Appendix D

Evidence-Based Research: Author Publications

The planning committee invited authors who represent health professional education (HPE) Scholarship of Teaching and Learning (SOTL), as outlined by Glassick (2000), to provide a short recording of their work. Their articles show Glassick’s six standards that can be applied to all four forms of scholarship (clear goals, adequate preparation, appropriate methods, significant results, effective presentation, and reflective critique). Each presenter adapted these to showcase their research. Six categories believed to be key areas were identified through preworkshop focus groups (HPE, clinical care/clinical learning environment, simulation, interprofessional, faculty development, promotion and tenure). Videos of all presentations are available on the project webpage at https://www.nationalacademies.org/event/42801_10-2024_scholarship-of-teaching-and-learning-in-health-professions-education-a-workshop#sl-three-columns-e5a903f9-5ee2-4a45-89d1-d9476c8c1783. The following is a list of publications and a brief artificial intelligence summary¹ of their transcribed video recordings.

Heather Knight, PT, DPT, CBIS
Key Area: HPE, Physical Therapy

Knight discusses research on implementing a clinical reasoning blueprint in physical therapy education contributing to HPE SOTL by addressing the

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¹ Perplexity. 2025. Perplexity (Jan 16 version) Summarizations from Evidence-Based HPE SOTL Video Transcripts. National Academies of Sciences, Engineering, and Medicine Meeting, Washington, DC [Large language model]. https://www.perplexity.ai/.

unique challenges of teaching clinical reasoning, emphasizing the need for ongoing support through communities of practice, and applying knowledge translation and implementation science to improve educator effectiveness. The study resulted in statistically significant improvements in educators’ self-efficacy and a systematic organization allowing educators to select appropriate methods for different learning stages. This demonstrates how SOTL can be applied to enhance teaching practices, ultimately aiming to improve the education of future health care professionals and care quality.

Knight, H., J. Peterson, M. Reilly, J. Furze, and G. Jensen. 2024. Implementation of a clinical reasoning blueprint: Knowledge translation resources. Clinical Teacher 21(4):e13763. https://doi.org/10.1111/tct.13763.

Jennifer Friberg, Ed.D., CCC-SLP
Mark DeRuiter, M.B.A., Ph.D., CCC-A/SLP
Key Area: HPE, Audiology & Speech-Language Pathology

Friberg and DeRuiter discuss the establishment and implementation of an SOTL fellows program in the field of communication sciences and disorders, which includes audiology and speech-language pathology. By providing formal professional development for SOTL-curious scholars, the program aimed to address the gap between faculty members who consume SOTL research and those who actively engage in it. The program’s successful approach to fostering SOTL engagement in HPE highlights the importance of mentorship, peer learning, and structured professional development in cultivating new scholars and expanding the field’s research base.

Friberg, J., and M. DeRuiter. 2024. Establishing a Scholarship of Teaching and Learning fellows program. Teaching and Learning in Communication Sciences & Disorders 8(2). https://doi.org/10.61403/2689-6443.1347.

Alice Kim, Ph.D.
Key Area: HPE, Psychology

The study explored challenges faced by new SOTL researchers by conducting qualitative interviews with participants who had recently completed a 1-year peer-based SOTL course, including faculty from nursing and other disciplines. Kim shares important findings, such as the challenges and needs participants reported. The study showcases the value of peer-based learning, the benefit of communities of practice in advancing educational research, the importance of faculty development, and the advantage of reframing SOTL as a legitimate professional activity. The challenges and opportunities

presented in this study contribute to the broader understanding of how to nurture educational scholarship in various disciplines, including HPE.

Kim, A. S. N., C. Popovic, L. Farrugia, S. A. F. Saleh, G. Maheux-Pelletier, and M. Frake-Mistak. 2020. On nurturing the emergent SOTL researcher: Responding to challenges and opportunities. International Journal for Academic Development 26(2):163–175. https://doi.org/10.1080/1360144X.2020.1842743.

