Ratnapalan Savithiri, Ghavam-Rassoul Abbas
Professor in the Department of Pediatrics and the Dalla Lana School of Public Health at the University of Toronto in Ontario, and a consultant staff physician in the Division of Paediatric Emergency Medicine at the Hospital for Sick Children in Toronto.
Program Director of the Medical Education Fellowship and Clinical Teacher Certificate Programs in the Department of Family and Community Medicine and the Dalla Lana School of Public Health at the University of Toronto.
Can Fam Physician. 2020 Sep;66(9):676-681.
Many courses are offered to health care professionals to improve educational scholarship and scholarly teaching. The literature on the effect of such courses on promoting educational scholarship and scholarly teaching is currently suboptimal.
To evaluate scholarly productivity of health care professional learners participating in 2 graduate courses in which curricula and assignments facilitated experiential learning.
A retrospective analysis of course assignments and publications of learners from 2007 to 2014 was conducted. Learners' current positions were identified through Google Scholar searches, and publication of course work was identified through PubMed or EMBASE author searches. There were 137 learners, with a male to female ratio of 3:7, consisting of physicians (73%) and other health care professionals (27%). During the 7 years, 50% completed both courses, 42% only the first course, and 8% only the second course. Of the learners whose current positions could be identified, 66% worked at academic centres, 20% at community hospitals or office practices, and 5% were in senior leadership positions. Current positions were unidentifiable through public records for 9% of learners. Sixty-eight percent of learners (93 of 137) published 1050 articles in peer-reviewed journals. Twenty-six percent of learners (35 of 137) published 1 or more articles based on their course assignments, for a total of 49 peer-reviewed articles; 80% of articles were published within 3 years of completing the course.
Experiential learning facilitated by curricular design and assignments coupled with mentorship stimulated scholarly publications. Educational courses should design curricula to promote scholarship in learners and evaluate their effect.
为医疗保健专业人员提供了许多课程，以提高教育学术水平和学术教学能力。目前，关于此类课程对促进教育学术和学术教学效果的文献并不理想。
评估参与两门研究生课程的医疗保健专业学习者的学术产出，这两门课程的课程设置和作业有助于体验式学习。
对2007年至2014年学习者的课程作业和出版物进行回顾性分析。通过谷歌学术搜索确定学习者的当前职位，并通过PubMed或EMBASE作者搜索确定课程作业的发表情况。共有137名学习者，男女比例为3:7，包括医生（73%）和其他医疗保健专业人员（27%）。在这7年中，50%的人完成了两门课程，42%的人只完成了第一门课程，8%的人只完成了第二门课程。在能够确定当前职位的学习者中，66%在学术中心工作，20%在社区医院或门诊工作，5%担任高级领导职务。9%的学习者通过公共记录无法确定其当前职位。68%的学习者（137人中的93人）在同行评审期刊上发表了1050篇文章。26%的学习者（137人中的35人）根据课程作业发表了1篇或多篇文章，共计49篇同行评审文章；80%的文章在完成课程后的3年内发表。
课程设计和作业以及指导所促进的体验式学习激发了学术出版物的发表。教育课程应设计课程以促进学习者的学术研究并评估其效果。
