SCHOLARLY PROJECTS

51
SCHOLARLY PROJECTS Student Handbook Revised: August 27, 2021

Transcript of SCHOLARLY PROJECTS

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SCHOLARLY PROJECTS

Student Handbook

Revised: August 27, 2021

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Table of Contents

WSU Elson S. Floyd College of Medicine Scholarly Projects Overview ........................................................................................................ 3

General information: How will this work? ....................................................................................................................................................... 3

Timeline .................................................................................................................................................................................................................... 4

Choosing a Scholarly Project ................................................................................................................................................................................ 6

Working with your WSU faculty project supervisor: ....................................................................................................................................... 7

Project planning, proposal, and project updates: ............................................................................................................................................ 8

Deliverables: ............................................................................................................................................................................................................ 9

Scholarly Project Assessment ............................................................................................................................................................................ 10

Requirements and assessment of an acceptable scholarly project .......................................................................................................... 12

Appendix A: What is scholarly work? .............................................................................................................................................................. 13

The Question-Driven Project: ............................................................................................................................................................................. 13

The Six Scholarly Standards: .............................................................................................................................................................................. 14

Projects in Arts and Humanities: ...................................................................................................................................................................... 15

Projects in Medical Education and Community Education: ......................................................................................................................... 16

Projects in Clinical Sciences: .............................................................................................................................................................................. 17

Appendix B: Scholarly Project Categories ....................................................................................................................................................... 18

Appendix C: Scholarly Project Proposal Form ............................................................................................................................................... 22

Appendix D: Scholarly Project Proposal Feedback Rubric .......................................................................................................................... 27

Appendix E: Scholarly Project UPDATE Form ................................................................................................................................................. 29

Appendix F: Scholarly Project Formative Feedback Rubric (Project Update #1 & #2) .......................................................................... 33

Appendix G: WSU Faculty Supervisor Feedback – Mid-project: After Update #1 is submitted and after Update #2 is submitted

.................................................................................................................................................................................................................................. 36

Appendix H: Scholarly Project FINAL Report ................................................................................................................................................. 41

Appendix I: Scholarly Project Summative Feedback Assessment Rubric (Final Project Portfolio Review) ...................................... 45

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WSU Elson S. Floyd College of Medicine Scholarly Projects Overview

Program requirement: All MD students are required to complete a scholarly project as a graduation requirement. The Elson S. Floyd

College of Medicine scholarly project is based on the assumption that investigative experiences promote problem-solving, sharpen

students’ critical reasoning skills, and foster an appreciation of medical research.

Purpose: Engagement in scholarly work and research stimulates a deeper understanding of disease and develops the ability to

analyze scientific literature. Providing opportunities to develop skills in research and scholarship will prepare you to be a physician

who is clinically astute, responsive to community problems, and compassionate towards clinical and community needs. Research and

scholarly work allow you to pursue individual interests, apply greater context to classroom learning, refine the ability to ask

meaningful questions, seek practical solutions, and develop skills and habits which will facilitate a lifetime of awareness, inquiry, and

investigation. The scholarly project provides a supportive and low-risk space for diversifying interests, identifying opportunities for

personal growth and self-reflection, and becoming more dynamic medical professionals.

Learning Objectives:

1. Design a scholarly project that contributes to the creation, dissemination, application, and/or translation of knowledge.

2. Demonstrate an understanding of your role in knowledge translation and dissemination.

3. Develop critical and self-directed thought, as well as the problem-solving skills necessary for modern medicine.

4. Enhance self-directed learning habits that are important for medical education and clinical practice.

5. Develop a plan for continual self-directed learning (project plan) and document progress towards identified learning goals.

6. Integrate reflection as a key component of scholarly practice.

Through completion of a scholarly project and submission of a scholarly project portfolio, you will be able to achieve expectations

addressing the following dimensions: Self-Ownership of Learning; Scholarly Attributes; Reflection on the Role of the Scholar.

General information: How will this work?

By the start of Year 2, you will select a scholarly project which investigates any topic relevant to healthcare and a career in medicine. It

is important to choose a topic or an issue that interests you personally. Consider investigating topics outside your area of expertise.

