. 2022 May 25;32(3):723–731. doi: 10.1007/s40670-022-01565-2

Table 2.

Guidelines for educational scholarship

Guideline	Description and tips
Welcoming attitude	Being open to working with a trainee on a research project is the first step (participation and community). Even if you feel unprepared, being open to learning is part of the dual process TIP: Be aware of experts (from local and national networking) and resources to support students’ scholarly pursuits!
Overlapping Roles
Planning	Data collection for educational research can be short-term and sometimes take years. Creating a plan for the project will help ensure regular communication with mentees as well as progress to completion TIP: Set up reminders on your calendar for regular check-ins with your mentee TIP: Set reasonable deadlines based on the students’ schedule, taking into consideration examinations and holidays
Assess research needs	Educational research involves different methodologies and may require special permissions for data use (e.g., Family Educational Rights and Privacy Act) TIP: The following topics with accompanying article citations offer foundational education you and your mentee can benefit from reading! TIP: These topics are also often times available as continuing education sessions professional organizations or the Medical Education Research Certificate program (https://www.aamc.org/what-we-do/mission-areas/medical-education/meded-research-certificate-program)
Foundational topics in medical education research • Crites GE, Gaines JK, Cottrell S, Kalishman S, Gusic M, Mavis B, Durning SJ. Medical education scholarship: an introductory guide: AMEE Guide No. 89. Med Teach. 2014; 36:657–674 • Kanter SL. Toward better descriptions of innovations. Acad Med. 2008; 83(8):703–704 • Chen W, Reeves TC. Twelve tips for conducting educational design research in medical education. Med Teach. 2020; 42(9):980–986
Theory and conceptual models • Samuel A, Konopasky A, Schuwirth LWT, King SM, Durning SJ. Five principles for using education theory: strategies for advancing health professions research. Acad Med. 2020; 95:518–522 • Bordage G, Youdkowsky R. Conceptual frameworks to guide research and development (R&D) in health professions education. Acad Med. 2016; 91(12):e2
Human subjects review • Egan-Lee E, Freitag S, Leblanc V, Baker L, Reeves S. Twelve tips for ethical approval for research in health professions education. Med Teach. 2011; 33:268–272
Quantitative research • Windish DM, Diner-West M. A clinician-educator’s roadmap to choosing and interpreting statistical tests. J Gen Intern Med. 2006; 21:656–660
Qualitative research • McGrath C, Palmgren PJ, Liljedahl M. Twelve tips for conducting qualitative research interviews. Med Teach. 2019; 41(9):1002–1006 • Kiger ME, Varpio L. Thematic analysis of qualitative data: AMEE Guide No. 131. Med Teach. 2020; 42(8):846–854
Mixed methods research • Kajamaa A, Mattick K, de la Croix A. How to…do mixed-methods research. Clin Teach. 2020; 17:1–5
Survey research • Artino Jr AR, Durning SJ, Sklar DP. Guidelines for reporting survey-based research submitted to academic medicine. Acad Med. 2018; 93(3):337–340
Literature reviews • Siddaway AP, Wood AM, Hedges LV. How to do a systematic review: a best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-syntheses. Annu Rev Psychol. 2019; 70:747–770 • Ferrari R. Writing narrative style literature reviews. Med Writing. 2015: 24(4):230–235
Barriers	Time and lack of mentoring incentives for educational research are real barriers TIP: Negotiate with your department for time, highlighting the benefits of mentoring identified in the article

Guideline

Description and tips

Welcoming attitude

Being open to working with a trainee on a research project is the first step (participation and community). Even if you feel unprepared, being open to learning is part of the dual process

TIP: Be aware of experts (from local and national networking) and resources to support students’ scholarly pursuits!

Overlapping Roles

Planning

Data collection for educational research can be short-term and sometimes take years. Creating a plan for the project will help ensure regular communication with mentees as well as progress to completion

TIP: Set up reminders on your calendar for regular check-ins with your mentee

TIP: Set reasonable deadlines based on the students’ schedule, taking into consideration examinations and holidays

Assess research needs

Educational research involves different methodologies and may require special permissions for data use (e.g., Family Educational Rights and Privacy Act)

TIP: The following topics with accompanying article citations offer foundational education you and your mentee can benefit from reading!

TIP: These topics are also often times available as continuing education sessions professional organizations or the Medical Education Research Certificate program (https://www.aamc.org/what-we-do/mission-areas/medical-education/meded-research-certificate-program)

Foundational topics in medical education research

• Crites GE, Gaines JK, Cottrell S, Kalishman S, Gusic M, Mavis B, Durning SJ. Medical education scholarship: an introductory guide: AMEE Guide No. 89. Med Teach. 2014; 36:657–674

• Kanter SL. Toward better descriptions of innovations. Acad Med. 2008; 83(8):703–704

• Chen W, Reeves TC. Twelve tips for conducting educational design research in medical education. Med Teach. 2020; 42(9):980–986

Theory and conceptual models

• Samuel A, Konopasky A, Schuwirth LWT, King SM, Durning SJ. Five principles for using education theory: strategies for advancing health professions research. Acad Med. 2020; 95:518–522

• Bordage G, Youdkowsky R. Conceptual frameworks to guide research and development (R&D) in health professions education. Acad Med. 2016; 91(12):e2

Human subjects review

• Egan-Lee E, Freitag S, Leblanc V, Baker L, Reeves S. Twelve tips for ethical approval for research in health professions education. Med Teach. 2011; 33:268–272

Quantitative research

• Windish DM, Diner-West M. A clinician-educator’s roadmap to choosing and interpreting statistical tests. J Gen Intern Med. 2006; 21:656–660

Qualitative research

• McGrath C, Palmgren PJ, Liljedahl M. Twelve tips for conducting qualitative research interviews. Med Teach. 2019; 41(9):1002–1006

• Kiger ME, Varpio L. Thematic analysis of qualitative data: AMEE Guide No. 131. Med Teach. 2020; 42(8):846–854

Mixed methods research

• Kajamaa A, Mattick K, de la Croix A. How to…do mixed-methods research. Clin Teach. 2020; 17:1–5

Survey research

• Artino Jr AR, Durning SJ, Sklar DP. Guidelines for reporting survey-based research submitted to academic medicine. Acad Med. 2018; 93(3):337–340

Literature reviews

• Siddaway AP, Wood AM, Hedges LV. How to do a systematic review: a best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-syntheses. Annu Rev Psychol. 2019; 70:747–770

• Ferrari R. Writing narrative style literature reviews. Med Writing. 2015: 24(4):230–235

Barriers

Time and lack of mentoring incentives for educational research are real barriers

TIP: Negotiate with your department for time, highlighting the benefits of mentoring identified in the article