Scholarship Resources

Core Medical Education Journals

•    Academic Medicine (2019 IF: 5.354)
•    Medical Education (2019 IF: 4.570)
•    Medical Teacher (2019 IF: 2.654)
•    Advances in Health Sciences Education: Theory and Practice (2019 IF: 2.480)
•    Teaching and Learning in Medicine (2019 IF: 1.848)
•    Journal of Graduate Medical Education
•    MedEdPORTAL

Other Medical Education Journals

•    Anatomical Sciences Education (2019 IF: 3.759)
•    Journal of Surgical Education (2019 IF: 2.220)
•    Journal of Medical Ethics (2019 IF: 2.021)
•    Medical Education Online (2019 IF: 1.970)
•    Postgraduate Medical Journal (2019 IF: 1.911)
•    BMC Medical Education (2019 IF: 1.831)
•    Journal of Cancer Education (2019 IF: 1.576)
•    Advances in Physiology Education (2019 IF: 1.534)
•    Journal of Continuing Education in the Health Professions (2019 IF: 1.440)
•    Canadian Medical Education Journal
•    The Clinical Teacher
•    Education for Health
•    Education for Primary Care
•    Gerontology & Geriatrics Education
•    Journal of Medical Education and Curricular Development
•    Medical Science Educator
•    Perspectives on Medical Education

Top Medical Journals Accepting Medical Education Articles

NEJM – New England Journal of Medicine (2019 IF: 74.699) 
The Lancet (2019 IF: 60.390) 
JAMA – Journal of the American Medical Association (2019 IF: 45.540) 
PLOS Medicine (2019 IF: 10.500)  

Annotated Bibliography of Journals for Educational Scholarship
JANE: Journal Author Name Estimator

Academic Medicine

Medical Education

Advances in Health Sciences Education

Medical Teacher

Teaching and Learning in Medicine

Journal of Graduate Medical Education

MedEdPORTAL

Anatomical Sciences Education

Advances in Physiology Education

Journal of Surgical Education

Journal of Medical Ethics

Postgraduate Medical Journal

BMC Medical Education

Medical Education Online

Journal of Cancer Education

Journal of Continuing Education in the Health Professions

Canadian Medical Education Journal

The Clinical Teacher

Education for Health

Education for Primary Care

Gerontology & Geriatrics Education

Journal of Medical Education and Curricular Development

Medical Science Educator

Perspectives on Medical Education

Journal metrics obtained from Clarivate Journal Citation Reports and Journal websites: last updated January 2021.

Possible funding sources for educational research

Note: programs may change; refer to URLs for most updated information To add funding sources or to report broken links, please email Dr. van Zuilen at rzuilen@med.miami.edu

(Adapted from: Gruppen LD, Durning SJ. Needles and Haystacks: Finding Funding for Medical Education Research. Academic Medicine. 2016; 91:480–484 and from the “Needle in a Haystack” session at the 2018 AAMC LSL Conference)

Organizations with grant opportunities that may be restricted to members of the organization:

Available to apply in year 2021
Phil R. Manning Research Award in Continuing Professional Development
The Scholarship Committee of the Society for Academic Continuing Medical Education (SACME) requests proposals for original, scientific research related to physician and/or health professionals’ continuing professional development (CPD). Award Amount: Up to $50,000
Application Deadlines: LOI due mid-January, 2021; Full proposal due on May 1, 2021
Frequency: Once a year
Period of Funding: 2 years
Eligibility: Must be a SACME Member
Number of awards: Unknown

Association of Standardized Patient Educators (ASPE)
Every year ASPE provides incentive grants up to $10,000 to members who propose unique research or development projects related to use of standardized patients. Studies to identify best practices in SP methodology are particularly encouraged. Requests for Proposals are sent to the membership annually and awards are made at the Annual Conference. Two awards are offered:
· Research Award – their primary award, up to $8,000 per award
· Pilot Award –to encourage innovative projects, up to $2,000 per award The most significant difference between Research Awards and Pilot Awards is scope of impact as well as cost.
Award Amount: $8,000 or $2,000
Application Deadlines: LOI due mid-November
Frequency: Once a year
Period of Funding: 2 years
Eligibility: Must be an ASPE Member
Number of awards: 1 in each category

International Association of Medical Sciences Educators (IAMSE) 
The International Association of Medical Science Educators (IAMSE) wishes to encourage and support scholarship in medical science education and will fund multiple educational scholarship and curriculum innovation grants this year for up to $5000 each.
Two awards are offered:
· The purpose of the IAMSE Educational Scholarship Grants is to make available funds to support projects designed to systematically collect and analyze data related to medical education, which may employ a variety of methods, but seeks to produce generalizable information for dissemination.
· The purpose of the IAMSE Curriculum Innovation Grants is to make available funds to support projects designed for the general enrichment of teaching and learning that go beyond normal expectations of a faculty member, including but not limited to advances in pedagogy, technology, content development, or professional development.
Award Amount: $5,000 (The Principal Investigator (PI) of each funded project will be awarded an additional $1,500 travel award to present the results of their grant research at a future IAMSE meeting.)
Application Deadlines: Mid-January
Frequency: Once a year
Period of Funding: 2 years
Eligibility: Must be an IAMSE Member Number of awards: Multiple in each category
 
Council on Medical Student Education in Pediatrics (COMSEP)
Scholarship  The purpose of this initiative is to promote and support innovative educational scholarship that is designed, implemented, and evaluated by COMSEP members. Projects may include any field of research that focuses on enhancing undergraduate pediatric medical education, educational scholarship related to curriculum development (e.g., design, implementation and scholarly evaluation of the impact of innovative curricula), development and validation of assessment or evaluation tools, development and evaluation of instructional materials, or other research focused on enhancing undergraduate pediatric education.
Award Amount: $5,000
Application Deadlines: Beginning of December
Frequency: Once a year Period of Funding: 2 years
Eligibility: Must be a COMSEP Member
Number of awards: Up to 2
 
