Objective:

This study uses a qualitative approach within a constructivist paradigm to explore neurology residents' experiences with a no-prep journal club format and the influence of this format on learning critical appraisal.

Background:

Critical appraisal of research is an important skill in practicing evidence-based medicine. Traditional journal clubs often involve pre-session preparation, which can be challenging for resident physicians with competing professional commitments. To address these challenges, we implemented a no-prep journal club format, eliminating prerequisite preparation and emphasizing active, collaborative learning.

Design/Methods:

We conducted four monthly no-prep journal clubs in early 2024. Data were collected via one-on-one semi-structured interviews with neurology residents. We used Graneheim and Lundman’s qualitative content analysis approach to conduct thematic analysis based on grounded theory. Interview transcripts were descriptively coded, categorized, and analyzed to identify themes.

Results:

Nine neurology residents were interviewed, and five themes were identified. The no-prep journal club format established a psychologically safe learning environment by reducing participation hesitancy due to inadequate preparation. This format helped learners identify their knowledge gaps, situating them in their zones of proximal development. The presence of the resident and faculty facilitators offered scaffolding for residents to navigate beyond this zone towards independent study design. The format promoted active critique when reading research and the application of this information to patient care. Clinical case presentation promoted engagement by grounding the format in clinical relevance.

Conclusions:

This no-prep journal club format reflected core elements of constructivist theory. Residents’ prompt identification of knowledge gaps illustrated Vygotsky’s zone of proximal development, while facilitator support provided the scaffolding necessary to advance their learning. Traditional and flipped classroom style journal club formats are challenged by the necessary prerequisite preparation. In contrast, the no-prep journal club illustrates how learning efficiency in critical appraisal can be improved even in the absence of preparatory work.