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Scholarship

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Scholarship

This section houses resources that will support our community on their education scholarship journeys.

Scholarship is a broad concept that can include a wide range of activities that involve ongoing pursuit of knowledge, and its application to positive professional and collective growth. Though there is debate about what constitutes scholarship, our goal in this section is to highlight the breadth in the types of activity or inquiry that can fall under the scholarship umbrella. We draw on Boyer’s (1990) longstanding framework and its uptake in health professions research and education (Cleland et al., 2021; Hofmeyer et al., 2007) to describe different types of scholarly activity. Note, whereas the categories outlined below are useful for understanding the breadth of scholarship they are not mutually exclusive or hierarchical (Boyer, 1990; Cleland et al., 2021).

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
professional development and best evidence.

 

Partner Offices

The Wilson Centre
Temerty Faculty of Medicine, University Health Network

Consults

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.

Questions/Consultations

Scholarship

This section houses resources that will support our community on their education scholarship journeys.

Scholarship is a broad concept that can include a wide range of activities that involve ongoing pursuit of knowledge, and its application to positive professional and collective growth. Though there is debate about what constitutes scholarship, our goal in this section is to highlight the breadth in the types of activity or inquiry that can fall under the scholarship umbrella. We draw on Boyer’s (1990) longstanding framework and its uptake in health professions research and education (Cleland et al., 2021; Hofmeyer et al., 2007) to describe different types of scholarly activity. Note, whereas the categories outlined below are useful for understanding the breadth of scholarship they are not mutually exclusive or hierarchical (Boyer, 1990; Cleland et al., 2021).

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
professional development and best evidence.

 

Partner Offices

The Wilson Centre
Temerty Faculty of Medicine, University Health Network

Consults

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.

Questions/Consultations

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

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 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.

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

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

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

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

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)

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

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

Social Media Resources and Supports for Faculty Members and Librarians

  • Article
  • Advocacy
  • Professional Values
Source University of Toronto

Better Evaluation

This is an interactive guide for people who are managing an evaluation.

  • Website
  • Scholarship
  • Program Evaluation
Source Better Evaluation

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Our 5 champions & papers have now become 4: @adamgavarkovs @ivansilver4 @MalikaHSharma @paularowland121! Vote in this round and save your top paper from elimination by Dec 12th!

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