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https://intranet.mayo.edu/charlie/academic-appointments-promotions-committee/files/Impact-Grid-Update-9-14-2022.pdf

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https://intranet.mayo.edu/charlie/academic-appointments-promotions-committee/

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https://pubmed.ncbi.nlm.nih.gov/35171122/

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The .gov means it's official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you're on a federal government site.

The site is secure.
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Affiliations

¹ M. Blanco is associate professor of psychiatry and associate dean for faculty development, Tufts University School of Medicine, Boston, Massachusetts; ORCID: http://orcid.org/0000-0002-7469-6050.

² J. Prunuske is professor of family and community medicine and assistant dean for clinical learning, Medical College of Wisconsin-Central Wisconsin, Wausau, Wisconsin; ORCID: https://orcid.org/0000-0001-5638-5227.

³ M. DiCorcia is associate professor of integrated medical science and assistant dean for medical education, Charles E. Schmidt College of Medicine at Florida Atlantic University, Boca Raton, Florida; ORCID: https://orcid.org/0000-0002-4087-9668.

⁴ L.A. Learman is professor of obstetrics and gynecology and dean, Virginia Tech Carilion School of Medicine, Roanoke, Virginia; ORCID: https://orcid.org/0000-0001-8698-8918.

⁵ B. Mutcheson is assistant professor of basic science education and assistant dean of assessment and program evaluation, Virginia Tech Carilion School of Medicine, Roanoke, Virginia; ORCID: https://orcid.org/0000-0001-9952-9614.

⁶ G.C. Huang is dean for faculty affairs and associate professor of medicine, Harvard Medical School, Department of Medicine, Beth Israel Deaconess Medical Center, Boston, Massachusetts; ORCID: http://orcid.org/0000-0003-2965-0341.

Randomized Controlled Trial

Affiliations

¹ M. Blanco is associate professor of psychiatry and associate dean for faculty development, Tufts University School of Medicine, Boston, Massachusetts; ORCID: http://orcid.org/0000-0002-7469-6050.

² J. Prunuske is professor of family and community medicine and assistant dean for clinical learning, Medical College of Wisconsin-Central Wisconsin, Wausau, Wisconsin; ORCID: https://orcid.org/0000-0001-5638-5227.

³ M. DiCorcia is associate professor of integrated medical science and assistant dean for medical education, Charles E. Schmidt College of Medicine at Florida Atlantic University, Boca Raton, Florida; ORCID: https://orcid.org/0000-0002-4087-9668.

⁴ L.A. Learman is professor of obstetrics and gynecology and dean, Virginia Tech Carilion School of Medicine, Roanoke, Virginia; ORCID: https://orcid.org/0000-0001-8698-8918.

⁵ B. Mutcheson is assistant professor of basic science education and assistant dean of assessment and program evaluation, Virginia Tech Carilion School of Medicine, Roanoke, Virginia; ORCID: https://orcid.org/0000-0001-9952-9614.

⁶ G.C. Huang is dean for faculty affairs and associate professor of medicine, Harvard Medical School, Department of Medicine, Beth Israel Deaconess Medical Center, Boston, Massachusetts; ORCID: http://orcid.org/0000-0003-2965-0341.

Abstract

Purpose: Reporting guidelines assist authors in conducting and describing their research in alignment with evidence-based and expert-determined standards. However, published research-oriented guidelines do not capture all of the components that must be present in descriptions of educational innovations in health professions education. The authors aimed to create guidelines for educational innovations in curriculum development that would be easy for early-career educators to use, support reporting necessary details, and promote educational scholarship.

Method: Beginning in 2017, the authors systematically developed a reporting checklist for educational innovations in curriculum development, called Defined Criteria To Report INnovations in Education (DoCTRINE), and collected validity evidence for its use according to the 4 inferences of Kane's framework. They derived the items using a modified Delphi method, followed by pilot testing, cognitive interviewing, and interrater reliability testing. In May-November 2019, they implemented DoCTRINE for authors submitting to MedEdPORTAL, half of whom were randomized to receive the checklist (intervention group). The authors scored manuscripts using DoCTRINE while blinded to group assignment, and they collected data on final editorial decisions.

Results: The final DoCTRINE checklist consists of 19 items, categorized into 5 components: introduction, curriculum development, curriculum implementation, results, and discussion. The overall interrater agreement was 0.91. Among the 108 manuscripts submitted to MedEdPORTAL during the study period, the mean (SD) total score was higher for accepted than rejected submissions (16.9 [1.73] vs 15.7 [2.24], P = .006). There were no significant differences in DoCTRINE scores between the intervention group, who received the checklist, and the control group, who did not.

Conclusions: The authors developed DoCTRINE, using systematic approaches, for the scholarly reporting of educational innovations in curriculum development. This checklist may be a useful tool for supporting the publishing efforts of early-career faculty.

Similar articles

Consolidated standards of reporting trials (CONSORT) and the completeness of reporting of randomised controlled trials (RCTs) published in medical journals.

