Medical Education Scholarly Concentration

Point of Contact 

Samuel E. Neher, MS, EdD, Assistant Professor and Director of Educational Scholarship 

Concentration Directors

• Abbey Bachmann, PhD 
  • Assistant Professor, Educational Programs Associate, Office of Educational Programs 
• Mark Hormann, MD 
  • Vice Dean, Office of Educational Programs, Professor, Department of Pediatrics 
• Peggy Hsieh, MEd, PhD 
  • Associate Professor, Director of Educational Development, Office of Educational Programs  
• Mary E. Kollmer Horton, MPH, MA, PhD 
  • Assistant Professor, Director, Medical Student Research Office 
• Samuel E. Neher, MS, EdD 
  • Assistant Professor, Director of Educational Scholarship, Office of Educational Programs 
• Allison Ownby, PhD, MEd 
  • Associate Dean for Faculty and Educational Development, Professor, Office of Educational Programs 

Overview

The goal of the Medical Education Scholarly Concentration is to: 

• Expose students to curriculum development, teaching, and assessment. 
• Engage students in the discussions, planning, and implementation of various aspects of medical education. 
• Prepare students for an education leadership career in academic medicine. 

 At the completion of the Medical Education Scholarly Concentration, students will:

• Demonstrate effective uses of teaching techniques 
• Apply knowledge and skills in medical education scholarly products 

Educational Competencies

At the completion of the Medical Education Scholarly Concentration, students will: 

• Be able to write clear, effective learning objectives 
• Practice providing SMART feedback 
• Learn how to facilitate a small group 
• Demonstrate strong presentation skills 

Types of faculty-mentored scholarly projects available to students

• PBL or TBL case; student will be primary author in collaboration with faculty 
• Curriculum module for use in a course, clerkship, or residency training program 
• Evaluation tool for use in undergraduate or graduate medical education 
• Workshop material and presentation (during MSIV Transition to Residency course or at an education meeting) 
• Traditional student-authored educational research project appropriate for publication and/or poster presentation 
• Innovative teaching or learning resource such as: 
  1. Online learning module 
  2. Concept maps 
  3. Comparative organizers 

Potential scholarly project dissemination

The method of dissemination will depend on the nature of the scholarly project. Possible strategies include: 

• Presentation of a poster at an education meeting:
  1. The Innovations in Health Science Education Annual Conference 
  2. The Annual Academy of Master Educators Education Symposium 
  3. Advances in Teaching and Learning Day
• Presentation of a workshop during the MSIV Transition to Residency course 
• Publication of an educational research project 
• Implementation of a new PBL or TBL case for medical students 
• Implementation of a new curriculum module for a clerkship or residency training program 

Scholarly Project (Paper, Poster, or Oral Presentation)

1. Introduction: Introduce the topic of the project by placing your project in a broad context and providing background information.
2. Purpose of the Project: This section should make a case for why the project is needed, its importance, the problem, and the anticipated solution. You should provide a very specific and concise description of the intent of the project.
3. Review of the Literature: Literature review provides the basis for understanding your project in terms of what else is known. Include historical background, theoretical considerations, and recent findings (use references).
4. Methodology: This section provides a description of the procedures used to conduct the study. It should include information about study design, the participants, the instruments/tools/resources to be used or developed, and the methods used to collect the data.
5. Results: Summarize findings without interpretations.
6. Conclusion: Show how your results and interpretations agree or contrast with previously published work. Discuss the implications of your work and any possible practical applications. End with a short summary regarding the significance of the work to either learners, educators, practitioners, or the medical education field. 

First Year

1. Attend a Faculty Development Workshop 
2. Select a Mentor 
3. Identify an Educational Scholarly Project 

Summer of First Year/Second Year

1. Participate in Medical Educational Online Asynchronous Discussions 

Second Year

Attend an Academy of Master Educators Journal Club 

or 

Attend a Faculty Development Workshop

Third Year

1. Co-Present a Faculty Development Workshop 
2. Work with Mentor on Scholarly Project 

Fourth Year

Co-Facilitate a Problem-Based Learning Session 

or 

Prepare and Deliver a Workshop to the Transition to Clerkship Course

On-Going

Attend Six Education-Related Meetings and Submit Reflection 

Optional

1. Attend one Health Educators Fellowship Program Session 
2. Attend one Physician Educator Certificate Program Session