the participants. The purpose of this chapter is to provide general guidance and suggestions that can be used to design a successful journal club
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that will meet the needs of the reader.
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Journal clubs are groups of individuals who meet regularly to discuss and critically evaluate the biomedical literature.1,2 Documentation of journal
clubs dates back to the 1800s, at which time they served the purpose of sharing educational resources to keep current with new findings published in
INTRODUCTION Birzeit University
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Journal clubs have become a staple in the professional development and continuing education of health care practitioners across many disciplines.
However, there is no standard method for implementing a journal club. Journal club design and execution are flexible in order to meet the needs
of the participants. The purpose of this chapter is to provide general guidance and suggestions that can be used to design a successful journal club
that will meet the needs of the reader.
Journal clubs are groups of individuals who meet regularly to discuss and critically evaluate the biomedical literature.1,2 Documentation of journal
clubs dates back to the 1800s, at which time they served the purpose of sharing educational resources to keep current with new findings published in
the medical literature.1,2 As postgraduate education and training of health care practitioners continue to evolve, so does the journal club. Today,
journal clubs are widely used by health care professionals in many disciplines.3
Due to the sheer volume of the presentday literature, it is impractical to expect to be able to read every piece of original research that is published.
Journal clubs are one solution to keep current with literature in one’s area of practice. Members of a particular journal club often have similar
professional interests and practice areas. Thus, a journal club can often target articles specific to an area of practice, and practitioners use the
journal club as a way to stay current with new developments and clinical evidence in one’s specialty area. Additional aims of journal clubs include
teaching and practicing critical appraisal skills, improving understanding of statistical methods and research design, and fostering the development
of evidencebased practice.2,4–6 Journal club participation can also help presenters hone their public speaking and meeting facilitation skills, improve
professionalism and ethics, and serve as an outlet for socialization among peers.7 Journal club presentations have become a mainstay of literature
evaluation education in the training of health care professionals in the United States.8 As teaching tools, journal clubs are an activelearning
method used to enhance knowledge of clinical trial design, biostatistics, and literature evaluation.9 Journal clubs are also used in practice to help
answer clinical questions, with the intent of applying the knowledge gained to current or anticipated treatment decisions. Journal clubs can also
choose to focus on nonclinical topics, such as management and leadership, depending on the need of the participants.10,11 No matter the intent,
journal clubs are a great way to learn about new drug therapies, apply literature evaluation techniques, and apply clinical reasoning skills.
CONDUCTING JOURNAL CLUBS
There are numerous considerations when implementing a journal club, and there is no one right design for proper execution. The method of delivery
and setting can vary considerably to meet the needs of the participants and achieve the intended purpose. The main factor in holding a successful
journal club is to define the expectations of participants and presenters clearly. See Table 91 for common considerations when starting a journal club.
TABLE 9–1
CONSIDERATIONS WHEN PREPARING A JOURNAL CLUB
Who will be invited to attend? How often will the journal club meet?
Who will facilitate the meetings? How long will each session last?
How will articles be selected? Which journal club format will be used?
Is a handout or slide set required? Will food be provided or permitted?
Will attendance be mandatory? What technology or resources will be available?
Where will the presentation be held? Will an evaluation or feedback form be used?
Expectations of Participants
Journal clubs facilitators are commonly practitioners or academicians.12 The facilitator handles the logistics of the journal club, including designating
the presenter or presenters for each session, inviting participants, securing the meeting space, and communicating the logistics of the journal club to
all the participants.12 The facilitator may also select the journal article; however, the presenter(s) may take more ownership if they are allowed to
choose their article.13 If not selected by the facilitator, articles should still be screened and approved by the facilitator to assure relevance to practice
and suitability for presentation. Once selected, the article should be announced to or shared with all the participants before the presentation date, via
an agreed method, so that they may be prepared for a meaningful discussion at the journal club.
