by Poh-Sun Goh, 3 May 2021 @ 1045pm, Singapore Time; updated 5 May 2021 @ 1017pm, Singapore Time
This blogpost illustrates the #BuildingBlocksOfScholarship in #MedicalEducation
Making the argument that the #Scholarship of #Discovery (including #Creation and #Innovation), #Integration, #Application and #Teaching (Boyer 1990) is founded on #Theory, including peer reviewed publications (articulating #Thinking, #Models, #TheoreticalFrameworks), and #Evidence (including #Data, and #Observations).
The fundamental #BuildingBlock of a piece of #Scholarship (#Written, #Articulated-#Spoken-#Presented-#Illustrated) is a review of #KeyIdeas, and #PreviousWork.
#PersonalReflection on my #Journey as #ScholarlyEducator (making arguments and articulating viewpoints based on the literature, data, evidence and observations), and #EducationalScholar.
The professionalisation of my practice started with formal training, and active engagement in the Maastricht MHPE program. Where the first, repeated lesson that was emphasised was that any statement made during discussions within the program, submitted within individual and team assignments due literally every 2 to 3 weeks (3 to 4 assignments per module - every 8 weeks) had to be supported 'by the literature, theory and evidence'. My personal response to this challenge was to post on the online discussion forum daily (the only possible coping mechanism for someone of my personal learning and training preference and personality - essentially taking one small meaningful step every day in public, within a Community of Practice [COP] and Community of Interest [COI]). The daily challenge I gave myself was to present at least one takeaway from required reading of the literature every day, in public, on the online forum; and also to post one useful additional digital resource relevant to each idea or topic under discussion, including why this was relevant and useful. Reflecting back to the two years I actively engaged in the MHPE program in this manner, strictly staying up to date with readings, and assignment submissions, through daily open postings in this manner (on the online discussion forum), I realised that this naturally translated into the #dailyHabit of #openBlogging, which I have engaged in since completing the MHPE program in 2012. Each public blogpost (on Blogger), translated easily into digital material for regular faculty development workshops on Technology Enhanced Learning (TEL) at the Medical Education Unit, later Center of Medial Education (CenMED) at the Yong Loo Lin School of Medicine, NUS; where I presented and engaged participants exclusively using material from these blogs, later adding Padlet, SlideShare, and Instagram. This formed the basis for a series of public postings on MedEdWorld, then publications in Medical Teacher and later MedEdPublish, with the iterative cycle demonstrated on this single SlideShare illustration - https://www.slideshare.net/dnrgohps/digital-scholar-the-scholarship-cycle-valueimpactrecognition. Recent examples of the use of individual blogs, containing both newly created and previously created and used training and teaching modular digital content which have been shown to be useful, and well received (through number of online views for example, or which have been repeatedly used by me during faculty development sessions - SlideShare posts, Instagram short texts from previous blogposts) and cited online content can be seen at an upcoming invited keynote presentation for the KSME 2021 meeting available at https://medicaleducationelearning.blogspot.com/2021/04/the-vision-of-transformation-in-medical.html, and a TEL workshop at CenMED available at https://medicaleducationelearning.blogspot.com/2021/03/telmeded-cenmed.html.
'Why, before What, and How'
Ultimately, we produce 'works' and 'artefacts' of Scholarship, and engage in the 'Cycle of Scholarship', as active members of a COP and COI, whose members (of these COP, and COI) are both senior practitioners and 'peer reviewers'; and form the wider audience and community which we produce for, and engage with. The value-add of these scholarly activities are recognised by reciprocal engagement, effort, time and attention 'spent' by members of a COP and COI, engaging with and in these scholarly works and engagement processes. This manifests as peer reviewed acceptances of the products of scholarship in medical education for presentation at local and international meetings and conferences, publications in local, regional and international peer reviewed journals, and invitations to speak and present at local, regional and international meetings and conferences (generally recognised at institutional levels by awarding Assistant, through Associate and Professor 'titles'), as well as Associate and Fellow designations (e.g. AFAMEE and FAMEE). Part of the service role of an academic involves contribution and 'giving back' to a COI and COP through acting as a peer reviewer, as a member of active committees (including those organising local, regional and international meetings and conferences), and providing leadership in these activities (which also is recognised within increasing performance bands - Assistant, Associate and [Full] Professor level). Obtaining grants in some settings is integral to the process of appointment, performance reviews and promotion, particularly when these grants fund and provide 'protected time' and resources to engage in part or full time academic scholarly activities, often in 'basic' or the scholarship of discovery (traditional) research. Applied scholarship (and research) including that of Practice and Teaching, Application, Integration, Innovation and Creation, which arise from the regular teaching and training activities of Clinicians, Clinician-Educators and Clinician-Scholars can be particularly amenable to non-grant funded or low cost design based, innovation based, integration and application based, and in practice observations, data collection and reflective practice; including 'Micro-Scholarship' steps.
