how to structure journal club presentation

Journal Club: How to Prepare Effectively and Smash Your Presentation

Journal club. It’s so much more than orally dictating a paper to your peers.

It’s an opportunity to get a bunch of intelligent people in one place to share ideas. It’s a means to expand the scientific vocabulary of you and the audience. It’s a way to stimulate inventive research design.

But there are so many ways it can go wrong.

Poorly explained papers dictated blandly to an unengaged audience. Confusing heaps of data shoehorned into long presentations. Everybody stood awkwardly outside a meeting room you thought would be free.

Whether you are unsure what journal club is, are thinking of starting one, or simply want to up your presentation game—you’ve landed on the ultimate journal club guide.

The whats, the whys, and the hows, all in one place.

What Is a Journal Club in Science?

A journal club is a series of meetings in which somebody is elected to present a research paper, its methods, and findings to a group of colleagues.

The broad goal is to stimulate discussion and ideas that the attendees may apply to their own work. Alternatively, someone may choose a paper because it’s particularly impactful or ingenious.

Usually, the presenter alternates per a rota, and attendance may be optional or compulsory.

The presenter is expected to choose, analyze, and present the paper to the attendees with accompanying slides.

The presentation is then followed by a discussion of the paper by the attendees. This is usually in the form of a series of questions and answers directed toward the presenter. Ergo , the presenter is expected to know and understand the paper and subject area to a moderate extent.

Why Have a Journal Club?

I get it. You’re a busy person. There’s a difficult research problem standing between you and your next tenure.

Why bother spending the time and energy participating in a series of meetings that don’t get you closer to achieving your scientific goals?

The answer: journal club does get you closer to achieving your scientific goals!

But it does this in indirect ways that subtly make you a better scientist. For example:

• It probably takes you out of your comfort zone.
• It makes you a better communicator.
• It makes you better at analyzing data.
• It improves your ability to critique research.
• It makes you survey relevant literature.
• It exposes you and your audience to new concepts.
• It exposes your audience to relevant literature.
• It improves the reading habits of you and your audience.
• It gets clever people talking to each other.
• It gives people a break from practical science.

It also provides a platform for people to share ideas based on their collective scientific experience. And every participant has a unique set of skills. So every participant has the potential to provide valuable insight.

This is what a good journal club should illicit.

Think of journal club as reading a book. It’s going to enrich you and add beneficially to the sum of your mental furniture, but you won’t know how until you’ve read it.

Need empirical evidence to convince you? Okay!

In 1988 a group of medical interns was split into two groups. One received journal club teaching and the other received a series of seminars. Approximately 86% of the journal club group reported improved reading habits. This compares to 0% in the group who received seminar-based teaching. [1]

Journal Club Template Structure

So now you know what journal club is, you might wonder, “how is it organized and structured?”

That’s what the rest of this article delves into. If you’re in a rush and need to head back to the lab, here’s a graphical summary (Figure 1).

Nobody likes meetings that flounder around and run over time. And while I have no data to prove it, I reckon people take less away from such meetings. Here’s a basic journal club template that assumes you are the presenter.

Introduce the Paper, Topic, Journal, and Authors

Let your audience know what you will be talking about before diving right in. Remember that repetition (of the important bits) can be a good thing.

Introducing the journal in which the paper is published will give your audience a rough idea of the prestige of the work.

And introducing the authors and their respective institutes gives your audience the option of stowing this information away and following it up with further reading in their own time.

Provide a Reason Why You Chose the Paper

Have the authors managed to circumvent sacrificing animals to achieve a goal that traditionally necessitated animal harm? Have the authors repurposed a method and applied it to a problem it’s not traditionally associated with? Is it simply a monumental feat of work and success?

People are probably more likely to listen and engage with you if they know why, in all politeness, you have chosen to use their time to talk about a given paper.

It also helps them focus on the relevant bits of your presentation and form cogent questions.

Orally Present Key Findings and Methods of the Paper

Simple. Read the paper. Understand it. Make some slides. Present.

Okay, there are a lot of ways you can get this wrong and make a hash of it. We’ll tell you how to avoid these pitfalls later on.

But for now, acknowledge that a journal club meeting starts with a presentation that sets up the main bit of it—the discussion.

Invite Your Audience to Participate in a Discussion

The discussion is the primary and arguably most beneficial component of journal club since it gives the audience a platform to share ideas. Ideas formulated by their previous experience.

And I’ve said already that these contributions are unique and have the potential to be valuable to your work.

That’s why the discussion element is important.

Their questions might concur and elaborate on the contents of the paper and your presentation of it.

Alternatively, they might disagree with the methods and/or conclusions. They might even disagree with your presentation of technical topics.

Try not to be daunted, however, as all of this ultimately adds to your knowledge, and it should all be conducted in a constructive spirit.

Summarize the Meeting and Thank Your Audience for Attending

There’s no particularly enlightening reason as to why to do these things. Summarizing helps people come away from the meeting feeling like it was a positive and rewarding thing to attend.

And thanking people for their time is a simple courtesy.

How Do You Organize It?

Basic steps if you are the organizer.

Okay, we’ve just learned what goes into speaking at the journal club. But presenter or not, the responsibility of organizing it might fall to you.

So, logistically , how do you prepare a journal club? Simply follow these 5 steps:

• Distribute copies of the research article to potential participants.
• Arrange a meeting time and location.
• Organize a speaker.
• Hold the journal club.
• Seek feedback on the quality of the meeting.

Apart from point 5, these are fairly self-explanatory. Regarding point 5, feedback is essential to growing as a scientist and presenter. The easiest way to seek feedback is simply to ask.

Alternatively, you could create a form for all the meetings in the series and ask the audience to complete and return it to you.

Basic Steps If You Are the Speaker

If somebody has done all the logistics for you, great! Don’t get complacent, however.

Why not use the time to elevate your presentation to make your journal club contribution memorable and beneficial?

Don’t worry about the “hows” because we’re going to elaborate on these points, but here are 5 things you can do to ace your presentation:

• Don’t leave it to the last minute.
• Know your audience.
• Keep your presentation slides simple.
• Keep your audience engaged.
• Be open to questions and critiques.

Regarding point 1, giving yourself sufficient time to thoroughly read the article you have chosen to present ensures you are familiar with the material in it. This is essential because you will be asked questions about it. A confident reply is the foundation of an enlightening discussion.

Regarding point 3, we’re going to tell you exactly how to prepare effective slides in its own section later. But if you are in a rush, minimize the use of excessive text. And if you provide background information, stick to diagrams that give an overview of results from previous work. Remember: a picture speaks louder than a thousand words.

Regarding point 4, engagement is critical. So carry out a practice run to make sure you are happy with the flow of your presentation and to give you an idea of your timing. It is important to stick to the time that is allotted for you.

This provides good practice for more formal conference settings where you will be stopped if you run over time. It’s also good manners and shows consideration for the attendees.

And regarding point 5, as the presenter, questions are likely to be directed toward you. So anticipate questions from the outset and prepare for the obvious ones to the best of your ability.

There’s a limit to everyone’s knowledge, but being unable to provide any sort of response will be embarrassing and make you seem unprepared.

Anticipate that people might also disagree with any definitions you make and even with your presentation of other people’s data. Whether or not you agree is a different matter, but present your reasons in a calm and professional manner.

If someone is rude, don’t rise to it and respond calmly and courteously. This shouldn’t happen too often, but we all have “those people” around us.

How Do You Choose a Journal Club Paper?

Consider the quality of the journal.

Just to be clear, I don’t mean the paper itself but the journal it’s published in.

An obscure journal is more likely to contain science that’s either boring, sloppy, wrong, or all three.

And people are giving up their time and hope to be stimulated. So oblige them!

Journal impact factor and rejection rate (the ratio of accepted to rejected articles) can help you decide whether a paper is worth discussing.

Consider the Impact and Scope of the Paper

Similar to the above, but remember, dross gets published in high-impact journals too. Hopefully, you’ve read the paper you want to present. But ask yourself what makes this particular paper stand out from the millions of others to be worth presenting.

Keep It Relevant and Keep It Interesting

When choosing a paper to present, keep your audience in mind. Choose something that is relevant to the particular group you are presenting to. If only you and a few other people understand the topic, it can come off as elitist.

How Do You Break Down and Present the Paper?

Know and provide the background material.

Before you dive into the data, spend a few minutes talking about the context of the paper. What did the authors know before they started this work? How did they formulate their hypothesis? Why did they choose to address it in this way?

You may want to reference an earlier paper from the same group if the paper represents a continuation of it, but keep it brief.

Try to explain how this paper tackles an unanswered question in the field.

Understand the Hypothesis and Methods of the Paper

Make a point of stating the  hypothesis  or  main question  of the paper, so everyone understands the goal of the study and has a foundation for the presentation and discussion.

Everyone needs to start on the same foot and remain on the same page as the meeting progresses.

Turn the Paper into a Progression of Scientific Questions

Present the data as a logical series of questions and answers. A well-written paper will already have done the hard work for you. It will be organized carefully so that each figure answers a specific question, and each new question builds on the answer from the previous figure.

If you’re having trouble grasping the flow of the paper, try writing up a brief outline of the main points. Try putting the experiments and conclusions in your own words, too.

Feel free to leave out parts of the figures that you think are unnecessary, or pull extra data from the supplemental figures if it will help you explain the paper better.

Ask Yourself Questions about the Paper Before You Present

We’ve touched on this already. This is to prepare you for any questions that are likely to be asked of you. When you read the paper, what bits didn’t you understand?

Simplify Unfamiliar and Difficult Concepts

Not everyone will be familiar with the same concepts. For example, most biologists will not have a rigorous definition of entropy committed to memory or know its units. The concept of entropy might crop up in a biophysics paper, however.

Put yourself in the audience’s shoes and anticipate what they might not fully understand given their respective backgrounds.

If you are unsure, ask them if they need a definition or include a short definition in your slides.

Sum Up Important Conclusions

After you’ve finished explaining the nitty-gritty details of the paper, conclude your presentation of the data with a list of significant findings.

Every conclusion will tie in directly to proving the major conclusion of the paper. It should be clear at this point how the data answers the main question.

How Do You Present a Journal Club Powerpoint?

Okay, so we’ve just gone through the steps required to break down a paper to present it effectively at journal club. But this needs to be paired with a PowerPoint presentation, and the two bridged orally by your talk. How do you ace this?

Provide Broad Context to the Research

We are all bogged down by minutia and reagents out of necessity.

Being bogged down is research. But it helps to come up for air. Ultimately, how will the research you are about to discuss benefit the Earth and its inhabitants when said research is translated into actual products?

Science can be for its own sake, but funded science rarely is. Reminding the journal club audience of the widest aims of the nominated field provides a clear starting point for the discussion and shows that you understand the efficacy of the research at its most basic level.

The Golden Rule: A Slide per Minute

Remember during lectures when the lecturer would open PowerPoint, and you would see, with dismay, that their slides went up to 90 or something daft? Then the last 20 get rushed through, but that’s what the exam question ends up being based on.

Don’t be that person!

A 10-15 minute talk should be accompanied by? 10-15 slides! Less is more.

Be Judicious about the Information You Choose to Present

If you are present everything in the paper, people might as well just read it in their own time, and we can call journal club off.

Try to abstract only the key findings. Sometimes technical data is necessary for what you are speaking about because their value affects the efficacy of the data and validity of the conclusions.

Most of the time, however, the exact experimental conditions can be left out and given on request. It’s good practice to put all the technical data that you anticipate being asked for in a few slides at the end of your talk.

Use your judgment.

Keep the Amount of Information per Slide Low for Clarity

Your audience is already listening to you and looking at the slides, so they have a limited capacity for what they can absorb. Overwhelming them with visual queues and talking to them will disengage them.

Have only a few clearly related images that apply directly to what you speaking about at the time. Annotate them with the only key facts from your talk and develop the bigger picture verbally.

This will be hard at first because you must be on the ball and confident with your subject area and speaking to an audience.

And definitely use circles, boxes, and arrows to highlight important parts of figures, and add a flowchart or diagram to explain an unfamiliar method.

Keep It Short Overall

The exact length of your meeting is up to you or the organizer. A 15-minute talk followed by a 30-minute discussion is about the right length, Add in tea and coffee and hellos, and you get to an hour.

We tend to speak at 125-150 words per minute. All these words should not be on your slides, however. So, commit a rough script to memory and rehearse it.

You’ll find that the main points you need to mention start to stand out and fall into place naturally. Plus, your slides will serve as visual queue cards.

How Do You Ask a Question in Journal Club?

A well-organized journal club will have clear expectations of whether or not questions should be asked only during the discussion, or whether interruptions during the presentation are allowed.

And I don’t mean literally how do you soliloquize, but rather how do you get an effective discussion going.

Presenters: Ask Questions to the Audience

We all know how it goes. “Any questions?” Silence.

Scientists, by their very nature, are usually introverted. Any ideas they might want to contribute to a discussion are typically outweighed by the fear of looking silly in front of their peers. Or they think everyone already knows the item they wish to contribute. Or don’t want to be publicly disproven. And so on.

Prepare some questions to ask the audience in advance. As soon as a few people speak, everyone tends to loosen up. Take advantage of this.

Audience: Think About Topics to Praise or Critique

Aside from seeking clarification on any unclear topics, you could ask questions on:

• Does the data support the conclusions?
• Are the conclusions relevant?
• Are the methods valid?
• What are the drawbacks and limitations of the conclusions?
• Are there better methods to test the hypothesis?
• How will the research be translated into real-world benefits?
• Are there obvious follow-up experiments?
• How well is the burden of proof met?
• Is the data physiologically relevant?
• Do you agree with the conclusions?

How to Keep It Fun

Make it interactive.

Quizzes and polls are a great way to do this! And QR codes make it really easy to do on-the-fly. Remember, scientists, are shy. So why not seek their participation in an anonymized form?

You could poll your audience on the quality of the work. You could make a fun quiz based on the material you’ve covered. You could do a live “what happened next?” You could even get your feedback this way. Here’s what to do:

• Create your quiz or poll using Google forms .
• Make a shareable link.
• Paste the link into a free QR code generator .
• Put the QR code in the appropriate bit of your talk.

Use Multimedia

Talking to your audience without anything to break it up is a guaranteed way of sending them all to sleep.

Consider embedding demonstration videos and animations in your talk. Or even just pausing to interject with your own anecdotes will keep everyone concentrated on you.

Keep It Informal

At the end of the day, we’re all scientists. Perhaps at different stages of our careers, but we’ve all had similar-ish trajectories. So there’s no need for haughtiness.

