Transcript A local example of Educational Scholarship: From

Defining and Promoting
Educational Scholarship
Intensive Mentoring Group Workshop
March 13, 2014
Jeffrey G. Wong, MD
Professor of Medicine
Learning Goals
• Identify the work of Boyer, Glassick, and
Shulman defining and refining the meaning
of scholarship in higher education
• Recognize and begin to formulate
educational scholarship as defined by AAMCGEA Consensus Conference statement
• Construct and codify personal projects that
demonstrate educational scholarship
Structure of Presentation
• Discuss the seminal work of Ernest Boyer and
the subsequent expansion by Charles Glassick
and Lee Shulman (15 mins)
• Outline the AAMC-GEA Consensus
Conference of 2007 (15 mins)
• Begin outline of personal educational
scholarship projects (pair-share) (15 mins)
• Summary (5 minutes)
Background – Academic Medicine
• Abraham Flexner – 1910
– Medical Education in the United States and Canada
– Official report to the Carnegie Foundation (sponsors)
– Goal: To improve the state of medical education
• Academic Universities
– Disproportionate rewards for externally funded
research
– Teaching versus research debate
Ernest Boyer (1928-1995)
• American Educator
• President of the Carnegie Foundation for the
Advancement of Teaching
• Importance of Teaching, Service and Research
in academia
• Worried that research had “trumped” the
roles over teaching and service in academic
institutions
The Carnegie Foundation
Published in 1990
Four Categories of Scholarship
• DISCOVERY – Original research that advances
knowledge within a discipline
• INTEGRATION – Involves synthesis of
information across disciplines, across topics
within disciplines or across time
• APPLICATION (ENGAGEMENT) – application of
disciplinary expertise to be shared with and
evaluated by peers
• TEACHING (TRANSMISSION) – systematic study
of processes involving teaching and learning
which effectively transmits disciplinary expertise
The Carnegie Foundation
Published in 1997
Book Methodologies
• A group of Carnegie scholars contacted:
– 51 Granting agencies and asked, “How do you
decide which proposals to fund?”
– 58 Scholarly press directors and asked, “What
criteria do you use when selecting manuscripts
for publication?”
– 31 Scholarly journal editors and asked, “What do
you tell referees to look for?”
Standards for Assessing Scholarship
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Clear Goals
Adequate Preparation
Appropriate Methods
Significant Results
Effective Presentation
Reflective Critique
Clear Goals
• Does the scholar state the basic purpose
of his/her work clearly?
• Does the scholar define objectives that
are realistic and achievable?
• Does the scholar identify important
questions in the field?
Adequate Preparation
• Does the scholar show an understanding
of existing scholarship in the field?
• Does the scholar bring the necessary
skills to her/his work?
• Does the scholar bring together the
resources necessary to move the project
forward?
Appropriate Methods
• Does the scholar use methods
appropriate to the goals?
• Does the scholar apply effectively the
methods selected?
• Does the scholar modify procedures in
response to changing circumstances?
Significant Results
• Does the scholar achieve the goals?
• Does the scholar’s work add
consequentially to the field?
• Does the scholar’s work open additional
areas for further exploration?
Effective Presentation
• Does the scholar use a suitable style and
effective organization to present her/his
work?
• Does the scholar use appropriate
forums for communicating work to its
intended audiences?
• Does the scholar present his/her
message with clarity and integrity?
Reflective Critique
• Does the scholar critically evaluate
his/her own work?
• Does the scholar bring an appropriate
breadth of evidence to her/his critique?
• Does the scholar use evaluation to
improve the quality of future work?
