{'fraction_non_alphanumeric': 0.014358974358974359, 'fraction_numerical': 0.0, 'mean_word_length': 5.0246913580246915, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Are journal clubs useful in teaching psychiatry?

Summary Journal clubs are a mandatory aspect of psychiatric training in the UK, yet are not always seen as a stimulating experience. Clarifying the aim of the club and tailoring it to the needs and wishes of the audience is an essential step. Teaching skills in critical appraisal is often seen as the main purpose of journal clubs. Depending on the audience, being able to formulate questions from clinical dilemmas, search the literature, and integrate research evidence, clinical expertise and the patient's needs and wishes may be as important. Linking these tasks in the journal club with routine clinical practice increases the chances of changing attitudes and behaviour and thus influencing care. New approaches to using social media and online formats mean that journal clubs are no longer restricted to a particular place or time, although the social aspect of meeting colleagues continues to be important for many.