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