And research institutes are usually aggressively casual in terms of dress code, coffee breaks, and impromptu chats. Asking everyone to don a suit won’t add any value to a journal club.

Your Journal Club Toolkit in Summary

Anyone can read a paper, but the value lies in understanding it and applying it to your own research and thought process.

Remember, journal club is about extracting wisdom from your colleagues in the form of a discussion while disseminating wisdom to them in a digestible format.

Need some inspiration for your journal club? Check out the online repositories hosted by PNAS and NASPAG to get your juices flowing.

We’ve covered a lot of information, from parsing papers to organizational logistics, and effective presentation. So why not bookmark this page so you can come back to it all when it’s your turn to present?

While you’re here, why not ensure you’re always prepared for your next journal club and download bitesize bio’s free journal club checklist ?

And if you present at journal club and realize we’ve left something obvious out. Get in touch and let us know. We’ll add it to the article!

• Linzer M et al . (1988) Impact of a medical journal club on house-staff reading habits, knowledge, and critical appraisal skills . JAMA 260 :2537–41

Forgot your password?

Lost your password? Please enter your email address. You will receive mail with link to set new password.

Back to login

Expert Consult

Journal Club: How to Build One and Why

By Michelle Sharp, MD; Hunter Young, MD, MHS

Published April 6, 2022

Journal clubs are a longstanding tradition in residency training, dating back to William Osler in 1875. The original goal of the journal club in Osler’s day was to share expensive texts and to review literature as a group. Over time, the goals of journal clubs have evolved to include discussion and review of current literature and development of skills for evaluating medical literature. The ultimate goal of a journal club is to improve patient care by incorporating evidence into practice.

Why are journal clubs important?

In 2004, Alper et al . reported that it would take more than 600 hours per month to stay current with the medical literature. That leaves residents with less than 5 hours a day to eat, sleep, and care for patients if they want to stay current, and it’s simply impossible. Journal clubs offer the opportunity for residents to review the literature and stay current. Furthermore, Lee et al . showed that journal clubs improve residents’ critical appraisal of the literature.

How do you get started?

The first step to starting a journal club is to decide on the initial goal. A good initial goal is to lay the foundation for critical thinking skills using literature that is interesting to residents. An introductory lecture series or primer on study design is a valuable way to start the journal club experience. The goal of the primer is not for each resident to become a statistician, but rather to lay the foundation for understanding basic study designs and the strengths and weaknesses of each design.

The next step is to decide on the time, frequency, and duration of the journal club. This depends on the size of your residency program and leadership support. Our journal club at Johns Hopkins is scheduled monthly during the lunch hour instead of a noon conference lecture. It is essential to pick a time when most residents in your program will be available to attend and a frequency that is sustainable.

How do you get residents to come?

Generally, if you feed them, they will come. In a cross-sectional analysis of journal clubs in U.S. internal medicine residencies, Sidorov found that providing food was associated with long-lasting journal clubs. Factors associated with higher resident attendance were fewer house staff, mandatory attendance, formal teaching, and an independent journal club (separate from faculty journal clubs).

The design or format of your journal club is also a key factor for attendance. Not all residents will have time during each rotation to read the assigned article, but you want to encourage these residents to attend nonetheless. One way to engage all residents is to assign one or two residents to lead each journal club, with the goal of assigning every resident at least one journal club during the year. If possible, pick residents who are on lighter rotations, so they have more time outside of clinical duties to dissect the article. To enhance engagement, allow the assigned residents to pick an article on a topic that they find interesting.

Faculty leadership should collaborate with residents on article selection and dissection and preparation of the presentation. Start each journal club with a 10- to 20-minute presentation by the assigned residents to describe the article (as detailed below) to help residents who did not have time to read the article to participate.

What are the nuts and bolts of a journal club?

To prepare a successful journal club presentation, it helps for the structure of the presentation to mirror the structure of the article as follows:

Background: Start by briefly describing the background of the study, prior literature, and the question the paper was intended to address.

Methods: Review the paper’s methods, emphasizing the study design, analysis, and other key points that address the validity and generalizability of the results (e.g., participant selection, treatment of potential confounders, and other issues that are specific to each study design).

Results: Discuss the results, focusing on the paper’s tables and figures.

Discussion: Restate the research question, summarize the key findings, and focus on factors that can affect the validity of the findings. What are potential biases, confounders, and other issues that affect the validity or generalizability of the findings to clinical practice? The study results should also be discussed in the context of prior literature and current clinical practice. Addressing the questions that remain unanswered and potential next steps can also be useful.

Faculty participation: At our institution, the faculty sponsor meets with the assigned residents to address their questions about the paper and guide the development of the presentation, ensuring that the key points are addressed. Faculty sponsors also attend the journal club to answer questions, emphasize key elements of the paper, and facilitate the open discussion after the resident’s presentation.

How do you measure impact?

One way to evaluate your journal club is to assess the evidence-based practice skills of the residents before and after the implementation of the journal club with a tool such as the Berlin questionnaire — a validated 15-question survey that assesses evidence-based practice skills. You can also conduct a resident satisfaction survey to evaluate the residents’ perception of the implementation of the journal club and areas for improvement. Finally, you can develop a rubric for evaluation of the resident presenters in each journal club session, and allow faculty to provide feedback on critical assessment of the literature and presentation skills.

Journal clubs are a great tradition in medical training and continue to be a valued educational resource. Set your goal. Consider starting with a primer on study design. Engage and empower residents to be part of the journal club. Enlist faculty involvement for guidance and mentorship. Measure the impact.

Advertisement

How to Prepare an Outstanding Journal Club Presentation

• Request Permissions

Rishi Sawhney; How to Prepare an Outstanding Journal Club Presentation. The Hematologist 2006; 3 (1): No Pagination Specified. doi: https://doi.org/10.1182/hem.V3.1.1308

Download citation file:

• Ris (Zotero)
• Reference Manager

Dr. Sawhney is a member of the ASH Trainee Council and a Fellow at the Medical University of South Carolina.

Journal club presentations provide a forum through which hematology trainees keep abreast of new developments in hematology and engage in informal discussion and interaction. Furthermore, honing presentation skills and mastering the ability to critically appraise the evidence add to our armamentarium as clinicians. Outlined here is a systematic approach to preparing a journal club presentation, with emphasis on key elements of the talk and references for electronic resources. Use of these tools and techniques will contribute to the success of your presentation.

I. ARTICLE SELECTION:

The foundation of an outstanding journal club presentation rests on the choice of an interesting and well-written paper for discussion. Several resources are available to help you select important and timely research, including the American College of Physicians (ACP) Journal Club and the Diffusion section of The Hematologist . McMaster University has created the McMaster Online Rating of Evidence (MORE) system to identify the highest-quality published research. In fact, the ACP Journal Club uses the MORE system to select their articles 1 . Specific inclusion criteria have been delineated in order to distinguish papers with the highest scientific merit 2 . Articles that have passed this screening are then rated by clinicians on their clinical relevance and newsworthiness, using a graded scale 3 . With the help of your mentors and colleagues, you can use these criteria and the rating scale as informal guidelines to ensure that your chosen article merits presentation.

II. ARTICLE PRESENTATION:

Study Background: This section provides your audience with the necessary information and context for a thoughtful and critical evaluation of the article's significance. The goals are 1) to describe the rationale for and clinical relevance of the study question, and 2) to highlight the preclinical and clinical research that led to the current trial. Review the papers referenced in the study's "Background" section as well as previous work by the study's authors. It also may be helpful to discuss data supporting the current standard of care against which the study intervention is being measured.

Study Methodology and Results: Clearly describe the study population, including inclusion/exclusion criteria. A diagrammatic schema is easy to construct using PowerPoint software and will help to clearly illustrate treatment arms in complex trials. Explain the statistical methods, obtaining assistance from a statistician if needed. Take this opportunity to verbally and graphically highlight key results from the study, with plans to expand on their significance later in your presentation.

Author's Discussion: Present the authors' conclusions and their perspective on the study results, including explanations of inconsistent or unexpected results. Consider whether the conclusions drawn are supported by the data presented.

III. ARTICLE CRITIQUE:

This component of your presentation will define the success of your journal club. A useful and widely accepted approach to this analysis has been published in JAMA's series "User's guide to the medical literature." The Centre for Health Evidence in Canada has made the complete full-text set of these user's guides available online 4 . This site offers review guidelines for a menu of article types, and it is an excellent, comprehensive resource to focus your study critique. A practical, user-friendly approach to literature evaluation that includes a worksheet is also available on the ASH Web site for your use 5 .

While a comprehensive discussion of scientific literature appraisal is beyond the scope of this discussion, several helpful tips warrant mention here. In assessing the validity of the study, it is important to assess for potential sources of bias, including the funding sources and authors' affiliations. It is also helpful to look for accompanying editorial commentary, which can provide a unique perspective on the article and highlight controversial issues. You should plan to discuss the trade-offs between potential benefits of the study intervention versus potential risks and the cost. By utilizing the concept of number needed to treat (NNT), one can assess the true impact of the study intervention on clinical practice. Furthermore, by incorporating the incidence rates of clinically significant toxicities with the financial costs into the NNT, you can generate a rather sophisticated analysis of the study's impact on practice.

IV. CONCLUSIONS, IMPLICATIONS, AND FUTURE DIRECTIONS:

Restate the authors' take-home message followed by your own interpretation of the study. Provide a personal perspective, detailing why you find this paper interesting or important. Then, look forward and use this opportunity to "think outside the box." Do you envision these study results changing the landscape of clinical practice or redirecting research in this field? If so, how? In articles about therapy, future directions may include moving the therapy up to first-line setting, assessing the drug in combination regimens or other disease states, or developing same-class novel compounds in the pipeline. Searching for related clinical trials on the NIH Web site 6  can prove helpful, as can consultation with an expert in this field.

Good journal club discussions are integral to the educational experience of hematology trainees. Following the above approach, while utilizing the resources available, will lay the groundwork for an outstanding presentation.

WEB BASED REFERENCES

www.acpjc.org

hiru.mcmaster.ca/more/InclusionCriteria.htm

hiru.mcmaster.ca/more/RatingFormSample.htm

www.cche.net/main.asp

www.hematology.org/Trainees

www.cancer.gov/clinicaltrials

• Previous Article
• Next Article

Email alerts

Affiliations.

• Current Issue
• About The Hematologist
• Advertising in The Hematologist
• Editorial Board
• Permissions
• Submissions
• Email Alerts
• ASH Publications App

American Society of Hematology

• 2021 L Street NW, Suite 900
• Washington, DC 20036
• TEL +1 202-776-0544
• FAX +1 202-776-0545

ASH Publications

• Blood Advances
• Hematology, ASH Education Program
• ASH Clinical News
• The Hematologist
• Publications
• Privacy Policy
• Cookie Policy
• Terms of Use

This Feature Is Available To Subscribers Only

Sign In or Create an Account

The Scientific Hypothesis

The Key to Understanding How Science Works

How to Give a Great Journal Club Presentation

A lot of advanced science education takes place in the more-or-less formal setting of a journal club where one member of a group presents a paper from the scientific literature to the whole group. giving a good presentation is a learned skill; here are some tips on how to do it well..

• Pick a good paper. (Don’t get all neurotic about this. If you find it interesting and significant, then it will almost certainly benefit your group. If you’re in doubt, ask a colleague or mentor.) Read it. Two or three times. Skimming quickly may be enough to tell you whether or not there is something to it, but getting down to the level of detail that you’ll want to have under control for the actual presentation can easily take more time and effort than you first think it will. Is it clearly written and understandable? If you find it too difficult, or poorly written to get the message, chances are that others will struggle too. You might want to pick a different paper.
• Ask yourself why the authors did the research.  What did they hope to learn?  The abstract and conclusion of a paper generally express the essence of the work.  Read them carefully even before going over the rest of the paper in depth. It often helps you to figure out the big picture, especially when the authors seem to take it for granted that all readers will see what it is. Authors often start off by saying that some subject, X, “is not well-understood.”  Well, of course it’s not!  That’s why they got a paper out of studying X.  The statement usually just gives you a general idea of what the about and is only rarely the level of information that you want.  
• Find the hypothesis in the paper; most have one, but a great many papers that are based on hypotheses don’t say so explicitly (BTW, some authors say they’re testing a “model;” occasionally they are referring to an “animal model” such as a mouse, but usually a model that’s being tested is the same as a hypothesis). 
• The most important thing for your audience is to trace the logical flow of the paper. How do the experiments in the paper test the hypothesis? Is each result truly relevant to the hypothesis: that is, does it support or contradict it, or is it irrelevant to the truth of the hypothesis (this is more common than you might think)? 
• With practice you can make a smooth and informative narrative out of any average paper.  When transitioning from one figure to the next, avoid the trite and deadly-boring phrase “… and then they wanted to look at…” The authors certainly had a reason for “wanting to look at” whatever they looked at. Tell the audience what it was!  Why did they do what the authors did and why that experiment followed at that point.  What did they learn by doing it? 
• Be able to go over the important figures, tables or other displayed items in enough detail to make the main point(s) clear.
• You should understand the methods used by the authors well enough to explain them generally to a group, and say why the authors chose them. You are not expected to become a technical expert in the field represented by the paper, however. Be aware of notable advantages and limitations of the methods in case questions about them arise.
• Try to anticipate the kinds of questions that may come up, but if you can’t answer one, it is perfectly ok to say, “I don’t know.” We’ve all been there.  Maybe someone else in the group does know, in any case an honest statement of ignorance is preferable than trying to fake it. 
• You must be scrupulously fair to the authors, but you are not their advocate; your job is to discuss their paper in a critical and insightful way.  After presenting their reasoning and results as the authors would want them to be presented, feel free to point out shortcomings if you disagree with them or think that they have made a mistake in reasoning, execution, etc..  But be a bit cautious:  if you think that the authors made a bone-headed error, try extra hard to understand what they were doing.  It is possible that they did err somehow, but it is possible that you’ve missed something.  Hopefully, your audience will be engaged and following right along and they will raise critical questions as well. It is important to keep in mind that an attack on the paper is not an attack on you!  Your reputation is not on the line here, the authors’ reputations are.  Of course, if you wind up completely trashing the paper, it may appear that you didn’t follow rule number 1.
• Be aware that you may be the only person in the room who has actually read the paper.  You are the authority on it.  A common mistake is to assume that everyone else already knows full well what you just spent a week learning; after all, they showed up expecting to be enlightened.  There might be one or two experts in the audience, but you should assume that most people aren’t experts. And even experts are rarely offended by hearing a concise review of the basics: they know full well that the audience needs it. So don’t assume too much and do give enough detail. Your main task is to educate your colleagues about a piece of work that you think is interesting and valuable.  
• Plan to finalize your talk at least a day or so in advance. Practice going through the slides out loud (ideally with a couple of friends), indicating the major points of each one, but do not try to memorize or read your talk! It’s nice to know your transition to the next slide, but if you forget it, don’t panic – just advance the slide and pick up from there. (Some people like to have a card with a few notes on it as a security blanket in case of a public brain freeze.  Ordinarily, having a card handy is enough to guarantee that they won’t need it.)
• On the day of the talk show up early, get into the room, get your presentation loaded. and flip through the slides in advance.  Every experienced presenter has nightmare stories of last minute computer crashes, software incompatibilities, missing pointers, unfamiliar set-ups. These problems are not fun, and not what you want to have to cope with after you’ve been introduced. If you find a glitch during your run-through, you’ll have time to fix it.

