Browsing by Subject "Scholarship"

Now showing 1 - 5 of 5
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    ASPIRE: A Program for Developing Clinician Educators’ Scholarship, Advancement, and Sense of Comm
    (Springer, 2022) Cottingham, Ann H.; Sachs, Greg A.; Frankel, Richard M.; Medicine, School of Medicine
    Introduction: Faculty development programs encouraging clinician educators' scholarship have been established at many medical schools. The same is true for programs that address the isolation and loneliness many faculty members feel in their day-to-day clinical work and administration. Few programs have explicitly combined development of scholarship and sense of community. Aim: The goals of the Advanced Scholars Program for Internists in Research and Education (ASPIRE) are as follows: (1) provide training in scholarship development including research methods, implementation, and dissemination; (2) provide expert mentoring and support for professional development; and (3) create a greater sense of campus community. Setting: ASPIRE scholars are clinician educators in the Department of Medicine at Indiana University School of Medicine. Program description: The program runs 18 months, includes intensive mentoring, covered time for scholars and mentors, resources, and two half-day educational sessions per month focused on scholarship and community development. Program evaluation: Institutional leaders' public statements and actions regarding ASPIRE were documented by program leadership. Data collected from ASPIRE mentors and scholars through interviews and free text survey responses were analyzed using an immersion/crystallization approach. Two central themes were identified for both scholars and mentors: benefits and challenges of the program. Benefits included mentors, program design, community development, increased confidence, skills development, improved patient care, and institutional impact. Challenges included time to accomplish the program, balance of community-building and skills development, and lack of a clear path post-ASPIRE. Discussion: Combining skills-based learning with safe psychological space were judged important elements of success for the ASPIRE program. Conversations are ongoing to identify opportunities for scholars who have completed the program to continue to pursue scholarship, expand their skills, and build community. We conclude that the program both is feasible and was well-received. Sustainability and generalizability are important next steps in ensuring the viability of the program.
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    Editorial: Service Learning, Educational Innovation and Social Transformation
    (Frontiers Media, 2022) Bringle, Robert G.; Santos Rego, Miguel A.; Regueiro, Bibiana; Psychology, School of Science
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    Exploring the publishing patterns and journal use of Graduate Medical Education (GME) residents in a large medical school.
    (2023-05-19) Stumpff, Julia C.; Ramirez, Mirian; Ralston, Rick K.
    OBJECTIVE: Graduate Medical Education (GME) residents are required to meet ACGME-mandated scholarship requirements.(1) Often those residents are encouraged to publish the resulting scholarship, and librarians are asked for assistance during that process. We will investigate two things: the publication patterns of residents and the journals they cite in their publications. By examining publication patterns, we will learn which types of articles residents typically author, in which departments trainees publish, etc. This knowledge will help librarians better target guidance provided to residents. Likewise, the analysis of the cited journals will inform collection development efforts that support resident publishing. METHODS: This is a descriptive ‘baseline’ exploratory study. 266 residents who completed their training between July 1, 2018, and June 30, 2019, were searched in Scopus. Included in this analysis are case study/case series, original research, or review articles authored by residents and with our institution listed by any author. Articles were limited to publication dates that were one year after the trainee start date and 18 months after the trainee termination date. Excluded were published curriculum, editorials, conference papers, and conference posters. Articles were coded separately by two different authors (case study/case series, original research, or review articles). When there were disagreements, a third author made the final decision. The analysis included journals in which GME residents published, number of publications, number of residents publishing, number of publications cited, distribution of publishing among programs, and journals cited within publications. RESULTS: Out of the residents matriculating 2018-19, 34% published at least one article, and they published in 188 different journals. 291 total articles were published by residents, and of those articles, the majority, 60%, were original research. 41% of first authors were GME residents. Of resident program areas, Surgery had the highest number of publications and citations. When analyzing publications per resident, Urology and Otolaryngology tied for first with 8.33. Otolaryngology had the most citations per resident with 110.7. There were 8073 cited references in 2288 journals. The top 20 journals were cited more than 50 times. CONCLUSIONS: GME residents publish in a wide variety of journals. Libraries might provide guidance about publishing original research to support their scholarly publishing. Further, libraries can evaluate if their collections meet their residents’ research needs by examining journals cited in residents’ publications. The limitations of this study are that the analysis included one institution and one year of matriculating residents. Also, inter-program comparisons did not account for differing time-in-residency. Next steps are to analyze the inter-program data by time-in-residency, use the Chi-Squared test to look for relationships, and analyze journal data by program area. Eventually, other GME trainees’ publications will be analyzed. The analysis will then expand to trainees from multiple years for a more complete picture of GME trainee publishing. 1. Accreditation Council on Graduate Medical Education. ACGME Common Program Requirements (Residency). July 1, 2022. https://www.acgme.org/globalassets/pfassets/programrequirements/cprresidency_2022v3.pdf
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    Peer Observation and Evaluation Tool (POET): A Formative Peer Review Supporting Scholarly Teaching
    (2016-07-01) Crabtree, Jeffrey L.; Scott, Patricia J.; Kuo, Fengyi; Department of Occupational Therapy, IU School of Health and Rehabilitation Sciences
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    'Translating scholarship into practice': An alternative metaphor
    (http://trip.iupui.edu, 1999-05) Petronio, Sandra
    Excerpt: Effectively translating scholarship can help people solve social problems. We may contribute to alleviating obstacles and dilemmas that people face. We may enhance the lives of others if communication scholars become translators of their own work or encourage others to function as transporters. Although we may initially concern ourselves with contributions that the communication discipline brings to the everyday world, this is a two-wy street. Not only might others benefit, but the discipline also stands to gain heartily from this investment. Showing how communication contributes to improve our understanding of the mundane and traumatic gives the discipline credibility in a wider arena. ... Through translation, we are able to preserve the integrity of the research and theory because it bridges knowledge production with knowledge utilization. Translating means that we take the knowledge discovered through research or theory and interpret it for everyday use.