Humanism as a neglected driver of improved teaching in resource-limited settings: a journal club intervention

This article was migrated. The article was not marked as recommended. We implemented a series of facilitator-led, peer-driven journal club discussions at a teaching hospital in Malawi with over 40 medical interns and clinical officer trainees. Our interest was to investigate whether trainees working in a demanding clinical environment and having undergone classic uniform directive teaching would perceive meaningful change through the journal club experience. Findings indicated the learners showed positive responses throughout all assessments and reported lasting effects on their attitude and practice. Detailed examination of the questionnaire suggested that when teaching courses allowed for opportunities to reflect and criticise, improvements could be seen in student confidence, teamwork, and stress levels. We pose that an opportunity for learner-led discourse on educational and workplace matters could be a valuable component of a radical change in teaching style in low-resource settings.