AAMC Group on Educational Affairs (GEA) Grant Award
Call for Educational Research Grant Proposals  In its strong encouragement and support of research in medical education, the GEA seeks to fund research projects that address important problems or questions in medical education. Proposals that foster collaboration are strongly encouraged. This includes collaborations among GEA sections (UME, GME, CPD), across GEA regions (CGEA, NEGEA, SGEA, WGEA) and/or proposals that engage multiple schools, professions or departments.
Award Amount: up to $10,000 each year for up to a two-year period
Application Deadlines: Pre-proposal submissions open at the beginning of November and are due by January; full proposals are due by the beginning of April
Frequency: Once a year
Period of Funding: up to 2 years
Eligibility: Applicants must belong to a GEA-affiliated institution
Number of awards: Multiple

AAMC Southern Group on Educational Affairs (SGEA) Medical Education Research Grants 
To help its members participate in opportunities that provide educational scholarship, the SGEA provides funding to initiate new Medical Education Scholarship, Research and Evaluation (MESRE) proposals.
Award Amount: Up to $5000 for submissions involving one institution and $7500 for submissions involving the collaboration of two (2) or more institutions.
Application Deadlines: End of September (September 30, 2021)
Frequency: Once a year
Period of Funding: 2 year
Eligibility: Must be a SGEA Member.
Number of awards: 3

AAMC Southern Group on Educational Affairs (SGEA) Innovation in Medical Education Award
To recognize members who have developed an innovative approach to medical education and to support participation of SGEA members in activities that promote educational scholarship, the SGEA will provide one award each year to recognize an outstanding innovation in medical education. Innovations which promote collaborative projects across institutions, the health professions, and sections (UGME, GME, CME, and MESRE) will be given extra consideration. This is an award rather than a grant, so the winner may apply the funds wherever they see the greatest need for continued improvement in medical education.
Award Amount: $5,000
Application Deadlines: Beginning of September (September 7, 2021)
Frequency: Once a year
Period of Funding: 1 year
Eligibility: Must be a SGEA Member.
Number of awards: One

RSNA/AUR/APDR/SCARD Radiology Education Research Development Grant 
This R&E Foundation grant is co-sponsored by the Radiological Society of North America (RSNA), the Association of University Radiologists (AUR), the Association of Program Directors in Radiology (APDR) and the Society of Chairmen of Academic Radiology Departments (SCARD). This grant encourages innovation and improvement in health sciences education by providing research opportunities to individuals in pursuit of advancing the science of radiology education. Award Amount: up to $10,000
Application Deadlines: Applications open in October; due Mid-January
Frequency: Once a year
Period of Funding: 1 year
Eligibility: Applicants must be a member of one of the sponsoring organizations.
Number of awards: Multiple

Alliance for Academic Internal Medicine (AAIM) Innovation Grants 
AAIM fosters educational innovations in academic internal medicine through our grant program. The AAIM Innovation Grants Program awards $2,500 to a single institution and $5,000 to multiple institutions for innovative projects.
Award Amount: Two grants offered:
· The smaller grants ($2,500-$5,000) are intended to support smaller pilot/proof of concept projects.
· The larger grants ($20,000) are appropriate for larger implementation projects, including projects that include collaboratives among multiple organizations.
Application Deadlines: LOI is due mid-December; full proposals are due in April
Frequency: Once a year
Period of Funding: N/A
Eligibility: N/A
Number of awards: 32 grants were awarded in June 2021

Available to apply in year 2022
Association for Surgical Education (ASE) Multi-Institutional Education Research Collaborative Grant
The ASE Multi-Institutional Education Research Collaborative (Research Collaborative), a sub-group of the Surgical Education Research Committee, is intended to support multi-institutional research projects (≥3 geographically distinct sites) that will advance scientific knowledge and aim to improve undergraduate, graduate, or continuing surgical education. Grant awardees will be given complimentary assistance from the SERC Research Collaborative for IRB coordination, statistical analysis, study coordination, research methodology issues, and site recruitment.
Award Amount: $5,000
Application Deadlines: End of February
Frequency: Every other year
Period of Funding: Up to 2 years
Eligibility: Must be an ASE Member
Number of awards: 1

Society for Academic Emergency Medicine Foundation (SAEMF) Education Research Grant
The SAEMF Education Research Grant strives to foster innovation in teaching, education, and educational research in emergency medicine for faculty-, fellow-, resident- and medical student-level learners. The mission of the grant is to develop the academic potential of the selected fellow by providing support for a dedicated two-year training period, including pursuit and preferably completion of an advanced degree in education.
Award Amount: Up to $50,000 per year for two years
Application Deadlines: Beginning of August (applications open May 1)
Frequency: Once a year
Period of Funding: 2 years (July 1 through June 30)
Eligibility: Must be a SAEMF Member. Not have completed more than one year of an education fellowship at the start of the award period
Number of awards: Depending upon the amount of funding available

Society for Academic Emergency Medicine Foundation (SAEMF) Education Project Grant 
The SAEMF Education Project Grant strives to foster innovation in teaching, education, and educational research in emergency medicine for faculty-, fellow-, resident- and medical student-level learners. The mission of the grant is to provide support for a medical education research project.
Award Amount: Up to $20,000
Application Deadlines: Beginning of August (applications open May 1)
Frequency: Once a year
Period of Funding: 1 year (July 1 to June 30)
Eligibility: Must be a member of SAEM
Number of awards: Depending upon the amount of funding available

Society for Academic Emergency Medicine Foundation (SAEMF) Research Large Project Grant
The SAEMF Research Large Project Grant supports an emergency medicine faculty member to conduct a large-scale research project to advance his/her career and subsequently obtain federal funding by developing pilot data.
Award Amount: $150,000 over a two-year period ($75,000 per year)
Application Deadlines: Beginning of August (applications open May 1)
Frequency: Once a year
Period of Funding: 2 years
Eligibility: Must be a SAEMF Member
Number of awards: Depending upon the amount of funding available

