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scholarship of teaching

Lisa Beccaria, Megan Y C A Kek, Henk Huijser
OBJECTIVES: In this paper, a review of nursing education literature is employed to ascertain the extent to which nursing educators apply theory to their research, as well as the types of theory they employ. In addition, the use of research methodologies in the nursing education literature is explored. DESIGN: An integrative review. METHODS: A systematic search was conducted for English-language, peer reviewed publications of any research design via Academic Search Complete, Science Direct, CINAHL, and Health Source: Nursing/Academic Edition databases from 2001 to 2016, of which 140 were reviewed...
March 2, 2018: Nurse Education Today
Carol Bullin
Background: A doctoral degree, either a PhD or equivalent, is the academic credential required for an academic nurse educator position in a university setting; however, the lack of formal teaching courses in doctoral programs contradict the belief that these graduates are proficient in teaching. As a result, many PhD prepared individuals are not ready to meet the demands of teaching. Methods: An integrative literature review was undertaken. Four electronic databases were searched including the Cumulative Index to Nursing & Allied Health Literature (CINAHL), PubMed, Educational Resources Information Center (ERIC) and ProQuest...
2018: BMC Nursing
Aine Marie Kelly, Patricia B Mullan
Teaching and assessing trainees' professionalism now represents an explicit expectation for Accreditation Council Graduate Medical Education-accredited radiology programs. Challenges to meeting this expectation include variability in defining the construct of professionalism; limits of traditional teaching and assessment methods, used for competencies historically more prominent in medical education, for professionalism; and emerging expectations for credible and feasible professionalism teaching and assessment practices in the current context of health-care training and practice...
February 22, 2018: Academic Radiology
Liza Bonin
Quality Improvement (QI) is a health care interprofessional team activity wherein psychology as a field and individual psychologists in health care settings can and should adopt a more robust presence. The current article makes the argument for why psychology's participation in QI is good for health care, is good for our profession, and is the right thing to do for the patients and families we serve. It reviews the varied ways individual psychologists and our profession can integrate quality processes and improve health care through: (1) our approach to our daily work; (2) our roles on health care teams and involvement in organizational initiatives; (3) opportunities for teaching and scholarship; and (4) system redesign and advocacy within our health care organizations and health care environment...
February 21, 2018: Journal of Clinical Psychology in Medical Settings
Eric Shappell, Teresa M Chan, Brent Thoma, N Seth Trueger, Bob Stuntz, Robert Cooney, James Ahn
In recent years online educational content, efforts at quality appraisal, and integration of online material into institutional teaching initiatives have increased. However, medical education has yet to develop large-scale online learning centers. Crowd-sourced curriculum development may expedite the realization of this potential while providing opportunities for innovation and scholarship. This article describes the current landscape, best practices, and future directions for crowdsourced curriculum development using Kern's framework for curriculum development and the example topic of core content in emergency medicine...
December 8, 2017: Curēus
John Tingle
John Tingle, Associate Professor (Teaching and Scholarship), Nottingham Trent University, calls for a more balanced view to be taken of issues in the context of the debate on the high costs of clinical negligence claims.
February 22, 2018: British Journal of Nursing: BJN
Jean-Marie Castillo, Yoon Soo Park, Ilene Harris, Jeffrey J H Cheung, Lonika Sood, Maureen D Clark, Kulamakan Kulasegaram, Ryan Brydges, Geoffrey Norman, Nicole Woods
CONTEXT: 'Transfer' is the application of a previously learned concept to solve a new problem in another context. Transfer is essential for basic science education because, to be valuable, basic science knowledge must be transferred to clinical problem solving. Therefore, better understanding of interventions that enhance the transfer of basic science knowledge to clinical reasoning is essential. This review systematically identifies interventions described in the health professions education (HPE) literature that document the transfer of basic science knowledge to clinical reasoning, and considers teaching and assessment strategies...
February 8, 2018: Medical Education
Jacob M Kolman, Susan M Miller
An ideological case study based on medical profession norms during the Third Reich will be used to exemplify the importance of diversity in the manifestations of professional ethics. The German professional medical community banned their Jewish colleagues from treating German citizens. This included legally mandated employment discrimination and outright censure which led to a professional ethic devoid of diverse voices. While the escalation to the T-4 program and medicalized genocide was influenced by many causes, the intentional, ethnocentric-based exclusion of voices was an important contributing element to the chronicled degradation of societal mores...
January 29, 2018: Rambam Maimonides Medical Journal
Helena McDonald, Jennifer Browne, Julia Perruzza, Ruby Svarc, Corinne Davis, Karen Adams, Claire Palermo
The aim of the present systematic review was to investigate whether placements in Aboriginal health affect the self-perceived skill in working in Aboriginal health settings and career aspirations of health students, and in particular, aspects of the placement that had the greatest impact. The Embase, Cinahl, ProQuest, Scopus, Informit, Ovid MEDLINE, PsychINFO, and PubMed databases were searched in April/May 2016. Placements of at least 1 week duration in an Aboriginal health setting involving Australian students of medical, nursing, dentistry, or allied health disciplines, with outcomes relating to changes in students' knowledge, attitudes, and/or career aspirations, were included...