This provides an opportunity to maximize your learning by pursuing a project that stretches you and is outside your current comfort

zone. Feel free to be creative and think outside the box. For inspiration, reflect on the broad range of factors that contribute to

challenging healthcare problems and environments and set out to understand them better or develop a solution.

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Scholarly projects are not limited to hypothesis-driven research. However, all projects should be driven by a question and must

demonstrate sound scholarly attributes. A discussion of “scholarly work” may be found in Appendix A (What is Scholarly Work?).

More details about choosing your project and the different categories of scholarly projects may be found in Appendix B (Category

Definitions).

To help you plan and execute your project, you will need to select a scholarly project WSU faculty supervisor who is willing to serve

as your expert and mentor. Scholarly project WSU faculty supervisors will be responsible for providing oversight and guidance for the

project.

Your project will require a total of 320 hours of dedicated work which can begin as early as the third term of your first year. You will

be required to log these hours on EFlo. By Year 4, you will produce a deliverable(s) which will serve as tangible evidence of

completion. Additional details regarding deliverables can be found in the section on Requirements and Assessment of the Scholarly

Project. A scholarly project portfolio that includes artifacts of your work (such as your project plan and deliverable(s)) will be

submitted in Year 4.

Assessment of the scholarly project includes: formative assessments conducted periodically throughout the project by a reviewer

from the Scholarly Projects Team; WSU faculty supervisor feedback; final summative assessment of the scholarly project portfolio.

A rubric guides each assessment. All forms and rubrics are included in the appendices C - G of this document.

Timeline

The table below includes the general academic timeline, due dates and general descriptions of the activities/deliverables that you will

be completing during your scholarly project. Further detail about the activities/deliverables and how they will be assessed are

included later in this document.

ACADEMIC TIMELINE ACTIVITIES/DELIVERABLES DUE DATES

YEAR 1: FALL TERM In class introduction to the scholarly project requirement Not applicable

YEAR 1: SPRING TERM Identify a potential project and WSU faculty supervisor; start planning

your project; and begin developing your scholarly project proposal

Begin tracking/logging Scholarly

Project hours.

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SUMMER BETWEEN YEAR

1 AND START OF YEAR 2

Continue developing and refining your scholarly project proposal Continue tracking/logging

Scholarly Project hours.

YEAR 2: FALL TERM Submit your scholarly project proposal on E.Flo MD per instructions.

DUE: approximately the 2nd

week of fall term. Check E.Flo

for exact deadline.

YEAR 2 FALL TERM –

YEAR 4 FALL TERM: ON-

GOING

After receiving approval from your WSU faculty project supervisor,

you may begin your project.

You will receive feedback about your proposal from your scholarly

project reviewer.

Work with your WSU faculty project supervisor to address any

issues or concerns brought up by your scholarly project reviewer.

Continue working with your WSU faculty project supervisor to

implement and complete your project.

Continue tracking/logging

Scholarly Project hours.

YEAR 2: SPRING TERM Scholarly project UPDATE #1; Submit on E.Flo MD per instructions.

You will receive feedback from your scholarly project reviewer.

Address any issues identified during the review by working with your

WSU faculty project supervisor.

WSU faculty supervisor feedback is due at the time of update

submission.

DUE: approximately by end of

spring term Year 2. Check

E.Flo for exact deadline.

Continue tracking/logging

Scholarly Project hours.

YEAR 3: WINTER TERM Scholarly project UPDATE #2; Submit on E.Flo MD per instructions.

You will receive feedback from your scholarly project reviewer.

Address any issues identified during the review by working with your

WSU faculty project supervisor.

WSU faculty supervisor feedback is due at the time of update

submission.

DUE: approximately 1 month

after completion of step exam.

Check E.Flo for exact

deadline.

Continue tracking/logging

Scholarly Project hours.

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YEAR 4: FALL TERM Scholarly project completed including deliverable and submission of

academic portfolio.

You will receive feedback from the Scholarly Project Team.

WSU faculty supervisor feedback is due at the time of portfolio

submission.

DUE: by the first week of

December of Year 4. Check

E.Flo for exact deadline

Continue tracking/logging

Scholarly Project hours.