Journal clubs have at least one designated presenter who is responsible for providing an overview and critique of the selected article. The presenter is
Expectations of Participants
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Journal clubs facilitators are commonly practitioners or academicians.12 The facilitator handles the logistics of the journal club, including designating
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the presenter or presenters for each session, inviting participants, securing the meeting space, and communicating the logistics of the journal club to
all the participants.12 The facilitator may also select the journal article; however, the presenter(s) may take more ownership if they are allowed to
choose their article.13 If not selected by the facilitator, articles should still be screened and approved by the facilitator to assure relevance to practice
and suitability for presentation. Once selected, the article should be announced to or shared with all the participants before the presentation date, via
an agreed method, so that they may be prepared for a meaningful discussion at the journal club.
Journal clubs have at least one designated presenter who is responsible for providing an overview and critique of the selected article. The presenter is
also responsible for engaging other participants by steering the conversation with carefully constructed and thoughtprovoking questions. Either the
facilitator or presenter should assume the role of keeping the discussion on track and focused, making sure that the discussion starts and ends on
time, and that participants are meaningfully contributing to the dialogue.
Ideally, a content expert will be present to participate in the discussion. In clinical practice, a content expert is typically a practitioner with expertise in
the area that is the focus of discussion. Having a content expert provides practical insight into how the intervention being discussed applies to real
practice. Additionally, including a drug information specialist or clinician with advanced training in clinical investigation can help add depth to the
discussion of research methods, study design, and biostatistics.
Journal Club Setting
Journal clubs can take place in many settings and may depend on the structure. Journal clubs that are integrated into coursework will typically take
place in the classroom setting, a familiar space often rich in technology that can help aid in discussion. Commonly, this setting is more structured than
a practice setting and follows a format designed by the faculty. However, journal clubs can take place in more informal settings, such as in a home or a
public place; such an environment may make newer participants more comfortable and likely to engage in discussion. Journal clubs taking place at
work may also be held on patient units, or in an office or conference room setting. While the content of the discussion should not change, knowing the
environment will help the presenter best prepare based on the knowledge of available resources. For example, if presenting a journal club formally by
using a set of PowerPoint® slides, the facilitator or presenter needs to ensure that the venue includes a way to display them. If necessary, physical
copies of slides may need printed and brought in, or electronic copies disseminated in advance for use on tablets or laptop computers. Keeping a
recurring schedule and meeting place may help increase attendance.12 Additionally, providing food has been shown to increase journal club turnout
when attendance is not mandatory.14 No matter the setting, it is essential for a presenter to be aware of the given environment and prepared to
maximize the learning opportunity of a journal club.
Journal Club Format
Journal clubs can be conducted in different formats. First is a presentationbased journal club, in which the presenter will present an overview of a
study, along with their critique (as discussed in Chapters 4 through 6). This format is commonly used for student presenters, as it is the easiest to
evaluate and assess their critique and evaluation of the article. This format is often integrated into health sciences curricula as a method to develop,
apply, and evaluate the principles of literature evaluation and biostatistics, in addition to developing publicspeaking skills. The creation of a slide set
or a handout often accompanies this format. The presentationbased journal club should allow time for questions and discussion.
The second style of journal club is a discussionbased journal club, which is often the more prevalent style of journal club outside of the classroom
setting. In this format, attendees generally read and critique the selected article in advance and are expected to participate in active discussion. In this
capacity, the presenter may be expected to provide enough background to set the stage for the article, including any relevant treatment guidelines,
related therapies, and more information about the disease state in question. The presenter should also be prepared to keep the discussion focused
and on track with the use of guiding questions. Typically, this format of journal club is used to evaluate current literature for new and emerging
therapies but is also a great time to practice the critical evaluation skills that were presented in Chapters 4 through 6. Slide sets and handouts are less
common in this setting, but the facilitator may choose to use them. Appendices 41 and 51 provide suggestions of questions and other items for
discussion.