Society for Academic Emergency Medicine Foundation (SAEMF) Academy for Diversity and Inclusion in Emergency Medicine (ADIEM) Research Grant
The mission of the Academy for Diversity and Inclusion in Emergency Medicine (ADIEM) Research Grant is to provide support for research that evaluates the state of diversity and inclusion in the field of Emergency Medicine, evaluates interventions to improve diversity and inclusion in Emergency Medicine, or addresses disparities in healthcare outcomes in the practice of Emergency Medicine among underrepresented or marginalized groups.
Award Amount: Up to $4,000
Application Deadlines: Beginning of August (applications open May 1)
Frequency: Once a year
Period of Funding: 1 year
Eligibility: Must be a SAEMF Member
Number of awards: The number and monetary amount of awards granted depend on the quality of applications and status of the SAEMF funds

Society for Academic Emergency Medicine Foundation (SAEMF) Resident and Medical Students (RAMS) Research Grant 
The mission of this award is to foster interest in research among emergency medicine trainees (medical students and residents). The focus is on self-limited research projects that are impactful in the current or future practice of emergency medicine and can be completed in a one year time frame. This may include educational projects. Trainees must identify a faculty research mentor to guide them through the application and research process. The goals of the grant align with missions of the SAEMF to improve the emergency care of patients and help emergency physicians develop the skills to become successful investigators.
Award Amount: Up to $5,000 for residents and $2,500 for medical students.
Application Deadlines: Beginning of August (applications open May 1)
Frequency: Once a year
Period of Funding: 1 year
Eligibility: Must be a current emergency medicine resident or medical student during the award period with an interest in emergency medicine that is mentored by an emergency medicine faculty member
Number of awards: depend on the quality of applications and status of the SAEMF funds.

Association for Medical Education in Europe (AMEE) Research Grant Awards
AMEE is an international organization that seeks to promote scholarship in healthcare professions education to advance knowledge and best practices in education as well as to build a community of scholars working in the field. AMEE has introduced a program to provide financial support up to £10,000 (no facilities and administration fee) for educational research projects.
Award Amount: up to £10,000 (British pounds; about $13753.74 as checked on August 25, 2021)
Application Deadlines: Pre-proposal submissions open by the end of September and are due mid-October; full proposals are due by the end of February
Frequency: Once a year Period of Funding: 1 year
Eligibility: Either the Principal or one of the Associate Investigators must hold an AMEE membership
Number of awards: Multiple

International Network for Simulation-based Pediatric Innovation, Research & Education (INSPIRE) Research Award
INSPIRE is united in its desire to improve performance, foster innovation, and reduce errors in patient care via rigorous pediatric simulation-based research using all types of simulation tools (computer screen-based simulators, task trainers, human patient simulators, virtual reality, hybrid devices, and standardized patients).
The INSPIRE Research Award – Two projects will be funded of a one-year duration with a maximum budget of $30,000 USD each. This project must be simulation-based and have strong potential for a positive impact on healthcare delivery processes and outcomes.
Award Amount: Up to $30,000
Application Deadlines: End of June or beginning of July
Frequency: Once a year
Period of Funding: 1 year; maximum 18 months
Eligibility: Open to all investigators in INSPIRE
Number of awards: Two

And two tips:

1. As you read the Research Reports section in Academic Medicine, or read educational research studies published in other journals, pay attention to the small print about Funding/Support, typically at the very end of the article. You will get additional ideas about new sources of funding and the range of projects that can potentially be developed to get funding, particularly from some of the foundations and federal agencies that don’t have regularly scheduled calls for educational research proposals.

2. Consider opportunities to add an education “aim” to a larger health services research grant that your colleagues/others at your institution may be working on.

 
 
 
Sources of Funding

Agency for Healthcare Research and Quality
Center of Federal Domestic Assistance, The
Fund for the Improvement of Postsecondary Education
Grants.gov
American Association for the Advancement of Science
Henry J. Kaiser Family Foundation, The
Health Resources & Services Administration
Indiana University Research Gateway
Josiah Macy Jr. Foundation
National Institutes of Health
National Science Foundation
NBME Stemmler Fund
PEW Charitable Trust, The
Robert Wood Johnson Foundation, The
Rockefeller Foundation, The
W. K. Kellogg Foundation, The
 

Alliance for Clinical Education
American Academy of Neurology Annual Meeting and Conferences
American Academy of Pediatrics National Conference
American College of Physicians Meetings and Conferences
American Educational Research Association Annual Meeting
Association of Academic Physiatrists Meetings & Education
Association of Directors of Medical Student Education in Psychiatry
Association of Professors of Gynecology and Obstetrics Annual Meeting
Association of Standardized Patient Educators Annual Meeting
Association for Gerontology in Higher Education
Association for Medical Education in Europe
Association for Surgical Education Annual Meeting
Association of American Medical Colleges
Central Group on Educational Affairs (CGEA) Annual Regional Conference
Group on Educational Affairs
International Association of Medical Science Educators Annual Conference
North American Society of Pediatric and Adolescent Gynecology (NASPAG), Annual Clinical & Research Meeting
Northeast Group on Educational Affairs (NEGEA) Annual Regional Conference
Ottawa Conference on the Assessment of Competence in Medicine and the Healthcare Professions
Society for Academic Emergency Medicine
Society of General Internal Medicine Annual Meeting
Society of Teachers of Family Medicine Conferences
Southern Group on Educational Affairs (SGEA) Annual Regional Conference
Western Group on Educational Affairs (WGEA) Annual Regional Conference

General References on Medical Education

PubMed
PubMed, a service of the National Library of Medicine, includes over 15 million citations for biomedical articles back to the 1950’s. Its database includes many educational journals. These citations are from MEDLINE and additional life science journals. PubMed includes links to many sites providing full text articles and other related resources.

Dent, J. A. & Harden, R. M. (2001). A practical guide for medical teachers. New York: Churchill Livingstone.
The book cover describes the aims of this book as an attempt to bridge the gap between the theories of medical education and the practice, especially an attempt to help clinicians to understand contemporary educational principles and provide practical help in a variety of teaching situations. It is an edited book with 25 authors and 39 different chapters covering topics such as curriculum, educational strategies, assessment, study skills, communication skills and basic sciences. There is something in this volume for everyone.

