Transitioning from Medical Educator to Scholarship in Medical Education

Abstract Clinician educators spend the majority of their time in clinical practice, educating trainees in all types of care settings. Many are involved in formal teaching, curriculum development, and learner assessment while holding educational leadership roles as well. Finding time to engage in scholarly work that can be presented and published is an academic expectation but also a test of efficiency. Just as clinical research originates from problems related to patients, so should educational research originate from issues related to educating the next generation of doctors. Accrediting bodies challenge medical educators to be innovative while faculty already make the best use of the limited time available. One obvious solution is to turn the already existing education work into scholarly work. With forethought, planning, explicit expectations, and use of the framework laid out in this paper, clinical educators should be able to turn their everyday work and education challenges into scholarly work.