1. T URNING TEACHING INTO S CHOLARSHIP Jay D. Orlander 10/26/2015

2. Agenda for this workshop 1. Didactic List common types of scholarly products Define scholarship Elements of peer reviewed scholarly products Blooms Taxonomy of Learning revisited 2. Practice elucidating the elements of scholarly product from a current or planned educational initiative. 3. Debrief as a group

3. Types of educational scholarship Peer review publications Curricula Teaching Materials – Pts or Trainees Evaluation Methods Talks Workshops Posters

4. To be considered scholarship, “it” must be 1. Publically available, 2. subject to critical review, and 3. accessible for use by others In order to be considered for above, “it” must be relevant to others

5. Making your work relevant to others

6. Put your work in context Lit review, state of the issue

7. Making your work relevant to others Put your work in context Lit review, state of the issue What problem does your work solve More effective, more efficient (less effort, less faculty time) never done before, never done in this type of environment before

8. Making your work relevant to others Put your work in context Lit review, state of the issue What problem does your work solve More effective, more efficient (less effort, less faculty time) never done before, never done in this type of environment before Can you describe the intervention in detail and explain why you designed it that way Be specific and precise Ideally you can link to a theoretical framework

9. Making your work relevant to others Put your work in context Lit review, state of the issue What problem does your work solve More effective, more efficient (less effort, less faculty time) never done before, never done in this type of environment before Can you describe the intervention in detail and explain why you designed it that way Be specific and precise Link to theoretical framework Is it generalizable? – (The answer has to be yes)

10. Making your work relevant to others Put your work in context Lit review, state of the issue What problem does your work solve More effective, more efficient (less effort, less faculty time) never done before, never done in this type of environment before Can you describe the intervention in detail and explain why you designed it that way Be specific and precise Link to theoretical framework Is it generalizable? – (The answer has to be yes) What outcomes are you measuring? Are they reliable? Valid? a gold standard? Bias present? Do they relate directly to the problem you are trying to improve? Do these measures show you achieved what you intended to?

12. Taxonomy: Can the learner… Remembering: recall or remember the information? define, duplicate, list, memorize, recall, repeat, reproduce state Understanding: explain ideas or concepts? classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Applying: use the information in a new way? choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. Analyzing: distinguish between the different parts? appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Evaluating: justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluate Creating: create new product or point of view? assemble, construct, create, design, develop, formulate, write.

13. Apply this to real projects

14. Succeeding as a Clinician Educator 1. Clarify what success means and define goals 2. Seek mentorship and be a responsible mentee 3. Develop a niche and engage in relevant professional development 4. Network 5. Transform educational activities into scholarship 6. Seek funding and other resources. Castiglioni et al. JGIM 2013

15. Have “SMART” Goals Specific Measureable Achievable yet Aggressive Relevant Time sensitive Castiglioni et al. JGIM 2013