Journal clubs are integral to psychiatric training (Reference AlguireAlguire, 1998). Their objectives include teaching critical appraisal and presentation skills, keeping up with medical literature and improving practice. Participants also value trainees and trainers working together.

We hold evidence-based journal clubs similar to those described by Walker (Psychiatric Bulletin, June Reference Walker2001, 25, 237). To assess them, we measured attendance, and determined whether critical appraisal was practised and what priority participants placed on its teaching. From September 2001 to March 2002, 12 of 13 scheduled sessions took place, with 19 papers (of 26 possible) presented. Median attendance was 25, comprising SHOs (44% of the audience), SpRs (20%), consultants (17%) and others (19%). Each presenter included critical comments, but not systematic appraisal. Most discussion focused on the general topic rather than appraising the specific article presented. Consultants made most contributions to discussion (71%), SHOs the least (8%). Interviewed afterwards, presenters valued the opportunity to discuss topics of interest, rehearse critical appraisal skills and practise presentation.

Following the study period, a focus group of SHOs identified key aspects of the journal club process and in a questionnaire to all SHOs (return rate 77%), top priority went to critical appraisal skills. Learning about the topic presented and practising presentation were secondary priorities. These findings were presented to all journal club participants to discuss development options. Although the need to learn critical appraisal skills was widely recognised, a purely critical appraisal journal club was considered too constrained and lacking interest. Critical appraisal skills may be taught in special sessions. The popularity of journal clubs (measured by attendance) suggests that staff enjoy them. They value being updated on and discussing areas of practice and practising presentation skills. These positive values may be lost with a more rigid focus on critical appraisal skills.