DR-ED
DR-ED was created as a forum for discussion and as an information source for those interested in scholarly activity related to research and faculty development in medical education. There are currently over 1100 subscribers to DR-ED, representing a virtual community of educators from over two dozen countries.

To subscribe to DR-ED simply address an email message to: LISTSERV@list.msu.edu
Do not put anything in the subject box.
In the body of the email enter: SUBscribe DR-ED

McKeachie, W. J. (2002), McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers (Eleventh Edition).Lexington, MA: D. C. Heath and Co.
McKeachie’s book is a true classic in the field of higher education. It deals with an enormous array of issues, those that would surely be of interest to novice and experienced teachers alike: large group teaching, discussion methods, one-to-one teaching, laboratory teaching, testing, grading, student feedback, and more.

Newble, D., & Cannon, R. (2001), A Handbook for Medical Teachers. Fourth Edition.Lancaster, England: MTP Press.
I call it “The big red book” (20 × 30 cm.). Aside from its bright color, it has large print, and is liberally sprinkled with cartoons. It is fun to read and packed with information on many topics including: lecturing, small group teaching, making presentations at a scientific meeting, use of media, clinical teaching, course planning, assessment of students, preparing teaching materials and where to find out more about medical education. The only criticism I can make of this excellent overview is that they sometimes attempt to condense too much into a few sentences. But it sure beats reading wordy texts that say nothing.

Whitman, N. A. & Schwenk, T. L., (1997), The Physician as Teacher. N. A. Whitman.
Part one presents a view of teaching as a form of communication. It draws parallels between clinical practice and teaching in several chapters on physicians as communicators, the roles of teachers and learners, and the teacher-student relationship. The chapter (pp. 71-89) on lectures provides a review of the proper objectives of the lecture, and presents five methods by which teachers can maintain attention. It offers useful information on the topics of objectives, techniques, and a number of strategies for increasing active involvement including questioning, brain storming, demonstrating, role playing and problem solving. This book is published by Whitman and can be ordered directly from him.

Norman, G. R., van der Vleuten, Cees P. M., & Newble, D. I. (2002). International Handbook of Research in Medical Education. Boston: Kluwer Academic Publishers.
This is an exhaustive reference book—in two volumes—comprising over 1100 pages. It’s 33 chapters review current research and contemporary issues in health sciences education. It provides the evidence for policy and practice in education. The 33 chapters are divided into six sections: Research Traditions, Learning, The Educational Curriculum, Instructional Strategies, Assessment, and Implementing the Curriculum.

Curriculum Development

 

Kern, D. E., Thomas, P. A., Hughes, M. T. (2009). Curriculum Development for Medical Education: A Six-Step Approach, Second Edition. Baltimore: The Johns Hopkins University Press.
The six steps referred to in the title of the book are problem identification, targeted needs assessment, goals and objectives, educational strategies, implementation, evaluation and feedback. Additional chapters address curriculum maintenance, enhancement, and dissemination. Curriculum planners will be delighted to find three example curricula in the appendix: Primary care gynecology for Internal Medicine Residents, Ambulatory Clerkship in General Internal Medicine for Medical Students, and Residency Traiing in Interviewing Skills and the Psychosocial Domain of Medical Practice. The chapter on writing goals and objectives has received praise by several of our faculty and by postings on medical education list serve.

Newble, D & Cannon, R. (2001). A Handbook for Medical Teachers, Fourth Edition. Boston: Kluwer Academic publishers.
For those of you who would like a brief—19 page—treatment of the process of planning a course, see chapter 3 in this book.

Gronlund, N. (1995). How to Write Instructional Objectives. Englewood Cliffs: Prentice Hall.
For those of you who would like a more detailed presentation of writing behavioral objectives see this book, which has become a classic in the field.

Norman, G. R., van der Vleuten, Cees P.M. & Newble, D. I. (2002). International Handbook of Research in Medical Education. Boston: Kluwer Academic Publishers.
If you would like to reach beyond the techniques of designing and implementing curriculum to learn about some of the larger issues, Section 6 in this book is a good place to start. It contains six articles focused on current curriculum issues: Managing the Curriculum and Managing Change, Faculty Development for Curricular Change, Efective Leadership for Curricular Change, Professional Caring in the Curriculum, Disseminating Educational Research and Implementing Change in Medical Educational Environments and Achieving Large-Scale Change in Medical Education.

 

 

Large Group Teaching

Literature on the Improvement of Large Group Teaching:
An Annotated Bibliography
Richard G. Tiberius, October, 2003
Director, Educational Development Office, University of Miami School of Medicine

IMPROVEMENT OF TEACHING IN LARGE GROUPS: GENERAL SOURCES

In a non medical setting

Bligh, D. A. (1998). What’s the use of lectures? Exeter, England: Intellect.
This book contains the best description of various methods of organizing a lecture that I have every seen. Originally published in 1972, it was out of print for years. I loaned my dog-eared once too many times. It failed to return in the late 80s. Fortunately it has been republished recently. It¡¦s review of the literature is now classic in the field yet nothing has been discovered that disconfirms its major conclusions. Donald Bligh¡¦s advice for teachers is as relevant today as it was 30 years ago!

Brown, S. & Race, P. (2002). Lecturing: A practical guide. London: Kogan Page.
This very practical book is organized like a reference book, with a clear organization and chapters that could serve as stand-alone pamphlets. You do not need to read it from beginning to end. Just flip through the pages to find what you are looking for. And whatever you seek is likely to be found in this book. It includes chapters on the tools of lecturing, fostering active engagement by students, linking lecturing to other learning activities, and even chapters on areas not covered in other books such as history and philosophy of lecturing, architecture, and disabilities.

Eble, K. E. (1988). The lecture as discourse. In The craft of teaching: A guide to mastering the professor’s art. San Francisco: Jossey-Bass, cha. 6.
Professor Eble presents eight methods of lecturing well and eighteen pitfalls, in this very readable chapter, illustrated with examples and literary quotations.

