Sethi A, Ajjawi R, McAleer S, Schofield S. Exploring the tensions of being and becoming a medical educator. BMC Med Educ. 2017. https://doi.org/10.1186/s12909-017-0894-3.

Article  Google Scholar 

Creel A, Paul C, Bockrath R, Jirasevijinda T, Pineda J, Tenney-Soeiro R, Khidir A, Jackson J, Peltier C, Trainor J, Keeley M. Promotion criteria for medical educators: are we climbing a ladder with invisible rungs? Acad Pediatr. 2024. https://doi.org/10.1016/j.acap.2024.01.002.

Article  Google Scholar 

Dickinson BL, Deming N, Coplit L, Huggett KN, Quesnelle K, Sheakley M, Rosenfeld G, Wragg S. IAMSE member perspectives on the recognition, reward, and promotion of medical science educators: an IAMSE sponsored survey. Med Sci Educ. 2018. https://doi.org/10.1007/s40670-018-0548-z.

Article  Google Scholar 

Irby DM, O’Sullivan PS. Developing and rewarding teachers as educators and scholars: remarkable progress and daunting challenges. Med Edu. 2018. https://doi.org/10.1111/medu.13379.

Article  Google Scholar 

Fleming VM, Schindler N, Martin GJ, DaRosa DA. Separate and equitable promotion tracks for clinician-educators. JAMA. 2005. https://doi.org/10.1001/jama.294.9.1101.

Article  Google Scholar 

Neumann R. Research and scholarship: perceptions of senior academic administrators. High Educ. 1993. https://doi.org/10.1007/BF01384743.

Article  Google Scholar 

Boyer E L. Scholarship reconsidered: priorities of the professoriate. Princeton University Press; 1990.

Simpson D, Fincher RM, Hafler JP, Irby DM, Richards BF, Rosenfeld GC, Viggiano TR. Advancing educators and education by defining the components and evidence associated with educational scholarship. Med educ. 2007. https://doi.org/10.1111/j.1365-2923.2007.02844.x.

Article  Google Scholar 

Academy of Medical Educators. Professional standards. 4th ed. Cardiff: Academy of Medical Educators; 2021.

Huwendiek S, Mennin S, Dern P, Ben-David MF, Van Der Vleuten C, Tonshoff B, Nikendei C. Expertise, needs and challenges of medical educators: results of an international web survey. Med Teach. 2010. https://doi.org/10.3109/0142159X.2010.497822.

Article  Google Scholar 

Zipkin DA, Ramani S, Stankiewicz CA, Lo MC, Chisty A, Alexandraki I, Wamsley M, Rothenberger SD, Jeong K, Spagnoletti CL. Clinician-educator training and its impact on career success: a mixed methods study. J Gen Intern Med. 2020. https://doi.org/10.1007/s11606-020-06049-w.

Article  Google Scholar 

Sadik A, Heck A, Arja S, Huggett K, Quesnelle K, Smith PJ. Ten years of global faculty development in educational scholarship through the IAMSE Medical Educator Fellowship: Submitted on behalf of the IAMSE Educational Scholarship Committee. In AMEE: Association for Medical Education Europe 2021 Conference. 2021.

Van Melle E. Using a logic model to assist in the planning, implementation, and evaluation of educational programs. Acad Med. 2016. https://doi.org/10.1097/acm.0000000000001282.

Article  Google Scholar 

Frye AW, Hemmer PA. Program evaluation models and related theories: AMEE guide no. 67. Med Teach 2012.

WK Kellogg Foundation. Logic model development guide: using logic models to bring together planning, evaluation and action. Battle Creek, Michigan: WK Kellogg Foundation; 2004.

Armstrong EG, Barsion SJ. Using an outcomes-logic-model approach to evaluate a faculty development program for medical educators. Acad Med. 2018. https://doi.org/10.1097/01.ACM.0000222259.62890.71.

Article  Google Scholar 

Rajashekara S, Naik AD, Campbell CM, Gregory ME, Rosen T, Engebretson A, Godwin KM. Using a logic model to design and evaluate a quality improvement leadership course. Acad Med. 2020. https://doi.org/10.1097/ACM.0000000000003191.

Article  Google Scholar 

Kiger ME, Varpio L. Thematic analysis of qualitative data: AMEE Guide No. 131. Med Teach. 2020. https://doi.org/10.1080/0142159X.2020.1755030.

Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol. 2006. https://doi.org/10.1191/1478088706qp063oa.

