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Welcome to Teaching as Scholarship in Medical
Education
A course in the Scholarship of Teaching
and Learning (SoTL)
ADLT 673, Spring 2017 2015
Tonight’s AgendaWelcome and Introductions
The Scholarship of Teaching and Learning (SoTL) – a TBL exercise
Overview of the Course, Use of Blackboard and the course blog
Highlights of the assignments and syllabus
Developed a narrowly focused research
question, based on a teaching activity of personal interest
Outlined a research design for
investigating the study
Examined examples of different research
methodologies
Determined appropriate methods
for data collection and analysis
Completed the CITI social behavioral
exam for IRB
Examined expectations of a journal editor for
scholarly publications
Learning Objectives
AssignmentsWorksheets, Engagement, and Participation (30%)
CITI Social Behavioral exam, print completion report (15 %)
Outline of a SoTL Research Proposal for Medical Education (50%)
* Small group presentation of your research project design (5%) - discussion of alternatives
How do you distinguish between scholarly teaching and the scholarship of teaching?
Purpose of scholarly teaching is to have an
impact on teaching and learning
SoTL results in formal, peer-reviewed work that becomes part of the larger knowledge base on teaching and
learning
Wiman & Richlin (2007)
How do you know if a work is scholarly?
Requires a high level of disciplinary expertise
Charts new territory or is innovative
Provides enough detail to be replicated
Provides documentation of what was done and what was found
Can be peer-reviewed
Can be judged as being significant or impacting the discipline
Are the goals of the research
articulated, and are they clear?
Is there a demonstrable
understanding of the literature?
Does the scholar possess the skills
to conduct the research?
Are the methods appropriate to the goals,
and the research question?
Do the results make a significant
contribution to the literature?
Does the scholar critically evaluate
the work in a manner that will
improve it?
Glassick et al., 1997)
Steps in the SoTL Process
Generate the research question
Design the study
Collect the data
Analyze the data
Present and publish your work
Brainstorm as many ideas as you can consider in 15 minutes at your table
Transform your hunches and ideas about
teaching and learning into
research questions that
can be answered
empirically.
What does it take to come up with a good research question?
Time
Thoughtful analysis of your own interests and practical constraints
A thorough review of the literature (in multiple disciplines)
Feedback from trusted colleagues
What else can you do?
Explore the literature in
Medical Education
Medical Teacher Teaching and
Learning in Medicine
Journal of Continuing
Education in the Health
Professions
Explore SoTL conference
proceedings for research
presentations
Conference on Higher Education Pedagogy
at Va. Tech (CHEP)
Search for peer-reviewed
resources available
Become a MedEd
PORTAL reviewer in
your discipline
http://wp.vcu.edu/iteach/2017fames/
https://www.youtube.com/watch?v=ynDprlXDZ6A&feature=youtu.be
Take part in ourVCU Medical Education Symposium
Proposal deadlineFeb 23
http://wp.vcu.edu/iteach/2017fames/#
Or look for it on iTeach: go.vcu.edu/iTeach
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