RESOURCE HUB
Scholarship
Scholarship
This section houses a vast array of resources to support our community on their education scholarship journeys.
Scholarship includes a vast array of activities or inquiries. To capture its breath, we outline the categories below, recognizing that they are not mutually exclusive or hierarchical (Boyer, 1990; Cleland et al., 2021).
The scholarship of discovery refers to empirical inquiry or research that advances knowledge in a specified discipline or field (Hofmeyer, Newton, & Scott, 2007).
The scholarship of integration involves building connections across knowledge that may otherwise be in discipline specific silos (Hofmeyer et al., 2007). The scholarship of integration requires the cultivation of interdisciplinary partnerships and is best equipped to respond to complex societal problems (Boyer, 1990).
The scholarship of application refers to knowledge that is designed to solve everyday problems through synergy across theory, policy, and practice (Glassick, 2000; Hall, 2001; Marks, 2000). This also includes work that mobilizes new knowledge into practice in ways that help enhance individual and collective wellbeing or improve societal functioning (Boyer, 1990; Shapiro & Coleman, 2000).
The scholarship of teaching and learning refers to inquiry that advances the practice of teaching and optimizes student learning (Cleland et al., 2021).
References
Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professioriate Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching
Cleland, J. A., Jamieson, S., Kusurkar, R. A., Ramani, S., Wilkinson, T. J., & van Schalkwyk, S. (2021). Redefining scholarship for health professions education: AMEE Guide No. 142. Medical teacher, 43(7), 824-838. doi:10.1080/0142159X.2021.1900555
Glassick, C. E. (2000). Reconsidering Scholarship. Journal of Public Health Management and Practice, 6(1), 4-9. Retrieved from https://journals.lww.com/jphmp/fulltext/2000/06010/reconsidering_scholarship.3.aspx
Hall, E. O. (2001). Scholars and scholarship. Scand J Caring Sci, 15(4), 273-274. doi:10.1046/j.1471-6712.2001.00057.x
Hofmeyer, A., Newton, M., & Scott, C. (2007). Valuing the scholarship of integration and the scholarship of application in the academy for health sciences scholars: recommended methods. Health Research Policy and Systems, 5(1), 5. doi:10.1186/1478-4505-5-5
Marks, E. S. (2000). Defining Scholarship at the Uniformed Services University of the Health Sciences School of Medicine: A Study in Cultures. Academic Medicine, 75(9), 935-939. Retrieved from https://journals.lww.com/academicmedicine/fulltext/2000/09000/defining_scholarship_at_the_uniformed_services.17.aspx
Shapiro, E. D., & Coleman, D. L. (2000). The scholarship of application. Acad Med, 75(9), 895-898. doi:10.1097/00001888-200009000-00010
The Wilson Centre
Temerty Faculty of Medicine, University Health Network
Centre for Research & Innovation Support
University of Toronto
Are you a new education scholar/researcher applying for the EDF or another small grant competition? Are you in need of consultation? We will do our best to match you with an education scientist from our network for a 30-60 minute meeting to help you get started.
Scholarship
This section houses resources that will support our community on their education scholarship journeys.
Within our resource hub, the CFD strives to provide you with access to a vast array of resources that can provide useful guidance for across varying scholarship journeys.
The scholarship of discovery
The scholarship of discovery refers to empirical inquiry or research that advances knowledge in a specified discipline or field (Hofmeyer et al., 2007). It has been described as the creation of knowledge for knowledge sake in ways that enhance intellectual or academic deliberation (Boyer, 1990).
The scholarship of integration
The scholarship of integration involves building connections across knowledge that may otherwise be in discipline specific silos (Hofmeyer et al., 2007). Integration work requires creative connectedness, interpretation and synthesis, in order to introduce new perspectives to questions that discipline-centric work is unable to answer. The scholarship of integration requires the cultivation of interdisciplinary partnerships and is best equipped to respond to complex societal problems (Boyer, 1990).
Scholarship of application
In this type of work, scholars links other forms of scholarship with practice, creating knowledge designed to solve everyday problems (Glassick, 2000; Hall, 2001; Marks, 2000). This also includes the type of work that helps mobilize new knowledge into practice in ways that help alleviate or enhance individual and collective wellbeing or improve societal functioning (Boyer, 1990; Shapiro & Coleman, 2000). This work enables constructive synergy across theory, policy, and practice (Hall, 2001).