Gedalof, A. J. (1998). Teaching large classes. Green Guide No 1, STLHE Green Guides. Halifax, Nova Scotia: Society for Teaching and Learning in Higher Education in cooperation with the Office of Instructional Development and Technology, Dalhousie University.
This is the first of the popular Green Guide series sponsored by STLHE. The Green Guides are brief (50 pages), inexpensive, and practical guides. The ideas are grounded in real situations faced by Canadian teachers.

Gibbs, G. Habeshaw, S. & Habeshaw, T. (1992). 53 Interesting ways to teach large classes.. Bristol: Technical & Educational Services.
This is the kind of book that can be enjoyed even on an airplane. It is illustrated with cartoons and packed with advice for the lecturer written in a snappy easy to digest format. Not all of the suggestions will be relevant to you, but since there are 53, you are bound to get something valuable out of it.

Gibbs, G. & Jenkins, A. (1992). Teaching large classes in higher education: How to maintain quality with reduced resources. London: Kogan Page.
This is an edited collection of case-study reports by innovative lecturers from a wide range of disciplines in universities and polytechnics. The articles span a great range of issues, from philosophic and broad strategic issues to specific teaching strategies. The many authors offer examples and guidelines, not only to teachers, but to students, departments and institutions as well.

McKeachie, W. J. (1994). Teaching tips: Strategies, research, and theory for college and university teachers. (Ninth Edition). Lexington, MA: D. C. Heath and Co.
This book has an excellent chapter on lecturing in its ¡§basic skills¡¨ section. It also has an entire section devoted to teaching large groups. Within this section the reader can find chapters on how to help students be active learners in large classes; morale, discipline and order; student diversity; preparation for the teaching assistantship; and problem situations and problem students. As a bonus there are many others chapters that deal with issues such as discussion methods, one-to-one teaching, laboratory teaching, testing, grading, student feedback, and more.

Neff, R. A., & Weimer, M. (Eds.) (1989). Classroom communication: Collected readings for effective discussion and questioning Madison, Wisconsin: Magna Publications.
The editors have selected ten key articles that address problems and practices of classroom communication. The volume is formatted like a workbook, with wide margins for the teacher to make notes and a set of questions at the end of each article designed to prompt the teacher into action.

Neff, R. A., & Weimer, M. (Eds.) (1989). Teaching College: Collected readings for the new instructor. Madison, Wisconsin: Magna Publications.
The articles are specifically selected to meet the needs of instructors with little experience, such as new appointees, part-time instructors or teaching assistants. They focus on the most obvious points about teaching, the “essentials”. The editors suggest that the brief articles can be read over a sandwich or on the bus. Since the book is organized sequentially, the editors suggest that instructors read the first section before their first class.

Lewis, K. G. (1987). Taming the pedagogical monster: A handbook for large class instructors Austin, Texas: The Center for Teaching Effectiveness, University of Texas as Austin A.
The book is packed with suggestions for the new and experienced teacher alike. It includes characteristics of the effective large-class instructor, a discussion of alternative teaching modes, how to motivate students, encouraging student participation, methods of personalizing large-class instruction, suggested solutions to some of the big problems of large-class teaching, and a discussion of student needs.

Lowman, J. (1984). Mastering the techniques of teaching. San Francisco: Jossey-Bass.
After reviewing the literature on techniques of teaching, Professor Lowman discovered that they fall into two types, techniques for communicating the message clearly and in an organized fashion and techniques for maintaining rapport. He considers these two types of techniques to
be equally important to successful teaching. Because the book emphasizes both teacher-student relationship and teacher performances, it offers a useful counter force to the many books which emphasize teacher performances alone.

Sheffield, E. F. (Ed.) (1974). Teaching in the Universities: No one way. Montreal: McGill-Queen’s University Press.
This is a delightfully different book. Instead of presenting teaching strategies, it presents the teachers themselves, very successful ones, their stories and their methods. When you reach the end of the book, the conclusion is obvious, there is “no one way” to be an excellent teacher. This is great news for the teacher who would like to be excellent but sees himself or herself as different from successful role models.

Weimer, M. G. (Ed.) (1987). Teaching Large classes well. San Francisco: Jossey-Bass.
This volume is exclusively devoted to the large class. It contains eight substantive chapters and a final one that presents an excellent annotated bibliography on large group teaching.

In a medical setting

Carruthers, D. B. (1988). Twelve mistakes made by university lecturers. Medical Teacher, 10(2), 165-167.
This is one of a series of very brief articles presenting tips for teaching in point form.

Cook, R. I. (1989). Learning theories implicit in medical school lectures. JAMA, 261(15), 2244-2245.
Cook briefly describes learning theories that underlie the typical medical faculty lectures.

Fabb, W. E., Heffernan, M. W., Phillips, W. A., & Stone, P. (1976). Focus on learning in Family Practice. Melbourne, Royal Australian College of General Practitioners.
Like McKeachies’ book, this one is broad in scope and draws heavily from the literature on teaching and learning. It addresses educational objectives, adult learning, problem solving, learning theories, content, large and small group learning and teaching aids. A brief section on lecturing (pp. 163-167) presents a number of useful suggestions for improving lecturing as well as practical advice about resource needs, practice and feedback.

Foley, R., & Smilansky, J. (1980). Teaching techniques: A handbook for health professions. New York: McGraw Hill.
There is a chapter on the lecture and one on the use of questions. It addresses the usual topics of planning and organization, delivery skills, use of voice, body movement, audiovisual aids and skills of making the lecture more interactive. The chapter also contains checklists for evaluating lectures. A table in the appendix presents 17 different instructional media, and rates their effectiveness for various learning objectives.

Laidlaw, J. M. (1988). Twelve tips for lecturers. Medical Teacher, 10(1), 13-17.
This is one of a series of very brief articles presenting tips for teaching in point form.

Laidlaw, J. M. (1989). Twelve tips on preparing 35 mm Slides. Medical Teacher, 9(4), 389-393.
This is one of a series of very brief articles presenting tips for teaching in point form.

Newble, D., & Cannon, R. (1987). A handbook for medical teachers. Second edition. Lancaster, England: MTP Press.
This is a big red book (20 × 30 cm.), with large print, liberally sprinkled with cartoons. It is fun to read and packed with information on many topics important to teachers, including: lecturing, small group teaching, making presentations at a scientific meeting, use of media, clinical teaching, course planning, assessment of students, preparing teaching materials and where to find out more about medical education. The only criticism I can make of this excellent overview is that they sometimes attempt to condense too much into a few sentences. But it sure beats reading wordy texts that say nothing.

