Documenting Scholarship in Clinical Teaching

1. Documenting Scholarship in Clinical Teaching Eileen Herteis Programme Director Gwenna Moss Teaching & Learning Centre

2. University of SaskatchewanObjectives The University's mission of excellence in four interdependent scholarly activities requires the academy to equitably evaluate the four scholarships. Given the central role of teaching in the University, and the interdependence of the scholarships, teaching excellence must be emphasized and rewarded throughout the academy.

3. Legacy of Ernest Boyer • The Scholarship of Discoveryor Inquiry • The Scholarship of Integration • The Scholarship of Applicationor Engagement • The Scholarship of Teaching Boyer, E. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton University Press.

4. Teaching & Learning Discovery Scholarship Integration Engagement

5. It takes a supportive climate for any garden to grow: “Administration’s role in fostering a culture of scholarship around teaching and learning doesn’t involve taking on the gardening job directly—administration’s role is climate control.” Samuel Thompson, NTLF, Vol. 10, No. 5

6. Professional Practice Discovery Scholarship Teaching & Learning Integration Engagement

7. Creative, intellectual work Validated by peers Added to our intellectual history Valued by those for whom it was intended University of Wisconsin Creative, intellectual work Validated by peers Communicated Oregon State University Definitions of scholarship

8. Standards for Scholarly Work Clear goals Adequate preparation Appropriate methods Significant results Effective presentation Reflective critique Charles Glassick An intelligent act is Scholarly when It becomes public It is critically reviewed and evaluated by one’s community One’s community begins to use, build upon, and develop it Lee Shulman Scholarship of Teaching

9. Scholarship in teaching has five characteristics: • Reflects the natures, values, fundamental concepts and modes of enquiry specific to the discipline. • Considers learning assessments and outcomes. • Inquires into the effectiveness of aims and research into teaching and learning. • Responds to the need for continuous improvement resulting from reflection and inquiry. • Communicates new questions and knowledge about teaching and learning. Trigwell et al. (http://www.clt.uts.edu.au/Scholarship/What.is.Scholarly.Teaching.htm)

10. Characteristics of Excellent Clinical Teachers • Clinical Competence • Knowledge • Enthusiasm / Stimulating • Organization / Clarity • Group Instructional Skills • Clinical Supervision • Role Model

11. Challenges No formal teaching training Learners of diverse backgrounds and motivation Stressful health care environment—every case is a teaching case Juggling stresses of personal role Advantages Case-based One-on-one: preceptorship Experiential Meaningful Opportunities for critique Shared focus between teacher and student Challenges and Advantages of Clinical Teaching Dr. Richard Tiberius, U of Toronto

12. Who am I teaching anyway? Students Colleagues Patient (& Family or Caregivers)

13. Teaching Teaching load Heavy course load Release time Large class Research Research opportunity Research grant Scholarly work Successful article Language of oppression?

14. Scholarlyvs.Scholarship Select best method Others’ solutions? Start Teaching problem or issue Justify choice Scholarship = Scholarly Observe results Peer-reviewed publication or presentation Method becomes part of repertoire Record results More feedback Formative critique or peer feedback Adjust if necessary Adapted from Richlin, 2001

15. Fostering the Teacher-Scholar Model • Scholarship • involves the discovery of new knowledge, its integration and synthesis, and its application to new or persistent problems. • Teaching • requires not just the effective communication of this knowledge, but the creation of a capacity for criticism and self-examination.

16. What is a Teacher-Scholar? “Boyer is about inclusiveness; the Teacher-Scholar model is about balance.” Dr. Michael Atkinson VP (Academic) & Provost University of Saskatchewan

17. What is it going to mean to us? Will it protect the notion of teacher as valuable or teaching as a vocation? Is the model only promoting scholarly research? We need to protect the interests of students by assuring quality in teaching as a separate entity from the role of the researcher. We need to define this teacher-scholar model:

18. If public universities are to prosper in the future . . . They must become great student universities as well as great centres of research, focusing on their most basic mission and the compact which it embodies between institutions on the one hand and taxpayers, parents, students, and public officials on the other. Kellogg Commission on the Future of State & Land-Grant Universities (1999) http://www.nasulgc.org/kellogg/kellogg.htm

19. Resources • Boyer, E. Scholarship Reconsidered: Priorities of the Professoriate. Princeton University Press. 1990. • The TLC’s Teaching Portfolio site www.usask.ca/tlc/teaching_portfolios/index.html • Richlin, L. “Scholarly Teaching & The Scholarship of Teaching” in Scholarship Revisited: Perspectives on the Scholarship of Teaching. San Francisco: Jossey Bass. 2001 pp.57-68. • Irby, D.”What Is Involved in Effective Teaching?” www.vpaa.uillinois.edu/tid/meetings/011599/gelula/slidepres/slidepres.PPT • Glassick, C. et al. Scholarship Assessed:Evaluation of the Professoriate. San Francisco: Jossey Bass. 1997.