Using Journal Clubs to Promote Skills for Evidence-Based Practice

Abstract

Occupational therapy students in Pittsburgh, Pennsylvania, participated in a 9-week journal club experience within an evidence-based practice course. Working in groups of seven, students were provided with an overall framework to develop and conduct weekly journal club sessions. They determined the focus and direction for their journal club section, decided on the number, type, and focus of research articles that were discussed each week, created methods for evaluating individual and group performance, and determined the effect of the journal club experience on their knowledge and professional behavior. Students completed a weekly reflective journal and at the conclusion of the course, results were uniformly positive. Review of the reflexive journals indicated substantive changes in the students' professional development, commitment to evidence-based practice, and perceived responsibility to demonstrate leadership in this area.

KEYWORDS:

• Occupational therapy education
• evidence-based practice
• professional development