Schwenk, T. L., & Whitman, N. A. (1987). The physician as teacher. Baltimore: Williams & Wilkins.
Part one presents a view of teaching as a form of communication. It draws parallels between clinical practice and teaching in several chapters on physicians as communicators, the roles of teachers and learners, and the teacher-student relationship. The chapter (pp. 71-89) on lectures provides a review of the proper objectives of the lecture, and presents five methods by which teachers can maintain attention. useful information on the topics of objectives, techniques, and a number of strategies for increasing active involvement including questioning, brain storming, demonstrating, role playing and problem solving.
With a focus on rapport, relationship, and the first impression.

Brooks, R. P. (1987). In M. G. Weimer (Ed.) (1987). Teaching Large classes well. San Francisco: Jossey-Bass, pp. 39-44.
Professor Brooks believes that your performance on the first day of class “sets the stage for the remainder of the course”. He offers a number of tips for getting the class started right.

Kuhn, L. (1988). What do we know about classroom communication apprehension? Research Serving Teaching, 2(2), 1-2.
Professor Kuhn concludes, on the basis of a review of the literature, that although 50% of students are apprehensive about communicating in classrooms, their apprehension can be reduced by a number of techniques that teachers can use. She lists four of them.

Lowman, J. (1984). Developing interpersonal skills and teaching style. In Mastering the techniques of teaching. San Francisco: Jossey-Bass, Cha 3.
In this chapter Professor Lowman discusses the teacher’s techniques for promoting rapport with students and fostering the kinds of relationships that enhance motivation and satisfaction.

McKeachie, W. J. (1986). Meeting a class for the first time. In Teaching tips: A guidebook for the beginning college teacher (eighth edition). Lexington, MA: D. C. Heath and Co., Cha. 3.
Among other advice for the first day, McKeachie’s introduces the technique of “problem posting”, as a device for getting students right into the content without delay.


Shulman, L. (1975). The dynamics of the first class. Teaching Forum, 1-3.
“The way in which a course begins can have a profound impact on the classes which follow”. So argues, Professor Shulman, of the University of Guelph. He outlines a number of features of the successful first class.

Sorensen, G. (1989). The relationship among teachers’ self-disclosive statements, students’ perceptions, and affective learning. Communication Education, 38, 259-276.
Professor Sorensen describes the results of a study in which she found that teachers’ disclosures, during their initial interactions with students, appear to be crucial to student perceptions of the teacher. Specifically, by confining their disclosures to those which have been shown to create positive emotions and attitudes in students, teachers can enhance student perceptions and increase their effectiveness.

Svinicki, M. (Fall, 1989). If learning involves risk-taking, teaching involves trust-building. The Journal of Staff, Program, & Organization Development.
A very brief and excellent paper addressing the importance of creating a trusting environment in the classroom.

Tiberius, R. G. (1993-94). The why of teacher/student relationships. Teaching Excellence. 5(8), 1-2.
A brief argument supporting the importance of teacher-student relationships to the effectiveness of learning. Relationships are not "icing on the cake¨ but one of its central ingredients.

Volp, P. M. (1988). Why are faculty-student relationships important? Research Serving Teaching, 2(4), 1-2.
Volp cites evidence to show that “the most important contributing factor to intellectual development, with student background variables held constant, was faculty concern for teaching and student development”. The effectiveness of the faculty relationship was the key influence on the intellectual development of the students.
With a focus on the organization of material for lecturing.

Bentley, D. A. (1981) More ammunition for the note-taking feud: the spaced lecture. Improving College and University Teaching, 29, 85-87.
Suggests dividing the lecture time into segments, one in which students just listen and others in which they take notes. There is evidence that students don’t do both things well when they attempt them simultaneously.

Davis, R. J. (1965) Secrets of master lecturers. Improving College and University Teaching, 13, 150-151.
He extracted two common characteristics from an analysis of master lecturers: simplicity of subject matter and abundant use of appropriate examples.

Hudson, H. T. (February, 1985). Teaching physics to a large lecture section. The Physics Teacher, 81-84.
Professor Hudson describes a number of “procedures”, which he has devised over 7 years, for organizing his teaching, both within the lecture and the course, aimed at controlling distractions, reducing the loneliness of the lecture situation, and making the material relevant to the students immediate concerns.

Lowman, J. (1984). Selecting and organizing material for class presentations. In Mastering the techniques of teaching. San Francisco: Jossey-Bass, Cha 5.
I already commented on this excellent book on page one. Professor Lowman also addresses characteristics of organization.

Osterman, D. N, & Coffey, B. (1980). A new teaching approach: The feedback lecture. Corvallis: Oregon State University.
They recommend organizing the lecture as a series of questions.

Russell, I. J., Hendricson, W. D., & Herbert, R. J. (1984). Effects of lecture information density on medical student achievement. Journal of Medical Education, 59, 881-889.
In this study the authors attempted to find out how much information could be packed into a lecture before reaching the point of diminishing returns. They found that, at an average rate of speech, a high density lecture (in which about 80% of the sentences present new information, for example) produced worse student performance than a low density lecture (in which about only 50% of the sentences introduced new information). In the high density lecture new information interfered with basic material that had been learned before. They suggest using at least half of the lecture time for restating and reinforcement.

Weaver, R. L., & Cotrell, H. W. (1987). Lecturing: essential communication strategies. In M. G. Weimer (Ed.) (1987). Teaching Large classes well. San Francisco: Jossey-Bass, pp. 57-70.
They discuss a number of communication strategies for lecturing, including managing instructor anxiety, using time efficiently, motivating students, communicating enthusiasm and organizing content.
With a focus on encouragement of interaction and participation.

Booher, R. K., & Seiler, W. J. (1982). Speech communication anxiety: An impediment to academic achievement in the university classroom. Journal of Classroom Interaction, 18(1), 23-27.