February 2, 2018: Nursing & Health Sciences
Ann Minnick, Ruth Kleinpell, Linda D Norman
BACKGROUND: The importance of supporting and promoting faculty scholarship in nursing is acknowledged, but the reality of scholarship for faculty engaged in clinical teaching can be challenging. METHOD: The article describes the development and initial results of the scholarly practice program. Mentorship, time, and limited funding are essentials for the program. RESULTS: After submitting detailed proposals, 15 faculty were chosen to be project leaders in the first 2 years of the program, resulting in 15 presentations, three posters, 19 publications, and a webinar, to date...
February 1, 2018: Journal of Nursing Education
John Tingle
John Tingle, Associate Professor (Teaching and Scholarship), Nottingham Trent University, discusses the House of Commons Committee of Public Accounts Report on the escalating costs of clinical negligence in hospital trusts.
January 25, 2018: British Journal of Nursing: BJN
John Tingle
John Tingle, Associate Professor (Teaching and Scholarship), Nottingham Trent University, discusses the draft Health Service Safety Investigations Bill, which will create a new body with far-reaching legal powers.
January 11, 2018: British Journal of Nursing: BJN
Benjamin J Lee, Nathaniel J Rhodes, Marc H Scheetz, Milena M McLaughlin
Objective. To describe the implementation of a near-peer training model within a student research program. Methods. A near-peer training model was implemented in a pharmacy student research program to promote development of effective teaching skills and research competencies. Under the supervision of a research mentor, senior learners precepted junior learners in various aspects of translational research. A three-step teaching process was employed throughout the experience in which junior learners performed an assigned task, senior learners provided guidance and mentorship, and research mentors provided feedback for improvement...
November 2017: American Journal of Pharmaceutical Education
Abby L Nerlinger, Anita N Shah, Andrew F Beck, Lee S Beers, Shale L Wong, Lisa J Chamberlain, David Keller
Recent changes in health care delivery systems and in medical training have primed academia for a paradigm shift, with strengthened support for an expanded definition of scholarship. Physicians who consider advocacy to be relevant to their scholarly endeavors need a standardized format to display activities and measure the value of health outcomes to which their work can be attributed. Similar to the Educator Portfolio, the authors here propose the Advocacy Portfolio (AP) to document a scholarly approach to advocacy...
January 2, 2018: Academic Medicine: Journal of the Association of American Medical Colleges
(no author information available yet)
The Award for Distinguished Contributions of Applications of Psychology to Education and Training acknowledges psychologists who contribute to new teaching methods or solutions to learning problems through research findings or evidence-based practices. The 2017 recipient is James Wilcox Lichtenberg, whose scholarship has had "important impacts on the definition, training, and evaluation of professional practice." His award citation, biography, and a selected bibliography are presented here. (PsycINFO Database Record...
December 2017: American Psychologist
John Tingle
John Tingle, Associate Professor (Teaching and Scholarship), Nottingham Trent University, discusses the Care Quality Commission's annual assessment of health and social care in England.
December 14, 2017: British Journal of Nursing: BJN
Cortney M Mospan
OBJECTIVE: To encourage the academy to pursue innovative management education strategies within pharmacy curricula and highlight these experiences in a scholarly dialogue. SUMMARY: Management has often been a dreaded, dry, and often neglected aspect of pharmacy curricula. With the release of Center for Advancement of Pharmacy Education (CAPE) Educational Outcomes 2013 as well as Entry-Level Competencies Needed for Community Pharmacy Practice by National Association of Chain Drug Stores (NACDS) Foundation, National Community Pharmacists Association (NCPA), and Accreditation Council for Pharmacy Education (ACPE) in 2012, managerial skills have seen a new emphasis in pharmacy education...
March 2017: Currents in Pharmacy Teaching & Learning
Seena L Haines, Maria A Summa, Michael J Peeters, Eliza A Dy-Boarman, Jaclyn A Boyle, Kalin M Clifford, Megan N Willson
INTRODUCTION: The objective of this article is to provide an academic toolkit for use by colleges/schools of pharmacy to prepare student pharmacists/residents for academic careers. METHODS: Through the American Association of Colleges of Pharmac (AACP) Section of Pharmacy Practice, the Student Resident Engagement Task Force (SRETF) collated teaching materials used by colleges/schools of pharmacy from a previously reported national survey. The SRETF developed a toolkit for student pharmacists/residents interested in academic pharmacy...
September 2017: Currents in Pharmacy Teaching & Learning
John A Bartlett, Sarah Cao, Blandina Mmbaga, Xu Qian, Michael Merson, Randall Kramer
BACKGROUND: The Duke Global Health Institute (DGHI) was founded in 2006 with a goal to foster interdisciplinary global health education and research across Duke University and Duke Medical Center. Critical to achieving this goal is the need to develop and sustain strong international partnerships. OBJECTIVE: To host a conference with multiple international partners and strengthen existing relationships. METHODS: After a deliberate year-long planning process, DGHI convened a Partnership Conference with its international partners on the Duke University campus in conjunction with its 10th Anniversary Celebration...
May 2017: Annals of Global Health
John Tingle
John Tingle, Associate Professor (Teaching and Scholarship), Nottingham Trent University, discusses the work and role of the Care Quality Commission through the lens of the National Audit Office report.
November 23, 2017: British Journal of Nursing: BJN
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