David W Price1, Kate G Felix. 1. Colorado Permanente Medical Group, Denver, CO, USA. David.Price@kp.org
Abstract
INTRODUCTION: As small group learning sessions, Journal Clubs (JCs) and Case Conferences (CCs), if structured interactively, have potential as educational formats that can change practice. However, the degree to which these formats, as currently typically structured, lead to practice change is unknown. METHODS: We used concepts of communities of practice (COPs) to structure JCs and CCs. We conducted an observational descriptive study of the learnings, implemented learnings, and barriers to implementing learnings identified in JC and CC sessions conducted in 2005-2006. RESULTS: Two hundred learnings in 10 different categories emerged from 73 JC or CC sessions. By self-report, over half of identified learnings were implemented in practice; 60 barriers to implementing learnings (8 different categories) were also identified. Patterns of learnings, implemented learnings, and barriers varied among sessions. DISCUSSION: JCs and CCs can be structured with explicit intent to articulate learnings and facilitate implementation of learnings in practice. Further work is needed to validate the learning and barrier categories we identified, objectively verify short- and longer-term practice outcomes, explore the role of JCs and CCs in addressing barriers to learning, and facilitate sustainability of learning in practice.
INTRODUCTION: As small group learning sessions, Journal Clubs (JCs) and Case Conferences (CCs), if structured interactively, have potential as educational formats that can change practice. However, the degree to which these formats, as currently typically structured, lead to practice change is unknown. METHODS: We used concepts of communities of practice (COPs) to structure JCs and CCs. We conducted an observational descriptive study of the learnings, implemented learnings, and barriers to implementing learnings identified in JC and CC sessions conducted in 2005-2006. RESULTS: Two hundred learnings in 10 different categories emerged from 73 JC or CC sessions. By self-report, over half of identified learnings were implemented in practice; 60 barriers to implementing learnings (8 different categories) were also identified. Patterns of learnings, implemented learnings, and barriers varied among sessions. DISCUSSION: JCs and CCs can be structured with explicit intent to articulate learnings and facilitate implementation of learnings in practice. Further work is needed to validate the learning and barrier categories we identified, objectively verify short- and longer-term practice outcomes, explore the role of JCs and CCs in addressing barriers to learning, and facilitate sustainability of learning in practice.
Authors: Geetha Ranmuthugala; Jennifer J Plumb; Frances C Cunningham; Andrew Georgiou; Johanna I Westbrook; Jeffrey Braithwaite Journal: BMC Health Serv Res Date: 2011-10-14 Impact factor: 2.655