Toward a common understanding: supporting and promoting education scholarship for medical school faculty

Melle, Elaine Van; Lockyer, Jocelyn; Curran, Vernon; Lieff, Susan; Onge, Christina St.; Goldszmidt, Mark

doi:10.1111/medu.12543

Cited by 30 publications

(26 citation statements)

References 37 publications

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“…Rather, this work clarifies the criteria of education scholarship, specific to social media, that build on previous definitions 4 5. Future work should address the role of feedback and critical appraisal in social media-based scholarship.…”

Section: Discussionmentioning

confidence: 73%

“…Building on this work, education scholarship has been defined as ‘an umbrella term, which can encompass both research and innovation in health professions education. Quality in [education scholarship] is attained through work that is: peer-reviewed, publicly disseminated and provides a platform that others can build on.’4 Specifically, it is the inclusion of innovations into this expanded definition of scholarship that has allowed clinician educators to be academically acknowledged for a major portion of their academic activity. Innovations are distinct from the scholarship of discovery (ie, education research) and include the creation, integration and application of education work, such as a novel teaching method or assessment instrument.…”

mentioning

confidence: 99%

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Criteria for social media-based scholarship in health professions education

Sherbino

Arora

Melle

et al. 2015

Postgraduate Medical Journal

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Background Social media are increasingly used in health professions education. How can innovations and research that incorporate social media applications be adjudicated as scholarship? Objective To define the criteria for social media-based scholarship in health professions education. Method In 2014 the International Conference on Residency Education hosted a consensus conference of health professions educators with expertise in social media. An expert working group drafted consensus statements based on a literature review. Draft consensus statements were posted on an open interactive online platform 2 weeks prior to the conference. In-person and virtual (via Twitter) participants modified, added or deleted draft consensus statements in an iterative fashion during a facilitated 2 h session. Final consensus statements were unanimously endorsed. Results A review of the literature demonstrated no existing criteria for social media-based scholarship. The consensus of 52 health professions educators from 20 organisations in four countries defined four key features of social media-based scholarship. It must (1) be original; (2) advance the field of health professions education by building on theory, research or best practice; (3) be archived and disseminated; and (4) provide the health professions education community with the ability to comment on and provide feedback in a transparent fashion that informs wider discussion. Conclusions Not all social media activities meet the standard of education scholarship. This paper clarifies the criteria, championing social media-based scholarship as a legitimate academic activity in health professions education.

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Section: Discussionmentioning

confidence: 73%

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confidence: 99%

Criteria for social media-based scholarship in health professions education

Sherbino

Arora

Melle

et al. 2015

Postgraduate Medical Journal

Self Cite

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“…22,23 CEs have historically faced challenges in academic promotion for a variety of reasons. 24 Whereas some institutions have had success in accepting novel forms of scholarship, others still base promotion primarily on grants and peer-reviewed publications; 25 whereas some CEs obtain/receive grants and publish, many produce other forms of scholarship. 7…”

Section: Results Of the Scoping Reviewmentioning

confidence: 99%

“…This was identified in the literature as a significant barrier for many CEs. 24,25 The traditional clinician scientist pathway does not always fit the career trajectory of a CE. Additional forms of scholarship need to be represented in the portfolio of a CE.…”

Section: Discussion Of Recommendationsmentioning

confidence: 99%

CAEP 2016 Academic Symposium on Education Scholarship: Training our Future Clinician Educators in Emergency Medicine

Woods

Artz

Carrière

et al. 2017

CJEM

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“…Van Melle, Lockyer, Curran, St.Onge, and Goldszmidt (2014), for example, identify a lack of clarity in how medical school faculty can align educational scholarship within an academic career. They advocate for creating descriptions and guidelines as potential strategies to ensure that educational scholarship is valued within HPE.…”

Section: What Does Adult and Continuing Education Have To Offer To Hpe?mentioning

confidence: 99%

The Need and Curricula for Health Professions Education Graduate Programs

Cervero

Daley

2018

New Dir Adult Contin Educ

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With the fundamental shifts in the delivery of health care and overwhelming concern about the health of populations around the globe, there is widespread agreement that the reform of health professions education is essential across the continuum from prelicensure through continuing professional development (Frenk et al., 2010). These reforms have sparked an explosive growth in graduate programs in health professions education that prepare clinicians for teaching and leadership roles in higher education, clinical settings, community settings, professional associations, and regulatory agencies. This chapter provides the background of the changing context of health-care delivery and the need for reforming health professions education (HPE) across the continuum. An overview of the growth and curricula of graduate programs designed to prepare the health professions education workforce is discussed, along with the rationale for including foundational adult and continuing education theory and research in the curricula of graduate programs. The chapter concludes with a discussion of future trends in HPE graduate programs.

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Toward a common understanding: supporting and promoting education scholarship for medical school faculty

Cited by 30 publications

References 37 publications

Criteria for social media-based scholarship in health professions education

Criteria for social media-based scholarship in health professions education

CAEP 2016 Academic Symposium on Education Scholarship: Training our Future Clinician Educators in Emergency Medicine

The Need and Curricula for Health Professions Education Graduate Programs

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