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Uncomposed, edited manuscript published online ahead of print. This published ahead-of-print manuscript is not the final version of this article, but it may be cited and shared publicly.
Authors: Flint Y. Wang, MD, Corrie A. Stankiewicz, MD, Nadia L. Bennett, MD, and Jennifer S. Myers, MD
Title: Hit the Ground Running: Engaging Early-Career Medical Educators in Scholarly Activity DOI: 10.1097/ACM.0000000000002761
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Copyright © by the Association of American Medical Colleges. Unauthorized reproduction of this article is prohibited.
New faculty seeking an academic focus in medical education are often intimidated by the perceived resources, protected time, and research expertise required to produce a full-length research manuscript.1,2 Mentors can help early-career medical educators gradually develop increasing levels of sophistication in scholarly work by adopting a broader definition of scholarship.3,4 Below, we discuss initial strategies for medical educators to engage in scholarly work early in their career and provide examples of academic pursuits stratified by increasing effort and skill.
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e Flint Y. Wang, MD, assistant professor, Corrie A. Stankiewicz, MD, associate professor, Nadia L. Bennett, MD, associate professor, and Jennifer S. Myers, MD, professor, Department of Medicine, Perelman School of Medicine at the University of Pennsylvania
Hit the Ground Running: Engaging Early-Career Medical Educators in Scholarly Activity
References:1. Edwards K. “Short stops”: Peer support of scholarly activity. Acad Med. 2002;77:939. 2. Goldszmidt MA, Zibrowski EM, Weston WW. Education scholarship: It’s not just a question of ‘degree’. Med Teach. 2008;30:34-39. 3. Blanchard RD, Nagler A, Artino AR Jr. Harvest the low-hanging fruit: Strategies for submitting educational innovations for publication. JGME. 2015;7:318-322. 4 Ungar T, Marcus M. The innovation forager: Stimulating academic innovation. Acad Med. 2014;89:194.Author contact: [email protected]
First Steps: Learn the Landscape
Presentation-Based Scholarly Growth
Publication-Based Scholarly Growth
Make It Count TwiceBe creative about turning work you are already doing into multiple forms of scholarship,
such as lectures into Grand Rounds and posters into brief reports.
Familiarize yourself with medical education
journals to enhance your understanding
of the medical education landscape.
Present a topic within your expertise to learners, using a teaching or educational
framework.
Examples: Medical school, residency or fellowship program, nurse practitioner or physician
assistant training program
In a short article, present counterpoints, future directions,
tips for implementation, or additional data related to a
very recent medical education article from the same journal or provide brief comments on an
issue important to the academic medicine community.
Examples: Academic Medicine, Journal of Graduate Medical Education
(JGME), Medical Education, The Clinical Teacher, Medical Teacher
Didactic Lecture
Letter to the Editor
Create a list of medical education topics for which you have a specific interest (e.g., feedback, wellness,
assessment).
Present on a medical topic, focusing on recent updates
and evidence-based practice.
Examples: Community hospitals (many recruit guest lecturers to fill
Grand Rounds slots)
Describe a controversial or emerging topic in education
combining personal experience with existing literature.
Examples: Academic Medicine’s
Perspectives, JGME’s Ripouts or On Teaching, Medical
Education’s Commentaries, The Clinical Teacher’s Insights, Medical Teacher’s Twelve Tips
External Grand Rounds
Education Commentary
Identify mentoring, networking, and
collaborating opportunities by meeting with faculty
educators at (and outside of) your institution.
Present scholarly work with a narrower scope, such as a needs assessment, survey, curriculum innovation, or
clinical vignette.
Examples: Regional or national medical education or (sub-) specialty
conferences
Use initial data to describe a needs assessment,
survey results, or curricular intervention in a format much shorter than a typical research
article.
Examples: Academic Medicine’s Innovation Reports,
JGME’s Brief Reports, Medical Education’s Really Good Stuff,
The Clinical Teacher’s In Brief, Medical Teacher’s
Short Communications
Poster or Oral Presentation
Brief Report
Assess the resources available through your
home institution including pilot grants, administrative
time support, statistical assistance, etc.
Create an interactive session involving audience
discussion, hands-on experiential learning, or
role-playing to demonstrate an education concept.
Examples: Regional or national medical education or (sub-) specialty
conferences
Present a research project using the background, methods,
results, discussion/conclusions format with rigorous data
analysis and thorough detail (e.g., all curricular materials).
Examples: Academic Medicine,
MedEdPORTAL, JGME, Medical Education, The Clinical Teacher,
Medical Teacher
Workshop
Research Manuscript
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Copyright © by the Association of American Medical Colleges. Unauthorized reproduction of this article is prohibited.