Abstract: SA-PO0986
Renal Round-Up: Fast, Focused Engagement with Nephrology Literature Outside Traditional Journal Club
Session Information
- Educational Research
October 24, 2026 | Location: Exhibit Hall A, Convention Center
Abstract Time: 10:00 AM - 12:00 PM
Category: Educational Research
- 1000 Educational Research
Authors
- Patel, Niralee, University of Cincinnati, Cincinnati, Ohio, United States
- Gaur, Mragank, University of Cincinnati, Cincinnati, Ohio, United States
- Nysather, Jacob A., University of Cincinnati, Cincinnati, Ohio, United States
- Schoonmaker, Jennifer A., University of Cincinnati, Cincinnati, Ohio, United States
Background
Staying current with practice relevant nephrology literature is essential for trainee development, yet traditional journal clubs may lack efficiency and engagement. We developed a structured, fellow driven Renal Round-Up curriculum to promote high yield literature review and near peer learning through concise appraisal, rapid synthesis, and practical teaching that reflects real world clinical time constraints.
Methods
Renal Round-Up sessions were implemented quarterly, during which fellows reviewed articles from assigned nephrology journals and presented concise study summaries in approximately 10 minutes. Fellows were provided 3-5 days for preparation. High-impact studies, such as large randomized controlled trials, were reserved for larger group sessions with extended discussion time. Fellows and faculty participants completed an anonymous mixed-methods survey assessing feasibility, educational value, and perceived impact. Quantitative agreement based rating scale responses were analyzed descriptively, and open-ended responses underwent inductive thematic analysis.
Results
9 participants (6 fellows, 3 faculty), most of whom attended four or more sessions, completed the survey. Quantitative responses demonstrated favorable ratings for overall educational value, effectiveness in staying up to date with recent nephrology literature and learning from peers. Near peer learning was also positively rated among engaged participants. Responses showed a bimodal distribution, with lower scores associated with concerns regarding preparation time and article assignment logistics. Qualitative analysis identified four themes: efficient, high yield exposure to diverse, practice relevant literature without the formality of traditional journal clubs; strong value of peer and near peer learning; feasibility influenced by preparation time and article selection; and desire for greater consistency in timing, structure, and continuity.
Conclusion
This pilot evaluation suggests that a structured, fellow driven curriculum is a feasible and impactful educational model that enhances engagement with contemporary nephrology literature and collaborative learning. Iterative refinement, including improved preparation timelines and session consistency, may further improve learner experience and support broader adoption in nephrology training programs.