Research and scholarly methods: The scholarship of teaching and learning

Abstract

Clinical faculty and preceptors are often asked to teach students and residents in the classroom and on practice‐based experiences. Many have some prior training in instructional methodologies (e.g., as part of a residency program teaching certificate or faculty development workshop) and may know that there are opportunities for scholarship around teaching and learning. However, they may be less certain of the distinctions between scholarly teaching, the scholarship of teaching and learning (SoTL), and educational research, and how these can contribute to their success. In addition, clinical faculty may struggle with where to start, how to find time, and how to conduct scholarship around teaching and learning. This article summarizes key concepts related to SoTL and provides guidance to clinician educators about best practices in SoTL.

Considering leadership pedagogy in creative arts education

“…Hubball and Clarke (2010) note that SoTL is equal parts multidisciplinary, practice-focused and community-driven and integrates diverse research methodologies to achieve long-term change in each field. Much like the associated disciplines that comprise Leadership (Education, Pedagogy, Academic Studies), SoTL is frequently nebulous and challenging to define, especially by those in clinical fields, including health care (Cox, Wettergreen, Savage, & Brock, 2023). Kreber (2007) explains that SoTL research concerns three primary aims: how students learn, their experiences in higher education and how educators promote authentic connections in their classrooms.…”