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Am J Med Sci. 2017 Feb;353(2):137-144. doi: 10.1016/j.amjms.2016.11.015. Epub 2016 Nov 15.

Transitioning From Medical Educator to Scholarship in Medical Education.

Author information

1
Department of Pediatrics, University of Oklahoma Health Sciences Center, Oklahoma City, Oklahoma. Electronic address: Alix-darden@ouhsc.edu.
2
General and Community Pediatrics, College of Medicine, University of Oklahoma Health Sciences Center, Oklahoma City, Oklahoma.

Abstract

Clinician educators spend most of their time in clinical practice, educating trainees in all types of care settings. Many are involved in formal teaching, curriculum development and learner assessment while holding educational leadership roles as well. Finding time to engage in scholarly work that can be presented and published is an academic expectation, but also a test of efficiency. Just as clinical research originates from problems related to patients, so should educational research originate from issues related to educating the next generation of doctors. Accrediting bodies challenge medical educators to be innovative while faculty already make the best use of the limited time available. One obvious solution is to turn the already existing education work into scholarly work. With forethought, planning, explicit expectations and use of the framework laid out in this article, clinical educators should be able to turn their everyday work and education challenges into scholarly work.

KEYWORDS:

Medical education; Research design; Research methods

PMID:
28183414
DOI:
10.1016/j.amjms.2016.11.015
[Indexed for MEDLINE]
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