Conceptual framework for the creation of an Educational Innovations Publication.
Slides from lecture "Attention Innovative Educators: Get Published!" by Michael Gisondi and Jeremy Branzetti, presented in New Orleans, LA at #SAEM16: Society of Academic Emergency Medicine Annual Meeting, May 2016.
Attention innovative educators get published! gisondi branzetti
1. Michael A. Gisondi, MD Jeremy Branzetti, MD
Northwestern University University of Washington
Society of Academic Emergency Medicine Annual Meeting
May 2016 – New Orleans, LA
GET
PUBLISHED!
Attention INNOVATIVE Educators:
3. OBJECTIVES
1. Define the term educational innovation.
2. Describe innovative teaching methods that are publishable.
3. Define key elements of an educational innovations
publication.
4. Provide you with a list of peer-reviewed journals that publish
educational innovations.
4. Why do educators often fail to
disseminate their innovative
instructional methods?
9. FACTORS ASSOCIATED WITH
HIGHER ACADEMIC RANK
•OR: 1.00Basic
Researcher
•OR: 0.53Clinical
Researcher
•OR: 0.15Academic
Clinician
•OR: 0.31Clinical
Educator
Career path did not differ by:
• Age
• Gender
• Rank
• Years on faculty
• Hours worked per week
Family responsibility
• Global work satisfaction
*After adjusting for age, gender, time at rank, and work satisfaction
10. PRESSURES ON SURGERY
PROGRAM DIRECTORS
Key Factors
Protected Time 39%
Education Degrees 11%
Weekly work hours 73
Low job satisfaction from:
– Lack of institutional resources
– Undervalued by colleagues
Most seek professional
development opportunities
21. SMALL GROUP ACTIVITY #1
(5 MIN)
1. Introduce yourself to your
neighbor
2. Describe your favorite teaching
activities to one another
3. Give feedback to your neighbor
about the aspect of their work
that is INNOVATIVE
32. ACADEMIC MEDICINE
Innovation reports (2000 words)
The report highlights first steps toward a
larger-scale solution to a challenge facing the
academic medicine community by describing
an innovative pilot/early-stage initiative at a
single institution or reporting preliminary
research that defines the challenge and/or
lays the groundwork for larger-scale
approaches.
The report demonstrates that the authors’
work has significant implications for the
continued study of the stated problem.
Problem – Approach – Outcomes – Next Steps
33. ACADEMIC MEDICINE
Last Page (750 words)
Designed to make the journal’s content more
accessible to more people by promoting a
general understanding of important issues
that affect medical schools and teaching
hospitals.
Tells a story, visually and succinctly,
through images or figures and
complementary text of phenomena,
controversies, policies, groups, services, or
trends important to medical education or the
medical community at large,
34. THE CLINICAL TEACHER
Insights (800 words)
These are shorter articles of structured
reflection on important topics in clinical
education, based on the principles of good
scholarship and evidence-guided education.
Content:
• Up to 2 tables, boxes or figures
• 5 references
• A structured abstract is not required for
these articles
35. MEDICAL TEACHER
Short Communications
(Max. 1700 words or 2 pages)
Brief articles on matters of topical interest or
work in progress.
Content:
• Title Page
• Notes on contributors
• Abstract
• References
• One small table (optional)
36. MEDICAL TEACHER
Twelve Tips
(Max. 3400 words or 4 pages)
Practical advice in the form of twelve short
hints or tips for those working in a selected
area.
Content:
• Abstract
• 12 “tip” sections, ideally EBM-based
• References, contributor notes
• Figures/tables as necessary
37. JOURNAL OF GME
Educational Innovation
(2000 words)
A description of a new approach or strategy
in medical education that has been
implemented and assessed.
Should answer: Should this innovation be
tried (or avoided) in other settings or
disciplines?
Of note, innovations do not have to be
successful; manuscripts may report on
approaches others should not try
38. JOURNAL OF GME
Brief Report (1200 words)
A summary of a new curriculum, assessment,
or teaching method, or successful best
practice that has at minimum been
implemented, at minimum on a pilot basis.
39. JOURNAL OF GME
Perspectives (1200 words)
Provide views and opinions on issues of
broad interest to program directors,
educators, researchers, and institutional GME
leaders.