Bowers, J. W. (1986). Classroom communication apprehension: A survey. Communication Education, 35(4), 372-378.

Frederick, P. J. Student involvement: Active learning in large classes. In M. G. Weimer, (Ed.) (1987). Teaching Large classes well. San Francisco: Jossey-Bass, pp. 45-56.
In this chapter Professor Frederick reviews some of the literature which I have cited in this section of the bibliography.

Frederick, P. J. (1986) The lively lecture -8 variations. College Teaching, 34(3), 43-50.
Professor Frederick presents eight variations on the traditional lecture which are designed to increase student involvement and interaction. He is sensitive to the fact that teachers have different personalities and that no one teacher can use all methods. Therefore he presents a spectrum of ideas and invites teachers to choose a method which is suitable to his or her personality and teaching style.

Gleason, M. (1986). Better communication in large courses. College Teaching, 34(1), 20-24.
In this article Dr. Gleason identifies five “environmental” problems of the lecture setting and a variety of techniques that teachers can use to overcome the problems and enhance communication in large classes. For example, the large physical space of a lecture theatre is a disadvantage to communication. You can’t make is small but you can make it feel small by treating it as if it were, by moving around the room, and so on.

Haber, M. J. (1979). Increasing class participation using small groups. Clearing House, 52, 295-297.

Jackson, M. W. (1989). Less lecturing, more learning. Studies in Higher Education, 14(1), 55-68.

Moss, G. D., & McMillen, D. (1980). A strategy for developing problem-solving skills in large undergraduate classes. Studies in Higher Education, 5(2), 161-171.
Professors Moss and McMillen provide a strategy for conducting a problem solving exercise in a large first-year undergraduate class.

Poltorak, R. W. (1985). The colloqution module: Rx for somnifacient lectures. Journal of College & Science Teaching, 421-423.
Professor Poltorak describes a method of interjecting lively interaction into the lecture using a reading assignment that is attached to a series of questions and activities. A few days after the reading assignment is passed out, he devotes a lecture period to the discussion of the answers. Students form discussion groups of two to five in which they review the questions and check answers with one another.

Schwartz, P. L. (1989). Active, small group learning with a large group in a lecture theatre: A practical example. Medical Teacher, 11(1), 81-86.
Professor Schwartz describes a method in which he invites students to form groups of not more than six, who spread around the lecture theatre and work for about half an hour on a question sheet that he has passed out. At the end of the allotted time each group sends a representative to the blackboard to enter his or her groups responses to the questions. He then runs through the answers to the questions and asks students to interrupt if they disagree or do not understand. The key to the lively interaction that follows is that groups have already committed themselves by putting answers on the board and are therefore usually quite ready to defend their positions.

Stanton, H. E. (1978). Small group teaching in the lecture situation. Improving College & University Teaching, 26, 69-70.
Dr. Stanton reviews the widely used methods of Hill and Northedge for organizing small group discussions. The method sets up a kind of “snowballing” effect in which individual work is followed by work in pairs, then small group discussion, and finally reporting back to the main group. Stanton proposes a modification of this method for use as an occasional alternative to a monologue.

Weaver, R. L. (Fall, 1983). The small group in large classes. The Educational Forum, 65-73.
He describes a method whereby the lecturer can invite students to form small discussion groups in the large lecture theatre. The groups can be asked to illustrate material, to develop new ideas, extend lecture material, solve problems. He even outlines a method whereby the students can be examined in these discussion groups. Students found that the discussion groups, compared to traditional lecturing, were more engaging, encouraged the learning of interaction skills, and helped them to apply the material to their own lives.
With a focus on voice and drama and the techniques of the presentation.

Bender, P. U. (1995). Secrets of power presentations. Willowdale, Ontario: Firefly Books.
Although Bender is writing for speakers in the business sector, not for college teachers, his book would be valuable to any public speaker who is interested in the fine details of technique. He tells us how to hold our heads, what to wear, how to ask a question or use a projector. The book is peppered with interesting quotations and enlivened by humor.

Donaldson, E. L. (1995). Caring for your voice: Teachers & coaches Calgary, Alberta: Detselig Enterprises.
This book shows people who talk a lot, and lecturers are often among them, what they need to know to improve and maintain the quality of their voice through the hear. The author includes practical exercises to develop the voice, describes underlying causes of voice problems and enlivens the text with numerous case studies.

Tauber, R. T. & Mester, C. S. (1994). Acting lessons for teachers: Using performance skills in the classroom. Westport, Connecticut: Prager.
The authors define dramatic skills in teaching, provide evidence to support the effectiveness of those skills in teaching, and offer a number of dramatic lessons including the following: the use of physical and vocal animation, classroom humour, space, teacher role playing, props, suspense, and surprise. Each lesson contains examples and personal testimony from award-winning college faculty.

 

Small Group Teaching

Jacques, D. (2000), Learning in Groups: A Handbook for Improving Group Work, Third Edition. London: Kogan Page.
Jacques defines a group and the role of leadership within the group. He provides techniques for developing group cooperation, communication within groups, and evaluating groups. The book includes more than a dozen training activities to improve group skills. But it is more than a book of techniques. The author also discusses the theory and research behind group behavior. For example, he defines four qualities crucial to meeting the emotional needs of the group: support, commitment, enjoyment and imagination.

Tiberius, R. G. (1990), Small Group Teaching: A Trouble-shooting Guide. Toronto: University of Toronto/OISE Press.
Tiberius identifies major problems of small group teaching, offers common causes for each problem, and likely remedies for each cause. Some of the remedies are the standard ones, backed up by years of research, but many of them are untested ideas that have been suggested to the author by students and teachers during his consulting practice.

Westberg, J & Jason, H. (1996), Fostering Learning in Small Groups. Springer Series on Medical Education. New York: Springer.
(I have this book on order. I have heard good reports about it through the net. Jason and Westberg are authors of several successful volumes on medical education.)

