ArticleBMC medical education2025
Evaluating the impact of a journal club activity on pharmacy students' learning outcomes and professional skills development.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Article
- Active learning through journal clubs in pharmacy education: assessment of student experiences, outcomes, and attitudes.Frontiers in medicine · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundDeveloping critical thinking, research, and presentation skills is essential for healthcare professionals. Structured educational activities, such as Journal Clubs, provide valuable opportunities to enhance these competencies. These skills are particularly important in preparing for future pharmacists and providing them with up-to-date information. This study evaluates the learning outcomes, perceptions, and feedback of undergraduate pharmacy students participating in a Journal Club activity, focusing on differences between 3rd and 5th -year students.
methodsThis cross-sectional study involved 207 undergraduate pharmacy students from the 3rd and 5th years at Umm Al-Qura University, Makkah, Saudi Arabia. Students were paired, provided with structured guidelines, and tasked with analyzing and presenting research articles. Emphasis was placed on research related to the topics covered in the pharmacology or hospital pharmacy courses the students were taking in that semester. Data was collected via a validated survey covering general experience, learning outcomes, perceptions, and feedback. Statistical analyses included Fisher's Exact Test, Wilcoxon rank-sum tests, and Cronbach's alpha, using RStudio (version 2024.9.1.394, Boston, MA, USA) with R version 4.4.2.
resultsA majority (89.4%) reported acquiring new knowledge, and 77.7% noted increased confidence in critically evaluating research. Fifth-year students reported higher critical thinking (58.4% vs. 42.3%, p = 0.031) and presentation skills (72.7% vs. 50.8%, p = 0.002). Strong correlations were observed between learning outcomes and perceptions (R = 0.743, p < 0.001).
conclusionThe Journal Club effectively promoted critical thinking, research, and presentation skills. Differences between academic years highlight the need to adapt activities to student levels.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.