Fostering Scholarship in Medical Education

Scholarship drives the practice of medical education forward, affecting how we educate trainees and ourselves, what we know about each other and our institutions, and how we identify and close gaps in our understanding of important topics. The AAMC supports scholars and their work through its journals and professional development offerings and its role connecting people and convening groups from across the community. 

This four-part webinar series aims to advance your work as an educator, researcher, and writer. Sessions will highlight MedEdPORTAL and Academic Medicine, the AAMC’s two peer-reviewed journals, and discuss emerging research in workplace education. Experts will offer suggestions for choosing the right format and home to best share your scholarship.

  • Converting Your Teaching and Assessment Materials into Educational Scholarship Through MedEdPORTAL -December 9

    Contains 3 Component(s)

    In this webinar, participants will be introduced to MedEdPORTAL, the journal of teaching and learning resources for the AAMC.

    In this webinar, participants will be introduced to MedEdPORTAL, the journal of teaching and learning resources for the AAMC. MedEdPORTAL is a MEDLINE-indexed, open access, online-only journal that is an avenue for educators to publish their teaching activities as well as a source of ready-to-implement materials. Submitting to MedEdPORTAL involves a manuscript and all materials needed to run your teaching activity. 

    By the end of the webinar, participants will be able to: 

    1. describe how educational resources can be published in MedEdPORTAL, 
    2. list the characteristics of successful submissions, and 
    3. explain how to use MedEdPORTAL as a repository for peer-reviewed materials in the health professions. 

    This webinar is the first part in a four-part series related to fostering scholarship in medical education offered by the AAMC.

    Grace Huang, MD

    Editor-in-Chief, MedEdPORTAL

    Grace C. Huang is an associate professor of medicine at Harvard Medical School (HMS) and a hospitalist at Beth Israel Deaconess Medical Center (BIDMC) in Boston. She is the Editor-in-Chief of MedEdPORTAL and serves on the editorial boards of Academic Medicine and Simulation in Healthcare. She also holds several leadership roles in faculty development, including Vice Chair for Mentoring in the Department of Medicine, Director of Academic Careers and Faculty Development at BIDMC, Director of the Rabkin Fellowship in Medical Education, and Co-Director of the BIDMC Academy. 

    Hannah Turner, MPH

    Senior Staff Editor, MedEdPortal

    As the senior staff editor for MedEdPORTAL, Hannah manages the peer review workflow from submission to publication. Hannah received her masters in public health from George Washington University in 2017, and her bachelors degree in physics, with a pre-med concentration, from Georgetown University in 2011. Over the past eight years, Hannah has traveled across the United States and Canada conducting faculty development on submitting to MedEdPORTAL.

  • Publishing in Academic Medicine: Meet the Editor and Tips for Success - February 13

    Contains 3 Component(s)

    In this webinar, participants will learn about Academic Medicine, one of the AAMC’s peer reviewed journals.

    In this webinar, participants will learn about Academic Medicine, one of the AAMC’s peer reviewed journals. Speakers will discuss the journal’s focus areas, submission process, tips for successful publication, and available resources for authors and reviewers. New Editor-in-Chief Laura Roberts, MD, MA will introduce herself and share her vision for the future of the journal. There will be time for Q&A with Dr. Roberts and a member of the editorial staff.

    By the end of this webinar, participants will be able to: 

    • Describe the focus areas of the journal, 
    • Describe the peer-review process and common reasons for rejection, and 
    • Identify available resources for authors and reviewers. 

    This webinar is the third part in a four-part series related to fostering scholarship in medical education offered by the AAMC.

    Laura Roberts, MD, MA

    Editor-in-Chief, Academic Medicine, and Chairman and Katharine Dexter McCormick and Stanley McCormick Memorial Professor, Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine

    Dr. Roberts serves as Chairman and the Katharine Dexter McCormick and Stanley McCormick Memorial Professor in the Department of Psychiatry and Behavioral Sciences at the Stanford University School of Medicine. She is an internationally recognized scholar in bioethics, psychiatry, medicine, and medical education and assumed the role of editor-in-chief of Academic Medicine in January 2020. Over two decades, Dr. Roberts has received scientific, peer-reviewed funding from the National Institutes of Health, the Department of Energy, and private foundations to perform empirical studies of modern ethical issues in research, clinical care, and health policy, with a particular focus on vulnerable and special populations. Her work has led to advances in the understanding of ethical aspects of physical and mental illness research, societal implications for genetic innovation, the role of stigma in health disparities, the impact of medical student and physician health issues, and optimal approaches to fostering professionalism in medicine.

    Toni Gallo, MA

    Educational Resources and Scholarship Lead and Senior Editor, Academic Medicine, Association of American Medical Colleges

    Toni Gallo is a senior editor with the journal Academic Medicine and an Educational Resources and Scholarship Lead at the Association of American Medical Colleges. She has more than 10 years of experience reviewing and editing scholarly and other writing and has led reviewing and writing workshops at medical schools and regional and national meetings. She founded Academic Medicine’s blog AM Rounds and podcast Academic Medicine Podcast.

