This document provides an overview and agenda for a course on the Scholarship of Teaching and Learning (SoTL) for medical education. The course will introduce key concepts of SoTL and guide students through developing a research proposal on a teaching activity of their choice. Assignments include completing CITI training, weekly engagement activities, and outlining a SoTL research proposal with a presentation. The agenda covers defining scholarly teaching versus SoTL, characteristics of scholarly work, developing a research question, study design considerations, and next steps for conducting and disseminating SoTL projects.

1. Welcome to Teaching as
Scholarship in Medical
Education
A course in the
Scholarship of Teaching
and Learning (SoTL)
ADLT 673, Spring 2017

2. Tonight’s Agenda
Welcome and Introductions
The Scholarship of Teaching and
Learning (SoTL) – a TBL exercise
Overview of the Course, Use of Blackboard
and the course blog
Highlights of the assignments and syllabus

3. Developed a narrowly
focused research
question, based on a
teaching activity of
personal interest
Outlined a research
design for
investigating the
study
Examined examples
of different research
methodologies
Determined
appropriate methods
for data collection and
analysis
Completed the CITI
social behavioral
exam for IRB
Examined
expectations of a
journal editor for
scholarly publications
Learning
Objectives

4. Assignments
Worksheets, Engagement, and Participation
(30%)
CITI Social Behavioral exam, print completion
report (15 %)
Outline of a SoTL Research Proposal for Medical
Education (50%)
* Small group presentation of your research
project design (5%) - discussion of alternatives

5. How do you distinguish between
scholarly teaching and the
scholarship of teaching?
Purpose of
scholarly teaching
is to have an
impact on
teaching and
learning
SoTL results in
formal, peer-
reviewed work
that becomes part
of the larger
knowledge base
on teaching and
learning
Wiman & Richlin (2007)

6. How do you know if a work is
scholarly?
Requires a high level of disciplinary expertise
Charts new territory or is innovative
Provides enough detail to be replicated
Provides documentation of what was done and what
was found
Can be peer-reviewed
Can be judged as being significant or impacting the
discipline

7. Are the goals of
the research
articulated, and
are they clear?
Is there a
demonstrable
understanding of
the literature?
Does the scholar
possess the skills
to conduct the
research?
Are the methods
appropriate to the goals,
and the research
question?
Do the results make
a significant
contribution to the
literature?
Does the scholar
critically evaluate
the work in a
manner that will
improve it?
Glassick et al., 1997)

8. Steps in the SoTL Process
Generate the research question
Design the study
Collect the data
Analyze the data
Present and publish your work

9. Brainstorm as many ideas as you can
consider in 15 minutes at your table
Transform your
hunches and
ideas about
teaching and
learning into
research
questions that
can be
answered
empirically.

10. What does it take to come up
with a good research question?
Time
Thoughtful analysis of your own
interests and practical constraints
A thorough review of the literature (in
multiple disciplines)
Feedback from trusted colleagues

11. What else can you do?
Explore the
literature in
Medical
Education
Medical Teacher
Teaching and
Learning in
Medicine
Journal of
Continuing
Education in the
Health Professions
Explore SoTL
conference
proceedings for
research
presentations
Conference
on Higher
Education
Pedagogy
at Va. Tech
(CHEP)
Search for peer-
reviewed
resources
available
Become a
MedEd
PORTAL
reviewer in
your
discipline

12. http://wp.vcu.edu/iteach/2017fames/
https://www.youtube.com/watch?v=ynDprlXDZ6A&feature=youtu.be
Take part in our
VCU Medical
Education
Symposium
Proposal deadline
Feb 23
http://wp.vcu.edu/
iteach/2017fames
/#
Or look for it on
iTeach:
go.vcu.edu/iTeach