Ana Abad-Jorge, Ed.D., M.S., RDN, FAND
Jennifer Walsh, Ph.D., RDN, M.S.
Key Area: HPE, Nutrition and Dietetics

Abad-Jorge and Walsh discuss using the Community of Inquiry framework in nutrition and dietetics education to create meaningful learning experiences by assessing classroom community and student preferences for various teaching strategies. They focused on teaching presence, social presence, and cognitive presence to support student well-being and success. The work underscores SOTL in HPE by combining theoretical frameworks, practical applications, and research to enhance student engagement and learning outcomes. Publication in progress.

Sarah Ginsberg, Ed.D., CCC-SLP
Key Area: Clinical Care/Clinical Learning Environment

This study compared the diagnostic reasoning processes of experienced speech-language pathologists (experts) with those of student clinicians (novices) to address a pedagogical gap between classroom teaching and clinical practice. The study drew on literature from medicine and nursing to inform its methodology and conceptual framework. Ginsberg’s analysis resulted in 10 themes or heuristics that describe different reasoning strategies. These findings directly inform Ginsberg’s teaching methods, allowing her to take an evidence-based approach to instruction. The study exemplifies SOTL by systematically investigating a teaching-related question, using rigorous research methods, and applying the findings to improve educational practices in speech-language pathology and related health professions.

Ginsberg, S. M., J. C. Friberg, and C. F. Visconti. 2016. Diagnostic reasoning by experienced speech-language pathologists and student clinicians. Contemporary Issues in Communication Science and Disorders 43:87–97. https://doi.org/10.1044/cicsd_43_S_87.

Sarah Shrader, Pharm.D., FCCP
Key Area: Interprofessional

Shrader and her team developed a new model pairing interprofessional education with practice, addressing a gap in existing approaches. They consulted literature and used established frameworks to inform their interprofessional learning and practice model, assessing both student learning and patient health outcomes. The 24-month study demonstrated improved patient diabetes control and depression screening and high satisfaction scores from students in the full model. Shrader discusses how their research exemplifies SOTL by systematically investigating an educational innovation, measuring its impact on both learners and patients, and disseminating the findings to inform HPE practice and research.

Shrader, S., S. Jernigan, N. Nazir, and J. Zaudke. 2023. Determining the impact of an interprofessional learning in practice model on learners and patients. Journal of Interprofessional Care 37(sup1):S67–S74. https://doi.org/10.1080/13561820.2018.1513465.

Patricia O’Sullivan, Ed.D., M.S.
Key Area: Faculty Development

O’Sullivan discusses a research study aimed to articulate a vision for faculty development in health professions that could influence organizational change to support excellence and innovation in education. The paper presents a model with four domains of faculty development: promoting individual and group development, advocating for infrastructure and resources, influencing policy and procedures, and working on organization-wide initiatives. The authors conducted a comprehensive literature review, citing over 80 references providing examples of best practices and how organizations can benefit from SOTL in faculty development to enhance professional preparation and contribute to care delivery. The approach aligns with the principles of SOTL by focusing on improving teaching and learning practices, using evidence-based methods, and contributing to the broader knowledge base in HPE.

Steinert, Y., P. S. O’Sullivan, and D. M. Irby. 2024. The role of faculty development in advancing change at the organizational level. Academic Medicine 99(7):716–723. https://doi.org/10.1097/ACM.0000000000005732.

Joan Friedland, M.D., M.P.H.
Nancy Moreno, Ph.D., M.S.
Key Area: Promotion & Tenure

Friedland and Moreno discuss the implementation and impact of a standards-based, peer-reviewed teaching award system at Baylor College of Medicine. Their approach recognized education as a discipline within medical schools and adapted the work of Boyer, Glassick, and Huber to medical education. By creating standardized prototypes of excellence in teaching and training reviewers to evaluate educational contributions, the award system had a comprehensive approach to recognizing various aspects of educational scholarship. An evaluation study assessing its impact found positive influence on promotion, and a high value on awards for recognition and promotion and as a measure of rigor in educational contributions. The system has led to significant changes at Baylor, demonstrating how SOTL can drive institutional transformation in HPE.

Searle, N. S., C. R. Teal, B. F. Richards, J. A. Friedland, N. L. Weigel, R. A. Hernandez, J. W. Lomax, M. Coburn, and E. A. Nelson. 2012. A standards-based, peer-reviewed teaching award to enhance a medical school’s teaching environment and inform the promotions process. Academic Medicine 87(7):870–876. https://doi.org/10.1097/ACM.0b013e3182584130.