Choosing a Scholarly Project

All projects must be driven by a scholarly question and demonstrate scholarly attributes (details in Appendix A). When selecting the

topic for your project, consider your own interests that you would like to further explore. Or consider selecting a topic that will push

your understanding in a new direction. Remember that the scholarly project is intended to provide a supportive, low-risk space for

you to diversify your interests and advance your own growth as a future physician.

You may choose your own idea for a project, or you may select an idea/project from the e-Flo Scholar Database. The database will also

serve as a forum to connect with potential WSU faculty supervisors, which will be discussed later in the Choosing a WSU Faculty

Supervisor section.

Projects listed in the database will fall under one of nine categories (see Appendix B for category descriptions):

● Community Health and Engagement

● Clinical Sciences

● Foundational Sciences

● Population Health and Global Health

● Rural and Remote Health Initiatives

● Bioengineering/Technology Innovations

● Medical Education

● Arts and Humanities

● Other

As a reminder, scholarly projects are not limited to hypothesis-driven research. Examples of scholarly projects that are not

hypothesis-driven include the following: conducting a comprehensive literature review; leading a quality improvement project for a

health care organization or system; developing a curriculum-based innovation for learners in an educational setting; developing and

implementing a novel program for a local organization or health care facility.

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Choosing a scholarly project WSU faculty supervisor

Your WSU faculty project supervisor will have relevant experience and/or will be an expert in the topic you intend to investigate. They

must be willing to work with you throughout the project. The WSU faculty project supervisor will be essential for project planning and

on-going feedback. Project supervisors must have a WSU faculty appointment. It is expected that WSU faculty supervisors will be

compliant with the required WSU IRB training (http://www.irb.wsu.edu/). You may add a co-supervisor to provide added

experience/expertise where it is needed for your project.

If you choose to work with a community agency, we recommend the supervisor to become WSU faculty. If the community member is

willing to become faculty, reach out to [email protected] to begin the faculty appointment process. If the community partner

does not wish to become WSU faculty, then you may use them as a co-supervisor, however; a WSU faculty member must be identified

as your primary supervisor.

You may identify and reach out to potential WSU faculty supervisors independently or find one in the College of Medicine Scholarly

Projects database (see Appendix B and on [email protected] ). In the database, WSU faculty supervisors may be listed with an

associated project or listed independently as being willing to work on student-designed projects in their area of expertise. If you have

a project in mind and need help identifying an appropriate WSU faculty supervisor, you may contact [email protected] for

assistance.

If your WSU faculty project supervisor changes during your project, it is your responsibility to notify the program at

[email protected]. subject line “Notification of WSU faculty Supervisor Change”.

Working with your WSU faculty project supervisor:

WSU faculty project supervisors have a three-part role:

1) helping you to plan and scope your project appropriately

2) providing guidance throughout the duration of the project

3) giving feedback about both the project as well as your professional development and performance.

While your WSU faculty supervisor will help you get your work started and will support you as you engage in the project work, it is

expected that you will take ownership for your project and work proactively to communicate any specific course and program

requirements with your WSU faculty supervisor.

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Expect to work intensively with your WSU faculty supervisor during the Spring of Year 1 and summer before Year 2 in the planning

stages. In Years 2 – 4, you may find that your level of engagement with your WSU faculty supervisor varies depending on the nature of

your project. However, it is important that you stay in touch with your WSU faculty supervisor and provide them with updates and/or

changes to your project timeline or activities.

Project planning, proposal, and project updates:

You will work closely with your WSU faculty project supervisor during Year 1 and summer before Year 2 to develop a detailed project

plan. This plan should be guided by the six scholarly standards and be designed to account for all 320 required project hours. Once

the project has been planned to the mutual satisfaction of both you and your WSU faculty supervisor, you will begin developing your

project proposal.

If you decide to partner with another student on the Scholarly Project, be sure that you are addressing different scholarly questions.

All deliverables (e.g., proposal, updates, portfolio) must be completed independently. You and your partner will be required to

describe how your roles in the project differ. The Scholarly Project team will require a resubmission if students submit projects that

are not unique.

Project proposal: The project proposal will be submitted for review by the scholarly projects team by approximately the second week

of fall term Year 2 (check E.Flo for exact deadlines).The project proposal form (Appendix C) must be approved and signed by your

WSU faculty project supervisor before submission. Your scholarly project proposal will be evaluated in E.Flo MD using the Scholarly

Project Proposal Rubric (Appendix D). You will receive reviewer feedback which you should consider and work with your WSU faculty

project supervisor to incorporate into your project.

