Determining a “fit” Between Your Education Work & Publication Venues SDRME 2018 Summer Meeting Kathryn N. Huggett, Ph.D. Maria A. Blanco, Ed.D. May 21, 2018 Louisville, KY

Intended Outcomes To develop an algorithm for when and where to publish educational scholarship. We propose to share this algorithm via future presentation and publication.

Note This abstract has also been submitted to AMEE, to be presented as an SDRME-sponsored session. The authors intend to “crowdsource” ideas at both meetings and then compile a resource including the algorithm. The purpose is to create a resource to share with faculty and use in our consultation work.

Authors Team Kathryn Huggett, University of Vermont Larner College of Medicine, Burlington, US Maria Blanco, Tufts University School of Medicine, Boston, US Carol Capello, Weill Cornell Medical College, New York City, US Anne McKee, King’s College, London, UK Jorie Colbert-Getz, University of Utah School of Medicine, Salt Lake City, US

Background and Relevance Medical education has evolved into new forms of scholarship, research methodologies, and more rigorous standards for reporting educational evidence. Some educational scholars are challenged where to publish educational scholarship. Increase in types of venues for disseminating scholarship beyond the traditional peer-reviewed journal. Yet, approximately 10,000 open-access journals are considered “predator” journals. No guidelines exist for scholars to determine a “fit” between their work and where to disseminate their work.

Session Objectives Describe strategies to align scholarship type and dissemination venues. List dissemination venues for scholarship. Describe an approach to advising scholars to seek guidance on dissemination venues.

Group Activity

Reference McGaghie W. Scholarship, publication, and career advancement in health professions education: AMEE Guide No.43. Med Teach. 2009; 31:574-590. Scanlon E. Concepts and Challenges in Digital Scholarship. Front. Digit. Humanit. 2017; 4:15. doi: 10.3389/fdigh.2017.00015 Sherbino J, Arora VM, Van Melle E, et al. Criteria for social media-based scholarship in health professions education. Postgrad Med J 2015;91:551–555.

THANKS!

References from Group Activity Overall worksheet examples: McGaghie W. Scholarship, publication, and career advancement in health professions education: AMEE Guide No.43. Med Teach. 2009; 31:574-590. Supplement; Table 1. Program Development worksheet example: Rassbach CE, Blankenburg R. A novel pediatric residency coaching program: Outcomes after one year. Academic Medicine. 2018 Mar 1;93(3):430-4. Twitter chat worksheet example: Carroll CL, Bruno K, Ramachandran P. Building community through a# pulmcc Twitter chat to advocate for pulmonary, critical care, and sleep. Chest. 2017 Aug 1;152(2):402-9. Website worksheet example: Jyot A, Baloul MS, Finnesgard EJ, Allen SJ, Naik ND, Ibarra MA, Abbott EF, Gas B, Cardenas-Lara FJ, Zeb MH, Cadeliña R. Surgery Website as a 24/7 Adjunct to a Surgical Curriculum. Journal of surgical education. 2017 Oct 21. Video module worksheet example: Hawa R, Van Exan J, Sockalingam S, Marcangelo M. Binge-eating disorder: an interactive self-learning module. MedEdPORTAL. 2017;13:10567. https://doi.org/10.15766/mep_2374-8265.10567 YouTube worksheet example: https://www.youtube.com/watch?v=URiKA7CKtfc