METRICS: a pattern language of scholarship in medical education
Scholarly activity in health professions education has been growing steadily but despite the broad interest, quite what is considered to be scholarly activity in medical education has remained vague. Boyer's classes of scholarly activity (Boyer 1990) and Glassick et al.'s criteria required...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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F1000 Research Ltd
2017-11-01
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| Series: | MedEdPublish |
| Subjects: | |
| Online Access: | https://www.mededpublish.org/Manuscripts/1305 |
| _version_ | 1828940705524875264 |
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| author | Rachel Ellaway David Topps |
| author_facet | Rachel Ellaway David Topps |
| author_sort | Rachel Ellaway |
| collection | DOAJ |
| description | Scholarly activity in health professions education has been growing steadily but despite the broad interest, quite what is considered to be scholarly activity in medical education has remained vague. Boyer's classes of scholarly activity (Boyer 1990) and Glassick et al.'s criteria required of an artefact to render it scholarly (Glassick et al. 1997) have been widely discussed. While the Glassick model has helped to define to what scholarly activity should be, we have found the Boyer model of what kinds of activity count as scholarship is lacking. We have developed the METRICS model of scholarly activity in medical education that maps more directly to scholarly activities.
Metascholarship - activities that reflect on the nature of scholarship
Evaluation - activities that measure value or axiology
Translation - activities that move findings or practices from one domain to another
Research - activities that focus on theory generation or testing (experimental, descriptive or explanatory)
Innovation - activities that focus on creating new ideas, objects and practices
Conceptual - activities that explore or develop new models, concepts, and paradigms
Synthesis - activities that focus on the integration of existing knowledge and practice
Having built the METRICS model and tested it extensively in our own practice, we now seek to engage others in its use and appraisal. |
| first_indexed | 2024-12-14T03:24:30Z |
| format | Article |
| id | doaj.art-d314843fe7264eed971f17d6d6419240 |
| institution | Directory Open Access Journal |
| issn | 2312-7996 |
| language | English |
| last_indexed | 2024-12-14T03:24:30Z |
| publishDate | 2017-11-01 |
| publisher | F1000 Research Ltd |
| record_format | Article |
| series | MedEdPublish |
| spelling | doaj.art-d314843fe7264eed971f17d6d64192402022-12-21T23:18:57ZengF1000 Research LtdMedEdPublish2312-79962017-11-0164METRICS: a pattern language of scholarship in medical educationRachel Ellaway0David Topps1University of CalgaryUniversity of CalgaryScholarly activity in health professions education has been growing steadily but despite the broad interest, quite what is considered to be scholarly activity in medical education has remained vague. Boyer's classes of scholarly activity (Boyer 1990) and Glassick et al.'s criteria required of an artefact to render it scholarly (Glassick et al. 1997) have been widely discussed. While the Glassick model has helped to define to what scholarly activity should be, we have found the Boyer model of what kinds of activity count as scholarship is lacking. We have developed the METRICS model of scholarly activity in medical education that maps more directly to scholarly activities. Metascholarship - activities that reflect on the nature of scholarship Evaluation - activities that measure value or axiology Translation - activities that move findings or practices from one domain to another Research - activities that focus on theory generation or testing (experimental, descriptive or explanatory) Innovation - activities that focus on creating new ideas, objects and practices Conceptual - activities that explore or develop new models, concepts, and paradigms Synthesis - activities that focus on the integration of existing knowledge and practice Having built the METRICS model and tested it extensively in our own practice, we now seek to engage others in its use and appraisal.https://www.mededpublish.org/Manuscripts/1305scholarshipactivity metrics |
| spellingShingle | Rachel Ellaway David Topps METRICS: a pattern language of scholarship in medical education MedEdPublish scholarship activity metrics |
| title | METRICS: a pattern language of scholarship in medical education |
| title_full | METRICS: a pattern language of scholarship in medical education |
| title_fullStr | METRICS: a pattern language of scholarship in medical education |
| title_full_unstemmed | METRICS: a pattern language of scholarship in medical education |
| title_short | METRICS: a pattern language of scholarship in medical education |
| title_sort | metrics a pattern language of scholarship in medical education |
| topic | scholarship activity metrics |
| url | https://www.mededpublish.org/Manuscripts/1305 |
| work_keys_str_mv | AT rachelellaway metricsapatternlanguageofscholarshipinmedicaleducation AT davidtopps metricsapatternlanguageofscholarshipinmedicaleducation |