1 thought on “ How to Give a Great Journal Club Presentation ”

I have encouraged students to study Brad’s tips on giving a great journal club presentation for 20 years. I plan to continue doing so!

Leave a Reply Cancel reply

You must be logged in to post a comment.

5 Tips for Journal Club First-Timers

By Lucy Bauer

Monday, March 30, 2015

Research communities often uphold the ideal of scientific collaboration. But what does “collaboration” really mean? The picture that comes to mind can be people sitting, talking, and exchanging ideas that push toward the goal of creating better health. How can this exchange practically happen? One way is through a journal club. Recently, I had the privilege of presenting a journal article to my lab group’s journal club in the PAIN (Pain And Integrative Neuroscience) lab for  Dr. Catherine Bushnell . One goal of our lab is to look at the relationship and differences between itch and pain.

Me explaining part of the spinal neuron pathway in itch

So, what is the purpose of a journal club?

A journal club is a regular gathering of scientists to discuss a scientific paper found in a research journal. One or two members of the club present a summary of the chosen paper that the whole group has read. Then, the discussion begins. Attendees ask clarifying questions, inquire about different aspects of the experimental design, critique the methods, and bring a healthy amount of skepticism (or praise) to the results.

For my first journal club at the NIH, we considered a paper that looks at how itch is mediated in the spinal cord from the skin up to the brain. The authors show that mice lacking a gene for a specific type of spinal neuron constantly scratch specific areas of their bodies corresponding to the missing spinal interneuron. When these mice receive a stem cell implant, a normal reaction to itch is restored. This paper generated much discussion about neuronal development, ethical considerations, and how the results relate to our research within the National Center for Complementary and Integrative Health (NCCIH).

The ideas found and discussed at the journal club can help expand and balance each scientist’s scope of what is happening in the world of research while informing experimental plans and research directions. Here are five things I learned from my experience leading a journal club that can help you prepare to get the most out of your discussions:

1. Know the background material.

Prepare beforehand for your journal club presentation by knowing the research that has preceded and is related to the paper you will be presenting. This will make your discussion more informed and effective. Of course, it is likely impossible to know everything that would relate to your journal club presentation, but even a little bit of background information is helpful.

2. Make your presentation concise.

Every paper has many details about methods, results, discussion, future directions, etc. It is very helpful to give your audience the general flow of the entire paper and research before adding in all the details.

3. Simplify unfamiliar concepts.

Journal clubs often have members of varying backgrounds. Hence, not all concepts will be familiar to everyone in the group. It can be helpful to give a short summary of techniques and results. Detailed explanations can be provided later on, because the primary focus of presenting the paper should be giving an overview of the research.

4. Ask yourself questions about the paper before you present.

As the presenter, you may be the semi-“expert” on the paper, but as you get to know the research, you may discover some questions you have about the methods. Share with the group the questions you came across yourself and any answers you may have found to address them.

5. Ask specific questions to the members of the journal club.

When entering into discussion time, ask the group for their thoughts on specific topics found in the paper to create a starting point for conversation about the paper. Questions can be about methods, results, general ideas, and much more!

Journal clubs are great forums for the exchange of thoughts and ideas. Clubs held at the NIH are just one way through which necessary scientific discussion and collaboration can take place. Be sure to look into journal clubs happening near you!

If you’re at the NIH, the Office of Intramural Training and Education (OITE) hosts  Summer Journal Clubs  that are ideal for trainees just getting their feet wet. And for our colleagues around the world, the NIH National Library of Medicine (NLM) provides an online platform to discuss journal articles in our connected world via the  PubMed Commons Journal Clubs .

Related Blog Posts

• Isaac Fights to Inspire Others
• Need for Speed
• What’s in a Name, Postbac IRTA?
• IRP Graduate Students Show Off Their Work at Annual Symposium
• Brain Pathway Amplifies Pain After Injury

This page was last updated on Wednesday, July 5, 2023

JavaScript seems to be disabled in your browser. For the best experience on our site, be sure to turn on Javascript in your browser.

• Compare Products

Have a question? +1 604 877 0713 or Email Us at [email protected]

Your cart has an existing quote

Your shopping cart contains an active quote order and cannot be modified. To modify your shopping cart, please remove the current quote order before making changes to your cart. If you require changes to the quote, please contact your local sales representative.

• Sign In Email Address Password Sign In Forgot your password?

Register for an account to quickly and easily purchase products online and for one-click access to all educational content.

• 10 Journal Club Tips: How to Run, Lead, and Present Like a Pro

Ten Tips for Scientific Journal Clubs: How to Organize, Lead, and Participate Well

What is a journal club? A scientific journal club is a dedicated meeting where researchers gather to discuss publications from peer-reviewed journals. These meetings help researchers keep up with current findings, exercise their critical thinking skills, and improve their presentation and debate abilities.

Journal club formats vary depending on the preferences of organizers and participants. Online journal clubs organized using virtual meeting platforms (e.g. Zoom, Google Meets, Webex) are increasing in popularity with research labs and institutions.

In a well-run journal club, participants engage in lively discussions, while critically and honestly evaluating a study's strengths and weaknesses. They take away insights on what to do—and what not to do—in their own work. They feel inspired by new findings and walk away with ideas for their own research. On the contrary, ineffective journal clubs lack active participation. There may be a fear of openly voicing thoughts and opinions, or attendees may just be there for the free refreshments. In the end, the attendees take away nothing useful and think it's a waste of time. Whether you’re an organizer or a participant, follow these tips to run and lead a successful journal club, and to create engaging journal club presentations.

1. Make It a Routine

Schedule the journal club at a recurring time and location, so that it becomes a regular part of everyone's schedule. Choose a time that will be the least disruptive to everyone's experiments. Perhaps host it during lunchtime and invite people to eat while the presenter is speaking. Or perhaps host it in late afternoon with coffee and snacks provided.

We try and make the meeting times agreeable to most people and at times that are conducive to the work day of a grad student. We hold our journal clubs after seminars or presentations so it doesn’t interrupt experiments.

Shan Kasal, Graduate Student, The University of Chicago

2. Designate a Leader

A designated leader(s) who can take ownership of running the journal club will contribute tremendously to its success. The responsibilities of a leader may include organizing the journal club (see below) and facilitating the meeting (e.g., starting and ending meetings on time, making speaker introductions and announcements, and moderating discussions). Skilled journal club leaders make it safe for members to openly voice their thoughts and opinions. They work to generate excitement and encourage active participation. They also provide opportunities for members to join them in organizing and leading the journal club. Great leaders inspire personal and professional growth in others within their journal club community. Download this journal club preparation checklist to help you stay organized as a leader and ensure all necessary tasks are completed before each journal club meeting.

3. Get Organized

Staying organized is key to running a successful journal club. Here are some ways that can help you organize a journal club:

• Set a consistent format and make sure members are aware of it.
• Create and share schedules so participants know it's their turn to present, facilitate, pre-read, or provide refreshments.
• Develop a communication rhythm to make sure announcements and reminders are sent out in a timely manner.
• Provide guidelines and/or a template for presenters.
• Bring attendance sheets to track member turnouts. Depending on the institute, keeping track of attendance can help with budget requests and approvals.
• Provide feedback forms to the audience to help identify areas for improvement.

Journal Club ToolKit

Get organized with these downloadable tools, including a journal club preparation checklist, attendance sheet template, presentation checklist, feedback form template, and presenter evaluation forms.

4. Pre-Read Papers

Pre-reading is a great way to ensure that you have sufficient background information to participate in journal club discussions. In an ideal world, everyone in the journal club will read the paper prior to the meeting. But due to the high demands of research , members may not have the time to pre-read before every single meeting. Journal club leaders can encourage pre-reading or even make it mandatory. Some journal clubs ask for different members to present different figures. Using this format, several individuals have to pre-read the paper and actively participate during each meeting. Other journal clubs designate one or two individuals, in addition to the presenter, to thoroughly pre-read the paper each week. The pre-readers are asked to help promote discussion by asking questions during the meetings. Organizers can set a schedule so that members know when it's their turn to pre-read.

5. Build a Community

You need to have students that are interested in the club in the first place, and I would also say, interested in hanging out with each other. Our journal club format is informal, which allows us to at least enjoy the company of each other.

Journal club organizers and leaders should aim to create a community where the members feel safe enough to share their thoughts and ask questions. Fostering community encourages active participation and the exchange of ideas, and can increase participant satisfaction and collaborations.

Successful journal clubs always come with food!!

Serena Chang, Postdoctoral Research Fellow, Stanford University

A great way to foster community is, simply, to serve food and drinks. Eating and drinking together can create a friendly, informal atmosphere conducive to open discussions, which will help encourage the flow of ideas and thoughts on the journal club paper. In addition, refreshments help to incentivize members to continue attending the journal club.

Immunology Journal Club Sponsorship Contest

Enter for a chance to win a $500 USD sponsorship budget for your immunology journal club. Use it to fund food and drinks. Be a hero and win it for your journal club community.

6. Choose Relevant Papers

Consider the composition of your journal club community when choosing a paper. A journal club may have a broad group of researchers (e.g., a general immunology journal club), or it may only involve one or two labs specifically working on immune tolerance or a particular immune cell type. Papers discussed should be be on topics relevant to the participants’ research areas so that they remain interested.

We encourage people to select papers they are not already reading to try and expand our understanding of immunology and theirs. Too many times I feel like people select papers they already have read or will read and gain nothing from it, so there is no incentive to invest more.

As a busy researcher, the additional task of preparing for a journal club can feel like an extra burden. It’s easy to choose a paper that you are already reading for your research project. But choosing a paper that is outside of your research specialty can help you and others gain new perspectives and broaden your knowledge.

7. Make Engaging Presentations

You’ve likely suffered through boring lectures with text-heavy slides, or a monotonous presentation. How can this be avoided in your journal club?

I have a one page suggestion list of things to include in the presentation, including criticisms for the methods, hypothesis, whether the results are valid/strong enough to support the hypothesis, etc. This helps keep everyone on track.

As a journal club organizer or leader, you can provide presenters with a suggested list of presentation content and best practices:

• Start with why. Capture everyone’s interest by sharing why you chose that paper or why the paper is important to discuss.
• Prepare a concise presentation. Summarize only the key points of the paper. Include enough background information but avoid the urge to include every single detail. You can provide technical details when needed during the discussion period.
• Simplify complex information. Create simple visual representations of complex ideas, pathways, or techniques to help your audience understand the information. Avoid writing out complex information in text-heavy slides that nobody will read.
• Give it more space. Make your slides easier to read by avoiding having too much text in small fonts or too many figures on one slide. If a figure is too large, you can break it up into a few slides.
• Include discussion starters. Instead of simply summarizing, include your thoughts and opinions on all aspects of the paper to initiate a discussion. What were the strengths and weaknesses? What questions did you have when reading the paper?

Download this journal club presentation checklist to help your presentation preparation.

8. Keep It Exciting

Break out of the routine once in a while to keep the journal club fresh and exciting. For example, you could invite external speakers to your journal club:

• Invite a visiting scientist to present their work.
• Ask a biotech company to present their technologies.
• Find a speaker who can discuss scientific careers.
• Ask a science communication expert to give tips.

9. Look for Ways to Improve

You’ve taken the first step towards improving your journal club by reading this article, but improvement is a continual process. What does your journal club community think? Perform regular audits of the journal club by asking for feedback every few months. Distribute feedback forms that attendees can fill out at the end of a journal club meeting. Download a journal club feedback form template > In addition to asking for feedback, pay attention to what happens during journal club meetings. Do members generally appear awake and engaged during presentations? Are you constantly running out of discussion time? You can gain a lot of insights by simply being observant in the meeting.

10. Make Time for It

Understandably, the demands of research can prevent you from making the choice to take on this additional task of leading or participating in a journal club. Adopt smart practices so you can use your time more efficiently. Working smart will help free up your time for other beneficial activities, including journal clubs. One of the ways to work smarter is to make the switch to more efficient technologies that can help you get your results in less time. For example, you can switch to a smarter way to isolate cells.

Efficient Tools and Technologies for Life Science Research

Accomplish more in less time and with less effort by making smarter choices for the tools you use in the lab, including cell isolation and cell culture technologies.

Share This Article:

Tweet Share

Watch Our Virtual Journal Club Presentations

Choose one of the titles below to see a recording of our online journal club presentations.

• Viral Exploitation of Extracellular Vesicles to Spread Infection
• Mechanisms of Glioblastoma Resistance
• New Strategies to Target Macrophages in Cancer
• Patient-Derived Alzheimer’s Disease Modeling
• Cerebral Organoids for Human-Specific Infection Modeling
• Human In Vitro T Cell Development
• Expanding the Therapeutic Tool Kit for CAR T Cells
• NK Cell Expansion or Differentiation from Progenitors for Cell Therapy
• The Potential of Antibody-Producing B Cells for Modelling and Therapy
• Advances in Live-Attenuated Vaccine Development for Zika Virus
• Evaluating Functional Immune Responses in the Next Generation of Humanized Mice

Related Resources

Watch live virtual events.

Register for upcoming digital experiences hosted by STEMCELL, including online journal clubs and live webinars.

Browse Events >

Visit Virtual Conference Exhibitions

Attend scientific talks, browse posters, and join discussions on immunology, pluripotent stem cells, and organoids.