Turner L, Shamseer L, Altman DG, Weeks L, Peters J, Kober T, Dias S, Schulz KF, Plint AC, Moher D. Turner L, et al. Cochrane Database Syst Rev. 2012 Nov 14;11(11):MR000030. doi: 10.1002/14651858.MR000030.pub2. Cochrane Database Syst Rev. 2012. PMID: 23152285 Free PMC article. Review.

References

Altman DG, Simera I. Using reporting guidelines effectively to ensure good reporting of health research. Moher D, Altman DG, Schulz K, Simera I, Wager E, eds. In: Guidelines for Reporting Health Research: A User's Manual. 1st ed. West Sussex, UK: Wiley and Sons, Ltd; 2014;32-40.

Kanter SL. Toward better descriptions of innovations. Acad Med. 2008;83:703-704.

Crites GE, Gaines JK, Cottrell S, et al. Medical education scholarship: An introductory guide: AMEE guide no. 89. Med Teach. 2014;36:657-674.

Enhancing the QUAlity and Transparency Of health Research. EQUATOR Network. https://www.equator-network.org. Accessed September 24, 2021.

Ogrinc G, Armstrong GE, Dolansky MA, Singh MK, Davies L. SQUIRE-EDU (Standards for QUality Improvement Reporting Excellence in Education): Publication guidelines for educational improvement. Acad Med. 2019;94:1461-1470.

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national center for biotechnology information

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The DoCTRINE Guidelines: Defined Criteria To Report INnovations in Education - PubMed

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The .gov means it's official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you're on a federal government site. The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

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https://www.amazon.com/Story-Not-Study-Researchers-Professional-ebook/dp/B093KQYK66

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Many researchers dread writing. They find it laborious - even painful - to put their scholarly work into words. They get bogged down in the study, and lose track of the story. And they produce uninspiring papers that fail to resonate with readers or reviewers. This book offers an antidote to this problem: brief, accessible lessons that guide researchers to write clear and compelling scientific manuscripts.

The book is divided into three sections - Story, Craft, and Community. The Story section offers advice on getting the balance of study and story just right, introducing strategies for tackling each section of a scientific manuscript. The Craft section considers the grammatical and rhetorical tools of the trade, showing how they can be wielded for maximum impact. And the Community section offers suggestions for writing collaboratively, supporting other writers, and navigating peer review.
Each section features multiple short and pragmatic lessons, peppered with illustrative examples. Readers can use the chapters collectively to build holistic writing skills, or dip in and out to refine specific elements of the craft. Rooted in a coaching philosophy, we aim to unlock our readers' potential as writers through instruction, reflection, and example.

And we hope to inspire researchers to face writing with joy.

This work is clearly written and easily understandable. Its many practical examples, tools, and exercises make an effective toolbox of support for scholarly writers. This will be invaluable to new scholars and help established scholars as well. The inclusion of examples specific to the health arena and the clear, elegantly simple explanations add strength and relevance to this work.

Toni Ungaretti, Johns Hopkins School of Education, Baltimore, MD, USA
This book is the most original perspective I have ever read about the craft of writing. As its title suggests, it is inspiring.

Brownie Anderson, NBME, Philadelphia, PA, USA

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Story, Not Study: 30 Brief Lessons to Inspire Health Researchers as Writers (Innovation and Change in Professional Education Book 19)

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Amazon.com: Story, Not Study: 30 Brief Lessons to Inspire Health Researchers as Writers (Innovation and Change in Professional Education Book 19) eBook : Lingard, Lorelei, Watling, Christopher: Kindle Store

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If interested in connecting w/ our Education Reporting & Analytics teams, Elissa is willing to help facilitate connections.

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Stats, Coordinators, EDW

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You might not be in the place to pick up new analytic skills but you can definitely partner with someone to support your project!

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https://www.wagyourwork.com/
https://www.hopkinsmedicine.org/fac_development/career-path/wags.html

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A proven method to establish a sustainable writing habit.

WAGs (Writing Accountability Groups) are a habit-building method originally developed for busy faculty members in academic medicine. WAGs aims to make scholarly writing automatic, mechanical and as routine as tying your shoes!

Get the book today and learn how to get your WAG on!

WAGs Video Series & Resources

Get all the resources you'll need to start a WAGS! Join Dr. Skarupski for a series of videos that outlines the steps it takes to launch a WAG at your institution. Learn more.

Award Winning Innovation

Dr. Skarupski was awarded the Johns Hopkins Medicine, Institute for Excellence in Education, 2019 Educational Innovation Award for WAGs!

Did you know? In a June 2022 article, the Washington Post highlighted WAGs within a report on "Body Doubling" for ADHD. Read the article here.

"We are still wagging in Buffalo! Thanks to the WAG, our NRSA T32 fellows 'hit the ball out of the park' for the past 5 years with publications and grants."

Linda S. Kahn, PhD

Professor, Associate Vice Chair for Research

Jacobs School of Medicine and Biomedical Sciences

University at Buffalo

"What has worked best for me is to write every day, even if only briefly, and to remind myself that everything I do towards completing a manuscript counts, whether it's re-checking analyses or formatting a table. That way I feel like I make some progress daily. Thank you so much for bringing WAGs to (Johns Hopkins)!"

