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Liz Muggah, Doug Archibald, Sharon Johnson, Eric Wooltorton DFM Faculty Retreat

Scholarship as a DFM teacher & clinician: Tips (and real life stories) on how to make it happen and still keep it fun. Liz Muggah, Doug Archibald, Sharon Johnson, Eric Wooltorton DFM Faculty Retreat. Disclosure.

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Liz Muggah, Doug Archibald, Sharon Johnson, Eric Wooltorton DFM Faculty Retreat

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  1. Scholarship as a DFM teacher & clinician:Tips (and real life stories) on how to make it happen and still keep it fun Liz Muggah, Doug Archibald, Sharon Johnson, Eric Wooltorton DFM Faculty Retreat

  2. Disclosure The following presentation is free from bias and the presenters are not affiliated with any for-profit organizations or parties. The presenters do not have any conflict of interests to disclose and are not affiliated with any commercial entities or organizations that serve to profit from this presentation. Click View then Header and Footer to change this text

  3. Faculty/Presenter Disclosure • Relationships with commercial interests: None • Disclosure of Commercial Support: N/A • Mitigating Potential Bias: N/A Click View then Header and Footer to change this text

  4. Outline

  5. Scholarship Redefined (Boyer1990) • Discovery of new knowledge (“Research”) • Integration of knowledge • Teaching of knowledge • Application of knowledge

  6. Scholarly output – looking beyond the RCT Journal articles can also be: Case reports Letters Literature review Evidence based review of clinical care Clinical practice guidelines Quality Improvement report • Journal article* • Book chapter/book • Editorial or statement of opinion • Book (or media) review • Letter • Conference report • Educational materials • Reports of teaching practices • Curriculum description • Simulations (e.g., practice experiences, virtual reality) • Simulators (e.g., task trainers, mannequins, computer programs) • Web-based tutorials • Development, implementation and evaluation of clinical guidelines • Contribution to policy development (institutional, provincial) McGaghie Medical Teacher 2009; 31: 574–590

  7. Find your Spark Or…what makes you frustrated? sad? scared? wonder? • What are you passionate about? • What is really innovative that you are doing right now? • How will you (or can you) evaluate it?

  8. Find your Spark – How do you improve patient care?“Types” of scholarship common in DFM • Medial Education – how we teach & learn in medicine • Health Services Research – how organizational structure, personal behaviour and financing affects quality of care • Humanities – using social sciences (eg: arts, history, anthropology) to understand and improve medical education & patient care • Clinical Guidelines – development/application of guidelines for clinical care • Quality Improvement – how to improve quality of care, Plan-do-study-act • OTHERS:

  9. Find your spark • What worked • What didn’t

  10. Deep knowledgeMake time to invest in your spark • Reading is the cornerstone of scholarship • Automatic journal updates in your area • Automatic MEDLINE summary of articles in your area • Go out for lunch • Become a reviewer for a journal in your area • Supervise an FMRSP in your area of interest • Conferences • Additional training/courses

  11. Deep knowledge • What worked • What didn’t

  12. Build your team • People you like to work with • Not too big & not too small • Clear leadership (you) • Partner with clinician investigators & researchers • Get residents and med students involved (FMRSP) • Hire a summer student • Get help from methodologists/statisticians

  13. Build your team • What worked • What didn’t

  14. Doing your projectDeciding on the project • Make it small (and then even smaller) • FEASIBILITY is important • Could this be an FMRSP project? • Make it important (the “who cares?” test) • But it doesn’t have to change the world -- Kirpatrick’s theory • Think in 2-3 year timelines • High IQ not associated with productivity but stamina is • Plan for ethics • Decide on your scholarly output before starting • Make it fun!

  15. Kirkpatrick's hierarchy Simulation in clinical teaching and learning. Jennifer M Weller, Debra Nestel, Stuart D Marshall, Peter M Brooks and Jennifer J Conn Med J Aust 2012; 196 (9): 594.

  16. Doing your projectPractical things… • Block off half or full days for difficult tasks • Prepare for failure • 80% rejection rate by journals • Make it fun! Lee, S. J Clin Oncology. 2013 31(6):811-813

  17. Doing your project • What worked • What didn’t

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