The scholarship of teaching and learning
The scholarship of teaching and learning has been defined as systematic inquiry about learning that is designed to generate findings that can be publicized in order to advance the practice of teaching or optimize student learning (Cleland, et al. 2021). There has been considerable discussion on how the scholarship of teaching and learning differs from scholarly teaching (Fincher & Work, 2006; Trigwell et al., 2000). Recent work positions scholarly teaching as the routine application of existing education literature to inform one’s practice as an educator in ways that enhance the teaching-learning experience (Cleland, et al. 2021). Scholarly teaching can occur across a spectrum of educational activities (i.e., curriculum design, implementation, instruction, assessment etc.) as educators reflectively review and renew their practice via
The Wilson Centre
Temerty Faculty of Medicine, University Health Network
Are you a new education scholar/researcher applying for the EDF or another small grant competition? Are you in need of consultation? We will do our best to match you with an education scientist from our network for a 30-60 minute meeting to help you get started.
Scholarship Resources
Atelier: Collaborative Education Research
Contemporary topics and common methodologies in health professions education research and role model effective collaboration strategies.
- Course
- Scholarship
- Ethics
- Methodologies and Methods
| Source | Centre for Faculty Development, Temerty Faculty of Medicine, University of Toronto at Unity Health Toronto |
Stepping Stones
Supports health professionals in their multiple education roles and activities including teaching, education scholarship, advocacy and academic leadership.
- Course
- Teaching
- Leadership
- Advocacy
- Scholarship
| Source | Centre for Faculty Development, Temerty Faculty of Medicine, University of Toronto at Unity Health Toronto |
Ethical Research Collaboration
Fosters and supports ethical collaborative research practices in the context of the academic health sciences.
- Website
- Scholarship
- Ethics
- Authorship
| Source | Centre for Faculty Development |
Recognizing and Responding to Ethically Important Moments in Qualitative Research
Why is my health professions education qualitative study required to go through an ethics review process when there is little risk to participants? Many of the questions on the ethics review forms seem irrelevant to my qualitative study.
- Article
- Scholarship
- Ethics
| Source | Lindsay Baker, Shanon Phelan, Ryan Snelgrove, Lara Varpio, Julie Maggi, Stella Ng. (2016). Journal of graduate medical education, 8(4), 607–608. |
Research Methodologies in Health Professions Education
Explore a curated list of articles and information about research and knowledge synthesis methodologies used in health professions education.
- Website
- Scholarship
- Methodologies and Methods
| Source | Unity Health Toronto Library Services |
Education Research and Scholarship
Explore a curated list of resources which provide an overview of education scholarship and where to publish.
- Website
- Scholarship
- Getting Funded/Started
| Source | Unity Health Toronto Library Services |
Research in Medical Education
A primer for medical students.
- Guide
- Scholarship
- Getting Funded/Started
| Source | Anu Atluru, Anil Wadhwani, Katie Maurer, Angad Kochar, Dan London, Erin Kane, and Kayce Spear. (2015). OSR Medical Education Committee, AAMC. |
Show Me the Money: Successfully Obtaining Grant Funding in Medical Education
This paper provides an overview of the importance of grant funding within medical education, followed by a stepwise discussion of strategies for creating a successful grant application for medical education-based proposals.
- Article
- Scholarship
- Getting Funded/Started
| Source | Michael Gottlieb MD, Sangil Lee MD MS, John Burkhardt MD MA, Jestin N. Carlson MD, Andrew M. King MD, Ambrose H. Wong MD MEd, Sally A. Santen MD PhD |
Social Media Resources and Supports for Faculty Members and Librarians
- Article
- Advocacy
- Professional Values
- Social Media
| Source | University of Toronto |
Approaching Impact Meaningfully in Medical Education Research
It is time for medical education research, as a field, to examine how to measure research impact and carefully consider the broader implications these measures may have.
- Article
- Scholarship
- Knowledge Mobilization
| Source | Farah Friesen, Lindsay Baker, Carolyn Ziegler, Amy Dionne, Stella Ng. Academic Medicine, 2019 Jul;94(7):955-961 |
Understanding Qualitative and Quantitative Research Paradigms in Academic Medicine
Learn more about the available approaches to research.
- Article
- Scholarship
- Methodologies and Methods
| Source | Castillo-Page, Laura, Bodilly, Sue, Bunton, Sarah A. (March 2012) Academic Medicine, 87(3) |
Better Evaluation
This is an interactive guide for people who are managing an evaluation.
- Website
- Scholarship
- Program Evaluation
| Source | Better Evaluation |
Social Media Task Force Report
- Article
- Advocacy
- Social Media
| Source | Temerty Faculty of Medicine |