Lee Shulman – Defining Scholarship
• The work must be
made public
• The work must be
available for peer
review and critique
according to accepted
standards
• The work must be able
to be reproduced and
built on by other
scholars
Three P’s
• Professional interest– inherent obligations
and responsibilities to the discipline
associated with becoming a professional
scholar/ educator
• Pragmatic responsibilities –ensuring that
one’s work is constantly improving and
meeting the learners’ objectives and needs
• Policy pressures – capacity to respond to
external social and political demands and
expectations
Deborah Simpson, PhD
MCW
Ruth Marie E. Fincher, MD
MCG
Janet P. Hafler, EdD
Tufts
David M. Irby, PhD
UCSF
Boyd F. Richards, PhD
Columbia
Gary C. Rosenfeld, PhD
UT – Houston
Thomas R. Viggiano, MD, MEd
Mayo
AAMC-GEA Consensus Conference
On Educational Scholarship
February 9-10, 2006
Charlotte, NC
Consensus Conference Goals
• Categories of scholarly activities for
educators in medical schools
• Appropriate forms of evidence and
presentation displays for each category
• Area that need further investigation specific
to educational scholarship
Conceptual Framework
• Quantity – Descriptive information regarding
the types and frequencies of educational
activities and roles
• Quality – Evidence that activities achieve
excellence using comparative measures,
when available
• Engagement with the educational community
– Scholarly approach
– Educational scholarship
Scholarly approach
• Systematically design, implement, assess and
redesign and an educational activity
– Drawing from the literature and/or “best
practices”
– Documentation on how the literature and/or
“best practices” informed construction is
required.
Educational Scholarship
• Both drawing upon resources as well as
contributing resources
• The educational activity product is publicly
available in a form that others can build on
• This availability is at local as well as distant
levels
• Peers can assess its value to the community
applying accepted criteria
Educator Activity Categories
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Teaching
Curriculum
Advising and Mentoring
Educational Leadership and
Administration
• Learner Assessment
Teaching - Defined
• Any activity that fosters learning, including:
– Direct teaching
– Creation of Associated instruction materials (when
specifically designed to enhance instructors’ own
presentations)
• Examples of direct teaching
– Lectures, workshops, small-group facilitation, role
modeling in any setting, precepting, demonstration
of procedural skills, facilitation of online courses,
providing formative feedback
Curriculum - Defined
• A longitudinal set of designed educational
activities that includes evaluation.
• Can occur at any level and in a variety of venues
• Delivered face-to-face or electronically
• Four questions:
– What is the educational purpose of the activity?
– Which learning experiences are most useful in
achieving those purposes?
– How are those learning experiences organized and
longitudinally sequenced for effective instruction?
– How is the curriculum’s effectiveness evaluated?
Advising/Mentoring - Defined
• Developmental relationships encompassing a
spectrum of activities in which educators help
learners or colleagues accomplish their goals.
• Mentoring implies a sustained committed
relationship from which both parties obtain
reciprocal benefits
• Advising is a more limited relationship that
usually occurs over a limited period of time
Leadership/Administration - Defined
• Achieve results through others
• Transforming organizations through rigorous
pursuit of excellence
• Key Features
– Active and continuous pursuit of excellence
– Ongoing evaluation
– Dissemination of results
– Maximization of resources
Learner Assessment - Defined
• All activities associated with measuring learners’
knowledge, skills and attitudes
• Must include at least one of the four assessment
activities
– Development – Identifying and creating assessment
processes and tools
– Implementation – Collecting data using processes and
tools
– Analysis – Comparing data with correct answer key or
performance standards
– Synthesis and Presentation – Interpreting and reporting
data to learners, faculty, and curriculum leaders
Workshop Exercise
• Individually (5 minutes)
– Think about one project that you are presently doing
or are thinking about doing
– In which of the five educator categories does it
belong?
– Are you taking a scholarly approach?
– Can you create educational scholarship?
• Pair-Share (10 minutes)
– Present your plans to your partner for critique (5
mins) and vice-versa
Summary – Next Steps
• Take workshop ideas to begin formulating
educational scholarship project(s)
• Meet with Mentor and/or Vice-Chair
– Strategy
– Logistics
– Evaluation
– Follow through
Schedule of Events (through June)
• 2nd CE workshop – Thursday April 3rd 12:00-1:00 [TBA] “Teaching
in a small group setting”
• 1st Combined workshop – Tuesday April 22 5:00-6:00 [HCC Room
120] “How to write a scientific manuscript”
• 3rd CE workshop – Thursday May 1st 12:00-1:00 [TBA] “Effective
Curriculum Design”
• 2nd Combined workshop – Tuesday May 27th 5:00-6:00 [HCC Room
120] “Resources at SCTR”
• 4th CE workshop – Thursday May 29th 12:00-1:00 [TBA] “Evaluating
Learners’ Performance”
• 3rd Combined workshop – Tuesday June 17th 5:00-6:00 [HCC Room
120] “How to be an effective mentee”
• 5th CE workshop – Thursday June 26th 12:00-1:00 [TBA] “Making it
Count Twice – Identifying Opportunities for Educational
Scholarship”