An investigation of two models for optimising undergraduate student experience of research, through student or staff-led inter-disciplinary Journal Clubs

Abstract

Within medical education, Journal Clubs have been historically useful in promoting discussion and critique of research (Kleinpell 2002). Different models for Journal Clubs exist including staff-led and student-led, however their influence on the undergraduate student learning experience is not known. Although group numbers vary within the literature, small weekly Journal Clubs (averaging 10-15 members) have been shown to be optimal (Philips & Glasziou 2004).
An inter-disciplinary forum for acquiring and utilising critical reading skills currently exists within the School of Public Health & Clinical Sciences. Journal Club is a supplement to the course curriculum. Attendance is optional and not assessed. The current proposal comprises a significantly innovative student learning activity and aims to investigate the undergraduate experience of research through engagement in both student and staff-led Journal Clubs.