Research in the Scholarship of Teaching

Mark Speicher, Ph.D.

Fmr. Associate Dean, Academic Affairs

Arizona College of Osteopathic Medicine

Midwestern University

Know

Learning Objectives

• Define Glassick’s six elements of scholarship.

• Compare and contrast scholarly teaching with the scholarship of teaching and learning (SoTL).

• Describe different types of educational scholarship.

Feel Do

• Feel comfortable with doing scholarly teaching.

• Apply elements of educational scholarship to your work.

You Can Engage in the Scholarship of Teaching & Learning (SoTL)

SoTL = Scholarship of Teaching & Learning

1. Do you have an idea for a research project?

2. Do you have some idea how to approach this research?

3. Do you have a data collection and research plan in mind?

We Are All Teachers

We Ask Questions About How We Are Doing

SoTL Helps to Answer Those Questions

And How We Can Do Better

And Creates Understanding About Teaching and Learning for Everyone

of Us Are Scholarly Teachers… What and How We Teach is Informed by the Scholarship of Others

AREA Is an ACTIVITY When… Is SCHOLARSHIP When…

Clinical Care and Treatment

Providing Treatment to Patients

Teaching, publishing or presenting procedures to or for other clinicians

Teaching Teaching and Assessing Students Teaching Other Teachers to Teach and Assess

Outreach

Telling the Community About Services

Informing Others How to Design, Implement, Evaluate Those Services

Research Perform RCTs or Other Experiments Inform Other Researchers of the Results

Source: Adapted from Morahan, 2008.

Many

Take the Next Step!

Source: AAMC

SoTL Uses Research Methods Applied to a Medical Education Setting

Results

Data Collection & Analysis

The First Two Steps are the Same as Scholarly Teaching

How are my students doing?

How am I doing as a teacher?

How do other clinical teachers do this?

Comparing SoTL with EBM

SoTL

A Questioning Approach to Teaching

A Questioning Approach to Practice

Data Gathering and Analysis

Documenting and Disseminating Information About Progress

Science-based Observation, Enumeration, Analysis

Recording and Cataloging

Evidence for Systematic Retrieval

What data can I easily get that tells me about my and my students performance?

How do I look at these data in a way that lets me answer my research question?

What does this information mean for me and my students?

…Because It’s an Unfamiliar Process

Clinical Research includes …

SR – Survey Research

RCT = Random Controlled Studies

Cohort Studies

Case-Control Studies

Case Report or Series

Expert Opinions

1

Glassick’s Six Measures of Scholarship

• Clear Goals

2

• Preparation

3

• Appropriate Methods

4

• Adequate Results

5

• Effective Presentation (In the Public Domain, others can Build Off It)

6

• Reflective Critique

Source: Glassick, 2000

Resources for SoTL

Office of Research and Sponsored Programs

(Including IRB) University Libraries

Non-AZCOM Faculty Expertise

AZCOM Resources and Faculty Expertise

FLC Help and Expertise

Components of SoTL

Develop Project Ideas

Literature Review on What Others Have Done

Start a Research Plan

Suggested Timeline for Scholarly Projects

Month Tasks

Dec Explore possible projects

Jan Complete literature search

Feb Develop a statement of goals/sub-goals

Mar Determine methods, materials, resources

Apr Develop timeline and target dates; submit proposal to IRB

May-Jun Gather and/or create materials

Jul Complete “first draft”

Aug Edit, troubleshoot, and finalize project

Sep-Nov Present project at FLC meeting

Dec Present project at AZCOM FLC Teaching Symposium

Resources: Family Medicine

Tracy Middleton, D.O. (FLC Co-Facilitator)

Society of Teachers of Family Medicine

Resourcelibrary.stfm.org/home

How & Where do I cite a Work posted to FMDRL on my CV?

o Jones L. Ambulatory Teaching. Family Medicine

Digital Resources Library; 2010.

Available from: http://www.fmdrl.org/203.

o Possible CV sections:

- Peer Reviewed Education Material

- Enduring Materials (Peer-reviewed and Non-Peer reviewed)

- Electronic Publications Curriculum Development

- Other Forms of Educational Scholarship

Resources: Emergency Medicine

Charles (Chip) Finch, D.O. (FLC Co-Facilitator)

Society of Academic Emergency Medi cine

Faculty Development

Academic Articles

Resources

Other SoTL Resources

Linda Carr, Ph.D. (FLC Co-Facilitator)

AcadMed-Conducting Research in Health Professions Education – see Academic Medicine Special Supplement, November 2016. The AM Last Pages appear in this anthology.

http://journals.lww.com/academicmedicine/Documents/ACM.LastPage.e-book.FINAL.fromWK.pdf

Creating SoTL Projects (University of Central Florida College of Medicine)

Links provide information for three stages of SoTL research projects:

1. Designing and Beginning;

2. Implementing & Managing;

3. Writing & Publishing

http://www.fctl.ucf.edu/ResearchAndScholarship/SoTL/creatingSoTLProjects/

Center for Collaborative Action Research (Pepperdine University) – Links together educators and researchers. Website includes interactive guide, tutorials, resources, websites, and journals (http://cadres.pepperdine.edu/ccar/)

Venues for Peer Review & Public Dissemination in Medical Education

• MedEdPortal (https://www.mededportal.org)

• Society of Teachers of Family Medicine Resource Library (http://www.stfm.org)

Examples of Scholarly Teaching Projects 1

 Precepting in the Ambulatory Setting: Concordance Between Resident Reports and Patient Understanding

 All Tied Up: The Medical Student Suturing and Technical Skills Experience

 Online Educational Website Improves Residents Contentment and Access to Educational Materials

Examples of Scholarly Teaching Projects 2

 Improving Timeliness of Discharge Summaries Dictated by Internal Medicine Residents

 Impact of Audience Response Systems (Clickers) on Modern Medical Education in a Pediatric Residency Program

 Evaluation of Medical Student Attitudes Towards Complimentary and Alternative Medicine / Integrated Medicine (CAM/IM)

 Who is My Doctor? The Use of Business Cards on an Internal Medicine Teaching Service to Improve Patient

Identification of their Hospital Physicians and Patient Satisfaction

Curve of Scholarly Activity

1. Identify an idea for a research project.

2. Reflect on how you might approach this research?

3. Settle on a data collection and a research plan.

LEARN – REFLECT - TEACH

What will you keep the same?

What will you do more of?

What will you do less of?

What will you stop doing?

What will you do differently & how will you do it?

What will you add?