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Publishing in medical education 

Publishing in medical education
Publishing in medical education

Steven L. Kanter

, Victoria A. Groce

, and Eliza Beth Littleton

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date: 17 October 2019

After World War II, a research-dominated model of scholarship became preeminent in higher education (Glassick et al. 1997; Maurana et al. 2001). Encouraged by the development of government sources for research funding, productivity in research, demonstrated by academic publications and garnering grants, became the most valued element in the academic advancement process at many institutions, including medical schools (Glassick et al. 1997, pp. 6–8; Maurana et al. 2001). Despite the prominence and importance of research to the prestige of institutions and to the advancement of knowledge, education remains a core mission of medical schools. If educational scholarship and, more broadly, the full spectrum of educators’ contributions, including teaching, developing and implementing educational programmes, assessing teaching and learning, and supporting learners, are truly important to an institution they must be valued in the reward process. To be valued, there must be consistent definitions of these activities and ways to assess them. Criteria for evaluation have multiple purposes: to inform decision makers and those who mentor educators, and to help educators develop their careers in line with expectations for performance. We explore how one can be an educational scholar and apply sound educational principles, in one’s work as a teacher, developer of curricula, or mentor. By documenting a scholarly approach and disseminating work for peer review, educators provide evidence of their contributions to their departments and institutions and to the community of educators. In this chapter, we will describe the evolution of efforts to value educational scholarship in academic reward systems, illustrate strategies for documenting accomplishments, and explore methodologies for evaluating educational contributions.

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