Occupational therapy students’ experiences and perceptions of journal club participation

References

• Ranganth R, Elizabeth S, Mahadevwala D. Students’ perception of implementing journal clubs in an undergraduate medical curriculum. Res Dev Med Educ. 2021;10(1):1–14. doi:10.34172/rdme.2021.005.
   Google Scholar
• Friesth M, Dzara K. An educational evaluation of a journal club approach to teaching undergraduate health care research. J Med Educ Curric Dev. 2020;7:2382120520940662. doi:10.1177/2382120520940662.
   Web of Science ®Google Scholar
• Ilic D, de Voogt A, Oldroyd J. The use of journal clubs to teach evidence-based medicine to health professionals: a systematic review and meta-analysis. J Evid Based Med. 2020;13(1):42–56. doi:10.1111/jebm.12370.
   PubMedGoogle Scholar
• Bennett S, Allen S, Caldwell E, et al. Organisational support for evidence-based practice: occupational therapists perceptions. Aust Occup Ther J. 2016;63(1):9–18. doi:10.1111/1440-1630.12260.
   PubMed Web of Science ®Google Scholar
• Eslinger M, Alekseyev S, Schroeder H. An adapted journal club approach. J.Coll.Sci. 2022;51(5):70–79. doi:10.1080/0047231X.2022.12290583.
   Google Scholar
• Diaz S, Walsh A. Promoting evidence-based practice and information literacy through an undergraduate nursing journal club. palrap. 2018;6(1):23–38. doi:10.5195/palrap.2018.171.
   Google Scholar
• WFOT. Minimum Standards for the Education of Occupational Therapy. 2016. p. 80.
   Google Scholar
• Kunnskapsdepartementet. Forskrift om nasjonal retningslinje for ergoterapeututdanning [Regulations for occupational therapist education in Norway, national guidelines]. LOV-2005-04-01-15-§3-2. 2019.
   Google Scholar
• Helgøy KV, Bonsaksen T, Røykenes K. Research-based education in undergraduate occupational therapy and physiotherapy education programmes: a scoping review. BMC Med Educ. 2022;22(1):358. doi:10.1186/s12909-022-03354-2.
   PubMed Web of Science ®Google Scholar
• Bala MM, Poklepović Peričić T, Zajac J, et al. What are the effects of teaching evidence-based health care (EBHC) at different levels of health professions education? An updated overview of systematic reviews. PLoS One. 2021;16(7):e0254191. doi:10.1371/journal.pone.0254191.
   PubMed Web of Science ®Google Scholar
• Larsen CM, Terkelsen AS, Carlsen A-MF, et al. Methods for teaching evidence-based practice: a scoping review. BMC Med Educ. 2019;19(1):259. doi:10.1186/s12909-019-1681-0.
   PubMedGoogle Scholar
• Szucs KA, Benson JD, Haneman B. Using a guided journal club as a teaching strategy to enhance learning skills for evidence-based practice. Occup Ther Health Care. 2017;31(2):143–149. doi:10.1080/07380577.2016.1278296.
   PubMed Web of Science ®Google Scholar
• Daly MM, Guttman J, Leiser A, et al. Use of a faculty-led journal club to facilitate evidence-based practice skills for occupational therapy students. Occup Ther Health Care. 2022; 14:1–10. doi:10.1080/07380577.2022.2098547.
   Google Scholar
• Lavin KA. Use of a journal club during level II fieldwork to facilitate confidence and skills for evidence-based practice. Open J Occup Ther. 2018;6(4):11.
   Google Scholar
• Ellington AL. Insights gained from an online journal club for fieldwork educators. Occup Ther Health Care. 2018;32(1):72–78. doi:10.1080/07380577.2017.1408166.
   PubMed Web of Science ®Google Scholar
• Aweid B, Haider Z, Wehbe M, et al. Educational benefits of the online journal club: a systematic review. Med Teach. 2022;44(1):57–62. doi:10.1080/0142159X.2021.1963424.
   PubMed Web of Science ®Google Scholar
• McGlacken-Byrne SM, O’Rahelly M, Cantillon P, et al. Journal club: old tricks and fresh approaches. Arch Dis Child Educ Pract Ed. 2020;105(4):236–241. doi:10.1136/archdischild-2019-317374.
   PubMed Web of Science ®Google Scholar
• Akçayır G, Akçayır M. The flipped classroom: a review of its advantages and challenges. Computers & Education. 2018;126:334–345. doi:10.1016/j.compedu.2018.07.021.
   Web of Science ®Google Scholar
• Creswell J. Research design: qualitative, quantitative and mixed methods approaches. Thousand Oaks (CA): Sage; 2018.
   Google Scholar
• Malterud K. Fokusgrupper som forskningsmetode for medisin og helsefag [focus groups as a research method for medicine and healthcare]. Oslo: universitetsforlaget; 2018.
   Google Scholar
• Krueger RA, Casey MA. Focus groups: a practical guide for applied research. Thousand Oaks (CA): Sage publications; 2014.
   Google Scholar
• Thorne S. Interpretive description: qualitative research for applied practice. New York: Routledge; 2016.
   Google Scholar
• Lomborg K, Ankersen L. Fortolkende beskrivelse [interpretive description. KS. 2010;24(1):7–15. doi:10.18261/ISSN1903-2285-2010-01-03.
   Google Scholar
• Mørk G, Stigen L, Gramstad A, et al. Stable and unstable associations between learning environment factors and study approaches: two consecutive cross-sectional analyses of norwegian occupational therapy students. Learn Environ Res. 2023;26(2):539–554. doi:10.1007/s10984-022-09445-7.
   PubMedGoogle Scholar
• Liborius P, Bellhäuser H, Schmitz B. What makes a good study day? an intraindividual study on university students’ time investment by means of time-series analyses. Learn Instr. 2019;60:310–321. doi:10.1016/j.learninstruc.2017.10.006.
   Web of Science ®Google Scholar
• Carragher L, Brereton B. The journal club: a pedagogy for postgraduate research and education. AISHE-J. 2022;14(3):1–24.
   Google Scholar
• Moharari R, Rahimi E, Najafi A, et al. Teaching critical appraisal and statistics in anesthesia journal club. QJM. 2009;102(2):139–141. doi:10.1093/qjmed/hcn131.
   PubMed Web of Science ®Google Scholar
• Dzara K, Frey-Vogel AS. Medical education journal club for the millennial resident: an interactive, no-prep approach. Acad Pediatr. 2019;19(6):603–607. doi:10.1016/j.acap.2019.05.004.
   PubMed Web of Science ®Google Scholar
• DuGan JE. ‘Keeping you in the know’: the effect of an online nursing journal club on evidence-based knowledge among rural registered nurses. Comput Inform Nurs. 2019;37(4):190–195. doi:10.1097/CIN.0000000000000507.
   PubMed Web of Science ®Google Scholar
• DeCleene Huber KE, Nichols A, Bowman K, et al. The correlation between confidence and knowledge of evidence-based practice among occupational therapy students. Open J Occup Ther. 2015;3(1):5.
   Google Scholar
• Bimczok D, Graves J. A new twist on the graduate student journal club: using a topic-centered approach to promote student engagement. Biochem Mol Biol Educ. 2020;48(3):262–268. doi:10.1002/bmb.21337.
   PubMed Web of Science ®Google Scholar
• Bounds R, Boone S. The flipped journal club. West J Emerg Med. 2018;19(1):23–27. doi:10.5811/westjem.2017.11.34465.
   PubMed Web of Science ®Google Scholar