Lastly, this age of everexpanding technologies has paved the way for online journal clubs, also referred to as virtual journal clubs. Using video
conferencing software (e.g., Apple FaceTime®, Google Hangouts™, Skype®, Zoom), clinicians from various locations can meet together to help increase
access and attendance to the journal club. This synchronous format is particularly attractive for multisite health systems in which a commute may be a
deterrent to participation, and may also be used among nonaffiliated sites wishing to hold interactive journal clubs focused on specialty topics.15,16 In
this format, the journal club may also promote socializing and professional networking by increasing communication among practitioners of similar
interests and training, such as among postgraduate residents and fellows within specialty tracks. Asynchronous online journal clubs, which allow each
participant to post at their availability, are also an option and may increase participation due to increased convenience.17
Online journal clubs hosted on popular microblogging websites such as Twitter® are an emerging concept.18 These journal clubs can include either
asynchronous or synchronous discussions about primary literature. Despite a limited length of posts using such a system, several Twitter®based
19
conferencing software (e.g., Apple FaceTime®, Google Hangouts™, Skype®, Zoom), clinicians from various locations can meet together to help increase
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access and attendance to the journal club. This synchronous format is particularly attractive for multisite health systems in which a commute may be a
15,16 In
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deterrent to participation, and may also be used among nonaffiliated sites wishing to hold interactive journal clubs focused on specialty topics.
this format, the journal club may also promote socializing and professional networking by increasing communication among practitioners of similar
interests and training, such as among postgraduate residents and fellows within specialty tracks. Asynchronous online journal clubs, which allow each
participant to post at their availability, are also an option and may increase participation due to increased convenience.17
Online journal clubs hosted on popular microblogging websites such as Twitter® are an emerging concept.18 These journal clubs can include either
asynchronous or synchronous discussions about primary literature. Despite a limited length of posts using such a system, several Twitter®based
journal clubs have a successful online presence.19 Data regarding participation in these online journal clubs are generally descriptive in nature,
including numbers of participants, tweets or posts, followers, and uses of hashtags. As with other virtual journal clubs, the primary advantage of this
format includes the ability to reach a wide number of participants without geographical limitations. This format can help practitioners within a certain
specialty keep uptodate with new literature in their area by connecting experts in that specialty area. Potential drawbacks to using this format of
journal club can include a lack of familiarity with the platform being used, as well as a hesitancy of participants to share their thoughts in a public
forum.20
Case Study 9–1
A residency preceptor has established a journal club and has made it a required rotation activity for pharmacy students and residents at the site.
This activity has been required of residents and students for several years now, but interest from pharmacy staff appears low, and turnout is now
less than it has been in past years.
What measures can be taken to increase participation from staff members?
PREPARING THE PRESENTATION
Selecting Articles
Articles can be selected in a variety of fashions. Typically, highquality primary literature from reputable journals and landmark trials are selected for
student presentations in the classroom. One way to gauge the prominence of a journal is by its impact factor, a measure of the average number of
citations received by recent articles in a journal. Alternately, an instructor may pick articles that appear in familiar news sources (e.g., television,
newspaper, electronic media), which allows students to understand the significant limitations of what may be learned from such sources (e.g., was the
clinical significance of a finding of a study overstated or outright embellished?). For practicing clinicians, the focus is typically on analyzing a new article
to keep abreast of medical literature, evaluating a piece of original research to help answer a clinical question, or for teaching purposes related to a
recent case. One way for clinicians to stay uptodate with new literature is to identify key journals relevant to one’s practice and monitor the table of
contents of each new issue for articles that appear useful to one’s practice. Articles surrounding clinical controversies are particularly wellsuited for
journal clubs because participants may have different insights and evidence to provide to the discussion. Ideas may also be solicited from participants
in advance of the meeting to gather ideas for therapies or disease states to target as the topic of discussion. This allows participants to offer
suggestions of topics that they believe to be timely or clinically relevant and may help to spur interest and subsequent turnout and participation. Note
that articles do not need to produce positive results to be the topic of discussion. Drotrecogin alfa (activated; Xigris®) was most likely the topic of
countless journal clubs following the publication of the PROWESSSHOCK trial; this medication was used for years for the prevention of death in
patients with severe sepsis at high risk for death until being withdrawn from the market when it was determined to be no better than placebo.21 While
the randomized controlled trial is a mainstay of the journal club, it is important to review other study designs that were discussed in Chapters 4 and 5;
this is an opportune time to consider different study designs such as cohort studies, noninferiority studies, and metaanalyses, including their
individual strengths and weaknesses. Case reports, letters, and nonsystematic reviews should not be the focus of a journal club discussion.