Perspectives will be evidence-based but will
also reflect the authors’ expert opinion.
40. JOURNAL OF GME
On Teaching and Learning
(1200 words)
Personal essays or reflections, that speak to
the experience of teaching, learning, or
related topics, and that will be of interest to
multiple specialties.
Both educators and learners are encouraged
to submit articles for this category; the
quality of the writing will determine
acceptance.
41. MEDICAL EDUCATION
Really Good Stuff (500 words)
Short structured report organized into three
sections:
• What problem was addressed?
• What was tried?
• What lessons were learned?
Content:
- No figures/tables
- One allowable reference
- Maximum of 4 authors
42. MEDICAL EDUCATION
When I say… (1000 words)
These brief articles are aimed at clarifying
important terminology within the field in a
meaningful and entertaining way.
Five references or less
43. JAMA
Viewpoint (1000 words + small table)
These papers may address virtually any
important topic in medicine, public health,
research, ethics, health policy, or health law
and generally are not linked to a specific
article.
Content:
- No more than 3 authors
- No more than 7 references
44. JAMA
A Piece of My Mind
Most essays published in A Piece of My Mind
are personal vignettes (eg, exploring the
dynamics of the patient-physician
relationship) taken from wide-ranging
experiences in medicine; occasional pieces
express views and opinions on the myriad
issues that affect the profession.
45. MEDEDPORTAL
• Must be original and complete
• Includes all course content (not just
outlines)
• Contain all references, resources, etc
• You have to have implemented
AND evaluated it with your target
learners
• Include all actual content
• Conforms to Glassick’s Six Criteria
for Scholarship
• Include an Educational Summary
Report
46. ACADEMIC LIFE IN
EMERGENCY MEDICINE
• PV Cards
• Tricks of the Trade
• How I Work Smarter
• How I Stay Healthy in EM
• Many more…
52. SMALL GROUP ACTIVITY #2
(5 MIN)
• One innovation to share
• Sketch out your innovation in
the proposed format:
• Problem
• Approach & Resources
• Outcome(s)
• Next Steps
54. NORTHWESTERN
CLIMB WEBSITE
WWW.NORTHWESTERN.EDU/CLIMB
What is CLIMB?
The CLIMB Program is a professional
development program that guides a diverse
group of bioscience PhD students to develop
advanced skills for collaborating,
communicating and conducting research
across disciplines, and to accelerate their
scientific careers.
“A good scientist is also a good writer.”
Our specialty is advanced when educators find novel and improved methods for teaching emergency medicine. However, educators often fail to disseminate their innovative instructional methods. Common barriers to publication include an inability to define what is truly innovative, a poor understanding of how to disseminate an educational innovation, and a perceived lack of opportunities for publishing in the field of medical education. This workshop will provide a conceptual framework for disseminating a novel teaching method as peer-reviewed scholarship. Audience members will participate in a ‘think-pair-share’ activity that will allow immediate feedback about their individual proposals for publication. Participants will receive a calendar that lists submission deadlines for annual calls to publish educational innovations in major EM and medical education journals.
People understand that great ideas should be shared, but they never seem to understand what a great idea really is.
BREADTH: Not just about teaching residents how to put the tube in better. Let’s be meta – everything from UME, GME, CME. Teaching Ras. Teaching mentorship. Teaching the community doctors absorbed by your health system. All of them require input of time and effort and brain. If you can come up with a better mousetrap for any of those things, then that’s an innovation. If you’ve come up with a way to save hours of work, why not share it? Full studies are arduous and unnecessary for many of the great innovations you’ve done.
People understand that great ideas should be shared, but they never seem to understand what a great idea really is.
No matter what your innovation, collect some post-experience data
All innovations are improved by evaluative data
Kern’s 6th step: woefully undervalued
Lots to consider: Pros and cons
Journals:
Complete manuscripts matter
Brief reports are useful too
Peer-reviewed
Choose based on quality of data
Online:
Med Ed Portal
Blogs
You are an educational innovator
See the data all around youKnow the opportunities available to you
Follow the format:
Problem
Approach
Outcome(s)
Next Step(s)
Commit to doing just one