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Introduction <p>Future health professions educators need to develop educational research literacy to elevate the evidence base of their educational work, and to participate confidently and substantively in academic discourse on Health Professions Education (HPE). Pedagogical Journal Clubs (JCs) could be one means to this goal, but there is little empirical evidence to support this. To address this gap, we used pedagogical JCs in a master’s program in HPE and analysed the experience gained.</p> Methods <p>We conducted a self-evaluation study based on five cross-sectional online surveys from 2020 to 2024 to gather data on students’ experiences (<i>n</i> = 94) with this specific learning format. The self-developed questionnaire collected data on the respondent’s demographics, previous experiences with JCs, perceived effects of pedagogical JCs, and their potential future application. The cumulated quantitative data from these surveys was analysed descriptively, answers to a final open-ended question were clustered thematically.</p> Results <p>The respondents assessed the active and critical engagement with educational research literature in the pedagogical JCs as a valuable contribution to their scientific qualification. 95% were convinced that pedagogical JCs are suitable for promoting the evidence base of their educational work. However, the master’s students were rather hesitant when asked whether they would be willing to organise and use pedagogical JCs to bridge the gap between research and practice at their future workplace. They saw numerous obstacles to such implementation in practice.</p> Conclusion <p>Pedagogical JCs are a promising learning format to develop the ability to access, appraise and apply educational research results. However, further research is essential to establish a stronger evidence-based connection between pedagogical JCs and this educational research literacy. In addition, structural support is needed in institutions relevant to HPE, but so is a change in mindset among educators in order to transfer the experience gained with pedagogical JCs into later educational practice.</p>

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Developing future health professions educators’ research literacy through pedagogical journal clubs: facts and figures from five years of experience

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月2日

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  • Michael Ewers,
  • Doreen Herinek,
  • Michael Köhler

摘要

Introduction

Future health professions educators need to develop educational research literacy to elevate the evidence base of their educational work, and to participate confidently and substantively in academic discourse on Health Professions Education (HPE). Pedagogical Journal Clubs (JCs) could be one means to this goal, but there is little empirical evidence to support this. To address this gap, we used pedagogical JCs in a master’s program in HPE and analysed the experience gained.

Methods

We conducted a self-evaluation study based on five cross-sectional online surveys from 2020 to 2024 to gather data on students’ experiences (n = 94) with this specific learning format. The self-developed questionnaire collected data on the respondent’s demographics, previous experiences with JCs, perceived effects of pedagogical JCs, and their potential future application. The cumulated quantitative data from these surveys was analysed descriptively, answers to a final open-ended question were clustered thematically.

Results

The respondents assessed the active and critical engagement with educational research literature in the pedagogical JCs as a valuable contribution to their scientific qualification. 95% were convinced that pedagogical JCs are suitable for promoting the evidence base of their educational work. However, the master’s students were rather hesitant when asked whether they would be willing to organise and use pedagogical JCs to bridge the gap between research and practice at their future workplace. They saw numerous obstacles to such implementation in practice.

Conclusion

Pedagogical JCs are a promising learning format to develop the ability to access, appraise and apply educational research results. However, further research is essential to establish a stronger evidence-based connection between pedagogical JCs and this educational research literacy. In addition, structural support is needed in institutions relevant to HPE, but so is a change in mindset among educators in order to transfer the experience gained with pedagogical JCs into later educational practice.