transforming your educational efforts into scholarship
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Transforming Your Educational Efforts into Scholarship
Caren M. Stalburg, MD MAAcademy of Medical Educators
University of Michigan Medical SchoolWednesday, April 22, 2015
www.flickr.com/photos/mdverde/
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Disclosures
• No relevant conflicts of interest
Today’s Outcomes• Understand definitions of
educational scholarship• Identify opportunities for turning
teaching efforts into scholarship• Share strategies for success• Discover dissemination venues• Plan next steps
Research
Basic/Bench Applied/Clinical
What’s Our Science??Cognitive science
– Diagnostic decisions
Competency– Milestones
Health systems– Safety, quality
Pedagogy– Flipped
classroom– Simulation– Online
Assessment– Performance
Where are our labs??
Take a minute----
Who are your learners???
Where do you do most of your teaching???
Do you have a formal role or responsibility for programs or curriculum???
What types of teaching do you mainly engage in???
Can you identify underlying educational theories guiding your teaching efforts???
Safety Dosing Effectiveness
Liked it Made a difference
Better than before
Where to begin???
• Do you need a question?• Do you need a study design?• What kind of data do you need?• Do you need help figuring out what to
do with data you already have???
Small Group Discussions
Report out from the groups
What is Scholarship??• Discovery
– Advances knowledge, original research• Integration
– Synthesis of information across disciplines• Application/engagement
– Practical application, service • Teaching and learning
– Communicating knowledge to learners
Ernest L. Boyer, Scholarship reconsidered, 1990Carnegie Foundation for the Advancement of Teaching
Quality Scholarship has:
Clear goalsAdequate preparationAppropriate methods
Significant resultsEffective presentation
Reflective critique
Charles E. Glassick 2000. Acad Med; 75:877-880
Steps for scholarly projects
• Refine the study question• Identify designs and methods• Select outcomes
• Refine the study question• Literature review• Problem statement• Conceptual framework• Statement of study intent
• Identify designs and methods• Experimental• Observational• Validity• Qualitative• Systematic reviews
• Select outcomes
ResultsBehavior
Learning
Reaction
Kirkpatrick’s Outcomes HierarchyApplied to a curricular intervention
Impact on patients“their patients showed improvement”
Impact on clinical practice“they changed what they did”
Attitude, Skills, Knowledge“they scored higher on a test”
Satisfaction, Preference“they liked it”
Kirkpatrick, 1996
Health Science Subject Guideshttp://guides.lib.umich.edu/MHPE
Taubman Health Sciences Library
Where to submit???• Meetings
– Local, regional, national• On-line peer review options
– MedEdPortal– Medical Educator Online
• Journals– Academic Medicine– Teaching and Learning in Medicine– Medical Teacher
Next steps !!!
• Ideas for the Academy?• Ideas in your Department?• Support
– Science X-Prize– DPE Buddy grants
• medicine.umich.edu/dept/learning-health-sciences• [email protected]