Documenting Scholarship in Clinical Teaching Eileen Herteis Programme Director Gwenna Moss Teaching...

Documenting Documenting Scholarship in Scholarship in

Clinical TeachingClinical Teaching

Documenting Documenting Scholarship in Scholarship in

Clinical TeachingClinical Teaching

Eileen HerteisEileen Herteis

Programme DirectorProgramme Director

Gwenna Moss Teaching & Gwenna Moss Teaching & Learning CentreLearning Centre

Eileen HerteisEileen Herteis

Programme DirectorProgramme Director

Gwenna Moss Teaching & Gwenna Moss Teaching & Learning CentreLearning Centre

University of University of SaskatchewanSaskatchewan ObjectivesObjectives

The University's mission of excellence in four interdependent scholarly activities requires the academy to equitably evaluate the four scholarships. Given the central role of teaching in the University, and the interdependence of the scholarships, teaching excellence must be emphasized and rewarded throughout the academy.

Legacy of Ernest BoyerLegacy of Ernest Boyer

The Scholarship of Discovery or Inquiry

The Scholarship of Integration The Scholarship of Application

or Engagement The Scholarship of Teaching

Boyer, E. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton University Press.

The Scholarship of Discovery or Inquiry

The Scholarship of Integration The Scholarship of Application

or Engagement The Scholarship of Teaching

Boyer, E. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton University Press.

Teaching &Learning

Engagement

Discovery

Integration

Scholarship

It takes a supportive It takes a supportive climate for any garden climate for any garden to grow:to grow:

“Administration’s role in fostering a culture of scholarship around teaching and learning doesn’t involve taking on the gardening job directly—administration’s role is climate control.”

Samuel Thompson, NTLF, Vol. 10, No. 5

“Administration’s role in fostering a culture of scholarship around teaching and learning doesn’t involve taking on the gardening job directly—administration’s role is climate control.”

Samuel Thompson, NTLF, Vol. 10, No. 5

ProfessionalProfessionalPracticePractice

EngagementEngagement

DiscoveryDiscovery

IntegrationIntegration

Teaching Teaching & &

LearningLearning

ScholarshipScholarship

Definitions of Definitions of scholarshipscholarshipDefinitions of Definitions of scholarshipscholarship

Creative, intellectual work

Validated by peers Added to our

intellectual history Valued by those

for whom it was intended

University of Wisconsin

Creative, intellectual work

Validated by peers Added to our

intellectual history Valued by those

for whom it was intended

University of Wisconsin

Creative, intellectual work

Validated by peers

Communicated

Oregon State University

Creative, intellectual work

Validated by peers

Communicated

Oregon State University

Scholarship of TeachingScholarship of TeachingScholarship of TeachingScholarship of TeachingStandards for

Scholarly Work1. Clear goals2. Adequate

preparation3. Appropriate

methods4. Significant results5. Effective

presentation6. Reflective critique

Charles Glassick 

Standards for Scholarly Work

1. Clear goals2. Adequate

preparation3. Appropriate

methods4. Significant results5. Effective

presentation6. Reflective critique

Charles Glassick 

An intelligent actis Scholarly when1. It becomes public2. It is critically

reviewed and evaluated by one’s community

3. One’s community begins to use, build upon, and develop it

Lee Shulman

An intelligent actis Scholarly when1. It becomes public2. It is critically

reviewed and evaluated by one’s community

3. One’s community begins to use, build upon, and develop it

Lee Shulman

Scholarship in teaching Scholarship in teaching has five characteristics:has five characteristics:

Reflects the natures, values, fundamental concepts and modes of enquiry specific to the discipline.

Considers learning assessments and outcomes. Inquires into the effectiveness of aims and research into

teaching and learning. Responds to the need for continuous improvement

resulting from reflection and inquiry. Communicates new questions and knowledge about

teaching and learning. Trigwell et al.

