Evaluation of a journal based learning programme to support continuing professional development

Abstract

AIMS: To evaluate the effectiveness of a new Journal-Based Learning (JBL) programme designed to equip students with skills necessary to understand dental research publications thereby preparing them for continuing professional development. MATERIALS AND METHODS: A baseline evaluation of knowledge relating to key research terms was conducted on 52 final year BDS students. Eleven weekly seminars seminars were conducted from eight clinical disciplines driven by a reading list of 2–5 journal articles along with a series of ‘guidance’ questions relating to research terms and content knowledge aspects of each paper to focus their reading and learning. Seminars were facilitated by discipline experts with supporting notes. An exit-test based on research process and terminologies for the programme was conducted with four repeated questions from the baseline assessment. A systematic marking scheme was used and the results analysed. A focus group was run to collect feedback regarding students’ views and experiences on the JBL experience. RESULTS: Students showed significant improvements over the baseline score. The mean score raised from 3.5 to 11.5 in the repeated questions (p < 0.001). The focus group revealed that students had learnt new information about journal classification, evidence level determination, new research terms and the structure of research papers. From the first four years of PBL, students recognised the importance of learning from research papers since year 1. However, JBL gave them a deeper understanding of research and the development of critical appraisal skills. CONCLUSIONS: JBL provided final year students the opportunity to learn significantly more about dental research, terminologies, paper structure, critical analysis and content knowledge through active-learning small group seminars.