Investment in Faculty as Educational Scholars: Outcomes from the National Educational Scholars Program

Jerardi, Karen; Mogilner, Leora; Turner, Teri L.; Chandran, Latha; Baldwin, Constance D.; Klein, Melissa

doi:10.1016/j.jpeds.2015.12.052

Cited by 19 publications

(34 citation statements)

References 11 publications

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“…This type of education design and evaluation may increase education-related publications and funding, impacting the institution's reputation and ranking. 8 This study has several limitations. First, these scholarly outcomes described are associations.…”

Section: Discussionmentioning

confidence: 92%

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Online Master of Education Program: Academic Outcomes

Harper

Alaee

Spaulding

et al. 2017

The Journal of Pediatrics

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Section: Discussionmentioning

confidence: 92%

“…6 Graduates of the Educational Scholars Program 7 demonstrated engagement in scholarship. 8 However, these faculty development programs require significant in-person training, which has challenges related to travel. Online learning may mitigate these challenges with more flexible learning opportunities, decreased costs, and enhanced access.…”

mentioning

confidence: 99%

Online Master of Education Program: Academic Outcomes

Harper

Alaee

Spaulding

et al. 2017

The Journal of Pediatrics

Self Cite

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“…A previous publication of the outcomes of ESP graduates from 2009 to 2013 16 and unpublished data from a survey of ESP graduates from 2015 to 2019 were reviewed for the percentage of graduates who had delivered workshops.…”

Section: Methodsmentioning

confidence: 99%

“…Participant Behavior Data from the previous publication of the outcomes of ESP graduates from 2009 to 2013 (response rate: 76%) indicated that a mean of 5.7 national peer-reviewed workshops (range: 0-15) had been given and that 74% of respondent graduates had delivered at least one national peer-reviewed workshop. 16 Participants who graduated from ESP in 2015-2019 were surveyed for a separate study in 2019 (unpublished data). Of those graduates, at least 1 year postgraduation (graduation years 2017-2018), 45% responded (17 out of 39).…”

Section: Collaboraɵve Group Workmentioning

confidence: 99%

Planning and Presenting Workshops That Work: A Faculty Development Workshop

Zenni

Turner

2021

MedEdPORTAL

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Introduction: Workshops are commonly used in higher education, although faculty often have little or no training in how to develop and deliver this type of teaching methodology. This publication can be used to deliver a 1-hour active learning session to faculty utilizing experiential learning as a framework. Methods: An hour-long workshop on developing and implementing effective workshops was given to five cohorts of participants in the Academic Pediatric Association's Educational Scholars Program (ESP) between 2010 and 2018, following a 2008 pilot. After a brief didactic presentation, participants developed their own workshop plans. A unique reflection in action was utilized to model effective workshop facilitation techniques. Written surveys were used to evaluate the effectiveness of the workshop. Data from the ESP graduates were used to report the percentage of respondents who conducted their own workshop postgraduation. Results: A total of 116 faculty participated in this workshop over the course of 5 years. One hundred and fourteen participants stated they found the session to be useful. The role modeling/reflection by the facilitators and the opportunity to work with others on a workshop plan were described as the most valuable aspects. Approximately 70% of scholars who responded to postgraduation surveys had conducted at least one regional, national, or international workshop. Discussion: This faculty development session implements active and adult learning principles to model and teach participants how to develop and lead an effective workshop. It also provides a mechanism for collaboration among participants to develop a workshop based on shared interests.

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“…While some faculty pursuing medical education as academic scholarship have additional training in medical education through certificate or degree programs, such as the Education Scholars Program (Jerardi et al, 2016;Baldwin, Gusic and Chandran, 2017), most departments have many faculty members without expertise in these skills, but who participate at varying levels in creating, implementing, and/or evaluating education programs. Faculty need professional development learning opportunities and mentorship for planning, leading, and participating in education research.…”

Section: Challenges In Education Research and Scholarshipmentioning

confidence: 99%

Developing a Center for Education Research and Scholarship in a Department of Pediatrics

Nicklas¹,

Treitz²,

Daniels³

et al. 2020

MedEdPublish

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Background The skills needed to engage in scholarship in medical education are not part of the training that all physicians acquire. To build skills and promote scholarship, we developed a Center for Education Research and Scholarship (CERS) in the Department of Pediatrics at the University of Colorado. In this paper, we offer recommendations for others who seek to establish departmental-level efforts to support education. Approach and Lessons Learned CERS provides an "education home" for those interested in education scholarship, supplementing campus-wide efforts such as an Academy of Medical Educators. Mentorship from two experienced leaders in medical education provided a foundation for other faculty in the department and helped to build scholarship efforts more broadly. Through a weekly meeting and an annual departmental retreat, CERS provides opportunities for community among educators, faculty development in the skills needed to engage in education research, and a forum for generating ideas and planning projects. Essential resources for success include at least one leader with expertise in educational research, an administrative and/or research assistant, and some funding for faculty time and initiation of projects. Mentors with experience in education research and scholarship are also needed, although a group of mentors quickly grows as more individuals engage. Results Benefits to the department include peer-reviewed presentations and publications in medical education, with regional, national, and international recognition. Faculty members can focus on medical education as a key component of their careers, and the quality of education programs is enhanced. Conclusions

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Investment in Faculty as Educational Scholars: Outcomes from the National Educational Scholars Program

Cited by 19 publications

References 11 publications

Online Master of Education Program: Academic Outcomes

Online Master of Education Program: Academic Outcomes

Planning and Presenting Workshops That Work: A Faculty Development Workshop

Developing a Center for Education Research and Scholarship in a Department of Pediatrics

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