(http://www.clt.uts.edu.au/Scholarship/What.is.Scholarly.Teaching.htm)

Characteristics of Characteristics of Excellent Clinical Excellent Clinical TeachersTeachers Clinical Competence Knowledge Enthusiasm / Stimulating Organization / Clarity Group Instructional Skills Clinical Supervision Role Model

Dr. Richard Tiberius, U of Toronto

Challenges and Advantages Challenges and Advantages of Clinical Teachingof Clinical Teaching

Challenges No formal teaching

training Learners of diverse

backgrounds and motivation

Stressful health care environment—every case is a teaching case

Juggling stresses of personal role  

Challenges No formal teaching

training Learners of diverse

backgrounds and motivation

Stressful health care environment—every case is a teaching case

Juggling stresses of personal role  

Advantages Case-based One-on-one:

preceptorship Experiential Meaningful Opportunities for

critique Shared focus between

teacher and student

Advantages Case-based One-on-one:

preceptorship Experiential Meaningful Opportunities for

critique Shared focus between

teacher and student

Who am I teaching Who am I teaching anyway?anyway?

Stud

ents

Patient (& Family or Caregivers)

Colleagues

Language of Language of oppression?oppression?

Teaching Teaching load Heavy course

load Release time Large class

Teaching Teaching load Heavy course

load Release time Large class

Research Research

opportunity Research grant Scholarly work Successful

article

Research Research

opportunity Research grant Scholarly work Successful

article

Adapted from Richlin, 2001

ScholarlyScholarly vs.vs. ScholarshipScholarship

Peer-reviewed publication

or presentation

Teaching problem or issue

Others’ solutions?

Select best method

Justify choice

Observe results

Record results

Formative critique or peer feedback Adjust if

necessary

More feedback

Method becomes part of repertoire

StartStart

ScholarlyScholarshipScholarship==

Fostering the Teacher-Fostering the Teacher-Scholar ModelScholar Model

Scholarship Scholarship involves the discovery of new knowledge, its integration and synthesis, and its application to new or persistent problems.

Teaching Teaching requires not just the effective communication of this knowledge, but the creation of a capacity for criticism and self-examination.

What is a Teacher-What is a Teacher-Scholar?Scholar?

“Boyer is aboutinclusiveness;

theTeacher-Scholarmodel is aboutbalance.”

Dr. Michael Atkinson

VP (Academic) & Provost

University of Saskatchewan

We need to define this We need to define this teacher-scholar model:teacher-scholar model:

What is it going to mean to us?

Will it protect the notion of teacher as valuable or teaching as a vocation?

Is the model only promoting scholarly research?

What is it going to mean to us?

Will it protect the notion of teacher as valuable or teaching as a vocation?

Is the model only promoting scholarly research?

We need toprotect theinterests ofstudents by assuring quality in teaching as aseparate entityfrom the role ofthe researcher.

We need toprotect theinterests ofstudents by assuring quality in teaching as aseparate entityfrom the role ofthe researcher.

If public universities If public universities are to prosper in the are to prosper in the future . . .future . . .

They must become great student universitiesas well as great centres of research, focusingon their most basic mission and the compactwhich it embodies between institutions on theone hand and taxpayers, parents, students,

and public officials on the other.

Kellogg Commission on the Future of State & Land-Grant Universities (1999)

http://www.nasulgc.org/kellogg/kellogg.htm

They must become great student universitiesas well as great centres of research, focusingon their most basic mission and the compactwhich it embodies between institutions on theone hand and taxpayers, parents, students,

and public officials on the other.

Kellogg Commission on the Future of State & Land-Grant Universities (1999)

http://www.nasulgc.org/kellogg/kellogg.htm

ResourcesResources Boyer, E. Scholarship Reconsidered: Priorities of the

Professoriate. Princeton University Press. 1990. The TLC’s Teaching Portfolio sitewww.usask.ca/tlc/teaching_portfolios/index.html Richlin, L. “Scholarly Teaching & The Scholarship of Teaching”

in Scholarship Revisited: Perspectives on the Scholarship of Teaching. San Francisco: Jossey Bass. 2001 pp.57-68.

Irby, D.”What Is Involved in Effective Teaching?”www.vpaa.uillinois.edu/tid/meetings/011599/gelula/slidepres/slidepres.PPT Glassick, C. et al. Scholarship Assessed:Evaluation of the

Professoriate. San Francisco: Jossey Bass. 1997.