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Signs of Scholarship of Teaching and Learning at a Faculty of Medicine

Sonesson, Anders LU and Edgren, Gudrun LU (2013) 2nd International Conference on Faculty Development in the Health Professions
Abstract
Many medical schools and faculties are actively promoting scholarly inquiry into teaching and learning to improve education. The Faculty of Medicine at Lund University, Sweden, has developed a Teaching Academy with criteria for membership founded in Scholarship of Teaching and Learning (SoTL). Furthermore, the Faculty arranges a conference in medical education and also organises courses to support scholarly projects. Given scarce resources and difficult prioritisations, it is important to gain an understanding of how such efforts could improve teaching and to find strategies, at the faculty level, that realistically pays off at the level of student learning.

We have collected the peer-reviewed articles on teaching and learning... (More)
Many medical schools and faculties are actively promoting scholarly inquiry into teaching and learning to improve education. The Faculty of Medicine at Lund University, Sweden, has developed a Teaching Academy with criteria for membership founded in Scholarship of Teaching and Learning (SoTL). Furthermore, the Faculty arranges a conference in medical education and also organises courses to support scholarly projects. Given scarce resources and difficult prioritisations, it is important to gain an understanding of how such efforts could improve teaching and to find strategies, at the faculty level, that realistically pays off at the level of student learning.

We have collected the peer-reviewed articles on teaching and learning that have been published by teachers at the faculty. In order to find out how these works relate to knowledge and practice of education, and to teaching and learning at the faculty, we have analysed the material against two theoretical frameworks. The first considers the primary concern of the inquiry itself and the knowledge it produces using Stokes’ (1997) “Quadrant model of scientific research”. The second framework considers the Scholarship of teaching and learning (Trigwell & Shale, 2004; Ashwin & Trigwell, 2004; Lindberg-Sand & Sonesson, 2008) and we ask the questions: How does the object of study relate to the inquirer’s own educational practice, educational context, or students, and have the results been used to develop teaching and learning within the faculty?

From this analysis we can conclude that the majority of the published work not only concerns what Stokes (1997) calls a “Quest for fundamental understanding” but also considers its use. Most authors in our study focus on student learning within their own teaching practice and educational context. Finally, our results show several instances were the published works have been used for educational development within the faculty.


References
Ashwin, P., & Trigwell, K. (2004). Investigating staff and educational development. In D. Baume & P. Kahn (Eds.), Enhancing Staff and educational development. Routledge Falmer.
Lindberg-Sand, Å., & Sonesson, A. (2008). Compulsory Higher Education Teacher Training in Sweden: Development of a national standards framework based on the Scholarship of Teaching and Learning. Tertiary Education and Management, 14(2), 123–139.
Stokes, D. E. (1997). Pasteur’s quadrant: basic science and technological innovation. Washington, D.C: Brookings Institution Press.
Trigwell, K., & Shale, S. (2004). Student learning and the scholarship of university teaching. Studies in higher education, 29(4), 523–536.
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author
organization
publishing date
type
Contribution to conference
publication status
published
subject
keywords
SoTL, Scholarship of teaching and learning, Medical education, Educational development
categories
Higher Education
conference name
2nd International Conference on Faculty Development in the Health Professions
language
English
LU publication?
yes
id
039e0ecf-08e6-48d9-86ad-a0f2c3f14ccc (old id 4437933)
alternative location
http://www.facultydevelopment2013.com/programme/
date added to LUP
2014-05-15 13:31:35
date last changed
2016-10-14 14:07:25
@misc{039e0ecf-08e6-48d9-86ad-a0f2c3f14ccc,
  abstract     = {Many medical schools and faculties are actively promoting scholarly inquiry into teaching and learning to improve education. The Faculty of Medicine at Lund University, Sweden, has developed a Teaching Academy with criteria for membership founded in Scholarship of Teaching and Learning (SoTL). Furthermore, the Faculty arranges a conference in medical education and also organises courses to support scholarly projects. Given scarce resources and difficult prioritisations, it is important to gain an understanding of how such efforts could improve teaching and to find strategies, at the faculty level, that realistically pays off at the level of student learning. <br/><br/>We have collected the peer-reviewed articles on teaching and learning that have been published by teachers at the faculty. In order to find out how these works relate to knowledge and practice of education, and to teaching and learning at the faculty, we have analysed the material against two theoretical frameworks. The first considers the primary concern of the inquiry itself and the knowledge it produces using Stokes’ (1997) “Quadrant model of scientific research”. The second framework considers the Scholarship of teaching and learning (Trigwell &amp; Shale, 2004; Ashwin &amp; Trigwell, 2004; Lindberg-Sand &amp; Sonesson, 2008) and we ask the questions: How does the object of study relate to the inquirer’s own educational practice, educational context, or students, and have the results been used to develop teaching and learning within the faculty? <br/><br/>From this analysis we can conclude that the majority of the published work not only concerns what Stokes (1997) calls a “Quest for fundamental understanding” but also considers its use. Most authors in our study focus on student learning within their own teaching practice and educational context. Finally, our results show several instances were the published works have been used for educational development within the faculty.<br/><br/><br/>References<br/>Ashwin, P., &amp; Trigwell, K. (2004). Investigating staff and educational development. In D. Baume &amp; P. Kahn (Eds.), Enhancing Staff and educational development. Routledge Falmer.<br/>Lindberg-Sand, Å., &amp; Sonesson, A. (2008). Compulsory Higher Education Teacher Training in Sweden: Development of a national standards framework based on the Scholarship of Teaching and Learning. Tertiary Education and Management, 14(2), 123–139.<br/>Stokes, D. E. (1997). Pasteur’s quadrant: basic science and technological innovation. Washington, D.C: Brookings Institution Press.<br/>Trigwell, K., &amp; Shale, S. (2004). Student learning and the scholarship of university teaching. Studies in higher education, 29(4), 523–536. <br/>},
  author       = {Sonesson, Anders and Edgren, Gudrun},
  keyword      = {SoTL,Scholarship of teaching and learning,Medical education,Educational development},
  language     = {eng},
  title        = {Signs of Scholarship of Teaching and Learning at a Faculty of Medicine},
  year         = {2013},
}