Quinn Antonia, Chan Teresa M, Sampson Christopher, Grossman Catherine, Butts Christine, Casey John, Caretta-Weyer Holly, Gottlieb Michael
Department of Emergency Medicine, SUNY Downstate College of Medicine.
Faculty of Health Sciences, Department of Medicine, Division of Emergency Medicine, McMaster University.
Cureus. 2018 Jan 3;10(1):e2021. doi: 10.7759/cureus.2021.
Traditionally, scholarship that was recognized for promotion and tenure consisted of clinical research, bench research, and grant funding. Recent trends have allowed for differing approaches to scholarship, including digital publication. As increasing numbers of trainees and faculty turn to online educational resources, it is imperative to critically evaluate these resources. This article summarizes five key papers that address the appraisal of digital scholarship and describes their relevance to junior clinician educators and faculty developers. In May 2017, the Academic Life in Emergency Medicine Faculty Incubator program focused on the topic of digital scholarship, providing and discussing papers relevant to the topic. We augmented this list of papers with further suggestions by guest experts and by an open call via Twitter for other important papers. Through this process, we created a list of 38 papers in total on the topic of evaluating digital scholarship. In order to determine which of these papers best describe how to evaluate digital scholarship, the authorship group assessed the papers using a modified Delphi approach to build consensus. In this paper we present the five most highly rated papers from our process about evaluating digital scholarship. We summarize each paper and discuss its specific relevance to junior faculty members and to faculty developers. These papers provide a framework for assessing the quality of digital scholarship, so that junior faculty can recommend high-quality educational resources to their trainees. These papers help guide educators on how to produce high quality digital scholarship and maximize recognition and credit in respect to receiving promotion and tenure.
传统上，因晋升和获得终身教职而得到认可的学术成果包括临床研究、实验室研究和科研经费。最近的趋势允许采用不同的学术研究方法，包括数字出版。随着越来越多的学员和教员转向在线教育资源，批判性地评估这些资源变得势在必行。本文总结了五篇关于数字学术评价的关键论文，并描述了它们与初级临床医生教育工作者和教员发展人员的相关性。2017年5月，急诊医学教员培养计划的学术生活聚焦于数字学术主题，提供并讨论了与该主题相关的论文。我们通过客座专家的进一步建议以及通过推特公开征集其他重要论文，扩充了这份论文清单。通过这个过程，我们总共创建了一份关于评估数字学术主题的38篇论文的清单。为了确定这些论文中哪些最能描述如何评估数字学术，作者团队采用了一种改进的德尔菲方法对论文进行评估以达成共识。在本文中，我们展示了我们评估数字学术过程中评分最高的五篇论文。我们总结了每篇论文，并讨论了它与初级教员和教员发展人员的具体相关性。这些论文提供了一个评估数字学术质量的框架，可以让初级教员向他们的学员推荐高质量的教育资源。这些论文有助于指导教育工作者如何产出高质量的数字学术成果，并在晋升和获得终身教职方面最大限度地获得认可和学分。
