Structure and Organization

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Organization of the CORD Academy for Scholarship in Education

The academy is divided into three pillars:

  1. Membership Pillar - The main goals of the membership pillar are to recruit and mentor applicants and to select and advance members to serve in the CORD Academy for Scholarship. We strive to recruit Academy members who represent a variety of institutions and educational backgrounds
  2. Faculty Development Pillar - The main goals of the faculty development pillar are to collaborate on opportunities for scholarship; build teaching skills through peer coaching; and advance progression to academic promotion through resources and mentoring.  We aim to provide CORD Academy for Scholarship and CORD general body members with the above vision and need Academy members committed to investing in peer development.
  3. Scholarship Pillar - The scholarship pillar strives to promote the growth and development of high quality education research and scholarship through education, critical appraisal, innovation, and collaboration. 

Divisions of Scholarship

Scholarship in Education takes many forms in Emergency Medicine, which can be broadly divided into four categories. Faculty must demonstrate scholarship in one of the following four divisions of scholarship.

a. Teaching/Evaluation (including bedside teaching, faculty development and mentoring)
b. Development of Enduring Educational Materials
c. Educational Leadership
d. Educational Research

Teaching and Evaluation

Teaching and Evaluation may include preparation and delivery of lectures, facilitating small-group learning, tutoring/mentoring learners in a one-on-one setting, presentation of education-related programs, and designing/assisting in learner assessment.  The learners can be students, faculty (in faculty development settings), or other learners related to emergency medicine education. The learning environments may include nontraditional delivery systems such as developing and maintaining a website/online modules.

Evidence of quality of teaching and evaluation should include educator goals, preparation to teach, ongoing personal development in education, student evaluations, peer evaluations, course director evaluations or comments, letters of support, and outcomes measures, including student performance. Further, diversity of teaching might include the variety of courses taught, styles/formats used, levels of learners, etc. Where appropriate, indicate how emergency medicine principles and practices have been integrated into the program as well as those methods used to facilitate seamless integration of those characteristics by emergency medicine practitioners-in-training.

Development of Enduring Educational Materials

The development of durable educational materials may include authoring a textbook or chapter, publishing a review article in an area which would aid learners, preparation of teaching cases/clinical presentations, developing nontraditional artifacts such as developing and maintaining a web site/online modules, authoring exam questions for national boards, etc. To qualify as "durable," the materials must be available over an extended period of time for use by educators other than the author. To qualify as "educational," the materials must be designed explicitly to promote learners' knowledge, skills or attitudes.

Evidence of quality of curricular and durable educational materials is demonstrated through a description of the educator's rationale for the development of such materials; a description of preparation and ongoing professional development in an area enabling the continued production of such materials, letters of support, peer review of current materials, use of statistics, and learner evaluations of the materials. Diversity of materials may be demonstrated via the number of different formats in the design of the materials and the number of distinct content areas addressed.

Educational Leadership

Educational Leadership should include significant leadership in curriculum development or education-related administration. This may be demonstrated by providing leadership on education-related committees, applying for and (in most cases) receiving and productively utilizing medical education grant funds, letters of support; serving as course, program or clerkship director; leadership of mission-critical teams; and/or college-wide or profession-wide educational leadership service.

Evidence of quality of educational leadership may include peer evaluation, statements of committee/program goals, multisource evaluation, local or national recognition, and measurable outcomes resulting from educational leadership. Diversity may be demonstrated through the varied styles/formats used in program delivery.

Educational Research

Educational Research is demonstrated through investigation of specific education-related questions and dissemination of the results, formally or informally. This may include original or applied education research, organizing and reporting curricular or program outcomes information, needs assessment analysis and reporting, and authoring review articles in medical education.

Evidence of quality of educational research may include peer-reviewed publication of research studies/analyses, internal recognition of education-related investigations, peer evaluations of research products, and outcomes measures such as change implemented as a result of research.

As appropriate, evidence of the relevance of the educational research to the emergency medicine profession may be demonstrated through a specific statement of questions and research methodology related to emergency medicine practices.