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The purpose of this study was to evaluate change in APPE student knowledge and measure student perceptions of an online, multi-institutional debate curriculum as an alternative to a journal club to improve critical thinking skills related to diabetes medications. All APPE students assigned to four faculty (n=37) at three different colleges during the 2020-2021 academic year received instruction on diabetes medication classes and their cardiovascular outcome trials (CVOTs). Students debated via the Lincoln-Douglas format whether glucagon-like peptide-1 receptor agonists (GLP-1 RAs) or sodium-glucose cotransporter-2 inhibitors (SGLT2i) classes are the preferred second-line therapies in patients with type 2 diabetes mellitus (T2DM). Matched pre and post-knowledge scores were measured using a 7-item assessment tool. A postdebate 22-item survey measured student perceptions of the activity. Pre- and post-knowledge scores were compared in thirty-two students yielding an 86% match rate. Knowledge scores improved 32% (59% pre vs. 87% post). Thirty-three students completed the survey yielding an 89% response rate. Students reported the debate activity was beneficial (100%) and rated it more effective than a journal club at improving critical thinking skills and knowledge retention. Preliminary results suggest the incorporation of an online, multi-institutional debate as an alternative to journal clubs during APPE rotations was well received. Further research is warranted on the impact of the multi-institutional debate and how to best deliver it during the APPEs of a pharmacy curriculum.

Objectives: The library has developed a monthly librarian journal club to foster professional development and critical thinking. The purpose of this study is to quantitatively analyze the subject domains of the articles (reference; education; collections; management; information access/retrieval; marketing/promotion); journals most frequently read; and what methodologies were most frequently used in the articles and to qualitatively analyze the value of the journal club to the growth of librarians involved and the value to the library through the evidence discovered. Methods: Librarians meet monthly at a restaurant for journal club. Each attendee reports on an article of their choice from the library literature. Each participant is given ten minutes to report. A discussion follow. After journal club, each attendee writes a report on their article in a structured abstract format (practice question, article title, citation, study type, answer). These summaries are critically appraised topics (CATs) and are saved in a CAT bank called CATTales. Over 100 CATs have been entered into the CATTales database. Results: The result of CATTALEs is the creation of a searchable evidence based librarianship database. Examples of the journal club’s impact are the development of bookmarks for basic science researchers, the undertaking of a content analysis on the future librarianship, and the revamping of a reference statistics program. Young librarians have developed skills in reading the literature, translating research into practice, and learning new research concepts. Conclusions: Many ideas have sprung from these monthly meetings. Librarians have gained validation for practices already in place and started new initiatives in education, promotion and research on ideas based on journal club discussions. This project has promoted interest in reading the journal literature and encouraged librarians to keep current. A tool like a medical librarian journal club is a practical way to practice evidence based librarianship.

La mise à jour des connaissances par les infirmières et leur engagement dans un processus continu d’apprentissage est garant de soins de qualité à la population (Nesbitt, 2013; OIIQ, 2011b; Raelin, 2008; Wilson et al., 2015). Au Québec depuis 2012, les infirmières doivent être inscrites à un minimum de 20 heures de formation annuellement (OIIQ, 2011a). Les milieux de soins offrent de la formation souvent ponctuelle. Garcia, Meek, et Wilson (2011) soulignent que l’implantation d’activités pérennes de développement professionnel en milieu de travail demeure un défi. La présente étude avait pour but de documenter les caractéristiques, le contexte et les processus d’implantation et de pérennisation d’une activité de développement professionnel par une équipe d’infirmières. Il s’agissait d’un club de lecture dans un centre hospitalier universitaire (CHU) d’une grande métropole québécoise. Fondée sur le modèle de Pettigrew et Whipp (1991) Content, Context, and Process model of strategic change adapté par Stetler, Ritchie, Rycroft-Malone, Schultz, et Charns (2007), la méthode d’étude de cas a été choisie. Des entrevues individuelles (n=7), des focus groups (n=2) et des périodes d’observation (n=2) ont été réalisés afin de décrire les éléments de succès de l’implantation et de la pérennisation de cette activité. Il résulte comme caractéristique qu’une activité où les infirmières sont engagées et actives est une stratégie gagnante. Le contexte, une équipe de gestionnaires qui valorise la pratique clinique et la pratique fondée sur les résultats probants, soutient la pérennité. Une trajectoire avec des retombées concrètes pour la pratique, les soins aux patients et l’identité professionnelle des participantes est l’élément principal du processus qui contribue à ce que l’activité soit pérenne. / The maintaining of knowledge by nurses and their commitment to a continuous improvement process is a guarantee of quality care for the population (Nesbitt, 2012; OIIQ, 2011b; Raelin, 2008; Wilson et al., 2015). Since 2012, Quebec nurses must register for a yearly minimum of 20 hours of continuing education (OIIQ, 2011a). Care centres, such as hospitals, offer specific updates. Garcia, Meek, and Wilson (2011) highlighted that the implementation of perennial professional development activities remains a challenge. The goal of this study was to document the characteristics, context and process of implementation and sustainability of a professional developmental activity by a team of nurses. It involved a journal club in a university teaching hospital located in a major Quebec metropolitan area. The case study method was chosen and was based on Pettigrew and Whipp (1991) Content, Context, and Process Model of Strategic Change adapted by Stetler, Ritchie, Rycroft-Malone, Schultz, and Charns (2007). Individual interviews (n=7), focus groups (n=2), and observation periods (n=2), were realised in order to describe the elements that made the implementation and the sustainability of this activity possible. The resulting characteristic is that an activity in which nurses are involved and active is a winning strategy. A team of leaders who encourage clinical practice and evidence-based practice is a context that supports sustainability. A trajectory with concrete outcomes on the nursing practice, the patients care and the professional identity of the participants is the principal element of the process which sustains the activity