Fostering the development of research literacy and exposure to current issues in radiography: Experience of a co-designed journal club

Abstract

Introduction/Background

Journal clubs are an effective learning activity that can fulfill the continuing professional development requirements for diagnostic radiographers. For students, journal clubs can support the development of critical appraisal skills and identify opportunities to implement evidence-based practice. This educational perspective aims to describe a co-designed journal club program, which was integrated into a 9-week part-time work integrated learning on-campus placement program for diagnostic radiography students.

Methods

The framework for the journal club program was co-designed by students and academics. The benefits and limitations of the program were analysed and discussed in relation to the collaborative aspect of the task, the nature of the program and the focus on continuing professional development.

Discussion

Journal club activities provided ample opportunities for students to engage with current issues in radiography. The flexibility and practicality of the program contributed to student engagement, but were also considered a challenge to wide participation in the weekly journal club discussion. A co-designed journal club activity can facilitate reflective practice, independent learning and critical thinking. Whilst the significance of the journal club was not extensively assessed in its first implementation, it has the potential to improve student research literacy skills and critical appraisal.

Conclusion

A perceived benefit of the journal club activity was the collaboration within groups who were tasked to present each week. Evaluation of the level of engagement with the program as well as its ability to improve critical analytical skills and data interpretation in the future is essential.