Explore Now >

• Organize Lab Bench
• Manage Inventory
• Organize Notebooks
• Share Duties
• Choose Technologies
• Productivity Habits
• Staying Motivated
• Productive Commute
• Mentor Effectively
• Successful Journal Club
• Immunologists to Follow
• Attending Conferences
• Effective Presentations
• Networking Tips
• Habits to Break
• Optimizing Value
• Thriving in Research
• Information Overload
• Storing and Preserving Data
• Poster Presentations
• Efficient Technologies
• Return to Lab
• Managing Projects
• Reopening the Lab
• Lab Coats & Life™ Podcast
• Increase Your Productivity
• Get Organized
• Communicate Effectively
• Advance Your Career
• Move from Academia to Industry

• Cookie Preferences
• Terms & Conditions
• Current Country/Region

Excellence in Pedagogy and Innovative Classrooms

Epic innovations: using the create method to structure journal club, instructor name: amanda freise.

Course Title: Advanced Research Analysis in Virology Department: Microbiology, Immunology, and Molecular Genetics Enrollment: 32 Level: Undergraduate

General Category of Innovation: Helping Students Navigate Research Literature

Description: Pairs of students work together and engage in a series of activities that culminates in a formal class Journal Club presentation about a research article, including a Q&A session. The pairs collaborate to identify and analyze an appropriate article and design their presentation. The process is structured around the CREATE method, an established set of five steps that help students navigate and understand scientific research articles. The instructor meets 2-3 times with each pair to support their progress towards the presentation.

Rationale for Innovation

Analyzing scientific literature and giving oral presentations are two skills this course aims to teach students. My colleague Jordan Moberg Parker and I previously implemented a journal club assignment for students, but it quickly became clear that analyzing the paper, identifying the research narrative, and presenting key aspects of the paper to their peers were challenges for them to complete on their own. . We wanted to give them a structured process and a set of tools. Hence, this innovation.

We designed the innovation to combine the CREATE method and the journal club for a couple of reasons. First, my colleagues and I had observed that our class journal clubs and article presentations weren’t working the way we wanted: students would show up for pre-presentation coaching meetings with the instructor unprepared, and the quality of their final presentations was often lower than what they were capable of. In other words, without CREATE, the journal club was missing an explicit method for organizing students’ effort and thinking as they worked towards that final presentation.

Intended Effect of Innovation

We wanted the innovation to give students a “toolkit” for reading research articles. We hoped we would see an increase not only in their understanding of scientific articles (CREATE forces you to make sense of details that might otherwise remain fuzzy), but also in their confidence. When students know they can tackle academic research, it contributes to their science identity. We wanted to bolster that. We also wanted to see students having successful experiences presenting scientific work, engaging with their peers around that work, and feeling proud of their ability.

Resources for Faculty Considering this Innovation

• “CREATE, Transform Understanding of Science” This site is maintained by the developers of CREATE, the original approach of which CREATES (see below) is an adaptation.
• “An Innovative Method for Understanding Scientific Articles – CREATES” This UCLA site contains a variety of resources for instructors interested in helping their students use CREATES.
• Clark, J. M., Rollins, A. W., & Smith, P. (2014). New methods for an undergraduate journal club . Bioscene : Journal of College Biology Teaching , 40(1), 16–20.
• Xiong, L., Giese, A.-K., Pasi, M., Charidimou, A., van Veluw, S., & Viswanathan, A. (2018). How to organize a journal club for fellows and residents . Stroke , 49(9), e283–e285.

Research that Supports this Innovation

• “CREATE, Transform Understanding of Science / Literature” This site compiles key research into the effectiveness of the CREATE method.
• Eslinger, M., & Kent, E. (2018). Improving scientific literacy through a structured primary literature project . Bioscene: Journal of College Biology Teaching , 44(1), 13-27.
• Kuxhaus, L., & Corbiere, N. (2016). Classroom journal club: Collaborative study of contemporary primary literature in the biomechanics classroom. Journal of Biomechanical Engineering , 138(7), 070801.
• Sandefur, C., & Gordy, C. (2016). Undergraduate journal club as an intervention to improve student development in applying the scientific process . Journal of College Science Teaching , 45(4), 52–58.
• Cross-Campus Collaborations
• Seminars in Teaching Excellence 2017-2020
• SCBI Workshop Series
• Ready, Set, Teach!
• Course Design Institutes
• EPIC-Lang Pedagogical Grants
• Scholarship of Teaching and Learning
• PAROSL Collaborators
• PAROSL Publications
• PAROSL Testimonials
• CREATE Method
• Real-Time Polling
• Actualize Abstract Learning
• Think-Pair-Share
• Talk Tickets & Talk Moves
• Inclusive Teaching Toolkit
• Teaching with Tech
• Language Pedagogy
• Reflections on Pedagogy
• EPIC-Lang Conference
• Language Workshops
• Announcements
• Newsletter Archive
• EPIC Inaugural Conference 2018

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• J Med Educ Curric Dev
• v.7; Jan-Dec 2020

An Educational Evaluation of a Journal Club Approach to Teaching Undergraduate Health Care Research

Michaela friesth.

1 Northeastern University, Department of Health Sciences, Boston, MA, USA

Kristina Dzara

2 Harvard Medical School, Boston, MA, USA

3 Brigham Education Institute, Brigham and Women’s Hospital, Boston, MA, USA

4 Departments of Pediatrics and Obstetrics and Gynecology, Massachusetts General Hospital, Boston, MA, USA

Background:

Health care research is a common undergraduate health sciences requirement. There is limited literature regarding course structure, content, or learning outcomes; most courses have traditionally been taught through didactic lecture. This is misaligned with Generation Y learner values, as they desire guided learning, real-world examples, active engagement, learning through doing, and psychological safety.

A “journal club” approach to teaching health care research was implemented at Northeastern University in Fall 2018. Each session involved (1) a moment of reflection; (2) an introduction to the topic; (3) 1 student methods report presentation; (4) 2 student “journal club” self-directed structured article summary presentations; (5) large-group discussion; (6) plus/delta feedback to instructor. Each student completed 2 “journal club” and 1 methods presentations, 6 peer reviews, CITI research training, a quality improvement survey, and a final course reflection. We utilized a convergent mixed-methods educational evaluation, integrating data from 3 distinct sources—a quality improvement survey, final student course reflections, and Plus/Delta feedback—which were analyzed via thematic analysis. The Northeastern University Institutional Review Board exempted the study.

Students appreciated the course structure and reported confidence in their critical appraisal abilities. Four qualitative themes emerged: (1) enabled a high degree of growth as students and scholars; (2) designed in thoughtful and unique format; (3) initially intimidated students and was academically challenging; and (4) prioritized and enabled psychological safety.

Conclusions:

Although initially intimidating and admittedly challenging, undergraduate health sciences students applauded the course’s curricular design and enabling of psychological safety, which aligned with Generation Y learner values, ultimately leading to growth in perceived and realized confidence and ability to critically review research articles.

Introduction

Health care research is a common graduation requirement for undergraduate health sciences or nursing students who will enter graduate allied health programs. 1 Nearly 70% of senior medical students have received research training, which have traditionally been taught through didactic lecture, more recently with PowerPoint slides. 2 - 4 The didactic teaching style focuses on transferring content from teacher to learner and supports only surface knowledge, minimal retention of learning, and in some cases, rote memorization. 1

Prior health care research course designs have utilized workbooks or templates to scaffold learning and promote critical reasoning skills. 5 - 7 Small group work is commonly used which allows for peer feedback and active participation in discussion. 2 , 8 Some have implemented approaches to group work such as the Jigsaw Technique, a collaborative approach in which each student’s grade depends on the other’s performance, or peer mentoring and tutoring to facilitate active participation and discussion. 8 , 9 More innovative forms of teaching have included experiential learning which encourages the students to draw from and reflect on their own experiences. 10 These prior studies have used quantitative quiz scores, in-class feedback, and end-of-course learner satisfaction surveys or reflections to gather feedback from students about course structure, format, and learning outcomes. 5 - 7 , 9 - 11

Importantly, journals clubs are an established method for increasing exposure to research methods and supporting critical appraisal skills in medical school, residency, and fellowship. 12 - 16 However, undergraduate students are rarely introduced to this format prior to advanced medical training, suggesting they are unprepared for the level of baseline research knowledge and critical appraisal skills necessary to participate in increasingly complex research conversations. 3 Moreover, the journal club approach has not been adequately applied or studied as part of undergraduate research training, and it is unclear whether the approach effectively prepares students to understand research fundamentals with the intention for them to competently enter graduate allied health programs. 7 , 17

Moreover, generation Y students—born after 1980—prefer more active learning, often including instructor guidance, active engagement with others, learning through doing, and course material related to real-world experiences. 2 , 18 , 19 They also desire a strong classroom structure with consistent psychological safety. 2 , 18 , 20

We developed a convergent mixed-methods educational evaluation for a journal club approach to teaching undergraduate health care research to Generation Y students, complemented by multiple key educational design strategies to support deep learning. We add to the literature by illuminating students’ perspectives on this approach, detailing their perceived educational impact on their understanding of and confidence with research methods via the use of a quality improvement survey, a final course reflection, and Plus/Delta feedback.

Setting and participants

All participating students were upper-level students in the Health Science major (550 total students) at the Bouvé College of Health Sciences (2000 total students) at Northeastern University in Boston, MA. In Fall of 2018, the senior author—a medical and health professions educator—taught 2 sections of Health Care Research at Northeastern University. The morning course had 16 students while the afternoon course had 24 students (total n = 39). All classrooms contained a computer with a ceiling mounted projector and screen that enabled PowerPoint presentations, as well as a chalkboard.

Curriculum design

Kern’s 6-step curriculum development process guided curriculum development. 21 Initially, the first author reviewed prior literature regarding how health care research is taught and spoke with other Northeastern University faculty members about their perceptions of what the students needed to be successful.

The instructor embedded multiple core cognitive science and adult learning principles in the course design, as outlined below. 21 - 23 First, students were consistently informed and reminded that research methods would be essential for their future careers as health professionals, and each course session included a “who is this?” component to introduce students to practicing health care researchers. Second, although journal club assignments were scaffolded by the instructor who provided a clear template for students, significant self-directed learning and autonomy among students was required. 15 Third, the instructor encouraged students to draw on their prior learning experiences in research and statistics. Fourth, readiness to learn was supported by the use of articles of increasing complexity throughout the course so that students had to continually revisit complex course concepts. Fifth, students’ motivation to learn was encouraged through the development and maintenance of a “safe learning space,” in which students consistently asked questions as well as provided and received feedback from the instructor and engaged in peer review. The intention was to cultivate a desire among all students to complete assignments at the highest level of their ability. Sixth, psychological safety was additionally encouraged via the use of a minute at the beginning of class to hit pause and “situate ourselves in our learning space” to remind students to actively choose to be engaged in their own learning for the session. 23 Finally, the journal club design enabled active learning, largely through large group discussion with student-led questions and supported spaced repetition through the interleaving of main concepts.

Course structure

The courses spanned 14 weeks, with 2 sessions per week at 140 minutes, amounting to 23 course sessions. Students were assigned a research article, and utilized the “self-directed structured summary” template to develop a 1-page summary. 15 This summary included the introduction, methods, results, and the conclusion, highlighting challenges or concerns students noted (Appendix 1). The students presented study findings to the instructor and their peers, using PowerPoint presentations. Students were encouraged to make presentations fun, interesting, and engaging. They were also responsible for leading discussion about the journal article after their presentation, with input, guidance, and questions from the instructor. Articles varied in scope and methodology, and topics were sequentially organized by complexity to align with the articles for the day’s session. The Journal Club Implementation Flowchart details the process by which the instructor and students navigate each course session ( Figure 1 ).

Journal Club Implementation Flowchart.

The sessions were organized as follows: situate self in learning space, the day’s outline, plus/delta review from the previous course session, student methods report presentation, introduction to the day’s topic, 3-minute break, student journal club structured summary and presentation #1, “Who is this?,” student journal club structured summary and presentation #2, and completion of the plus/delta for the course session. On 4 sessions, guest speakers with expertise provided the introduction to the day’s topic, as well as served as moderators and discussants for the student journal club structured summary and presentations.

All students completed 6 methods reports or journal club structured summary and presentation peer reviews throughout the semester. They offered feedback in 3 areas: “What the presenter did well,” “What the presenter could have done better,” and “What additional comments do you have for the presenter?” To protect student confidentiality, there were 2 peer reviews for every presentation. The peer reviews were reviewed by the teaching assistant for appropriateness and then aggregated, blinded, and sent back to students as part of formative feedback. Students were instructed in subsequent presentations to indicate to the class 1 way they incorporated this feedback into their presentation.

Most assignments were completed independently, although a small number of students in the afternoon class completed 1 methods report presentation or journal club structured summary and presentation in teams of 2 due to a slight excess of students compared with course topics.

Course grading

Course grading was on a 1- to 100-point scale, with 1 methods report presentation (20 points), 2 journal club structured summaries and presentations (40 points), 6 peer reviews (15 points), course engagement (15 points), CITI training (5 points), and a final course reflection (5 points). After each journal club structured summary and methods report presentation, students were emailed a rubric with their grade and written formative feedback from both the instructor and their peer reviewers. The rubrics detailed whether learners followed citation and formatting instructions, clearly explained topics, and related topics to prior course content or readings. Journal club rubrics specifically indicated whether students were accurate in their interpretation of the research question, design, methods, data analysis, results, and conclusions. At the course midpoint, students were given a grade update, with their raw score as well as a scaled percentage.

Data collection

As part of routine educational evaluation and quality improvement, multiple sources of course evaluation data were collected by the instructor for educational program evaluation. These data sources included the following:

• Anonymous, voluntary, final quantitative course quality improvement survey developed by the instructor and collected as part of routine end of the semester educational evaluation.
• Deidentified, final 1-page course reflection assignments in which students reflected on their learning throughout the semester by drafting a 1- to 2-page reflection paper which connects course content and learning throughout the course.
• Anonymous Plus/Delta data completed by all students after every class session to inform educational quality improvement throughout the semester. Students were asked to take 1 minute at the end of each session to answer 2 simple questions: (1) what went well, and (2) what could have gone better. The instructor reviewed and summarized this feedback and presented it to all students at the beginning of the next session. When possible, the instructor made small iterative changes to improve student experience. When changes could not be made, the instructor was transparent as to why.

This project was reviewed by Northeastern University Human Subjects Research Protection and exempted from further review.

Data analysis

This mixed-methods convergent educational evaluation utilizes the quantitative quality improvement survey, qualitative final course reflections, and Plus/Delta feedback as data sources. Our purpose was to understand how the course design was experienced by students, as well understand the perceived educational impact on their understanding of and confidence with research methods.