Whitman, N. A., & Schwenk, T. L. (1983), A Handbook for Group Discussion Leaders: Alternatives to Lecturing Medical Students to Death. Salt Lake City, Utah: University of Utah, School of Medicine.
This is a brief (38 page) book in pamphlet form that addresses discussion group teaching only (not other forms of small group teaching). The material is contained in chapters of other books including their own 1987 book. The appendix contains a comprehensive checklist for the observation of small group discussions which I have not seen elsewhere.

Mentoring

References for Mentoring, 2010

Bayley, H, Chambers, R. & Donovan, C. (2004). The good mentoring toolkit for healthcare. San Francisco: Radcliffe Publishing.

Boice, R. Mentoring New Faculty: (1990). A program for implementation. Journal of Staff, Program and Organizational Development, 8, 143-160.

Brakke, D. F. (1999). Mentoring, team-building, and institutional change. Association of Women in Science (AWIS) Magazine. 29, 35-36.

Brand, Richard A. and Hannafin, Jo A. (2006). The environment of the successful clinician-scientist. Clinical Orthopaedics and Related Research, 449, pp. 67-71.

Cain JM, Schulkin J, Parisi V, et al. (2001). Effects of perceptions and mentorship on pursuing a career in academic medicine in obstetrics and gynecology. Academic Medicine, 76(6), 628-634.

Covey, S. (1989). The 7 Habits of Highly Effective People. New York: Simon and Shuster.

Daloz, L. A. (1999). Mentor: Guiding the journey of adult learners. San Francisco: Jossey-Bass.

Galbraith, M. W. & Cohen, N. H. (1995). Mentoring: New strategies and challenges. San Francisco: Jossey-Bass.

Humphrey, H. J. (2010). Mentoring in Academic Medicine, ACP Teaching Medicine Series. American College of Physicians, Philadelphia, Pennsylvania.

Johnson, W. B. (2007). On Being a Mentor: A guide for Higher Education Faculty. New York: Lawrence Erlbaum Associates.

Keyser, D. J., Lakoski, J. M., Lara-Cinisomo, S., Schultz, D. J., Williams, V. L., Zellers, D. F. andPincus, H. A. (2008). Advancing institutional efforts to support research mentorship: A conceptual Framework and self-assessment tool. Academic Medicine, 83(3), 1-8.

Morzinski, J. A., Simpson, D. E., Bower, D. J., and Diehr, S. (1994). Faculty development through formal mentoring. Academic Medicine, 69(4).

Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering. National Academy Press, 1997. Available as a paperback or PDF (free) at http://www.nap.edu/catalog.php?record_id=5789#toc

Ramani, S., Gruppen, L, and Kachur, E. K. (2006). Twelve tips for developing effective mentors. Medical Teacher, 28(5), pp. 404-408.

Sambunjak, D., Straus, S. E., and Marušić, A. (2006). Mentoring in Academic Medicine: A systematic review. Journal of the American Medical Association, 296(9), 1103-1115.

Schoenfeld, A. C. and Magnan, R. (1994). Mentor in a Manual: Climbing the Academic Ladder to Tenure. Madison, WI: Magna Publications.

Sorcinelli, M. D. and Austin, A. E. (1992). Developing new and junior faculty. In New Directions for Teaching and Learning, No. 50, Summer, San Francisco: Jossey-Bass.

Tracy, Erin E. MD, MPH *; Jagsi, Reshma MD, DPhil; Starr, Rebecca MBA, MSW; Tarbell, Nancy J. MD (2004). Outcomes of a pilot faculty mentoring program. American Journal of Obstetrics & Gynecology. 191(6), 1846-1850.

University of Alberta, Department of Medicine, (1998). A guide to being an academic mentor, University of Alberta, Department of Medicine, manuscript.

Zachary, L. J. (2000). The mentor’s guide: facilitating effective learning relationships. San Francisco: Jossey-Bass.

Zerzan, J. T., Hess, R, Schur, E., and Phillips, R. S. (2009). Making the most of mentors: A guide for mentees. Academic Medicine, 84(1), Pp. 140-144.

Web Resources for Mentors and Mentoring

National Institutes of Health, Office of the Director, June 2002. A Guide to Training and Mentoring in the Intramural Research Program at NIH
http://www1.od.nih.gov/oir/sourcebook/ethic-conduct/mentor-guide.htm
A resource for scientists and trainees at NIA’s Intramural Research Program, emphasizing the importance of mentoring and describing the major components of mentoring in research, including: providing technical training in all aspects of scientific investigation, modeling responsible and effective behavior, and assisting in career planning.

Mentoring handbook for graduate students. How to Get the Mentoring You Want: A Guide for Graduate Students at a Diverse University, Horace H. Rackham School of Graduate Studies, University of Michigan www.rackham.umich.edu/downloads/publications/mentoring.pdf

Mentoring Handbook for Faculty. How to Mentor Graduate Students: A Guide for Faculty in a Diverse University, Horace H. Rackham School of Graduate Studies, University of Michigan
www.rackham.umich.edu/downloads/publications/Fmentoring.pdf

Association for Women in Science, 1993. Mentoring Means Future Scientists. Washington, D. C.: Association for Women in Science. A report by the Association for Women in Science on the outcome of findings of the Association’s three-year Mentoring Project for undergraduate and graduate students. Available for purchase from the Association website: www.awis.org

Columbia University. An excellent web based tutorial on mentoring is available at the Columbia University RCR (Responsible Conduct of Research)Web Site. This site includes video presentations, case studies, challenge questions and many links to other web resources.
http://ccnmtl.columbia.edu/projects/rcr/rcr_mentoring

 

Evaluations

Following are some sources available at the EDO office.

Downing, S. M. & Yudkowsky, R. (Eds.) (2009). Assessment in Health Professions Education, New York: Routledge.

Norman, G. and Neufeld, V. R. (Eds.), Assessing Clinical Competence. New York: Springer.

Shannon, S. & Norman, G. R. (1995). Evaluation Methods: A Resource Handbook. Hamilton: McMaster University Program for Educational Development.

Norman, G. R., van der Vleuten, C. P. M., & Newble, D. I. (2002). International Handbook of Research in Medical Education, Section 5: Assessment, Dordrecht, The Netherlands: Kluwer Academic Press, pp. 645-883.