Advancing educators and education by defining the components and evidence associated with educational scholarship

被引:137
作者
Simpson, Deborah
Fincher, Ruth-Marie E.
Hafler, Janet P.
Irby, David M.
Richards, Boyd F.
Rosenfeld, Gary C.
Viggiano, Thomas R.
机构
[1] Med Coll Wisconsin, Off Educ Serv, Milwaukee, WI 53226 USA
[2] Med Coll Georgia, Dept Med, Off Acad Affairs, Augusta, GA 30912 USA
[3] Tufts Univ, Sch Med, Off Educ Affairs, Boston, MA 02111 USA
[4] Univ Calif San Francisco, Dept Med, San Francisco, CA 94143 USA
[5] Columbia Univ, Ctr Educ Res & Evaluat, New York, NY USA
[6] Univ Texas, Sch Med, Houston, TX USA
[7] Mayo Clin, Dept Internal Med, Rochester, MN USA
关键词
education; medical; teaching; methods; curriculum; mentors; leadership; educational measurement;
D O I
10.1111/j.1365-2923.2007.02844.x
中图分类号
G40 [教育学];
学科分类号
040101 [教育学原理]; 120403 [教育经济与管理];
摘要
OBJECTIVE This study aimed to establish documentation standards for medical education activities, beyond educational research, for academic promotion consistent with principles of excellence and scholarship. METHODS In 2006 a Consensus Conference on Educational Scholarship was convened by the Association of American Medical Colleges (AAMC) Group on Education Affairs (GEA) to outline a set of documentation standards for use by educators and academic promotion committees. Conference participants' work was informed by more than 15 years of literature on scholarship, educator portfolios and academic promotion standards. RESULTS The 110 conference participants, including medical school deans, academic promotion committee members, department chairs, faculty and AAMC leaders, re-affirmed the 5 education activity categories (teaching, curriculum, advising and/or mentoring, education leadership and/or administration, and learner assessment), the contents of each category, and cross-category documentation standards. Educational excellence requires documentation of the quantity and quality of education activities. Documenting a scholarly approach requires demonstrating evidence of drawing from and building on the work of others, and documenting scholarship requires contributing work through public display, peer review and dissemination; both involve engagement with the community of educators. Implementation of these standards - quantity, quality and engagement with the education community - should occur in parallel with the development of an infrastructure to support educators, including sustained faculty development for educators, access to educational resources and journals, peer review mechanisms and consultation and support specific to each activity category. CONCLUSIONS Educators' contributions to their institutions must be visible to be valued. The establishment of documentation standards for education activities provides the foundation for academic recognition of educators.
引用
收藏
页码:1002 / 1009
页数:8
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