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Attention innovative educators get published! gisondi branzetti
The document outlines strategies for disseminating educational innovations in medical education, highlighting key teaching methods and publication strategies for educators. It emphasizes the importance of professional identity formation, creativity, and mentorship in academic success. The document also provides a list of peer-reviewed journals suitable for publishing educational innovations and discusses the pressures faced by educators in achieving academic promotion.
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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:
- 2. DISCLOSURES: The authors reportno financial conflicts of interest
- 3. OBJECTIVES 1. Define theterm 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 educatorsoften fail to disseminate their innovative instructional methods?
- 5. Professional Identity Formation as an Educator Commitmentto Creativity Ideate Collaborate Obtain Data Disseminate to Colleagues SIX STEPS TO PUBLISHING EDUCATIONAL INNOVATIONS
- 6. Professional Identity Formation as an Educator Commitmentto Creativity Ideate Collaborate Obtain Data Disseminate to Colleagues SIX STEPS TO PUBLISHING EDUCATIONAL INNOVATIONS
- 8. 6-YEAR PROMOTION RATE Clinician Investigator 26% Clinician Educators 16% NegativePredictors • Lack of mentorship • Lack of research time Positive Predictors • Working 60hrs/wk + • Lower Salaries
- 9. FACTORS ASSOCIATED WITH HIGHERACADEMIC 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 PROGRAMDIRECTORS 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
- 11. Lack of training Administrativeburden Poor job satisfaction Undervalued
- 12.
- 13. Professional Identity Formation as an Educator Commitmentto Creativity Ideate Collaborate Obtain Data Disseminate to Colleagues SIX STEPS TO PUBLISHING EDUCATIONAL INNOVATIONS
- 14. Professional Identity Formation as an Educator Commitmentto Creativity Ideate Collaborate Obtain Data Disseminate to Colleagues SIX STEPS TO PUBLISHING EDUCATIONAL INNOVATIONS
- 15. Professional Identity Formation as an Educator Commitmentto Creativity Ideate Collaborate Obtain Data Disseminate to Colleagues SIX STEPS TO PUBLISHING EDUCATIONAL INNOVATIONS
- 16. What is an “EducationalInnovation?”
- 17. EDUCATIONAL INNOVATION Innovation: “anew method, idea, or product.” Education: “the process of receiving or giving systematic instruction”
- 18.
- 19. Professional Identity Formation as an Educator Commitmentto Creativity Ideate Collaborate Obtain Data Disseminate to Colleagues SIX STEPS TO PUBLISHING EDUCATIONAL INNOVATIONS
- 20. Professional Identity Formation as an Educator Commitmentto Creativity Ideate Collaborate Obtain Data Disseminate to Colleagues SIX STEPS TO PUBLISHING EDUCATIONAL INNOVATIONS
- 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
- 22. Professional Identity Formation as an Educator Commitmentto Creativity Ideate Collaborate Obtain Data Disseminate to Colleagues SIX STEPS TO PUBLISHING EDUCATIONAL INNOVATIONS
- 23. Professional Identity Formation as an Educator Commitmentto Creativity Ideate Collaborate Obtain Data Disseminate to Colleagues SIX STEPS TO PUBLISHING EDUCATIONAL INNOVATIONS
- 26. Professional Identity Formation as an Educator Commitmentto Creativity Ideate Collaborate Obtain Data Disseminate to Colleagues SIX STEPS TO PUBLISHING EDUCATIONAL INNOVATIONS
- 27. Professional Identity Formation as an Educator Commitmentto Creativity Ideate Collaborate Obtain Data Disseminate to Colleagues SIX STEPS TO PUBLISHING EDUCATIONAL INNOVATIONS
- 28.
- 29. DISSEMINATE NEW KNOWLEDGETO COLLEAGUES
- 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 EducationalInnovation (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 BriefReport (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 OnTeaching 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 GoodStuff (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 Isay… (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 ofMy 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 beoriginal 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 EMERGENCYMEDICINE • PV Cards • Tricks of the Trade • How I Work Smarter • How I Stay Healthy in EM • Many more…
- 47. ACADEMIC LIFE IN EMERGENCYMEDICINE IDEAS Series
- 48. REFLECTIVE MEDED.ORG “Dedicated toreflective pedagogy and care of the person in medical education”
- 51. PROPOSED: EDUCATIONAL INNOVATION SUBMISSIONFORMAT Problem Statement Approach & Resources Outcome(s) Next Steps
- 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
- 53. FACULTY DEVELOPMENT Training opportunitiesthat allow faculty members to attain skills necessary for efficient academic promotion.
- 54. NORTHWESTERN CLIMB WEBSITE WWW.NORTHWESTERN.EDU/CLIMB What isCLIMB? 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.”
- 57. Professional Identity Formation as an Educator Commitmentto Creativity Ideate Collaborate Obtain Data Disseminate to Colleagues SIX STEPS TO PUBLISHING EDUCATIONAL INNOVATIONS
- 58.
Editor's Notes
- #4 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.
- #18 People understand that great ideas should be shared, but they never seem to understand what a great idea really is.
- #19 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.
- #25 No matter what your innovation, collect some post-experience data All innovations are improved by evaluative data Kern’s 6th step: woefully undervalued
- #30 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
- #59 You are an educational innovator See the data all around you Know the opportunities available to you Follow the format: Problem Approach Outcome(s) Next Step(s) Commit to doing just one