Michael S Ryan,Virginia Commonwealth University,Richmond,VA; Mary E. M. Rocha,Baylor College of Medicine,,; Meg G. Keeley,University of Virginia School of Medicine,,; Amal M. Khidir,Weill Cornell Medicine in Qatar,,; Rebecca Tenney-Soeiro,Perelman School of Medicine, Univ of Penn,,; Jocelyn Schiller,University of Michigan,,; Chad Vercio,LLU SOM,,; Caroline R. Paul,University of Wisconsin School of Medicine and Public Health,,; TJ Jirasevijinda,Weill Cornell Medical College,,; Terry Kind,Children's National/George Washington University,,


The prospect of publishing educational scholarship in medical education journals can be daunting.  For many, the concept of scholarship conjures images of randomized control trials, experimental design, and statistical analysis.  However, clerkship directors are inherently creative educators who often develop curricular innovations invaluable to their institutions and beyond.  As such, educational innovations are often seen as the "low-hanging fruit" (Blanchard, 2015) of educational scholarship.  While such initiatives are often lucrative, publication criteria have become increasingly more rigorous even when considering innovations.  The purpose of this workshop is to translate the creative energy of medical educators into scholarly productivity by providing structure, examples, and an evidence-based apporach for describing educational innovations which translates to successful publication in medical education journals. 



By the conclusion of this workshop, the Pediatric educator will:

1) Identify an innovation which has potential for publication in a medical journal (print or online)

2) Contrast different journal requirements for dissemination of innovations

3) Outline the steps needed to successfully develop and disseminate an educational innovation to a target journal

4) Work with a facilitator to identify and overcome barriers to successful publication of an educational innovation

Methods and Content:

This workshop will begin with an overview discussion of innovations in medical education.  Participants will explore the definition of innovation and identify why some innovations are more likely to be accepted for publication than others (15 minutes).  Then, facilitators will compare and contrast different forums for getting educational scholarship published.  Discussion will include print-based, on-line, and open access options and will include discussion around impact factors and acceptance rates.  Participants will be introduced to the Journal/Author Name Estimator ("JANE") which provides guidance on where to submit (20 minutes).  Next facilitators will outline a 5 step process for writing innovations which integrates the work of Blanchard (2015), Kanter (2008), and Kern (1998) (30 minutes).  Participants will then work in small groups to review illustrative examples of successful and unsuccessful innovations written by the facilitators.  Facilitators will provide the back-story behind each innovation to promote small group reflection on the process (20 minutes).  Participants will then have the opportunity to work through each of the 5 steps for an innovation of their choosing with guidance from the facilitators (30 minutes).  The session will conclude with a wrap up and participants will leave the workshop with an outline for writing up an innovation (5 minutes).