Considerations for Preparation
When evaluating the article, the reader should collect enough background information to obtain an adequate perspective. The onus of providing
enough background to set the stage for discussion is typically on the presenter, who should address any pertinent treatment guidelines, comparable
therapies and the place in therapy of the agent being studied, and any relevant diseasestatespecific information such as epidemiological information.
The reader should always review any supplements or appendices to selected articles when these are available. Ideally, each participant should be
supplied with the article for discussion well in advance, to allow time for thoughtful critique. If the presenter uses a handout, it should be brief;
remember that each participant should have already read the article. Slide sets are often not necessary for discussionbased journal clubs and may
inadvertently distract from the discussion. As previously described, the presenter should come prepared with questions aimed at generating
discussion. Questions should be openended to gather as many opinions as possible and to allow participants to expand upon their ideas. Participants
may also be provided with questions to answer or a checklist to complete before attending the journal club, if desired, which may help new
participants feel more prepared and likely to participate actively during the discussion.
When evaluating the article, the reader should collect enough background information to obtain an adequate perspective. The onus of providing
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enough background to set the stage for discussion is typically on the presenter, who should address any pertinent treatment guidelines, comparable
therapies and the place in therapy of the agent being studied, and any relevant diseasestatespecific information such as epidemiological information.
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The reader should always review any supplements or appendices to selected articles when these are available. Ideally, each participant should be
supplied with the article for discussion well in advance, to allow time for thoughtful critique. If the presenter uses a handout, it should be brief;
remember that each participant should have already read the article. Slide sets are often not necessary for discussionbased journal clubs and may
inadvertently distract from the discussion. As previously described, the presenter should come prepared with questions aimed at generating
discussion. Questions should be openended to gather as many opinions as possible and to allow participants to expand upon their ideas. Participants
may also be provided with questions to answer or a checklist to complete before attending the journal club, if desired, which may help new
participants feel more prepared and likely to participate actively during the discussion.
Delivering the Presentation
Presenters should always set the stage for the discussion by first communicating the reason for choosing the selected article and providing any
pertinent background for the study. The audience, nature of the article, and the article’s background discussion will guide the amount of detail
provided. For instance, if the research being discussed is the pivotal trial for a new medication with a novel mechanism of action, it is worth
dedicating extra time to discussing the pharmacology of the new therapy. Pertinent background about related articles (e.g., a letter to the editor,
commentaries) and previous trials with the same therapy should be included. The introduction should let participants know why they should care
about the study being discussed.
After setting the stage, stating the purpose of the study, and providing pertinent background information, the study methods should be discussed.
How were patients recruited? Were the selected outcome variables appropriate for what was being studied? Was the trial of adequate length? This is
also a great time to incorporate statistics into the discussion. Were statistical methods described? If so, were they appropriate? If the presenter
disagrees with the methods, this is an opportunity to state what should ideally have been done. If the presenter had to review the statistical tests or
concepts used, others could likely benefit from this knowledge as well. As a general rule, if it was necessary to look it up, consider including it in the
discussion! These are just a few of the most common items discussed from the methods section; see Appendices 41 and 51 for more comprehensive
examples that can also be used to prepare a checklist for presenters to consider.
Next, the results and conclusions of the study are discussed. Are the results well described? Are results presented for each specified endpoint? How
many patients were lost to follow up? It is crucial to address the strengths and limitations of the study during the discussion, keeping in mind the
internal and external validities of the results. The participants may discuss additional strengths and limitations beyond those included in the article.
