| Description |
1 online resource (x, 284 pages) : illustrations (chiefly color) |
| Contents |
Intro -- Introduction -- Contents -- Contributors -- Part I: Setting the Stage -- Chapter 1: Introduction to Educational Scholarship -- 1.1 Introduction -- 1.2 What Is Educational Scholarship -- 1.3 The Benefits of Educational Scholarship -- 1.3.1 Benefits of Educational Scholarship to the Individual -- 1.3.2 Benefits to the Institution -- 1.3.3 Benefits to the Profession -- 1.4 Defining Educational Scholarship -- 1.5 How This Book Is Organized -- 1.6 Conclusion -- 1.7 Questions -- References -- Chapter 2: Introduction to Education Research -- 2.1 Introduction |
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2.2 The Benefits of Education Research -- 2.3 Definitions in Education Research -- 2.3.1 Methodologies -- 2.3.2 Research Approaches -- 2.4 Scholarship Niche -- 2.5 Glassick's Criteria for Education Scholarship -- 2.5.1 Standard 1: Clear Goals -- 2.5.2 Standard 2: Adequate Preparation -- 2.5.3 Standard 3: Appropriate Methods -- 2.5.4 Standard 4: Significant Result -- 2.5.5 Standard 5: Effective Presentation -- 2.5.6 Standard 6: Reflective Critique -- 2.6 Conclusion -- 2.7 Questions -- References -- Part II: Laying the Foundation -- Chapter 3: Reviewing the Literature -- 3.1 Introduction |
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3.2 The Benefits of Reviewing the Literature -- 3.3 Theory and Frameworks -- 3.4 Broad Goals in Reviewing the Literature -- 3.4.1 Setting a Boundary and Context -- 3.4.2 Provides Synthesis and Trends -- 3.4.3 Why is this Research Important? -- 3.5 Types of Gaps: Areas Neglected in the Literature -- 3.6 The Types of Literature Reviews -- 3.6.1 Goal: Summarization of Prior Knowledge -- 3.6.2 Goal: Data Aggregation or Integration -- 3.6.3 Goal: Explanation Building -- 3.6.4 Goal: Critical Assessment of Extant Literature -- 3.7 Semantics: Reviewing the Literature vs. A Literature Review |
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3.7.1 Reviewing the Literature -- 3.7.2 The Scoping Review -- 3.8 The Annotated Bibliography as a Starting Point -- 3.9 Conclusion -- 3.10 Questions -- References -- Chapter 4: Designing a Research Question -- 4.1 Introduction -- 4.2 Types of Research Questions -- 4.3 Characteristics of Quality Research Questions -- 4.4 Quantitative Research Questions: The PICO Framework -- 4.4.1 Quantitative Descriptive Questions: P-O Framework -- 4.4.2 Quantitative Predictive Questions: PI-O Framework -- 4.4.3 Quantitative Causal Questions: PICO Framework -- 4.4.4 Quantitative Effect Over Time: PICOT Framework |
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4.5 Qualitative Research Questions: The PPhTS Framework -- 4.5.1 Qualitative Questions Often Evolve and Change -- 4.6 Mixed-Methods Research Questions -- 4.7 Presenting the Research Question: The CARS Model -- 4.7.1 Move 1: Establish Literary Territory-Anchoring a Topic in Literature -- 4.7.2 Move 2: Establish a Niche-The Problem and Gap -- 4.7.3 Move 3: Occupy the Niche-Purpose, Question, Quantitative Hypothesis -- 4.8 Conclusion -- 4.9 Questions -- References -- Chapter 5: Research Methods -- 5.1 Introduction: The Three Research Paradigms -- 5.2 Variables in Social Science Research |
| Summary |
Academic medical centers continue to require evidence of scholarly activity for their faculty to maintain their appointment and to advance in promotion/rank. For some, training to know how to obtain evidence of scholarship was obtained through fellowship where information was passed from mentor to mentee in an apprenticeship fashion without a formalized text to follow to obtain the information. In fellowship, information might flow through word-of-mouth or articles handed down out to a mentee. Others in fellowship develop skills by taking classes as part of an additional masters degree program such as a Master of Public Health. For health professionals who enter an academic institution without having gone through a fellowship program, they are still expected to perform scholarly activity but dont have the benefit of having done the apprenticeship to learn the skills, so unless they decide to find a course, obtain a masters degree, or find a fellowship, they have no way to gain the necessary skills and are at risk of losing their appointment and have no hope of progressing in promotion. This text provides a comprehensive toolbox for the academic who needs these skills to survive. It serves as a valuable resource for health professionals physicians, nurses, pharmacists, physical therapists, and allied professionals as well as scientists, and students, with the steps necessary to take their educational endeavors from idea to implementation through dissemination. Beginning with the concept of What is Scholarship, the authors walk the reader through the concepts of how to find your niche, look through the literature to check for a gap, design a question, consider evaluation and outcomes, be aware of ethical considerations, plan a project, look for support, find mentorship, prepare an abstract, present a poster, disseminate a project, and lead a team. All chapters are written by experts in the subject matter. |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Online resource; title from PDF title page (EBSCO, viewed December 7, 2023) |
| Subject |
Physicians -- Scholarships, fellowships, etc
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Medical personnel -- Scholarships, fellowships, etc
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Scholarships.
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Fellowships and Scholarships
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Medical personnel -- Scholarships, fellowships, etc.
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Physicians -- Scholarships, fellowships, etc.
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Scholarships.
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| Form |
Electronic book
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| Author |
Fitzgerald, April S., editor
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Bosch, Gundula, editor
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| ISBN |
9783031385346 |
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3031385349 |
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