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Journal Club

2010· article· fr· W4232549884 on OpenAlexaboutno aff
Patrina Caldwell, David Isaacs

Bibliographic record

VenueJournal of Paediatrics and Child Health · 2010
Typearticle
Languagefr
FieldHealth Professions
TopicHealth Sciences Research and Education
Canadian institutionsnot available
Fundersnot available
KeywordsJournal clubClubMedicineBiographyReading (process)Medical educationHistoryArt historyLaw

Abstract

fetched live from OpenAlex

We are about to introduce a new feature called ‘Journal Club’, to continue the push started by our previous editor-in-chief Frank Oberklaid, to improve the educational value of the Journal of Paediatrics and Child Health. Like many other medical journals, we recognise the importance of clinical problems and the importance of considering the evidence for clinical decisions. Our intention is that articles for ‘Journal Club’ should reflect what happens at evidence-based journal clubs all over the world, where doctors come with a clinical question, search for evidence, critically appraise the best evidence and then apply it to their patient while reflecting how the research could have been conducted better. Journal clubs have been around for at least 135 years, and some illustrious thinkers have been instrumental in their development.1 A forerunner developed at St Bartholomew's Hospital, London (Bart's), where Sir James Paget worked from 1835 to 1854. The small hospital library had no reading room, so some students started a club which met in a small room over a baker's shop near the hospital gate, where they sat and read the journals and, in the evening, some played cards.2 In his biography of Sir William Osler, Harvey Cushing describes Osler's first journal club in Montreal in 1875, ‘for the purchase and distribution of periodicals to which he could ill afford to subscribe as an individual’, and its successful reincarnation as a weekly journal club when Osler moved to Johns Hopkins Hospital in Baltimore in 1889.3 Recent journal clubs have often focused on evidence-based medicine. Is there evidence that journal clubs are educational, or do they just provide a social function: the ABC of journal clubs, ambience, breakfast and collegiality? Mark Linzer not only researched the history of journal clubs,1 he also performed the only randomised controlled trial, in which medical interns received a mean of five journal club sessions or a control seminar series.4 Attendance at journal club improved reading habits and knowledge significantly. A systematic review of what factors contributed to a successful journal club found that the characteristic features were regular meetings, mandatory attendance (!), clear short-term and long-term purpose, appropriate meeting times and incentives, a trained journal club leader, prior circulation of papers, use of the Internet, and use of critical appraisal processes and summaries.5 The review did not look at nutrition, but there is little doubt that good food improves attendance at meetings. The junior medical officer journal club at the Children's Hospital at Westmead was started by Professor Craig Mellis in 1998. It had all the key elements of a successful journal club: a dynamic leader with clinical and research expertise and a core group of keen young trainees meeting weekly, around food (provided by the junior staff and not a pharmaceutical company), to review current and interesting medical literature while learning critical appraisal and research design skills and improving clinical practice in an era when ‘evidence-based medicine’ became vogue. The journal club continues meeting weekly to this day. Our first published article in ‘Journal Club’ was the result of one of the junior medical officer journal club meetings which has led to the conduct of a Cochrane Systematic Review by one of the trainees who also won the Wiley-Blackwell New Investigator Award in the Paediatrics and Child Health Division at the World Congress of Internal Medicine recently for his work.6 The success of the ‘Journal Club’ feature depends on keen young trainees and their supervisors and on others who want an opportunity to share what they have learnt when they ‘searched for evidence’ to interesting clinical questions. We urge you to write up your journal club presentations and submit them to us, on the web site http://www.wiley.com/bw/submit.asp?ref=1034-4810&site=1. If you want advice on any aspect of writing or submitting a paper, please email Patrina Caldwell on [email protected]. Your ‘Journal Club’ needs you.

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame machine prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.

metaresearch head score (Codex)0.008
metaresearch head score (Gemma)0.056
Version: metacan-v3-hybrid-931329e0061cValidation status: machine_predicted_unvalidated
Candidate categoriesInsufficient payload (model declined to judge)
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: Not applicable
GenreCandidate signal: Other · Consensus signal: Other
Teacher disagreement score0.408
Threshold uncertainty score0.844

Distilled classifier scores by category (both heads)

CategoryCodexGemma
Metaresearch0.0080.056
Meta-epidemiology (narrow)0.0020.001
Meta-epidemiology (broad)0.0020.001
Bibliometrics0.0060.004
Science and technology studies0.0050.002
Scholarly communication0.0180.008
Open science0.0040.008
Research integrity0.0070.006
Insufficient payload (model declined to judge)0.4080.414

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.052
GPT teacher head0.444
Teacher spread0.392 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.

Study designNot applicable
Domainnot available
GenreOther

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

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Citations0
Published2010
Admission routes1
Has abstractyes

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