The authors’ conclusions should be clearly stated. Journal club presenters should draw original conclusions related to the findings of the study
that they are presenting. Evidence to support this critique should be shared with the group.
Case Study 9–2
The pharmacist in Case Study 91 has been able to increase turnout to their monthly journal club discussion. However, there is often debate on
whether or not certain aspects of the study are valid, which often leads to disagreement among members.
What is a reasonable approach to help address these issues?
Adding Clinical Relevance
After presenting and critiquing the article, the findings of the article need to be put into perspective. How does the article compare to other literature
available on the topic? How should this new information be used in practice? If the study is investigating a new medication, how should it be
recommended or used? If the presenter would use or recommend it, in what specific patient population or clinical scenario would the therapy be most
appropriate? The discussion creates an opportune time to present a case vignette of how this therapy might be used in a reallife situation.
Discussion among journal club participants can serve as an outlet for providing diverse clinical insight and perspectives.
Other essential items to consider when presenting a journal club include practical issues and its external validity, which may not be thoroughly
discussed by the study’s investigators. For instance, is the new agent significantly more expensive than the comparator or standard of care? Is the
medication available only via a restricted access program, such as a Risk Evaluation Mitigation Strategy (REMS)? Is there a significant dose burden or
complex dosage regimen that may be a barrier to adherence? Answering these questions can help tie the results of the study to clinical practice. Keep
in mind that the external validity of the study’s findings cannot exist if the internal validity of the study (i.e., how well the research was conducted) was
not established.
After critical appraisal and journal club discussion of a recently published article, participants may choose to write a letter to the editor to describe
5,22
their analysis of the study. Authoring a letter to the editor for publication is a method for reinforcing critical appraisal skills, and many participants
will find the group format less intimidating than pursuing this scholarly activity alone. Wellconstructed and thoughtful letters should be considered
16
Other essential items to consider when presenting a journal club include practical issues and its external validity, which may not be thoroughly
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discussed by the study’s investigators. For instance, is the new agent significantly more expensive than the comparator or standard of care? Is the
medication available only via a restricted access program, such as a Risk Evaluation Mitigation Strategy (REMS)? Is there a significant dose burden or
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complex dosage regimen that may be a barrier to adherence? Answering these questions can help tie the results of the study to clinical practice. Keep
in mind that the external validity of the study’s findings cannot exist if the internal validity of the study (i.e., how well the research was conducted) was
not established.
After critical appraisal and journal club discussion of a recently published article, participants may choose to write a letter to the editor to describe
their analysis of the study.5,22 Authoring a letter to the editor for publication is a method for reinforcing critical appraisal skills, and many participants
will find the group format less intimidating than pursuing this scholarly activity alone. Wellconstructed and thoughtful letters should be considered
for submission to the journal in which the article was published.16 Many journals will outline their requirements for submission of a letter. The
possibility of a potential publication may serve as an outlet for stimulating interest in journal club attendance and participation.
Case Study 9–3
The pharmacist from Case Studies 91 and 92 has seen great success with the changes in the journal club program. There is increased interest from
the other healthsystem hospitals, and the second and thirdshift pharmacy staff are also hoping to find a way to participate.
What options could you suggest?
CONCLUSION
The focus and execution of journal clubs can vary greatly and should be tailored to meet the specific need of the group. Careful and critical analysis of
study design and statistical methods should be included when discussing original research. The use of a checklist or template will help guide
participants through the literature evaluation process. Presenters should aim to maximize practical information and clinical relevance in their
presentation to increase the benefit to other participants. The use of technology may be considered to increase the reach and participation in journal
clubs.
SELFASSESSMENT QUESTIONS
1. Which one of the following is N O T a primary goal of journal club participation?
a. Practice critical appraisal skills
b. Become a content expert in a therapeutic discipline
c. Keep current with newly published literature
d. Improve understanding of statistical methods and research design
2. Journal club presenter(s) should:
a. Avoid discussing the author’s conclusions.
b. Provide their own original conclusions.
c. Avoid discussing the rationale for selecting the study.
d. Adopt the author’s conclusions as their own.