"The idea of Micro-Scholarship is that each step 'is' usable, valuable, and can be valued and assessed, and recognised - at individual, community of practice, and institutional levels (with metrics of audience size - use, commentary and incorporation into practice - citations, 'valued ' and 'judged' as attaining a certain band of performance - e.g. Associate or Full, Associate or Fellow level performance, and 'valued' for contribution impact by promotion and increasing salary band levels." - posted in Thread 3 section, accessible at https://medicaleducationelearning.blogspot.com/2021/04/sotl-and-rime-cenmed-nus-workshop-2021.html
"scholarship, like clinical or educational practice occurs in small sequential steps (ideally taken at regular, even daily intervals); each step is additive, and cumulative, as part an academic journey; each step can be documented, digitally, and visible - for open access, inspection, review; each step can be created, or curated with proper attribution, and 'value add' e.g. commentary, customisation, to enable each step to be a modular, free-standing, usable 'piece' of 'Micro-Scholarship. I audience test response to and of content by sharing selected content on Blogger (like this blogpost), Instagram - for short text, references, illustrations; and pay close attention to how the online (Communities of Practice) CoP and (Communities of Interest) CoI share and comment on this on Facebook, Twitter etc." - posted in Thread 1 section, accessible at https://medicaleducationelearning.blogspot.com/2021/04/sotl-and-rime-cenmed-nus-workshop-2021.html
with examples below
https://www.slideshare.net/dnrgohps/reflect-on-how-blooms-taxonomy-and-millers-pyramid-might-apply-to-learning-continuum-map (over 24,000 views since October 2016)
https://www.slideshare.net/dnrgohps/adoption-of-elearning-in-med-ed-costs-and-value-add-82738401 (over 11,000 views since November 2017)
https://www.slideshare.net/dnrgohps/elearning-in-med-ed (over 11,000 views since November 2017)
https://www.slideshare.net/dnrgohps/digital-educational-resource-hyperlinked-index-vs-restaurant-menu (over 15,000 views since October 2013)
Examples of Scholarship - along lines of categories proposed by Boyer (1990), informed by the criteria of Scholarship by Glassick (2000), and Hutchings and Schulman (1999).
my MHPE Masters Thesis - simple quantitative experimental study (see following link), is an example of the Scholarship of Discovery https://www.slideshare.net/dnrgohps/for-med-edworldpublishpohsungoh
an example of the Scholarship of Innovation-Creation (creative use) below
Goh, P.S. Using a blog as an integrated eLearning tool and platform. Med Teach. 2016 Jun;38(6):628-9. Epub 2015 Nov 11. http://www.ncbi.nlm.nih.gov/pubmed/26558420 (10 Citations on Google Scholar to date)
and examples of Scholarship of Integration (example of 12 Tips and one Systematic Review), Application (and Teaching) and future Envisioning/Forecasting
Dong C, Goh PS. Twelve tips for the effective use of videos in medical education. Med Teach. 2015 Feb; 37(2):140-5. http://www.ncbi.nlm.nih.gov/pubmed/25110154 (over 110 Citations on Google Scholar)
Liaw SY, Augustin CG, Ying L, Tan SC, Lim WS, Goh PS. Multiuser Virtual Worlds in Healthcare Education: A Systematic Review. Nurse Education Today. Volume 65, June 2018, Pages 136-149. https://doi.org/10.1016/j.nedt.2018.01.006 Accepted for publication on 11 January 2018, available online 2 February 2018). (32 Citations on Google Scholar to date)
Goh PS, Sandars J. (2019). Digital Scholarship – rethinking educational scholarship in the digital world, MedEdPublish, 8, , 15, https://doi.org/10.15694/mep.2019.000085.1 https://www.mededpublish.org/manuscripts/2286 (Over 2,400 views to date, Recommended Status)
Sandars, J., Correia, R., Dankbaar, M., de Jong, P., Goh, P.S., Hege, I., Masters, K., Oh, S.Y., Patel, R., Premkumar, K., Webb, A., Pusic, M. (2020). 'Twelve tips for rapidly migrating to online learning during the COVID-19 pandemic'. MedEdPublish, 9, , 82, https://doi.org/10.15694/mep.2020.000082.1 https://www.mededpublish.org/manuscripts/3068 (over 20,000 views over last 12 months, Recommended Status; over 60 citations on Google Scholar)
Goh P.S, Sandars J. (2020) 'A vision of the use of technology in medical education after the COVID-19 pandemic', MedEdPublish, 9, , 49, https://doi.org/10.15694/mep.2020.000049.1 (over 20, 000 views over last 12 months, Recommended Status; over 120 citations on Google Scholar)
Goh, PS. 'Medical Educator Roles of the Future'. Medical Science Educator. Online publication 30 September 2020. https://doi.org/10.1007/s40670-020-01086-w
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