On the proposal form, you will be asked for the following information:

• Project title

• WSU faculty project supervisor

• Background about the project

• Project goals and objectives

• Relevance to medicine

• IRB requirements (if applicable)

• Your role in the project (if working with another student, define how your scholarly question differ)

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• Methods and description of adherence to the 6 scholarly standards

• Project timeline

• Identified deliverable

• How you intend to evaluate project outcomes

Project Updates: Project Update #1 is due by approximately the end of spring term Year 2. Project Update #2 is due approximately 1

month after completion of step exam (check E.Flo for exact deadlines). Your WSU faculty project supervisor must work with you to

create the project updates that are submitted to the reviewer team. You will be asked to sign an attestation to confirm that your WSU

faculty project supervisor has been involved in the project updates. The project updates will be reviewed by the scholarly projects

team. Your WSU faculty supervisor must submit supervisor feedback for each project update. The Project Update Form is available in

Appendix E.

Deliverables:

Two required deliverables must be submitted for the scholarly project.

1. Final project deliverable (outcome or conclusion of the Scholarly Project): At the completion of your project, you are expected to

develop and submit a deliverable that represents the outcomes and conclusions of your project. Each student’s deliverable will be

unique based on the project they completed. The specifics of your deliverable will depend on the nature of your project. Examples

include: submitted manuscripts, posters, presentations, prototypes, summaries of a comprehensive literature review, results of a

quality improvement survey, or results of a program evaluation survey.

If you connect with a community agency, the deliverable may be a legacy deliverable. A legacy deliverable refers to a product that

is relevant to and remains with the agency when you complete the project. Examples of legacy deliverables include: needs

assessments; websites; educational materials, etc.

2. Scholarly Project Portfolio: The scholarly project portfolio will include a collection of artifacts related to your scholarly project

which can be uploaded to E.Flo MD (https://eflo.medicine.wsu.edu). The Scholarly Project Portfolio will contain:

• Project proposal + review

• Project Update #1 + review

• Project Update #2 + review

• Mid-project WSU faculty supervisor feedback (due at the time that Updates #1 and #2 are submitted)

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• IRB approval letter listing the student’s name as co-investigator or a statement explaining why IRB approval was not obtained.

• Final Report

• Artifacts (examples)

• Publication(s)

• Unpublished manuscripts

• Poster or slide presentations

• Abstracts

• Other (e.g., photos, weblinks, essays, creative works, etc.)

• A 300-500 word narrative reflection summarizing your research experience. The purpose of this summary is for you to

contemplate your research experience and describe what you have learned, developed, reviewed, and felt. What was your

learning journey? Please answer the following questions in a first-person narrative format: a. How did the process expand your

knowledge about your research topic? yourself? healthcare? b. Describes a few key moments of your experience. c. What was

most challenging? d. What did you learn about yourself as a researcher? e. What might you do differently next time? f. What do

you think will be the impact of your research? g. How will this experience influence you personally and professionally?

• End of project WSU faculty supervisor feedback form

Scholarly Project Assessment

Formative assessments: The focus of your scholarly project is process – not outcome. In other words, you should focus on the

learning that occurred during your scholarly project. Throughout the project, there will be several formative assessments (i.e.

scholarly project proposal; scholarly project Update #1; scholarly project Update #2; WSU faculty supervisor feedback for each update,

and final project portfolio). These are outlined in the table at the end of this section. The primary purpose of these assessments is to

touch base and ensure that you are on track for satisfactory completion of the project AND to help you identify any support that

might be needed at critical junctures in your project.

Your scholarly project WSU faculty supervisor will submit formal feedback regarding your development and progress in the

following competency areas – Practice-based Learning (scholarship); Interpersonal and Communication Skills; and

Professionalism/Self-awareness. You will receive this formal feedback three times during the project. WSU faculty supervisor feedback

is due at the time updates #1 & 2 and the Final Deliverable is submitted. See Appendix F for WSU faculty Supervisor Feedback

Form.

