title: Journal clubs and case conferences: from academic tradition to communities of practice.
abstract: BACKGROUND
  As small group learning sessions, Journal Clubs (JCs) and Case Conferences (CCs), if structured interactively, have potential as educational formats that can change practice. However, the degree to which these formats, as currently typically structured, lead to practice change is unknown.
  
  
  METHODS
  We used concepts of communities of practice (COPs) to structure JCs and CCs. We conducted an observational descriptive study of the learnings, implemented learnings, and barriers to implementing learnings identified in JC and CC sessions conducted in 2005-2006.
  
  
  RESULTS
  Two hundred learnings in 10 different categories emerged from 73 JC or CC sessions. By self-report, over half of identified learnings were implemented in practice; 60 barriers to implementing learnings (8 different categories) were also identified. Patterns of learnings, implemented learnings, and barriers varied among sessions.
  
  
  CONCLUSIONS
  JCs and CCs can be structured with explicit intent to articulate learnings and facilitate implementation of learnings in practice. Further work is needed to validate the learning and barrier categories we identified, objectively verify short- and longer-term practice outcomes, explore the role of JCs and CCs in addressing barriers to learning, and facilitate sustainability of learning in practice.
authors: Colorado Permanente Medical Group, Denver, CO, USA. David.Price@kp.org
authors: David W
authors: DW
authors: Price
authors: Kate G
authors: KG
authors: Felix
mesh_terms: D004502:Education, Medical, Continuing / Q000379:methods*; D004503:Education, Medical, Graduate / Q000379:methods*; D006801:Humans; D033181:Information Dissemination / Q000379:methods; D007858:Learning; D010506:Periodicals as Topic; D010818:Practice Patterns, Physicians'; D018794:Problem-Based Learning / Q000379:methods