Academy for Scholarship - Education Scholarship Pillar

Current Chair: Lainie Yarris, MD, MCR

Vice Chair: TBD

Board Liaison: Jeffrey Love, MD

For inquiries, questions, or comments about the committee, please send an e-mail to CORD staff.
 

Current Goals & Objectives:

  • To develop recommendations for how CORD can help support and promote education scholarship in Emergency Medicine.

Current Projects:

  • Development of the Education Scholarship pillar of the CORD Academy.
  • Comprehensive needs assessment in process, aiming to describe the factors that limit EM educators in accomplishing their scholarship goals, and explore strategies CORD could implement in order to promote education scholarship.
  • Completed workforce study of academic EM educators, manuscript in development.

Accomplishments:

  1. Created a consensus document to present to the CORD board regarding recommendations to support educators in their scholarship goals, including:
    • Recommendations:
      • Needs analyses:In order to fully understand what barriers are most limiting to Emergency Medicine educators in achieving the level of education research productivity that they desire, we recommend that CORD support a comprehensive nationwide needs assessment of EM educators.This assessment should describe the current landscape of EM educators’ resources, needs and limiters, and elicit educators’ perceptions of changes that would help them achieve their research goals, while describing the gap between current and ideal educational and administrative practices.The needs analysis should include all stakeholders (chairs, education leaders, education and research faculty) and should assess the following components:
        1. Workforce study:In order to address concerns about time and reward, it would be helpful to better understand the diversity of academic models for EM educators.This would include understanding how departments are supporting the educational mission.Outcomes to measure include: FTEs allotted for education faculty (PDs, APDs, clerkship directors, Vice Chair for Education, Simulation Directors, etc), clinical hour expectations for educators, funding and protected time for faculty development, support staff for education and research.
        2. Needs assessment: Items should be included that prompt educators to rate how significant each of the above barriers is for them personally, and elicit other barriers that may be unique to EM educators.
        3. Exploration of the theme of reward:A baseline assessment of career satisfaction of EM educators, including either quantitative or qualitative assessment of their perceptions of the rewards they experience from engaging in research, threats to their sense of reward, and motivating factors should be included.
        4. Strategies for supporting educators and promoting education research: Community suggestions for strategies that may be effective should be solicited in the needs assessment. The needs assessment will help CORD target resources to the gaps that are most pressing, and that may have the highest impact on education scholarship productivity.
  • In order to support educators in their scholarly pursuits, the task force recommends applying a broad definition of scholarship, and promoting scholarship in the following domains: research, scholarship of teaching, scholarship of integration, scholarship of application.Initial suggestions from the task force to begin to address existing barriers include:
    1. Central home: create a “central home” to support education excellence in Emergency Medicine.The CORD Academy may serve as this central resource.Under the academy umbrella, consolidate education scholarship efforts and resources both virtually (in an online home) and in framework, so that efforts are collaborative and synergistic and to minimize redundancy and improve communication among leaders working in parallel to promote education scholarship.
    2. Funding: continuing to support funding through internal seed grants and collaborative grants with external funding agencies.
    3. Access to expertise:
      • Continue ongoing professional development opportunities through existing organizations, and work to collaborate and increase communication between groups.Examples include MERC at CORD, CORD Academy for Scholarship in Education in Emergency Medicine Sessions, Emergency Medicine Education Research Group (EMERGe) projects, and target sessions in any of the academic assembly tracks. Consider partnering with MedEdPortal to mentor and support educators in publishing their curricula online.
      • Provide opportunities for mentored writing retreats:Could be sessions at meetings, or a dedicated retreat.Would require preregistration and submission of proposed project, and specific task to accomplish at the retreat.
      • Mentor-led project development teams, assembled at national meetings (i.e. mentor brings idea, junior faculty sign-on to help execute project, mentor guides team).
      • Virtual (online, or conference all) communities to support work-in-progress
      • Efforts to engage other learning communities (engineering, psychology, business) to partner w/educators (i.e. outside experts help with conceptual frameworks and methods, we supply content and subjects)
    4. Reward: further understand the barrier of reward in our community, which could be accomplished through a needs assessment, but initial ideas to address this barrier include:
      • Showcase education scholarship at meetings. Small stipend/award for presentation at an education meeting.
      • Create presentation scholarships at the resident and fellow level for SAEM and CORD.

Create Common Core Academic Faculty job descriptions and expectations in the face of increasing RRC requirements, changing curriculums, greater administrative burdens and data collection, and limited resources (informed by needs assessment)

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