Article  Google Scholar 

Steinert Y, Mann K, Anderson B, Barnett BM, Centeno A, Naismith L, Prideaux D, Spencer J, Tullo E, Viggiano T, Ward H. A systematic review of faculty development initiatives designed to enhance teaching effectiveness: a 10-year update: BEME Guide No. 40. Med Teach. 2016. https://doi.org/10.1080/0142159X.2016.1181851.

Alexandraki I, Rosasco RE, Mooradian AD. An evaluation of faculty development programs for clinician–educators: a scoping review. Acad Med. 2021. https://doi.org/10.1097/ACM.0000000000003813.

Article  Google Scholar 

Hutchings P, Shulman LS. The scholarship of teaching: new elaborations, new developments. Change The magazine of Higher learning. 1999. https://doi.org/10.1080/00091389909604218.

Dickinson BL. Advancing the field: the scholarship of medical education. In: Hugget KN, Quesnelle KM, Jefferies WB, editors. An introduction to medical teaching: the foundations of curriculum design, delivery, and assessment. Cham Springer International Publishing. 2022;301–18. https://doi.org/10.1007/978-3-030-85524-6_20.

Dewey CM, Turner TL, Perkowski L, Bailey J, Gruppen LD, Riddle J, Singhal G, Mullan P, Poznanski A, Pillow T, Robins LS. Twelve tips for developing, implementing, and sustaining medical education fellowship programs: building on new trends and solid foundations. Med Teach. 2016. https://doi.org/10.3109/0142159X.2015.1056518.

Article  Google Scholar 

Kern B, Mettetal G, Dixson M, Morgan RK. The role of SoTL in the academy: upon the 25th anniversary of Boyer’s Scholarship Reconsidered. J Scholarsh Teach Learn. 2015. https://doi.org/10.14434/josotl.v15i3.13623.

Marcketti SB, Freeman S. SoTL evidence on promotion and tenure vitas at a research university. J Scholarsh Teach Learn. 2016. https://doi.org/10.14434/josotl.v16i5.21152.

Jordan J, Yarris LM, Santen SA, Guth TA, Rougas S, Runde DP, Coates WC. Creating a cadre of fellowship-trained medical educators, part II: a formal needs assessment to structure postgraduate fellowships in medical education scholarship and leadership. Acad Med. 2017. https://doi.org/10.1097/ACM.0000000000001460.

Article  Google Scholar 

Gottlieb M, Chan TM, Clarke SO, Ilgen JS, Jordan J, Moschella P, Santen SA, Yarris LM, Coates WC. Emergency medicine education research since the 2012 consensus conference: how far have we come and what’s next? AEM Educ Train. 2020. https://doi.org/10.1002/aet2.10404.

Bucklin BA, Valley M, Welch C, Tran ZV, Lowenstein SR. Predictors of early faculty attrition at one Academic Medical Center. BMC Med Educ. 2014. https://doi.org/10.1186/1472-6920-14-27.

Article  Google Scholar 

Nausheen F, Agarwal MM, Estrada JJ, Atapattu DN. A survey of retaining faculty at a new medical school: opportunities, challenges and solutions. BMC Med Educ. 2018. https://doi.org/10.1186/s12909-018-1330-z.

Article  Google Scholar 

Arja SB, Acharya Y, Fatteh S, Fateh A, Arja SB. Policies and practices that promote faculty retention at AUSOM-a pilot study. MedEdPublish. 2018;7(268):268.

Article  Google Scholar 

McAleese M, Blandh A, Berger V, Bode C, Muehlfeit J, Petrin T, Tsoukalis L. Report to the European commission on improving the quality of teaching and learning in Europe’s higher education institutions. Luxembourg: Publication Office of the European Union; 2013. http://hdl.voced.edu.au/10707/293965.

Lown BA, Newman LR, Hatem CJ. The personal and professional impact of a fellowship in medical education. Acad Med. 2009. https://doi.org/10.1097/ACM.0b013e3181ad1635.

Article  Google Scholar 

Buckley H, Nimmon L. Learning in faculty development: the role of social networks. Acad Med. 2020. https://doi.org/10.1097/ACM.0000000000003627.

Article  Google Scholar 

Jippes E, Steinert Y, Pols J, Achterkamp MC, van Engelen JM, Brand PL. How do social networks and faculty development courses affect clinical supervisors’ adoption of a medical education innovation? An exploratory study Acad Med. 2013. https://doi.org/10.1097/ACM.0b013e318280d9db.

Article  Google Scholar 

Bandura A. Social learning theory. General Learning Press; 1971.