  • Improving Workplace Education in the Health Professions by Applying Cognitive Load Theory - January 13

    Contains 3 Component(s)

    In this webinar, cognitive learning theory will be discussed as will its theoretical and practical implications for research and the training of learners in the workplace.

    Cognitive load theory (CLT) is a cognitive learning theory with promising application to the workplace training of health professions education (HPE) learners. In this webinar, Justin Sewell, MD, PhD, will discuss the BEME scoping review that he and his colleagues published recently in Medical Teacher entitled “Cognitive Load Theory for Training Health Professionals in the Workplace: A BEME Review of Studies Among Diverse Professions: BEME Guide No. 53.”

    During the webinar, both CLT and the review findings will be summarized, followed by a discussion of the theoretical and practical implications for HPE research, CLT, and the training of HPE learners in the workplace. 

    This webinar is the second in a four-part series related to fostering scholarship in medical education offered by the AAMC.

    Justin L. Sewell, MD, PhD, MPH, FACP

    Associate Professor of Medicine, University of California, San Francisco, School of Medicine

    Dr. Justin Sewell is a gastroenterologist, health professions education researcher, and educator at the University of California, San Francisco, School of Medicine. He recently completed a doctorate in Health Professions Education from Utrecht University in the Netherlands with a dissertation focused on applying cognitive load theory to procedural skills training. While most of the studies documented in his thesis focused on gastrointestinal endoscopy as an exemplar procedural setting, he completed a BEME systematic review assessing how cognitive load has been used to study workplace learning in a wide variety of professional education settings. Dr. Sewell is interested in further expanding CLT-related research to other health professions workplace settings, both procedural and cognitive.

  • A Roadmap for Publishing Health Professions Education Scholarship - March 9

    Contains 3 Component(s)

    In this webinar, the speakers will introduce participants to the evolving landscape of publishing in HPE.

    Over the past decade, the number of venues for publishing health professions education (HPE) scholarship has grown. With this increase has come a variety of publication types ranging from one-page Last Pages to comprehensive Literature Reviews as well as a number of excellent resources to help scholars write up their work effectively for specific publication types. 

    In this webinar, the speakers will introduce participants to the evolving landscape of publishing in HPE, provide examples of how to think through the available publishing opportunities, and highlight some resources authors can use to prepare their work for submission. 

    By the end of this webinar, participants will be able to: 

    1. Describe a variety of dissemination venues for publishing scholarship in HPE; 
    2. Select appropriate publication types for their scholarship; and 
    3. Identify resources available to guide their publication preparation. 

    This webinar is one part in a four-part series related to fostering scholarship in medical education offered by the AAMC.

    Bridget C. O’Brien, PhD

    Professor, Department of Medicine, and Education Scientist, Center for Faculty Educators, University of California, San Francisco

    Bridget O’Brien, PhD is a professor of medicine and an education scientist in the Center for Faculty Educators at the University of California, San Francisco where she co-directs the Teaching Scholars Program and the UCSF-University of Utrecht doctoral program. At the San Francisco VA, she directs the Fellowship Program in Health Professions Education Evaluation and Research. Her research focuses primarily on understanding and improving workplace learning among health professionals using a variety of qualitative and mixed methodologies. She has authored and co-authored several articles on qualitative methods, including guidelines for reporting on qualitative research. She is an associate editor for Academic Medicine, the past-chair of the Research In Medical Education (RIME) planning committee of the AAMC, and a co-editor of the third edition of the book Understanding Medical Education. Dr. O’Brien received her Masters degree from the Haas School of Business and PhD from the Graduate School of Education at the University of California, Berkeley. In 2015 she was selected as one of five national Macy Faculty Scholars, supported by the Josiah Macy Jr. Foundation. 

    Lauren A. Maggio PhD, MS (LIS)

    Associate Professor, Department of Medicine, and Associate Director of Scholarly Communication, Graduate Programs in Health Professions Education, Uniformed Services University of the Health Sciences

    Lauren Maggio, PhD is an associate professor of medicine at Uniformed Services University in Bethesda, Maryland. She is also the Associate Director of Scholarly Communication for the University’s Graduate Programs in Health Professions Education, a program in which she teaches qualitative methods and advises masters and doctoral students. Combining her background in health professions education and information science, Dr. Maggio’s research explores how to effectively connect physicians, learners and patients with biomedical information through the design of educational initiatives and by facilitating access to knowledge for public and professional use. She has authored over 75 peer-reviewed journal articles in a range of health professions education and information science journals. She is the Deputy Editor-in-Chief for Perspectives on Medical Education and an editorial board member of Academic Medicine. Dr. Maggio received her Masters degree in Library and Information Science from the Simmons Graduate School of Library and Information Science and her PhD from University of Utrecht in the Netherlands in conjunction with the University of California, San Francisco.