"For any activity to be designated as scholarship, it should manifest at least three key characteristics: It should be public, susceptible to critical review and evaluation, and accessible for exchange and use by other members of one's scholarly community. We thus observe, with respect to all forms of scholarship, that they are acts of the mind or spirit that have been made public in some manner, have been subjected to peer review by members of one's intellectual or professional community, and can be cited, refuted, built upon, and shared among members of that community. Scholarship properly communicated and critiqued serves as the building block for knowledge growth in a field."
—Lee Shulman (1998)
Scholarship is intended to both develop and enhance the importance of teaching and learning through systematic study, public dissemination, and critique. Scholarship differs from professional development in that faculty receive knowledge through professional development and contribute knowledge through scholarship.
Scholarship is the critical component that allows the field of teaching and learning to move forward and not only meet the needs of today’s medical education community but to anticipate the needs and innovative methods for addressing them in the future.
AAMC Standards for Educational Scholarship
Advancing Educators and Education: Defining the Components and Evidence of Educational Scholarship
This report from the AAMC's Group on Educational Affairs (GEA) 2006 Consensus Conference on Educational Scholarship outlines a set of documentation standards based on more than fifteen years of literature and the findings. Five educator activity categories (teaching, curriculum, advising/mentoring, educational leadership/administration, and learner assessment) were confirmed and contents delineated with examples created to illustrate documentation of quantity, quality and engagement in educational scholarship. Implementation of these standards should parallel the development of an infrastructure to support educators. Infrastructure elements include sustained faculty development programs for educators, e-learning platforms for delivery of instruction, access to resources and journals in the field, peer review mechanisms, consultation and support for curriculum development, evaluation and educational measurement.
MEDS Education Research in Progress (ERIP)
Monthly scholarship consultation sessions provide the opportunity to consult with educational researchers and other colleagues in a friendly group setting. At the meetings, participants typically work on developing educational scholarship through brainstorming an idea, refining an abstract or grant proposal, or critiquing a manuscript prior to submission. These sessions help participants develop their own educational scholarship, as well as skills in critiquing educational scholarship.
You are encouraged to attend these brown bag sessions, the 3rd Wednesday of each month from 12:15-1:15, as often as possible to help build a community of educational scholars interested in advancing excellence in academic scholarship. Formerly titled Medical Education Research and Scholarship Conference
MEDS Journal Club
Faculty and staff who are experienced with medical educationmeet meet monthly 7:30-8:30 am on Mondays to provide an incubator for innovative educational ideas, to promote an environment of educational scholarship, to critically evaluate current medical education literature, and to promote team building and collaboration.
- U Libraries offers grant funding search tools and resources, including workshops and databases.
- Funding Sources in Medical Education (search results from PIVOT)
Annotated Bibliography of Journals for Educational Scholarship
Coordinated by the NEGEA in collaboration with members of the CGEA, SGEA, and WGEA, this bibliography (revised March, 2016) provides a comprehensive list of medical education scholarship resources. Special thanks to the Librarian Coordinators, Pamela Herring (University of Central Florida) and Judy Spak (Yale University), their time and hard work made this update possible. For questions and suggestions please contact Maria Blanco at Maria.Blanco@tufts.edu. Sub-set of these titles available fulltext from the Bio-Medical Library:
- Academic Medicine (Ovid simultaneous user license restriction - may get license exceeded message)
- Advances in Health Sciences Education
- Advances in Physiology Education
- American Journal of Pharmaceutical Education
- BMC Medical Education
- Evaluation and the Health Professions
- Journal of Continuing Education in Health Professions
- Journal of Graduate Medical Education
- Journal of Interprofessional Care
- Journal of Medical Internet Research
- Journal of Rural Health
- Journal of Surgical Education
- Medical Teacher (18 month embargo period)
- Simulation in Healthcare
- Teaching and Learning in Medicine
Top-Cited Articles in Medical Education: A Bibliometric Analysis
Academic Medicine. 90(8):1147-1161, August 2015.
For assistance, please contact firstname.lastname@example.org.
- American Association of Medical Colleges (AAMC)
- Association for Medical Education in Europe (AMEE) - The University of Minnesota Medical School has an Premier Institutional membership with AMEE.
- National Board of Medical Examiners (NBME)
- The Generalists in Medical Education
- International Association of Medical Science Educators (IAMSE)
- Accreditation Council of Graduate Medical Education
- Association for Standardized Patient Educators
- MedEdWorld - The University of Minnesota Medical School has an Affiliate Membership with MedEdWorld.
AAMC MedEdPORTAL - The MedEdPORTAL is a resource designed to help faculty publish and share educational resources. For high quality teaching enhancement resources, enter the text "teaching" in the keyword search field.
- A "how to" guide for developing a publishable Scholarship of Teaching project. Adv Physiol Educ. 2006 Jun;30(2):83-8. PubMed PMID: 16709738.
- Harvest the Low-Hanging Fruit: Strategies for Submitting Educational Innovations for Publication. J Grad Med Educ. 2015 Sep;7(3):318-22. doi: 10.4300/JGME-D-15-00228.1. PubMed PMID: 26457132; PubMed Central PMCID: PMC4597936.
- Ten steps to conducting health professional education research. Clin Teach. 2015 Aug;12(4):272-6. doi: 10.1111/tct.12287. Epub 2015 Jun 18. PubMed PMID: 26085032.
Research in Medical Education
Guidelines for Conducting Research
The University of Minnesota Institutional Research Board (IRB) provides guidelines for conducting research related to human subjects’ safety and ethics. All medical education research must go through the IRB review process although it may be appropriate to have either an expedited or exempt reveiw.
There are five exempt application forms available for research such as educational tests; surveys; interviews; observation of public behavior; studies of existing data, documents, records, pathological specimens, or diagnostic specimens; consumer acceptance or taste testing.
The IRB reviews research projects which involve human subjects to ensure that two broad standards are upheld: first, that subjects are not placed at undue risk; second, that they give uncoerced, informed consent to their participation.
Forms for Conducting Educational Research in the Medical School at the University of Minnesota
For conducting medical education research, use the IRB application form and brief guidelines titled “Social & Behavioral Sciences Application Form.”
The form titled “Consent Form Template for Social & Behavioral Science studies” is also used for conducting research in medical education.
Research at the University of Minnesota Medical School
Clinical and Translational Science Institute (CTSI) - links to various resources, primarily relating to clinical research.
IT Services for Researchers (U of M) - University researchers and their partners can take advantage of a wide range of robust and innovative information technology infrastructure and consultation services.