Exploring neurology resident experiences with a no-prep journal club to learn research study design and 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, the UCLA neurology residency program implemented a "no-prep" journal club format, eliminating prerequisite preparation and emphasizing active, collaborative learning. This study uses a qualitative approach within a constructivist paradigm to explore neurology residents' experiences and the influence of this format on learning critical appraisal. METHODS: We conducted four monthly no-prep journal clubs during the 2023-2024 academic year. A qualitative study design was used, and data were collected via one-on-one semi-structured interviews with neurology residents. Interview transcripts were descriptively coded, categorized, and analyzed to identify themes using inductive thematic analysis. RESULTS: Nine neurology residents were interviewed, and five themes were identified. Participants felt that the no-prep journal club format established a psychologically safe learning environment, as it removed 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 toward independent study design. Regarding behavior change, residents mentioned the format promoted active critique when reading research and the application of this information to patient care. Bookending the session with a clinical case 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.