Curr Pharm Teach Learn. 2021 Nov;13(11):1398-1407. doi: 10.1016/j.cptl.2021.09.019. Epub 2021 Sep 28.
Scholarly maturation and other factors supporting publishing productivity in educational scholarship for clinical faculty.
Currents in pharmacy teaching & learning
Eliza A Dy-Boarman, Bethany Wippermann, Kristin K Janke
Affiliations
Affiliations
- Department of Clinical Sciences, Drake University College of Pharmacy and Health Sciences, 2507 University Avenue, Des Moines, IA 50311, United States. Electronic address: [email protected].
- Department of Pharmaceutical Care & Health Systems, University of Minnesota College of Pharmacy, 308 SE Harvard Street, Minneapolis, MN 55455, United States. Electronic address: [email protected].
- Department of Pharmaceutical Care & Health Systems, University of Minnesota College of Pharmacy, 308 SE Harvard Street, Minneapolis, MN 55455, United States; Wulling Center for Innovation & Scholarship in Pharmacy Education, University of Minnesota College of Pharmacy, 308 SE Harvard Street, Minneapolis, MN 55455, United States. Electronic address: [email protected].
PMID: 34799051
DOI: 10.1016/j.cptl.2021.09.019
Abstract
INTRODUCTION: In order to advance curricula and faculty career progression, it would be helpful to increase publishing success and productivity in educational scholarship. The objective of this study was to describe the key factors and strategies that contribute to publishing success and productivity in the publication of educational scholarship by clinical pharmacy faculty.
METHODS: Participants were identified from 2007 to 2016 PubMed and Science Direct publication records or by having received the American Association of Colleges of Pharmacy Emerging Teaching Scholars Award. Participants were required to have an active clinical practice and not have administrative positions or doctor of philosophy training. Qualitative data were gathered through dyadic and individual interviews and analyzed to identify core factors contributing to publishing success and productivity.
RESULTS: Nine clinical pharmacy faculty participated in dyadic or individual interviews, including seven associate professors and two professors. Participants' teaching and learning publications covered two to 13 topic areas, and participants had 20 to 70 unique co-authors. Five core factors and 17 strategies were identified as supporting publishing success and productivity in educational scholarship. The five factors included inputs/assets, the team, the project, the process, and scholarly maturation.
CONCLUSIONS: Participants' responses confirm some conceptions, while also disputing common misconceptions that may discourage clinical faculty from pursuing educational scholarship. Fundamental research skill development is required in educational scholarship as in other scholarly areas. In addition, the roles of team building, receiving and providing mentorship, and the development of small significant networks merit further investigation as assets to productivity.
Copyright © 2021 Elsevier Inc. All rights reserved.
Keywords: Clinical faculty; Educational scholarship; Publishing productivity; Scholarship of teaching and learning
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