Summative assessment: Assessment of the Scholarly Project Portfolio will occur at the mid-point of Year 4. A portfolio method of

assessment is used because it emphasizes your learning as the focus of your work. Portfolios allow you to collect and present the

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artifacts that demonstrate the learning that has occurred during your project work and how the experience has helped you towards

meeting core program competencies.

Assessment of your scholarly project portfolio will be completed by scholarly project team members who have no ties to your project.

The portfolio will be graded using an honors, near honors, satisfactory, fail system. Your WSU faculty project supervisor will not be

involved in the assessment of scholarly project.

Reviewers will use the Scholarly Project Portfolio Assessment Rubric (Appendix G and in E.Flo MD). The rubric takes a holistic

approach and considers all artifacts in the student’s scholarly project portfolio. Each criterion on the rubric will be scored as

“Opportunities for Growth, Developing, Achieving, Extending”, and “Exceeding.”

Pass: 70% (achieving expectations in 70% of the criteria). The rubric will assess 3 dimensions, and 8 criteria.

• 3 dimensions:

• The Self-Ownership of Learning dimension assesses the student’s ability to identify and articulate connections

among their activities, learning, progression toward program competencies, and professional development.

• The Scholarly Attributes dimension assesses the quality and rigor of the student’s scholarly work. This includes

review of project planning and execution, the way the student engages with the project, evidence of the

development and demonstration of effective communication skills.

• The Reflection on the Role of the Scholar dimension assesses the student’s awareness of their own learning,

strengths, and weaknesses and his or her ability to derive value from experiences in the broader contexts of

personal, professional identity, and growth.

• If you are not achieving expectations, you will be required to complete a targeted skills development to address any gaps in

knowledge or skills in the Scholarly Project Portfolio before the end of Year 4. Students needing targeted skills development are

required to meet with the Associate Dean for Accreditation, Assessment and Evaluation and the component director to design

an individualized process/plan. Students are required to complete the Targeted Skills Development / Remediation Tracking

Form which they receive from the Assessment Unit and return the form once they have met with the appropriate component

directors. Students must also discuss skills development plans and opportunities with their Portfolio Coach. Successful

targeted skills development will result in a change to “Pass/Satisfactory” for the Scholarly Project Portfolio. Successful

targeted skills development of the assessment modality is required for the student to progress.

• If necessary, there may be an end of course/program remediation.

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Requirements and assessment of an acceptable scholarly project

Scholarly project

requirements

Required elements How will this element be

assessed?

Who will complete the

assessment?

Scholarly Project Proposal • WSU faculty supervisor

identified

• 6 scholarly standards

addressed

• scholarly question

defined

• clear objectives

• deliverable clearly

defined

Scholarly Project Proposal Rubric

(includes details of required

elements)- APPENDIX D

Reviewer/Scholarly Projects

Team

Scholarly Project Update Form

#1

• reflects progress

• addresses

suggestions/

recommendations

from previous review

• WSU faculty

supervisor feedback

submitted

Rubric – APPENDIX E Reviewer/Scholarly Projects

Team

Scholarly Project Update Form

#2

• reflects progress

• addresses

suggestions/

recommendations

from previous review

• WSU faculty

supervisor feedback

submitted

Rubric - APPENDIX E Reviewer/Scholarly Projects

Team

Final Project Deliverable

(Outcome or conclusion of the

Scholarly Project)

Varies depending on

project

Evaluated as part of the portfolio Scholarly Projects Team and WSU

faculty Project Supervisor

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Scholarly Project Portfolio Artifacts include:

• Project proposal

• Project Update #1

• Project Update #2

• Narrative reflection

• Feedback from WSU

faculty supervisor

(from Updates 1 &

2, and final

portfolio feedback)

Scholarly Project Portfolio Rubric

(APPENDIX G)

Scholarly Projects Team and WSU

faculty Project Supervisor

320 hours of dedicated work

as documented in E.Flo

logbook

Documented in E.Flo and

documented in project

updates and in final

project report

Review for appropriate use of all

required time and satisfactory

completion (APPENDIX H)

Scholarly Projects Team

Appendix A: What is scholarly work?

As the name suggests, the project must be scholarly. What does that mean? Scholarly work is question-driven and guided by the 6

Scholarly Standards.