3. Critical appraisal is the process of systematically and critically evaluating scientific research for relevance and value within a specific context.
a. True
b. False
4. Discussions of clinical controversies should be avoided during a journal club.
a. True
b. False
5. Which of the following is a potential benefit of journal club participation?
a. True
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4. Discussions of clinical controversies should be avoided during a journal club.
a. True
b. False
5. Which of the following is a potential benefit of journal club participation?
a. Gain comfort with public speaking.
b. Increase critical appraisal skills.
c. Keep abreast of new medical literature.
d. All of the above.
6. Which of the following is least likely to help promote participation in the discussion?
a. Use of a presentationstyle format and slide set
b. Use of openended questions
c. Sending participants a literature review checklist
d. Sending participants the selected article in advance
7. Journal clubs are an activelearning method used to enhance knowledge of clinical trial design, biostatistics, and literature evaluation.
a. True
b. False
8. Which of the following statements best describe journal clubs? Journal clubs:
a. Do not allow participants to apply literature evaluation techniques.
b. Have no standard method for implementation.
c. Do not allow participants to apply clinical reasoning skills.
d. Have no facilitator or discussion leader.
9. Only trials with positive results are suitable for journal club discussion.
a. True
b. False
10. Attendance and participation in journal clubs can be increased by:
a. Hosting the session in a virtual journal club format
b. Providing food or snacks to those in attendance
c. Gathering ideas from staff for journal club topics
d. All of the above
11. An impact factor is an objective way to gauge the relative prestige of a scientific journal.
a. True
b. False
12. The discussion format of virtual journal clubs can be:
a. Asynchronous
d. All of the above Birzeit University
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11. An impact factor is an objective way to gauge the relative prestige of a scientific journal.
a. True
b. False
12. The discussion format of virtual journal clubs can be:
a. Asynchronous
b. Synchronous
c. Asynchronous or synchronous
13. Monitoring the table of contents of several journals can help you identify articles related to your practice.
a. True
b. False
14. One potential advantage of a virtual journal club is the ability to include participants from multiple practice sites without the need for travel.
a. True
b. False
15. One potential drawback of a virtual journal club is the hesitancy of participants to share their thoughts online.
a. True
b. False
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SUGGESTED READINGS
1. Deenadayalan Y, GrimmerSomers K, Prior M, Kumar S. How to run an effective journal club: a systematic review. J Eval Clin Pract. 2008;14(5):898–
911. [PubMed: 19018924]
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2010;39(1):e17–22. [PubMed: 20216996]
4. McLeod P, Steinert Y, Boudreau D, Snell L, Wiseman J. Twelve tips for conducting a medical education journal club. Med Teach. 2010;32(5):368–
370. [PubMed: 20423253]
911. [PubMed: 19018924]
Birzeit University
Access Provided by:
[PubMed: 17425191]
2010;39(1):e17–22. [PubMed: 20216996]
4. McLeod P, Steinert Y, Boudreau D, Snell L, Wiseman J. Twelve tips for conducting a medical education journal club. Med Teach. 2010;32(5):368–
370. [PubMed: 20423253]
5. Miller Quidley A, LeClaire A, Glick Frasiolas J, Berger K, Gonzales JP, Oyen L. Implementation of a national, webbased critical care pharmacy
journal club. Am J HealthSyst Pharm. 2015;72(15):1260, 1262. [PubMed: 26195646]
6. Stallings A, BorjaHart N, Fass J. New practitioners forum: strategies for reinventing journal club. Am J HealthSyst Pharm. 2011;68(1):14–6.
[PubMed: 21164060]
7. Stapleton JJ. The successful journal club. Clin Podiatr Med Surg. 2007;24(1):51–5. [PubMed: 17127160]

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