Descriptive statistics were obtained for the quality improvement survey. Plus/Delta feedback were collated and reviewed to determine key recommendations from learners. Thematic analysis following the 5 stages to qualitative research framework was utilized for the qualitative final course reflections. 24 Dedoose (QSR International Inc, Burlington, MA) was used to facilitate data management while coding. First, 2 primary coders (K.D. and M.F.) familiarized themselves with the data, each independently reviewing the first 5 reflections to create a preliminary list of codes. They compared codes and refined definitions as a team with discrepancies reconciled in person by both coders until the codebook was finalized and entered into Dedoose. Interrater reliability between the coders was established using 5 transcripts at random with a 0.75 kappa indicating good to excellent interrater reliability. Subsequently, codes were systematically applied to all reflections. After independently coding all reflections, the 2 coders discussed recurring patterns in the data and codes were combined into categories and then themes—a cluster of codes that, when combined, provided a meaningful statement about students experience in the course. The coders independently reread all coded data within each theme to ensure consistency and identify illustrative quotations. The authors then considered how the 3 data sources aligned and integrated the finding in the results to meaningfully report the impact of the course on students.

To confirm findings, a student who took the class served as a member checker by critically reviewing the manuscript prior to journal submission and providing feedback which was incorporated into the final version. The Northeastern University Institutional Review Board exempted the study.

Thirty-nine students completed the quality improvement survey (97.5%) and 40 completed the final course reflection (100%). All were expected to complete the plus/delta data anonymously after each session. Table 1 presents the quality improvement survey results. These results, as well as the Plus/Delta feedback, were integrated within the 4 themes constructed from the qualitative analysis of the final course reflection ( Table 2 ) for results reporting.

Quality improvement survey results.

Note: Thirty-nine students completed the quality improvement survey. Statements were rated on a 5-point Likert-type scale ranging from strongly disagree (1) to strongly agree (5).

Selected Illustrative Quotes by Theme.

Enabled a high degree of growth as students and scholars

Students noted a high degree of perceived growth as students and scholars. They reported gaining an appreciation for research through the course and indicated that they now knew how important it was to be a critical reader of the literature. They indicated feeling that they grew as scholars and gained academic confidence, in part through improvements in both oral and written communication. The journal club self-directed structured summary provided an instructor-scaffolded approach that allowed the student to “chunk” the article in smaller sections, thus enabling them to understand the article as a whole. This activity required significant self-directed learning and was positively received by students. Overall, students felt enabled to read research articles and understand research methods, which they attributed in part to the methods report presentations by students during each session. This was supported by responses to multiple survey questions, which indicated that self-directed structured summaries, methods reports, and presentations were an efficacious way to teach critical appraisal. Importantly, students reported utilizing skills learned in the course in another course that term, or expectations that what they learned would be helpful in future classes or training.

Designed in thoughtful and unique format

Throughout their reflections, students offered praise for the thoughtful and unique course design, which they experienced as novel and greatly appreciated. Students found the mindfulness exercise at the beginning of each class refreshing and appreciated the opportunity reset from a busy day and refocus energy on learning. Students were highly supportive of the multiple opportunities for class discussion and felt comfortable engaging with their instructor and peers. Guest speakers were welcomed and students found them knowledgeable, inspiring, and helpful to expand their breadth of learning. The plus/delta activity at the end of each course to obtain student feedback was perceived as respectful, especially when changes were implemented during the next session. The consistent session structure was comfortable to students who also noted finding the varied course activities and variety of topics stimulating. Finally—as was also indicated in the survey—the utilization of peer teaching and learning including peer review was valued. In many cases, students incorporated this feedback into future assignments.

Initially intimidated students and was academically challenging

Students admitted to entering the course with a high degree of apprehension and anxiety about the topic and did not feel prepared by prior courses. They expected to be bored and uninterested. They noted feeling overwhelmed by the syllabus and apprehensive about the multiple required presentations. Once the course was underway, they felt academically challenged by the course and assignments, and felt the level of work required for the course was appropriate. Some disliked the methods report presentations and felt it was of lower educational value than other course activities.

Prioritized and enabled psychological safety

Students reported not being “stressed out” as a function of the course through the safe, welcoming, and comfortable learning environment created and sustained throughout the semester. They felt they could learn and grow and that the instructor and, subsequently, their peers were invested in their academic growth. They were comfortable engaging in discussion and noted doing so more than in other courses. Plus/Delta feedback was consistently received and was transparent—for example, offering instances when articles were too complex to facilitate learning, or times when the instructor may have been more effective in explaining key concepts. When possible, this immediate feedback informed iterative course changes, such as implementation of a 3 minute course break for restroom use and reduction in number of course readings. Overall, feedback was overwhelmingly positive, with students indicating that the instructor was high-energy and invested in their growth, and that their time and input as students was respected. These findings were supported by survey results, in which nearly all students reported the course being a positive learning experience worth their time and effort. Importantly—and further evidence of the psychological safety enabled through the course—students noted that future improvements could include a wider variety of in-class activities, inclusion of a group project, more integration between the methods report and journal club structured summaries, and additional engagement through discussion and the limiting of student laptop use.

When considered in the aggregate, the 3 data sources converge and highlight the perceived positive impact of the course on learners, who found it challenging yet noted that the class was worth their time and effort. Moreover, they ultimately developed great respect for the instructor and the course design, and would recommend it to a friend in the same major. Perhaps most importantly, they both reported and were proud of their own subsequent resultant growth as scholars and researchers.

We describe the development, implementation, and evaluation of a undergraduate health care research course utilizing a journal club format which Generation Y students indicated allowed them to better understand research articles and improve as scholars. Psychological safety was reinforced consistently and students expressed comfort in and out of the classroom that led to their overall success in the course. Students also felt appreciated throughout the course, which in turn encouraged them to be more involved and therefore they were able to reach a higher level of learning. Students also greatly appreciated that the instructor maintained a consistent structure of the course while still offering varied activities and covering diverse topics in each session. Importantly, students noted that improvement was possible and gave multiple recommendations for how that could be achieved.

Importantly, in the United States, the Accreditation Council for Graduate Medical Education mandates that programs support advancement in resident knowledge of basic scientific inquiry principles, including how research is designed, conducted, assessed, explained to patients, and applied to patient care. 25 Those trainees who have a strong undergraduate research experience may be more likely to readily engage in research and quality improvement projects as trainees, and may be more equipped to encourage critical thinking and evidence-based medicine among their peers.

Our study has multiple limitations. First, this course was implemented in just 2 sections at 1 university and thus may not translate to other settings. Moreover, data from 2 course sections were combined for more robust data analysis and differences in student composition may have influenced class culture. The survey does not have existing validity evidence and was created by the instructor. We also did not design our study as research but instead report the evaluative results of an educational intervention. Finally, students were not asked how their learning experience compared to other courses at their institution, which offered no counterfactual or benchmark from which to compare the course evaluation.

Teaching styles that focus heavily on didactic teaching are misaligned with the teaching and learning desires for Generation Y students. The student-led “journal club” course structure scaffolded with a self-directed structured summary template allowed students to gain mastery over the challenging task of critically appraising health care research articles in a way which was meaningful and impactful to them. This educational evaluation demonstrates evidence that the course structure was well-received by students and resulted in perceived growth as students and scholars. We attribute our success in part due to the course’s high degree of psychological safety, which was noted, appreciated, and valued by students.

Acknowledgments

We acknowledge the students who participated in and evaluated the course.

Journal club article self-directed structured summary template

Citation: Journal citation including authors, journal name, article title, volume, issue, and page numbers.

Summary: In no more than 4 lines, summarize the paper.

• – Why do the authors feel their work is important and necessary? Briefly, what do we need to know about their research focus?

Purpose and Research Question:

• – What is the purpose of the study? What is/are their research question(s)?

Aims or Hypotheses:

• – What are the authors state aims, objectives, or hypotheses?

Setting and Data:

• – Was the study approved by an Institutional Review Board?
• – What data did they use in their study? Where did they obtain or collect the data, and how? (eg, existing database, chart review, survey, interviews, focus groups)
• – What was the population of individuals from whom they drew their data?
• – How many respondents were in their population or sample? What was their response rate?

Research Design:

• – What was their study design (eg, trial, prospective, retrospective, cross-sectional, cohort, case-control, secondary analysis of existing database, systematic review)

Research Methods:

• If quantitative, what were their Dependent variable(s)? Independent variables? Control variables?
• If qualitative, how did they analyze their data? (Thematic analysis, Grounded theory)
• If yes, what tests did they employ? (eg, t test, chi-square, analysis of variance, logistic regression, Cox proportional hazards models).
• – What were the authors’ major findings?
• – What conclusions did they draw regarding their findings?

Compliments/Critiques/Comments:

• – Was anything about the study unclear? Did you note any methodological challenges or concerns?
• – Were the authors’ conclusions supported by their findings? Do you agree with the findings?
• – Are the findings relevant to you as a future health care professional?
• – Would you have changed anything about their research question or methods and if yes, what and why?

Note: Include page numbers where you found the information. IF direct quotes from the original article are used, indicate and cite them properly.

Example: “Journal Club is a great way to review and discuss relevant and interesting journal articles” (p. 456).

Declaration of Conflicting Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding: The author(s) received no financial support for the research, authorship, and/or publication of this article.

Authors’ Note: Institution at which the research was conducted: Northeastern University.

Author Contributions: KD developed the curriculum, designed the study, and collected the data. MF and KD contributed equally to the data analysis and results, and drafting of the final manuscript.

• Paramedical Course
• Heart and Lung Transplant
• Kidney Transplantation
• Liver Transplantation
• Bone Marrow Transplant
• Cardiac Science
• Neuro Science
• Orthopaedics
• Spine Surgery
• Paediatrics and Neonatology
• Obstetrics and Gynecology
• Anesthesiology
• Critical Care
• Dermatology 
• Dental Maxillofacial
• Ophthalmology
• Endocrinology
• General Surgery
• ENT, Head and Neck Surgery
• Laboratory Services
• Pulmonology
• Rheumatology
• Lung Centre
• General Medicine
• Diabetology
• Liver Disease
• Gastroenterology
• Nephrology and Urology Science
• Vascular Surgery
• Infectious Diseases
• Plastic Surgery
• Breast Clinic
• Chennai – Alwarpet
• Chennai – Radial Road
• Chennai – Vadapalani
• Trichy – Cantonment
• Trichy – Heartcity
• Trichy – Tennur
• Maa Kauvery Trichy
• Tirunelveli
• Health Package Chennai
• Health Package Trichy
• Health Package Hosur
• Health Package Salem
• Health Package Tirunelveli
• International Patients
• Appointment
• Emergency & Urgent Care
• Medical Records
• Preventive healthcare packages
• Patient Safety
• Patient Stories
• Ask Your Doctor
• Online Payment
• IMA Journal
• Nightingale
• Press Releases
• News & Events
• In the Media
• K – Way
• Vaazhga Nalamudan
• Chennai Alwarpet – 04440006000
• Chennai Radial Road – 04461116111
• Chennai Vadapalani -04440006000
• Bengaluru – 08068016901
• Trichy – 04314077777
• Salem – 04272677777
• Hosur – 04344272727
• Tirunelveli – 04624006000
• An Effective Journal Club Presentation: A Guide

Prabhaharan Renganathan a, *, Suresh S. Venkita b

Technical Editor – Kauverian Medical Journal, Kauvery Hospital, Trichy, India

Group Medical Director, Kauvery Hospitals, India

*Correspondence:  [email protected] (R. Prabhaharan);  [email protected] (Dr. Suresh Venkita)

• Deprecated : Function get_author_name is deprecated since version 2.8.0! Use get_the_author_meta('display_name') instead. in /var/www/vhosts/kauveryhospital.com/httpdocs/wp-includes/functions.php on line 6031 kh_admin

What is a Journal Club?

A journal club is a dedicated meeting where medical practitioners gather to discuss published articles from peer-reviewed journals. These meetings help fellows and residents keep up with current research findings, exercise their critical thinking skills, and improve their presentation and debating abilities. A journal club is a core element of residency and fellowship training in almost every medical specialty.

History of Journal Club

A journal club is a form of meeting regularly held among health practitioners to discuss recently published literature. The first organized journal club is credited to Sir William Osler, one of the greatest teachers in Medicine, at Montreal, Canada, in 1875, although Sir James Paget described a kind of club among some pupils at St Bartholomew’s Hospital in London to read journals together in the period 1835 to 1854. Approximately a decade later, Osler started the first journal club in the United States at the Johns Hopkins Hospital in 1889 [1]. During the next 100 years and after, it has flourished in various disciplines in the medical field in many countries.

Formats of Journal Club

The format of a journal club has evolved over decades. The most commonly recognized formats include a traditional journal club format and a more recently introduced evidence-based format [2].

Traditional journal club

In the traditional journal club, one trainee presents previously selected articles, and attendees discuss the results and findings. Senior faculty give comments mainly based on their expertise and clinical experience.

Evidence-based journal club

The articles are chosen based on clinical questions arising from clinical practice. Discussions include the critical appraisal of methodological aspects of the study and whether the findings would modify clinical practice.

Recently, an innovative flipped journal club was introduced [3].

Flipped journal club

Flipped format requires senior faculty to select an important clinical topic and a related landmark article, and trainees to select an accompanying background paper and a social medical piece, while also preparing an in-depth discussion in advance.

In recent years, virtual, online, journal club has become increasingly popular.

Online journal club

Large institutions usually decide the topics for discussion and organize the journal club, whereas participants from other centres contribute to the discussion. This format provides great opportunities for practitioners in community hospitals to get updated.

However, each journal club format has its advantages and disadvantages (Table 1). Therefore, the flexible integration of different formats may be considered to fulfil various objectives.

Table 1.  Advantages and disadvantages of different formats of a journal club

Principle Objectives of a Journal Club

•  The primary goal of a journal club is gaining knowledge on the advances in the medical field, together with improving presenting and communication skills for the residents and fellows.
• Practice-based learning and keeping up-to-date with medical knowledge shall become the core element of a journal club.

Choosing pertinent articles

• Articles may be selected based on their clinical relevance or educational value.
• A 5-crucial-steps method to select a paper include screening of (1) title, (2) authors, (3) abstract, (4) figures and tables and (5) references.
• Either one or a few related articles can be selected and presented in the journal club.
• Choosing original articles are suitable for improving critique skills, whereas reviews, including meta-analyses, are also great resources for a quick review of the background information and keeping medical knowledge up-to-date.

Template of a Journal Club

A journal club could be structured through a series of questions.

