BACKGROUND: Journal clubs (JCs) teach participants how to critically read and assimilate materials published in journals. Electronic JCs (eJCs) provide a similar platform through internet groups, allowing members to participate in and review JC activities as well as JC archives in their free time.
METHODS: We describe the operations and the successes of eJCIndia, to our knowledge the first eJC in India in the field of mental health. eJCIndia was started for capacity building in teaching and research competence in the field.
RESULTS: eJC India, with >400 members comprising academic psychiatrists and postgraduate students, is now 3 years old. eJCIndia conducts about a hundred activities a year; there is active participation from the membership. Activities include posting of educational materials of interest to the group; seeking and receiving guidance on academic and practical matters of interest to the group; providing and receiving training on how to review research manuscripts submitted to journals for consideration for publication; learning how to critically review published journal articles for strengths, limitations, and applications; and learning how to design studies, analyze data, and prepare manuscripts for publication. The activities of eJCIndia have resulted in the publication of about 20 articles and in the development of several research collaborations, including one multicenter study.
CONCLUSIONS: The eJCIndia model can be replicated across medical disciplines in India and elsewhere. It may be the most efficient means for manpower development and capacity building in academic and research competence, given the inequitable geographical distribution of academic expertise in developing countries.

BACKGROUND: Journal club has become a signature pedagogy in postgraduate medical education. In this article, social learning theory, through the lens of \"communities of practice\" (CoP), is applied to elucidate the process of learning in journal club.
METHODS: The study is a case study of a surgical journal club. Video recordings of 2 journal club sessions were followed by semistructured audio-recorded interviews with a sample of journal club participants. Thematic content analysis was performed, mapping data to themes arising based on the key tenets of CoP.
RESULTS: Features of the 4 tenets of CoP learning (community, meaning, identity, and practice) were identified in both the video recordings of journal club and the participant interviews. A shared enterprise and common sense of purpose (community) was seen throughout the video recordings, but feelings of belonging to the community were much stronger for senior members (consultants/attending staff and senior trainees) compared with junior members (junior trainees and students). Experiences and perspectives were more commonly exchanged between senior trainees and consultants, with junior trainees not partaking in discussions, an example of newcomers beginning at the periphery. The main impediment to learning was found with low senior member attendance at journal club, thus limiting access to narratives of senior experience of practice and feedback.
CONCLUSIONS: In attempting to improve journal club design for learning, ensuring the participation of senior community members and thus access to narratives of experience along with active engagement of junior members to allow them develop their own meaning should be incorporated into the journal club design.