Journal club exams: A unique approach in an evidence-based health care course for student pharmacists

Abstract Purpose The purpose of this article is to reflect on the use of journal club exams in an evidence-based health care course for student pharmacists. Description Three journal club exams were developed and administered: one on a randomized controlled trial, one on an observational study, and one on a meta-analysis. Prior to each exam, students were given about one week to evaluate a study on their own and in collaboration with their peers. The exam consisted of 25 multiple-choice questions that were specific to the study. Students completed the exam on an individual basis, while referring to an unmarked copy of the study. After each exam, a journal club presentation on the study was given by the instructor. Analysis/interpretation An analysis of the experience provided valuable insights. Journal club exams seemed to promote students' thorough reading of studies, extensive discussion of studies with peers, and active engagement during journal club presentations. However, the exams created some concerns for students and required a high workload for the instructor. Conclusions Journal club exams may be a useful tool to teach evaluation of primary literature in an evidence-based health care course for student pharmacists. Implications Faculty who are interested in this unique approach should carefully consider the advantages and disadvantages that were described in this reflection.