Department of Prosthodontics, College of Dentistry, New York University, New York, NY 10010-4086, USA.
J Dent Educ. 2011 Dec;75(12):1569-76.
Using an expanded definition of scholarship that goes beyond the scholarship of discovery (research) to include the scholarship of integration, the scholarship of application, and the scholarship of teaching, this article explains interrelationships among these scholarship types in health professions and specifically dental education. Such interrelationships can lead to meaningful expansion of scholarship especially in the form of translational research, which relies on the development of all four of these types of scholarship. In recent years, health care-related organizations have been seeking ways to expand translational research. At the same time, an increasing number of academic institutions have been considering how to redefine what qualifies as advancing one's discipline in ways that go beyond mere number of publications and grants to better reflect the faculty member's overall scholarly effort. These redefinitions and a new attention to scholarly collaboration have led to the concept of a "complete scholar": one who makes contributions in all four areas of scholarship by collaborating with other scholars, practitioners, and members of the community. Expanding the concept of a complete scholar to that of a "complete institution" is the basis for what we propose as a Model of Institutional Scholarship. This model is exemplified by the Cochrane Collaboration, a gold standard for a complete vision of research on evidence-based health care. In the Model of Institutional Scholarship, an institution can visualize, plan, develop, and orchestrate all scholarship being conducted within its realm, creating collaborations among individual efforts that will enhance effectiveness and the creation of new knowledge.
本文采用了一种扩展的学术定义，不仅包括发现（研究）学术，还包括整合学术、应用学术和教学学术，解释了这些学术类型在健康专业领域，特别是在牙科教育中的相互关系。这种相互关系可以导致学术的有意义扩展，特别是在转化研究方面，这依赖于这四种学术类型的发展。近年来，与医疗保健相关的组织一直在寻求扩大转化研究的方法。与此同时，越来越多的学术机构一直在考虑如何重新定义推进学科发展的标准，不仅仅是发表的文章和获得的资助数量，而是更好地反映教师的整体学术努力。这些重新定义和对学术合作的新关注导致了“完整学者”的概念：通过与其他学者、从业者和社区成员合作，在四个学术领域做出贡献的学者。将“完整学者”的概念扩展到“完整机构”的概念是我们提出的“机构学术模式”的基础。该模型以 Cochrane 协作组织为例，该组织是循证医疗保健研究的完整愿景的黄金标准。在机构学术模式中，机构可以可视化、规划、开发和协调在其领域内进行的所有学术活动，在个人努力之间建立合作关系，从而提高效率和创造新知识。
