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This unit focuses on competencies the Clinician Educator (CE) will need in order to plan and undertake education scholarship. Education scholarship encompasses:
· A line of inquiry, new perspective, innovation, or new application in education that is:
based on theoretical frameworks, current evidence, or best practice
publicly disseminated for peer review
archived for future reference, so it can subsequently developed
Education scholarship can include education research (e.g., discovery) as well as the integration, application, and translation of education concepts and innovations.
Prerequisites: Foundations
Depending on the project the candidate may also be required to complete other units.
Competencies Addressed in this Unit
Competencies Addressed in this Unit
A CE must be able to:
Develop and describe his or her personal leadership philosophy
Lead a team toward the completion of an education project
Objectives
Objectives
1. Define education scholarship, by
describing the range of activities that could be included under the umbrella of education scholarship
applying Glassick’s six standards for evaluating scholarly work
2. Design, plan, and execute a scholarly project in medical education, by
defining a research question and/or project purpose
conducting a literature search and identifying the theoretical foundation(s) and conceptual framework(s) that inform the question, innovation, program, or curriculum
writing a protocol, i.e., describing a study and/or project design, including methodology or a framework to guide decision-making during the course of the project
identifying resources, including collaborators, mentors, and funding opportunities
completing the planned project
disseminating the findings of the research
3. Describe the ethics approval process by
outlining the key requirements for ethics approval from a relevant institutional ethics review committee or board
Assessment
Assessment
Please refer to the McMaster Task List for the Educational Scholarship Unit for a complete listing of the summative and formative assessments required for this unit.
Primary Review Form (To be filled by Unit Supervisor)
Suggested Readings
Suggested Readings
Articles
Barbour RS. Making sense of focus groups. Med Educ.2005;39(7):743–50.
Beattie DS. Expanding the view of scholarship: introduction. Acad Med.2000;75(9):871–6
Beckman TJ, Cook DA. Developing scholarly projects in education: a primer for medical teachers. Med Teach. 2007;29(2–3):210–8.
Bordage G. Conceptual frameworks to illuminate and magnify. Med Educ.2009;43(4):312–9.
Cottrell SA. A matter of explanation: assessment, scholarship of teaching and their disconnect with theoretical development. Med Teach.2006;28(44):305–8.
DiCicco-Bloom B, Crabtree BF. The qualitative research interview. Med Educ.2006;40(4):314–21.
Dolmans DH, Tigelaar D. Building bridges between theory and practice in medical education using a design-based research approach: AMEE Guide No. 60. Med Teach.2012;34(1):1–10.
Fincher FM, Simpson DE, Mennin SP, Rosenfeld GD, Rothman A, McGrew MC, et al. Scholarship in teaching: an imperative for the 21st century. Acad Med.2000;75(9):887–94.
Fincher RE, Work JA. Perspectives on the scholarship of teaching. Med Educ.2006;40(4):293–5.
Frye AW, Hemmer PA. Program evaluation models and related theories: AMEE Guide no. 67. Med. Teach. 2012;34(5):e288–99.
Glassick CE. Boyer’s expanded definitions of scholarship, the standards for assessing scholarship, and the elusiveness of the scholarship of teaching. Acad Med. 2000;75(9):887–80.
Glassick CE. Reconsidering scholarship. J Public Health Manag Pract. 2000;6(1):4–9.
Hutchings P, Shulman LS. The scholarship of teaching: new elaborations,new developments. Change.1999;31(5):11–5.
Kanter SL. Toward better descriptions of innovations. Acad Med.2008;83(8):703–4.
Martin E, Ramsden P. Introduction. Special issue: Scholarship of teaching. Higher Educ Res Devel.2000;24:163–77.
Simpson DE, Fincher RM. Making a case for the teaching scholar. Acad Med.1999;74(12):1296–9.
Wood BP, May W. Academic recognition of educational scholarship. Acad Radiol.2006;13(2):254–7.
Books
Creswell JW. Research design: Qualitative, quantitative, and mixed methods approaches. 3rd ed. Thousand Oaks (CA): Sage;2009.
Harvey BJ, Lang ES, Frank JR, editors. The research guide: a primer for residents, other health care trainees, and practitioners. Ottawa: Royal College of Physicians and Surgeons of Canada; 2011.
Norman GR, Eva KW. Quantitative methods. ASME Monograph. Edinburgh (UK): Association for the Study of Medical Education; 2008.
Springer K. Educational research: a contextual approach. Hoboken (NJ): John Wiley & Sons; 2010.
Book chapters
Steinert Y. Developing medical educators: a journey, not a destination. In: Swanwick T, editor.Understanding medical education: evidence, theory and practice. Oxford (UK): Wiley-Blackwell /Association for the Study of Medical Education; 2010.p. 403–18.
Steinert Y, Snell L. Educational innovation and scholarship: from curriculum design to implementation. In: Sherbino J, Frank JR, editors. Educational design. Ottawa (ON): Royal College of Physicians and Surgeons of Canada; 2011. p. 81–6.
Courses and workshops
Completion of a workshop or course on education scholarship may be valuable. Possibilities include:
the Scholarship and Innovation in Medical Education (SIME) workshop provided by the Canadian Association for Medical Education (CAME) (www.came-acem.ca/)
a conference workshop/course
a national specialty society workshop/course
a university faculty development course
a graduate course in research methods
Completion of a workshop or course on ethics may be valuable. Possibilities include:
an institutional workshop/course
the Interagency Advisory Panel on Research Ethics Course on Research Ethics (CORE)
Medical education journals
Online resources
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