Background and overview

• Study Citation:  Cite your article here using proper format.
• Purpose/Background:  Give a brief summary about why this study is important. You can also provide a short background on the drug, disease state, or procedure that is being evaluated. In addition, relevant literature on the subject can be discussed.
• Study Objective : The objective, study aim or goal, should be clearly stated in the article and copied directly so as not the meaning does not get changed.
• Historical Context : What other related trials have been done prior to this study? Discuss any other relevant literature on the subject here. Be sure to cite these below in the reference list.
• Retrospective vs. prospective
• Randomization
• Case control vs. RCT vs. meta-analysis
• Superiority vs. non-inferiority
• Multicenter vs. single site
• Describe the interventions performed in the trial.
• What was the dose of the medications used?
• How often were they administered?
• Was there a washout period for study drugs?
• Was there an enrolment period to determine adherence?
• How were study participants randomized (i.e. 1:1, 1:2:1, etc.)?
• How long was the intervention period?
• What was the median follow-up time-frame?
• Was the follow-up period similar between the groups?
• Primary outcome/endpoint
• Secondary outcomes/endpoints
• What statistical tests were used for each set of data?
• Were these tests were appropriate for your discussion?
• Did the study include a sample size calculation?
• You may include tables and/or points to describe and summarize the main results.
• Be sure to include how many patients dropped out of the study and why?
• Be sure to include the results of the primary and secondary endpoints, statistical significance (e.g. p-value, confidence interval, etc.)
• Consider directing the audience/readers to a specific table/figure within the article if available.
• Consider also including number needed to treat (NNT) or number needed to harm (NNH).
• Address noteworthy adverse event rates (if applicable).

Discussion and Conclusions

• Strengths:  List them here. Examples: large sample size, external validity, etc.
• Limitations:  What could be improved about the study design? What weakens the overall impact of the trial? (e.g. internal/external validity, statistical vs. clinical significance, inclusion/exclusion criteria appropriateness).
• Author’s discussion and conclusion Summarize the author’s conclusion from the article.
• Personal discussion and conclusion Present your conclusions. You may reference other articles and how findings from those might play a role in interpreting this study.
• Application to Patient Care How will you use this information in practice (consider your practice site specifically)?

Conclusions

The main purpose, and format of the journal club is focussed on the specific educational goals – to gain knowledge about advances in the medical field, and to improve the skills of presentation and communication. The journal club has been recognized as an efficient tool in graduate medical training.