Jeffrey Barsuk, M.D., M.S., SFHM
Key Area: Simulation

Barsuk discusses the return on investment (ROI) from simulation-based mastery learning in health care education and the importance of building a strong business case for it as a valuable asset that ensures all learners achieve a high level of competency. Barsuk highlights three studies that demonstrated significant ROI and positive translational science outcomes, such as improved patient care practices. This emphasizes the importance of considering both the costs of interventions and the potential cost savings from improved outcomes when evaluating such programs.

Barsuk, J. H., S. A. Barsuk, and D. B. Wayne. 2020. Return on investment from simulation-based mastery learning. In Comprehensive healthcare simulation: Mastery learning in health professions education, edited by W. McGaghie, J. Barsuk, and D. Wayne, 351–362. Springer Cham. https://doi.org/10.1007/978-3-030-34811-3_19.

Barsuk, J. H., E. R. Cohen, J. Feinglass, S. E. Kozmic, W. C. McGaghie, D. Ganger, and D. B. Wayne. 2014. Cost savings of performing paracentesis procedures at the bedside after simulation-based education. Simulation in Health Care 9(5):312–318. https://doi.org/10.1097/SIH.0000000000000040.

Cohen, E. R., J. Feinglass, J. H. Barsuk, C. Barnard, A. O’Donnell, W. C. McGaghie, and D. B. Wayne. 2010. Cost savings from reduced catheter-related bloodstream infection after simulation-based education for residents in a medical intensive care unit. Simulation in Health Care 5(2):98–102. https://doi.org/10.1097/SIH.0b013e3181bc8304.

Schwab, B., E. N. Teitelbaum, J. H. Barsuk, N. J. Soper, and E. S. Hungness. 2018. Single-stage laparoscopic management of choledocholithiasis: An analysis after implementation of a mastery learning resident curriculum. Surgery 163(3):503–508. https://doi.org/10.1016/j.surg.2017.10.006.

Desiree Díaz, Ph.D., APRN, FNP-BC, CNE, CHSE-A, ANEF, FSSH,
FAAN
Key Area: Simulation

Díaz discusses several key studies conducted at the University of Central Florida College of Nursing to systematically investigate the effectiveness of different educational strategies in nursing using simulation technologies. Studies include types of simulation compared with traditional clinical experiences in achieving learning goals, interruption management training, subject-matter expertise in simulation debriefing, and the feasibility of using hologram technology. The research focuses on outcomes that are relevant to clinical practice and patient safety while addressing practical challenges in nursing, such as clinical placement shortages. The work exemplifies SOTL by demonstrating a systematic, evidence-based approach to evaluating and improving teaching practices in nursing education.

Díaz, D. A., M. Anderson, P. P. Hill, S. B. Quelly, K. Clark, and M. Lynn. 2021. Comparison of clinical options: High-fidelity manikin-based and virtual simulation. Nurse Educator 46(3):149–153. https://doi.org/10.1097/NNE.0000000000000906.

Díaz, D. A., M. Anderson, B. Hoffman, J. V. Alegre, E. G. Simon, A. W. Gomez, A. Villamizar, and A. Wade. 2022. Feasibility of using holograms as embedded participants (EP) in simulation-based education (SBE). International Journal of Healthcare Simulation 1(Supplement 1):S9–S11. https://doi.org/10.54531/TDVF8904.

Díaz, D. A., L. Gonzalez, M. Anderson, V. MacKenna, E. Hoyt, and P. P. Hill. 2020. Implications of subject-matter expertise as a requirement for debriefing: A randomized control trial. Simulation & Gaming 51(6):770–784. https://doi.org/10.1177/1046878120945743.

Hill, P. P., D. A. Díaz, M. Anderson, S. Talbert, and C. Maraj. 2024. Remembering to resume: A randomized trial comparing combined interruption management training and simulation-based education to simulation-based education alone. Nursing Education Perspectives 45(1):5–11. https://doi.org/10.1097/01.NEP.0000000000001144.

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