​ ​

Brian Buta, MHS

Program Manager

Johns Hopkins Center on Aging and Health

"After my first WAG I noticed that although I do a lot of writing, my manuscripts are always last priority. Other writing projects have deadlines, (e.g. grants, IRB protocols) but papers can always wait. I decided that my goal for the group would be to spend 30 minutes writing on my manuscript each day, no matter what other types of writing I did that day. If everything goes well I could have a total of 11 publications this year."

﻿​

Michelle Eakin, MA, PhD

Associate Professor of Medicine, Johns Hopkins Division of Pulmonary and Critical Care Medicine

Learn about the Faculty Factory

The Faculty Factory is sponsored by the Johns Hopkins University, School of Medicine, Office of Faculty, and the Faculty Factory Podcast is hosted by Kimberly A. Skarupski, PhD, MPH. Learn more.

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A proven method to establish a sustainable writing habit. WAGs (Writing Accountability Groups) are a habit-building method originally developed for busy faculty members in academic medicine. WAGs aims to make scholarly writing automatic, mechanical and as routine as tying your shoes! Get the book today and learn how to get your WAG on!

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1 - Coordinate Programming that is Flexible
2 - Rotate calendaring of events (EGR, ESJC)
3 - Consider timing when topic related
4 - Listening sessions from our stakeholders
5 - Connection -- make transparent those that are interested
6 - Writing Accountability Groups ( 4- 6 people)

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Consider offering education scientist-related events at times that are conducive to different specialities

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Lorelai Lingard and Chris Watling's articles on writing manuscripts https://guides.library.harvard.edu/Writing_Communication/Recommended_Articles (I got our library to post them!) plus their new book: https://www.amazon.com/Story-Not-Study-Researchers-Professional/dp/3030713628

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Countway Library
10 Shattuck St, Boston MA 02115 | (617) 432-2136

Harvard Library | Privacy Policy | Harvard Digital Accessibility Policy
Copyright © 2020 President and Fellows of Harvard College. All rights reserved.

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Research Guides: Writing and Communication Resources: Articles from the Writer’s Craft

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Writing resources for the Longwood Medical Area community Curated set of articles on writing

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https://www.aamc.org/career-development/affinity-groups/group-educational-affairs/mesre-section

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MESRE serves as a resource for educators across the medical education continuum by supporting the development, dissemination, and application of high-quality scholarship, research, and evaluation.

MESRE accomplishes its mission by creating opportunities for all medical educators. We are committed to diversity and inclusion , valuing multiple perspectives and the contributions of all, including those who are oppressed, marginalized, or underrepresented in medicine. MESRE creates opportunities for all medical educators by fostering collaboration in the following areas:

(a) Improving the quality of medical education scholarship, research, and evaluation;
(b) Fostering the professional development of medical educators who seek to contribute to scholarship, research, and evaluation;
(c) Building awareness and discourse in medical education scholarship to promote social justice and address health inequities;
(d) Facilitating the exchange of new knowledge and research findings; and
(e) Disseminating the results of novel scholarship, research, and evaluation and encouraging their application to educational practice in multiple contexts.

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Medical Education Scholarship Research and Evaluation (MESRE) Section

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MESRE serves as a resource for educators across the medical education continuum by supporting the development, dissemination, and application of high-quality scholarship, research, and evaluation. MESRE accomplishes its mission by creating opportunities for all medical educators. We are committed to diversity and inclusion , valuing multiple perspectives and the contributions of all, including those who are oppressed, marginalized, or underrepresented in medicine.

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https://www.aamc.org/career-development/affinity-groups/group-educational-affairs/mesre-section and the annotated bibliography https://www.aamc.org/media/38166/download?attachment

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MESRE serves as a resource for educators across the medical education continuum by supporting the development, dissemination, and application of high-quality scholarship, research, and evaluation.

MESRE accomplishes its mission by creating opportunities for all medical educators. We are committed to diversity and inclusion , valuing multiple perspectives and the contributions of all, including those who are oppressed, marginalized, or underrepresented in medicine. MESRE creates opportunities for all medical educators by fostering collaboration in the following areas:

(a) Improving the quality of medical education scholarship, research, and evaluation;
(b) Fostering the professional development of medical educators who seek to contribute to scholarship, research, and evaluation;
(c) Building awareness and discourse in medical education scholarship to promote social justice and address health inequities;
(d) Facilitating the exchange of new knowledge and research findings; and
(e) Disseminating the results of novel scholarship, research, and evaluation and encouraging their application to educational practice in multiple contexts.

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Medical Education Scholarship Research and Evaluation (MESRE) Section

# data[].attributes.attachment_link.description
MESRE serves as a resource for educators across the medical education continuum by supporting the development, dissemination, and application of high-quality scholarship, research, and evaluation. MESRE accomplishes its mission by creating opportunities for all medical educators. We are committed to diversity and inclusion , valuing multiple perspectives and the contributions of all, including those who are oppressed, marginalized, or underrepresented in medicine.

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We need to be aware of the barriers we are putting in place for others connecting --- by only hosting events during the day

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Mayo Clinic's Education Science Career Development Award (ESCDA) Program