• Linzer M. The journal club and medical education: over one hundred years of unrecorded history. Postgrad Med J. 1987;63:475-8.
• Mohr NM, Stoltze AJ, Harland KK, et al. An evidence-based medicine curriculum implemented in journal club improves resident performance on the Fresno test. J Emerg Med. 2015; 48:222.e1-9.e1.
• Bounds R, Boone S. The flipped journal club. West J Emerg Med. 2018;19:23-7.
• Rare and complex type of MS, tumefactive multiple sclerosis
• Dilemma of decoding a difficult fever
• IMAGE CHALLENGE DIAGNOSTIC IMAGE
• PATIENT’S VOICE – A BOLT FROM THE BLUE
• THE UNIQUE MIND AN ANTHOLOGY OF POEMS
• EDITORIAL BOARD
• SARS-CoV-2 Vaccination Before Elective Surgery
• Evolution of Dashboards and its Effectiveness in Performance Management and Efficient Utilization of Time and Energy
• Anorexia Nervosa with Compulsive Exercising – A Case Report
• From the Desk of the Editor-in-Chief
• Section Editor
• PATIENT’S STORY
• The Un-Relished Performance
• THE ELECTRONIC MEDICAL JOURNAL OF KAUVERY HOSPITALS
• Vascular Covid Diaries
• Encephalitis – a success story
• Intracoronary imaging
• Patient’s Voice
• THE CURE BY KAANTHAL MANIKANDAN
• SEIZURE IN A NEWBORN
• SGLT 2 inhibitors in kidney disease
• Editor’s message – Dr Venkita S Suresh
• Preparing your manuscript
• Pulmonary valve endocarditis: a case report
• Upper limb replantations at different anatomical levels: a short case series Kiran Petkar
• Prevalence of vitamin B12, folate deficiency and homocysteine elevation in ASCVD or venous thrombosis
• HENOCH SCHOENLEIN PURPURA
• Life turns upside down for a young couple and family
• Vaccine Induced Cerebro Venous Thrombosis with Thrombocytopenia (VITT) – A Case Report
• Editor-in-Chief
• Neurobiology of Romantic Love
• An interdisciplinary approach to treatment of juvenile OCD: a case report
• Fanconi Anaemia – Need to look at the whole picture
• The Art and Science of Preparation and Publication of Medical Research from Kauvery Hospitals
• FUNDAMENTALS OF STATISTICS
• Diagnostics Images
• A WAKE-UP CALL FROM THE ANAESTHESIOLOGIST, BY DR. VASANTHI VIDYASAGARAN
• A PATIENT’S STORY
• THE FALLACIES OF PERFECTION
• Difficult to Treat Epilepsy: A Management Primer for Non-Neurologists
• Clinical audit: A Simplified Approachs
• Rationalise and Restrict Antibiotic Use by Utilizing A Proactive Justification Form and Comparing with Earlier Antibiotic Usage in The Same Paediatric Unit in A Tertiary Care Centre
• COVID-19 and Fungal Infection – An Opportune Time: A Case Series
• Thymidine phosphorylase (TYMP) gene stop mutation, G38X, in a familial case of mitochondrial neurogastrointestinal encephalomyopathy
• Image Challenge
• PATIENT’S STORY
• ANTHOLOGY OF POEMS
• Hypertension – a renal disease
• A New Cause for Confusion or Concern – A Case Series
• A rare case of acute aortic dissection secondary to a penetrating aortic ulcer in the ascending aorta
• Pacemaker in children – big shoes to fill for small foot
• The Eight Roles of The Medical Teacher – The Purpose and Functions of a Teacher in The Healthcare Professions by Ronald M. Harden & Pat Lilley
• Reducing the stock items – Need to look at the whole picture
• DIAGNOSTIC IMAGES
• Mountain behind a mountain
• The Disappearing Act
• TO CRUSH OR NOT TO CRUSH? DON’T RUSH TO CRUSH!
• Effectiveness of Pre – Clinical Competency Certification Program on Improving Knowledge of Clinical Practice Among Nursing Internship Students
• Medical Statistics in Clinical Research – Mean, Median, Standard Deviation, p-value, Chi Squared test
• Vertebral artery dissection with thrombosis causing neuralgic amyotrophy
• Atypical Electrical Alternans Due to Large Left Pleural Effusion
• Early presentation of a rare disorder
• GUEST EDITORIAL
• Clinical MIS – A Clinical Analyst Review
• Eclampsia and HELLP Syndrome: A Case Report
• Percutaneous Device Closure in A Toddler with PDA and Interrupted IVC
• Pediatric Car Passenger Trauma – A Case Report and A Review of Child Safety Inside a Car
• Use Of Antibody Cocktail, Regn-Cov2, In Two Non-Hodgkin’s Lymphoma (NHL) Patients with Mild Covid-19 Disease, At A Tertiary Care Hospital in South India: A Case Series
• Neurology Update
• The Patient Is Always Right
• Humanity’s Most Cherished Fiction
• Mucormycosis in COVID-19: A Clinico-Microbiological Dilemma
• ANAEMIA OR HYDROCELE – WHICH SHOULD BE DEALT WITH FIRST
• OUR EXPERIENCE WITH COVID-19 RELATED MUCORMYCOSIS
• DVT in a child: A case to introspect
• Rainbow within a storm
• Reversal of Dabigatran in patients with intracerebral haemorrhage – a narrative review
• STEREOTACTIC BODY RADIOTHERAPY – VT TREATMENT
• TO BOOST OR NOT TO BOOST? INDIAN PERSPECTIVES – COVID VACCINATION
• Convalescent Plasma Therapy in Covid-19: A Question of Timing
• High Dose methotrexate in Children with Cancer Without Drug Level Monitoring – 133 Cycles Experience
• Prenatal diagnosis in Thalassemia – Prevention is better than cure
• Improving Outcomes in Children with Cancer – Our Experience
• Autologous Stem Cell Transplantation for Myeloma with CKD
• All Megakaryocytic Macrothrombocytopenia Are Not ITP
• Telomeropathies and Our Experience: A Case Series
• Neurology Update – Neurobiology of Sleep
• Journal scan: A review of twelve recent papers of immediate clinical significance, harvested from major international journals
• The Brush Stroke
• A rare case of flood syndrome: a case report of fatal complication of umbilical hernia in liver cirrhosis
• Kauverian eMedical Journal
• COVID-19 and the Change in Perspective: Musings of Two Seasoned Pediatricians
• World Prematurity Day: Reflections of a Neonatologist
• Epilepsy in Kids: Problems Beyond Seizures
• Overcoming Challenges and Performing First Paediatric Allogenic Bone Marrow Transplantation in Trichy
• DX ICD Implanted After Unmasking Brugada – A Case Study
• Kauvery 4th Annual Nursing Conclave N4 – 2021
• Learning from Experience – 13 and 14
• The Consultation Room
• Journal Scan
• Recommended Reading
• Diagnostic Image
• From Sand to Sky
• Transfusion-related acute lung injury
• Equalizing leg length by “lengthening the shorter leg” by surgery: a case report
• VKA induced catastrophic bleeding management with Prothrombin Complex Concentrate (PCC): a practice changer
• Case Report
• Orthopaedics case series
• Morbidity and mortality meetings for improved patient care
• Significance of waist to height ratio as an early predictor in developing metabolic syndrome in children of age group 5-12 years in a tertiary care centre in Trichy: Part IV
• Journal scan: A review of 10 recent papers of immediate clinical significance, harvested from major international journals
• Measuring Association in Case-Control Studies
• DIAGNOSTIC IMAGE
• The Stream of Life
• Let’s prepare for the unexpected guest who always arrives at odd hours: Pre-eclampsia
• Cerebrospinal fluid-cutaneous fistula after neuraxial procedure and management: a case report
• Impella CP assisted recovery of acute COVID 19 fulminant myocarditis presenting as out of hospital cardiac arrest and cardiogenic shock
• Ischemic stroke after Russel’s Viper snake bite, an infrequent event: a case report
• Nutrition needs of preterm babies
• Cervical collar in trauma patients – friend or foe?
• Oxygen conservation strategies
• Chronic periodontitis: a case report
• Erythema multiforme in COVID-19: a case report
• Secondary Synovial Chondromatosis of the knee Joint-a case report
• Statistical Risk Ratio (Relative Risk) Data Analysis
• Journal scan: A review of ten recent papers of immediate clinical significance, harvested from major international journals
• Splinter Haemorrhage
• Dignity matters
• Where does time fly to?
• DIAGNOSTIC IMAGE 1
• Editorial Board
• ABO incompatible renal transplant in a post COVID patient with COVID antibodies
• Neuromyelitis Optica early presentation of an adult disorder
• The gamut of neurological disorders associated with COVID-19
• Anaesthetic management of patients with Takayasu arteritis
• My Pains and Gains in Becoming A Doctor
• Significance testing of correlation coefficient
• While you were sleeping
• Subliminal Sublimes (Sonnet 1)
• Instructions for Authors
• COVID-19 and mucormycosis: the dual threat
• COVID-19 associated mucormycosis: efforts and challenges
• Saccular abdominal aortic aneurysms: a case series
• Trauma and OCD – A Case of a Boy with Dark Fears
• A Patient’s Perception of Pulmonology
• Just a leaf
• Dilemma of shadows
• One-year journey in Kauvery! Challenges in Neuroanaesthesia and Neurointensive care
• Leadless pacemakers: The future of pacing?
• Clinical Therapeutics: The polymyxins, existing challenges and new opportunities
• Decision to Take Up a Patient in The Presence of Arrhythmias
• Why growing public dissatisfaction about medical profession?
• JOURNAL SCAN
• The cloud over a young life
• The Waiting Room
• Author Instruction
• The French Connection!
• Rare cause of pyrexia of unknown origin: Primary gastrointestinal non-Hodgkin’s lymphoma
• Impact of multi-disciplinary tumour board (MDT) on cancer care
• WPW pathway ablated from uncommon location
• Statistical hypothesis – using the t-test
• Learning from Experience – Chapters 6 and 7
• When the sun sets over a good life
• The Deepening Dent
• Save Farmers, Save Future
• Guest Editorial
• Significance of waist to height ratio as an early predictor in developing metabolic syndrome in children of age group 5-12 years in a tertiary care centre in Trichy: Part I
• Journal Club
• Statistical Non Parametric Mann – Whitney U test
• Repurposing anti-rheumatic drugs in COVID
• A Masquerader Vasculitis as Usual: Time Is Tissue
• A Sinister Swelling: A Case Report 
• Statistical Regression Analysis
• Learning from Experience – 11 and 12
• Stained not torn
• Interventional Nephrology
• Amplified Ears and Listening Brains
• Love makes life worth living
• Usage of Dapagliflozin in Elderly
• Severe Methemoglobinemia Treated Successfully with Oral Ascorbic Acid: A Case Report
• The new imitator
• Learning from Experience – Intra Operative, Chapters 17 and 18
• Journal scan
• Recommended Readings
• Evolution of Emergency Medicine in India and the Emergence of the MEM Program at Trichy
• Welcome to the Dance floor: The Emergency Room
• Life of An Emergency Physician
• A Racing Heart Beat: To Shock or Not
• Being Calm Amidst Chaos: Tips on How to Be an Expert Emergency Nurse
• COVID COVID everywhere, but not a place to run away from!
• Proud to be an Emergency Nurse: Life in the fast lane!!!
• The Journey of a Fresher Nurse in the ED
• Ready, Steady, Go!!! A brief on Green Corridor activation in Organ Transplantation
• An Elevator Story!!!
• Veno-occlusive mesenteric ischemia: A case report
• Stridor: An Alarming Sign in Emergency
• Amnesia in the ER: That Ghajini Moment!!! A Case series
• Survival After Paraquat Ingestion: A Case Series
• When you save one life, you save a family
• Severe Methemoglobinemia, Unresponsive to Methylene Blue
• Severe Meliodosis With Multisystemic Involvement: A Case Report
• A Case Report
• Recognize Rhabdomyolysis early to prevent Acute Kidney Injury and Acute Renal Failure
• New Onset Refractory Status Epilepticus (NORSE)
• Sensitive of EFAST in trauma in correlation with CT scan
• Sub Arachnoid Haemorrhage, management in Emergency and Neuro Intensive care
• Uncommon presentation of Takayasu Arteritis as a convulsive syncope
• All right sided hearts are not Dextrocardia
• COVID and the Salt Story
• Acute Lower Limb Ischemia: A Clue to Underlying Aortic Dissection
• Globe Injury with Orbital Blow Out Fracture
• The heat-stricken life – Treatment in time only saves lives!
• Pneumoperitoneum, does it have any clinical significance?
• Hypertensive Emergency in the ED
• Role of a paramedic in inter-hospital transfer
• Golden Hours in Safer Hands
• Through rough, crowded roads and stagnant waters – we race against time to reach you!
• Nana M, et al. Diagnosis and Management of COVID-19 in Pregnancy. BMJ 2022;377:e069739.
• MICS CABG with LIMA and Left Radial artery, harvested by Endoscopic technique: An ultrashort report
• Ultra-Short Case Report
• An interesting case of Bilateral Carotid aneurysms
• Uterine artery embolization: Saving a mother and her motherhood
• Acute Abdomen – Sepsis – CIRCI: A Success Story
• Learning from Experience – Intra Operative, Chapters 19 and 20
• Cardiothoracic surgery in the COVID era: Revisiting the surgical algorithm
• Corona warrior award
• Case Series
• Takotsubo cardiomyopathy
• Learning from Experience – Chapters 3 and 4
• The Consultation Room – Chapters 41 to 45
• Poem from Staff Nurse
• Male V. Menstruation and COVID-19 vaccination
• Efficacy and doses of Ulinastatin in treatment of Covid-19 a single centre study
• Electronic registries in health care
• A case report
• Anaemia in pneumonia: A case report
• Successful treatment of two cases of rare Movement Disorders
• Analysis of variance Two-Way ANOVA
• Learning from Experience – Chapters 5 and 6
• An obituary, farewell to a very dear friend
• ‘Vitamin D’: One vitamin, many claims!
• Implantation of Leadless Pacemaker in a middle-aged patient: An ultra-short case study
• ABO-incompatible renal transplant at ease
• Basal cell adenoma parotid: A case report
• Learning from Experience – Chapters 7 and 8
• Diagnostic Video
• March – the Month for Minds to dwell on Multiple Myeloma
• Covid Report
• Research Protocol
• New Arrows in our Quiver, to direct against SARS-CoV-2 variants
• Out-of-hospital cardiac arrest
• Last on the list: A diagnosis seldom considered in males
• Giant T wave inversion associated with Stokes: Adams syndrome
• Learning from Experience – Intra Operative, Chapters 9 and 10
• Definitions of probability
• A Thanksgiving to Cardiac Surgeons
• Research Article
• Saving the unsavable
• Letters to the Editor
• Learning from Experience – Intra Operative, Chapters 13 and 14
• SIGARAM – The Club for Children with Diabetes
• The hope for a better tomorrow
• An unusual complication of polytrauma:
• An enigma at the ER
• Dynamic examination of airway
• Conditional Probability
• Learning from Experience – Intra Operative, Chapters 15 and 16
• Junior nurses in Kauvery Hospital on the frontline against the COVID-19 pandemic
• Emergency Medicine, the Emerging Specialty: Leading Light on the entrance to the Health Care Pathway
• Battle of two drugs: Who won? – An unusual presentation
• Return of the native and a resurrected foe: A case of Rhinocerebral Mucormycosis
• Covert invader- atypical presentation of neuronal migration disorder
• Fragile heart: an unusual cause of chest pain
• Goldberger’s ECG sign in Left Ventricular Aneurysm
• The Power of Purple
• Beads of Nature’s Rattle
• Modification of Management Strategies, And Innovations, During SARS Cov2 Pandemic Improved the Quality, Criticality and Outcomes in In-Patients “Rising to the occasion”, the mantra for success in the COVID -19 pandemic
• Time in Range (TIR) In Diabetes: A Concept of Control of Glycemia, Whose Time Has Come
• Kauvery Heart Failure Registry- A Concept
• Shorter Course of Remdesivir In Moderate Covid-19 is as Efficacious as Compared to Standard Regime: An Observational Study
• CASE REPORT
• Lymphoepithelial Carcinoma: A Case Report of a Rare Tumour of The Vocal Cord
• Diabetic Keto Acidosis (DKA), Associated with Failed Thrombolysis with Streptokinase in Acute Myocardial Infarction
• EARNING FROM EXPERIENCE – CHAPTERS 1 AND 2
• Notes to Nocturne
• Caring for nobody’s baby
• Special Report
• The curious case of a migrating needle on the chest wall
• Foreign body: A boon at times
• Cardiorenal Syndrome
• What My Grandmother Knew About Dying
• Endovascular Therapy for Acute Stroke with a Large Ischemic Region. N Engl J Med. 2022
• Letter to the Editor
• Clinical outcomes of Coronary Artery Disease in Octogenarians
• Learning from Experience – Intra Operative, Chapters 11 and 12
• Ultrashort Case Report
• Cochlear Implantation: Expanding candidacy and Cost Effectiveness
• Spontaneous Pneumomediastinum in COVID 19 – Tertiary Care Centre Experience in South India
• Amoxycillin Induced Anaphylactic Shock: A Case Report
• An Unusual Cause of Seizures: A Case Report
• Educational Strategies to Promote Clinical Diagnostic Reasoning
• Rheumatic Rarities
• Types of sampling methods in statistics
• Learning from Experience – Intra Operative, Chapters 21 and 22
• Posterior Reversible Encephalopathy Syndrome (PRES)
• Prophylactic orthopaedic surgery
• Subclavian steal: An interesting imaging scenario
• Spondylo-epi-metaphyseal dysplasia (SEMD)
• The bleeding windpipe
• Learning from Experience – Intra Operative, Chapters 23 and 24
• Physician, Protect thyself
• Foetal Medicine, the Future is here!
• Japanese Encephalitis: A common menace
• Carpometacarpal dislocation with impending compartment syndrome
• Heterotopic pregnancy
• Femoral Trochantric and Proximal Humerus Fracture, from Diagnosis to Rehabilitation
• My Father’s Heart Block
• CRT CSP Cases
• Learning from Experience – Intra Operative, Chapters 25 and 26
• Multiple Sclerosis: An overview
• A flower born to blush unseen
• Radio-frequency ablation as an effective treatment strategy in a case of VT storm post STEMI
• Lymphatic malformation of tongue
• Bilateral anterior shoulder dislocation in epilepsy: A case report and review of literature
• An unusual cause of Stridor
• Monoclonal Antibodies (mAbs) – the magic bullets: A review of therapeutic applications and its future perspectives
• Write the Talk
• Press release and Comments
• Probability Distribution of Bernoulli Trials
• Lambda-cyhalothrin and pyrethrin poisoning: A case report
• Good Enough
• The Monoclonal antibodies (mAbs): the beginning
• Comprehensive trauma course 2022: Trauma Management & Kauvery
• Comprehensive trauma course 2022: Introduction to Comprehensive trauma course
• Learning from Experience – Intra Operative, Chapters 27 and 28
• The Brave New World of Anaesthesia
• Anesthetic considerations in Wilson’s disease for fess: A case report
• The painful story behind modern anaesthesia
• Anesthesia considerations for Ankyslosing Spondylitis
• Total intravenous anaesthesia: An overview
• Risk stratification for cardiac patients coming for non-cardiac surgeries
• The Anaesthesiologist’s role in fluoroscopic guided epidural steroid injections for low back pain
• Awake Craniotomy
• Malpositioned central venous catheter: Step wise approach to avoid, identify and manage
• Benefits outweighing risk: Neuraxial anaesthesia in a patient with Spina Bifida with operated Meningomyelocele
• Pain free CABG: newer horizon of minimally invasive cardiothoracic surgery a walk through anaesthesiologist perspective
• Stellate Ganglion Block: A bridge to cervical sympathectomy in refractory Long QT Syndrome
• Venous Malformation in Upper Airway – Anesthetic Challenges and Management: A Case Report
• USG guided peripheral nerve block in surgery for hernia
• Anaesthesia and morbid obesity: A systematic review
• Patient-Controlled Analgesia
• Parapharyngeal abscess of face and neck: Anesthetic management
• 3D TEE, a boon for the diagnosis of Left Atrial Appendage thrombus!
• Anaesthetic management of difficult airway due to retropharyngeal abscess and cervical spondylosis
• Expect the unexpected – Breach in continuous nerve block catheter
• Lignocaine nasal spray: An easy remedy for Post Dural Puncture Headache
• Potassium permanganate poisoning and airway oedema
• Angioedema following anti-snake venom administration
• Ra Fx ablation of Atrioventricular nodal reciprocating tachycardia
• Pace and Ablate Strategy: Conduction system pacing with AV junction ablation for drug refractory atrial arrhythmia – A novel approach
• Why Cardiac Resynchronization Therapy (CRT) For complete heart block? A case discussion
• Pacemakers and Bradyarrhythmias in Diabetic Mellitus
• Outcomes of Total Knee Arthroplasty in patients aged 70 years and above
• An approach to CBC for practitioners
• Acute cerebral sinus venous thrombosis with different presentations and different outcomes: A case series
• Diet and nutritional care for DDLT: A case study
• Vaccine for Dengue (Dengvaxia CYD-TDV)
• Learning from Experience – Intra Operative, Chapters 31 and 32
• காவிரித்தாய்
• ATLAS OF HAEMATOLOGY AND HEMATOONCOLOGY
• Case reports and Case series:
• Usefulness of NEWS 2 score in monitoring patients with cytokine storm of COVID-19 pneumonia
• Treatment approach for extensively Drug-Resistant Tuberculosis (XDR-TB)
• Modified Lichtenstein mesh repair, for a patient of Coronary Artery Disease, Heart Failure and with Implanted Cardioverter- Defibrillator
• Fever-induced Brugada Syndrome
• Pulmonary Thrombo Embolism: When to Thrombolyse?
• Learning from the failure of Nebacumab
• Learning From Experience Intra Operative Chapters 29 and 30
• Heart transplantation: Life beyond the end of life
• Azithromycin to Prevent Sepsis or Death in Women Planning a Vaginal
• Medial retropharyngeal nodal region sparing radiotherapy versus standard radiotherapy
• Proximie: Patient safety in surgery – the urgent need for reform
• Analysis of femoral neck fracture in octogenarians and its management
• Adult Immunisation in Clinical Practice: A Neglected Life Saver
• “Icing” The Eyes
• Doppler vascular mapping in Arterio Venous Fistula (AVF)
• Cosmesis and cure: Radiotherapy in basal cell carcinoma of the dorsum of nose – A case report
• Pulmonary Hypertension and Portal Hypertension
• Comprehensive review of Drug-Induced Cardiotoxicity
• Statistics – Data Collection – Case Study Method
• Atlas of Haematology and Hematooncology
• PRE-OPERATIVE Chapters 1 and 2 – Learning from Experience
• Chapter 2. Uncertainties in medicine in spite of advances
• No Splendid Child
• A Young Girl Lost in the Storm
• ECMO as a bridge to Transplant: A case report
• Renal anemia – from bench to bedside
• Mission Possible
• New kids on the block – Update on diabetic nephropathy therapy
• Infections – Trade off in Transplants
• To Give Or Not to Give – Primer on Bicarbonate Therapy
• Sialendoscopy: Shifting paradigms in treatment of salivary gland disease
• Gait imbalance in a senior due to Chronic Immune Sensory Polyneuropathy (CISP)
• Statistics – Mcnemar Test
• Atlas Of Haematology And Hematooncology
• PRE-OPERATIVE Chapters 3 and 4 – Learning from Experience
• Changing trends a challenge to the already trained
• PREGNANCY POST-RENAL TRANSPLANT
• BALLOON-OCCLUDED RETROGRADE TRANSVENOUS OBLITERATION
• REVERSE SHOULDER ARTHROPLASTY FOR ROTATOR CUFF ARTHROPATHY
• THE AMBUSH A TEAM APPROACH
• ENDOSCOPIC TRANS-SPHENOID APPROACH FOR PITUITARY ADENOMA EXCISION
• A STUDY ON PRESENTATION AND OUTCOME OF BULL GORE INJURIES IN A GROUP OF TERTIARY CARE HOSPITALS
• A CASE OF INTERNUCLEAR OPHTHALMOPARESIS AS THE FIRST MANIFESTATION OF MULTIPLE SCLEROSIS
• GRANULOMATOSIS WITH POLYANGITIS AND LUNG INVOLVMENT (WEGENER’S DISEASE)
• RITUXIMAB (RITUXAN, MABTHERA) IN THE TREATMENT OF B-CELL NON-HODGKIN’S LYMPHOMA
• STATISTICAL SIGNIFICANCE
• PRE-OPERATIVE CHAPTERS 5 AND 6 – LEARNING FROM EXPERIENCE
• Chapter 4: Diagnostic process often reversed
• Journal scan: A review of 25 recent papers of immediate clinical significance, harvested from major international journals
• ஆரோக்கியம் நம் கையில்
• வெற்றியின் பாதை
• Prevalence of vitamin D deficiency in a multi-speciality hospital orthopaedic outpatient clinic
• Esomeprazole induced Hypoglycemia
• Dynamic external fixator for unstable intra articular fractures of Proximal Interphalangeal Joint (PIP): “Suzuki” frame
• How to Practice Academic Medicine and Publish from Developing Countries? A Practical Guide, Springer Nature, 2022
• WINTNCON 2022 – Scientific Program
• Pulmonary Thrombo Embolism: A state of the art review
• Role of Artificial Intelligence in improving EHR/EMR and Medical Coding and billing
• Monoclonal Antibodies: Edrecolomab and Abciximab
• Atlas of haematology and hematooncology
• What doctors must learn: Doctor, look beyond science
• I Whisper Secrets In My Ear
• Mismatched Haploidentical Bone Marrow Transplantation in a 10-year-old boy with relapsed refractory acute lymphoblastic leukemia, at Trichy
• ST-Segment Elevation is not always Myocardial Infarction
• Acyanotic Congenital Heart Disease, repaired, evolves into a Cyanotic Congenital Heart Disease and presents with an atrial tachycardia
• Family medicine – caring for you for the whole of your life. A Lost and Found Art
• The Principles and Practice of Family Medicine
• Complete Heart Block
• Sick Sinus Syndrome (SSS)
• The First Ever National Award Comes to Kauvery Hospital Chennai & Heart City for Safety and Workforce Category in IMC RBNQA Milestone Merits Recognition 2022
• PRE-OPERATIVE CHAPTERS 7 AND 7 – LEARNING FROM EXPERIENCE
• Chapter 5: Super-specialist – boon or bane
• Journal scan: A review of 42 recent papers of immediate clinical significance, harvested from major international journals
• RECOMMENDED READINGS
• நேரம் ஒதுக்கு
• மருத்துவரின் மகத்துவம்
• Surgical Management of Covid-19 Associated Rhino-Orbito-Cerebral-Mucormycosis (Ca-Rocm) – A Single Centre Experience
• Knee Joint Preservation Surgeries
• Guest Editorial Comments
• Ventricular Septal (VSR) closure with ASD device
• Newer Calcium Debulking Angioplasty technique of Orbital Atherectomy
• An hour-long CPR to restart the heart
• VT or SVT with aberrancy?
• Pituitary Neuroendocrine Tumor (PitNET)
• VSD Device Closure
• PDA Device Closure
• Iron Deficiency Anemia, Post MVR
• Torsades de Pointes
• Quality improvement project to Reducing the Malnutrition Rate of ICU patients from 43% to 20%
• Long term use of Amiodarone in Cardiac patients: A Clinical Audit
• Statistical Independent Events and Probability
• PERI-OPERATIVE Chapters 9 and 10 – Learning from Experience
• Journal scan: A review of 40 recent papers of immediate clinical significance, harvested from major international journals
• Kauverian Medical Journal
• First da Vinci Robotic Surgery in Carcinoma Prostate: A Case Report
• Black burden or Taylor the saviour: A case report
• Analysis of differences in Oncology practice between the United Kingdom and India
• A Case of Takayasu Arteritis
• Idiopathic Dilated Pulmonary Artery (IDPA)
• Unusual cause of Dysphagia: A case report
• Tu Youyou: The scientist who discovered artemisinin
• Continuing Nursing Education (CNE) on Risk assessment tools, to assess vulnerable patients at Kauvery Hospital, Tennur
• PRE-OPERATIVE CHAPTERS 11 AND 12 – LEARNING FROM EXPERIENCE
• OLD AND NEW – MAKE THE BEST OF THE TWO
• Journal scan: A review of 30 recent papers of immediate clinical significance, harvested from major international journals
• INSTRUCTION TO AUTHORS
• A pregnant patient with DKA, septic shock and a lactate mystery
• Radical Thymectomy in Myasthenia Gravis through Partial Sternotomy approach: A report on three patients
• In-utero blood transfusion in two etiologically distinct anaemic fetus
• RARE CAUSE OF PULMONARY HYPERTENSION
• Acute Rheumatic fever is still an enigma
• A remarkable journey: Managing LQTS in a 43-year-old female with recurrent syncope and seizure
• An unusual case of Acute Coronary Syndrome
• Reversible cause of severe LV Dysfunction in Left Bundle Branch Block
• A case study on Rhino-Orbital-Cerebro- Mucormycosis
• Snakebite and its management
• Total Elbow arthroplasty in Post Traumatic arthritis
• Wellens Syndrome: An ECG finding not to miss!
• Dr. C.R. Rao Wins Top Statistics Award a look back at his pioneering work
• PRE-OPERATIVE Chapters 13 and 14 – Learning from Experience
• Chapter 7. Doctor-patient relationship
• FROZEN ELEPHANT TRUNK (FET) PROCEDURE IN A 52 YEARS OLD CHRONIC AORTIC DISSECTION PATIENT
• DIAGNOSING AND MANAGING EISENMENGER SYNDROME IN A YOUNG MALE
• STEMI EQUIVALENT BUT STEMI!
• TEMPORARY HEAL CAN POSSIBLY KILL!
• UNDERSTANDING PUBERTY
• THE IMPORTANCE OF STATISTICS IN HEALTHCARE
• JOURNAL SCAN: A REVIEW OF 44 RECENT PAPERS OF IMMEDIATE CLINICAL SIGNIFICANCE, HARVESTED FROM MAJOR INTERNATIONAL JOURNALS
• PRE-OPERATIVE CHAPTERS 15 AND 16 – LEARNING FROM EXPERIENCE
• CHAPTER 8. DOCTOR-DOCTOR RELATIONSHIP
• CLINICAL AUDIT: AN INTRODUCTION
• YOUNG ACS AUDIT
• CLINICAL AUDIT: ANAESTHESIA
• CLINICAL OUTCOME IN ICU PATIENTS
• RATE OF MALIGNANCY IN INDETERMINATE OVARIAN CYST – A PROCESS AUDIT
• PATTERNS OF NEEDLE DISPOSAL AMONG INSULIN USING PATIENTS WITH DIABETES MELLITUS: AN AUDIT
• CONTINUOUS PATIENT MONITORING – LIFE SIGNS
• AGE IS JUST A NUMBER!
• SVT WITH LEFT BUNDLE BRANCH BLOCK FOLLOWING GASTRECTOMY
• COMPLEX AORTIC DISSECTION WITH MULTIFACETED CLINICAL PRESENTATIONS
• POST-OPERATIVE SORE THROAT IN GA: A CONCERN
• NEONATAL HLH: OUR EXPERIENCE
• CLINICAL REVIEW MEET 16TH NOV 2023: CHALLENGES IN SETTING UP A NEW HSCT CENTRE IN A TIER-2 CITY IN INDIA
• CARDIAC BIOMARKERS: CLINICAL UTILITY
• HIRAYAMA DISEASE: A CLINICAL-RADIOLOGICAL REVIEW
• ECG AS A WINDOW OF OPPORTUNITY: FOR HYPERKALEMIA
• EFFECTIVENESS OF ROOD’S APPROACH BASED PAEDIATRIC OCCUPATIONAL THERAPY MANAGEMENT: ON CHILDREN WITH CONGENITAL MUSCULAR TORTICOLLIS
• ELTROMBOPAG, A NOVEL THROMBOPOIETIN (TPO) RECEPTOR AGONIST: AN OVERVIEW
• HENOCH-SCHONLEIN PURPURA
• SUBMANDIBULAR GLAND SIALADENITIS SECONDARY TO SUBMANDIBULAR CALCULUS
• LEAN HOSPITALS
• STATISTICS BLACK-SCHOLES MODEL
• PERI-OPERATIVE CHAPTERS 17 AND 18 – LEARNING FROM EXPERIENCE
• CHAPTER 9. BUILDING BLOCKS OF PATIENT CARE
• JOURNAL SCAN: A REVIEW OF 30 RECENT PAPERS OF IMMEDIATE CLINICAL SIGNIFICANCE, HARVESTED FROM MAJOR INTERNATIONAL JOURNALS
• INSTRUCTIONS TO AUTHORS
• ROTATHON-SERIES OF SUCCESSFUL ROTA CASES LAST 2 MONTHS: AN AUDIT
• OUTCOMES OF AKI AUDIT IN KAUVERY
• ETIOLOGY, CLINICAL CHARACTERISTICS AND OUTCOMES OF PATIENTS WITH ACUTE PANCREATITIS IN KAUVERY CANTONMENT HOSPITAL (KCN), TRICHY
• USE OF BLOOD PRODUCTS AND STEROIDS IN THE MANAGEMENT OF DENGUE AT KAUVERY TRICHY HOSPITALS: A CLINICAL AUDIT
• A CLINICAL AUDIT: ON THE MANAGEMENT OF ECTOPIC PREGNANCY
• DIABETIC KETOACIDOSIS WITH HIGH ANION GAP METABOLIC ACIDOSIS
• HYPOKALEMIC PARALYSIS FROM DISTAL RENAL TUBULAR ACIDOSIS (TYPE-1)
• DELAYED PRESENTATION OF INTERMEDIATE SYNDROME IN A PATIENT WITH ORGANOPHOSPHORUS POISONING: A CASE REPORT
• SCAPULA FRACTURES: DO WE NEED TO FIX THEM?
• SPONTANEOUS CSF RHINORRHEA
• DANCING WITH DIABETES: AN UNUSUAL CASE OF CHOREA HYPERGLYCEMIA BASAL GANGLIA SYNDROME
• CONVALESCENT RASH OF DENGUE
• ECG ATLAS 2
• MI MIMICKER
• PERFORATION PERITONITIS-A CASE REPORT
• APPLICATION OF EVIDENCE BASED PRACTICE CARE FOR INDIVIDUALS WITH SPINAL CORD INJURY WITH FUNCTIONAL DIFFICULTIES: ROLE OF THE OCCUPATIONAL THERAPY PRACTICE GUIDELINES
• METHOTREXATE INDUCED MUCOSITIS AND PANCYTOPENIA: A CONSEQUENCE OF MEDICATION ERROR IN A PSORIASIS PATIENT
• POST OPERATIVE CHAPTERS 1 AND 2 – LEARNING FROM EXPERIENCE
• CHAPTER 10. NURTURING SELF
• விடாமுயற்சி வெற்றி தரும்
• JOURNAL SCAN: A REVIEW OF 26 RECENT PAPERS OF IMMEDIATE CLINICAL SIGNIFICANCE, HARVESTED FROM MAJOR INTERNATIONAL JOURNALS
• LIMB SALVAGE IN EXTREMITY VASCULAR TRAUMA: OUR EXPERIENCE
• MANAGEMENT OF URETHRAL CATHETER RELATED PAIN IN RENAL TRANSPLANT RECIPIENTS: A CLINICAL AUDIT
• NO PAIN VEIN GAIN WITH PRILOX IN PAEDIATRIC POPULATION
• GUIDELINE-DIRECTED MEDICAL TREATMENT (GDMT) OF HEART FAILURE AT KAUVERY HOSPITALS: A CLINICAL AUDIT
• PATIENTS STORY: DIGNITY MATTERS
• VIDEO PRESENTATION- CT CORONARY ANGIOGRAPHY
• DRUG INDUCED HYPERKALEMIA
• ADULT NEPHROTIC SYNDROME
• EXPLORING COMPLEX CARDIAC CASES: INSIGHTS FROM DIVERSE PRESENTATIONS IN MID-AGED WOMEN
• EFFECTIVENESS OF ACTIVITY CONFIGURATION APPROACH BASED OCCUPATIONAL THERAPY INTERVENTION FOR CHILDREN WITH CONGENITAL MUSCULAR TORTICOLLIS: A CASE STUDY
• CARDIOMYOPATHY AND ITS ECHO FINDINGS
• THE STRESS TEST ON THE TREADMILL
• POST OPERATIVE CHAPTERS 3 AND 4 – LEARNING FROM EXPERIENCE
• CHAPTER 11. BALANCE IN LIFE BEYOND BANK BALANCES
• காணும் பொங்கலும் மனித மன மாற்றமும்
• PREVALENCE OF STREPTOCOCCUS PNEUMONIAE SEROTYPES IN AND AROUND TRICHY AND ITS CLINICAL RELEVANCE
• ANAESTHETIC MANAGEMENT OF A PATIENT WITH HUGE GOITER: A CASE REPORT
• EUGLYCEMIC DIABETIC KETOACIDOSIS A RARE CAUSE FOR DELAYED EXTUBATION
• SUCCESSFUL PREGNANCY IN ASD PATIENT – COMPLICATED BY SEVERE PULMONARY ARTERIAL HYPERTENSION
• ENDOCRINE COMPLICATION OF GROWTH HORMONE SECRETING TUMOR: A CASE REPORT
• EFFICACY OF EARLY DIAGNOSIS AND DEVELOPMENT APPROACHES OF PAEDIATRIC OCCUPATIONAL THERAPY ON ACUTE DISSEMINATED ENCEPHALOMYELITIS: A CASE REPORT
• POST OPERATIVE CHAPTERS 5 AND 6 – LEARNING FROM EXPERIENCE
• CHAPTER 12. MILES TO GO – BEFORE TEACHING BECOMES LEARNING
• காவேரி – 25
• POEM – மண்ணில் பிறந்தது சாதிப்பதற்குத்தான்

Blog Categories

Related posts, if your elderly loved one has a fall it’s important to re..., stress hormone and its effects, why and how is an electrophysiology procedure done.

Make an appointment

- Select Location - Chennai Alwarpet Chennai - Radial Road Chennai - Vadapalani Trichy - Cantonment Trichy - Heartcity Trichy - Tennur Salem Tirunelveli Hosur Bengaluru

- Select Speciality - Anaesthesiology Cardiology Critical Care Dermatology Dental & Maxillofacial Dermatology Endocrinology ENT Head and Neck Surgery Gastroenterology General Medicine General Surgery Nephrology Neurology & Neuroscience Obstetrics and Gynecology Oncology Orthopaedics Psychiatry Radiation Oncology Radiology Rheumatology Spine Surgery Urology Vascular Surgery

Lewiston Sun Journal

Account Subscription: ACTIVE

Questions about your account? Our customer service team can be reached at [email protected] during business hours at (207) 791-6000 .

Local author to give Underground Railroad presentation at Auburn church

You are able to gift 5 more articles this month.

Anyone can access the link you share with no account required. Learn more .

With a Lewiston Sun Journal subscription, you can gift 5 articles each month.

It looks like you do not have any active subscriptions. To get one, go to the subscriptions page .

Loading....

“True North: Tice’s Story,” by Mark Alan Leslie Submitted photo

Christian history author Mark Alan Leslie will give a presentation on the Underground Railroad at 2 p.m. on Monday, April 1, presented by The Auburn Art Club at the United Methodist Church in Auburn.

Mark Alan Leslie Submitted photo

Leslie wrote in a recent press release, “Mainers were crucial  to helping runaway slaves escape to Canada in the 1800’s, defying federal Fugitive Slave Act as they operated as ‘station managers,’ ‘conductors’ and ‘financieers’ in the famous Underground Railroad. Among those who put themselves and their fortunes at risk were a number of Androscoggin County families.”

Leslie has written 13 books, including “True North: Tice’s Story” about one slave’s escape over the Underground Railroad, which was named a Publishers Weekly Featured Book.

The Auburn Art Club invites the public to hear the author weave the tale of the brave families who housed and fed slaves in hidden rooms, attics, and elsewhere helping them on their way to freedom.

The United Methodist Church is located at 439 Park Ave., Auburn.

Success. Please wait for the page to reload. If the page does not reload within 5 seconds, please refresh the page.

Enter your email and password to access comments.

Forgot Password?

Don't have a commenting profile? Create one.

Hi, to comment on stories you must create a commenting profile . This profile is in addition to your subscription and website login. Already have a commenting profile? Login .

Invalid username/password.

Please check your email to confirm and complete your registration.

Create a commenting profile by providing an email address, password and display name. You will receive an email to complete the registration. Please note the display name will appear on screen when you participate.

Already registered? Log in to join the discussion.

Only subscribers are eligible to post comments. Please subscribe or login first for digital access. Here’s why .

Use the form below to reset your password. When you've submitted your account email, we will send an email with a reset code.

Send questions/comments to the editors.

Member Log In

Please enter your username and password below. Already a subscriber but don't have one? Click here .

Not a subscriber? Click here to see your options