The Question-Driven Project:

The project must be founded in a question. This does not limit projects and activities to hypothesis-driven research, though you may

conduct hypothesis-driven research if you so choose. Projects may be qualitative in nature, include community engagement activities,

or concentrate on arts and humanities.

For an idea of how diverse scholarly work can be, consider the different forms of scholarship outlined by Boyer’s Scholarly Domains,

developed by clinician Ernest Boyer (1990):

1. Discovery: original research that advances knowledge

e.g. research, creative works

2. Integration: synthesis of information across disciplines

e.g. case studies or reports, patient education reports

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3. Application: application of disciplinary expertise outside the University

e.g. community engagement, participation in national panels, participation in policy development

4. Teaching: disseminating knowledge, study of teaching and learning process

The Six Scholarly Standards:

Your project must adhere to all six standards. This ensures that your methods and approaches are scholarly and rigorous, and the

work you do and results you produce are valid.

1. Clear goals

a. Does the scholar state the basic purpose of his or her work clearly?

b. Does the scholar define objectives that are realistic and achievable?

c. Does the scholar identify important questions in the field?

2. Adequate preparation

a. Does the scholar show an understanding of the field?

b. Does the scholar bring the necessary skills to his or her work?

c. Does the scholar bring together the resources necessary to move the project forward?

3. Appropriate methods

a. Does the scholar use methods appropriate to the goals?

b. Does the scholar apply effectively the methods selected?

c. Does the scholar modify procedures in response to changing circumstances?

4. Significant results

a. Does the scholar achieve the goals?

b. Does the scholar’s work add to the field?

5. Does the scholar’s work open additional areas for further exploration?

a. Does the scholar use a suitable style and effective organization to present his or her work?

b. Does the scholar use appropriate forums for communicating work to its intended audience?

c. Does the scholar present his or her message with clarity and integrity?

6. Reflective critique

a. Does the scholar critically evaluate his or her own work?

b. Does the scholar bring appropriate breadth of evidence to his or her own critique?

c. Does the scholar use evaluation to improve the quality of future work?

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The following tables outline how the six scholarly standards are applied to projects from a few of the different project

categories:

Projects in Arts and Humanities:

Clear goals What is the goal of your work and how does it relate to the practice of medicine? What are the important

questions or issues in this area?

Adequate preparation What is known about this area in the literature? Write a brief summary or write a review.

Appropriate methods What criteria were used to choose the method(s) or approach being used in your project? How will you

evaluate the effectiveness of the method?

Significant results Were you able to achieve your goals? How has your work added to knowledge in this field?

Open additional areas for

future exploration

How will you communicate what you have learned and in what forum?

Reflective critique How can you evaluate the work you have done? How can you use what you have learned to improve your

future work in this or other areas?

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Projects in Medical Education and Community Education:

Clear goals Has the receptor community (i.e., instructors who will use the material) been consulted to help define the

important objectives? Do these objectives allow pursuit of a scholarly project? What is the scholarly goal of

learning the underlying pedagogical theory that guides the production of educational resources?

Adequate preparation What is known from the education theory literature about the best practices for development of the

educational tool in question? Write a brief summary, write a review, or write a Needs Assessment.

Appropriate methods What criteria will you use to create your tool/resource? How will you evaluate the effectiveness of the

tool(s) you created?

Significant results Has your tool or resource filled a need? In addition to creating the tool or resource, what other conclusions

can you reach? Have you uncovered a previously unexplored aspect of education scholarship?

Open additional areas for

future exploration

How will you communicate what you have learned and in what forum?

Reflective critique How can you evaluate the work you have done? How can you use what you have learned to improve your

future work in this or other areas?

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Projects in Clinical Sciences:

Clear goals What is the clinical problem? What is your hypothesis or objective(s)? Is the work you propose realistic

and achievable within your available time?

Adequate preparation What is known in the literature about this clinical question? Write a brief summary or write a review.

Appropriate methods What methods will you use and how did you choose them? How will you evaluate the effectiveness of the

approach you have chosen?

Significant results Were you able to make a conclusion regarding your objective/hypothesis? What else did you learn? How

has your work contributed to the field?

Open additional areas for

future exploration

How will you communicate what you have learned and in what forum? If your study included human

subjects, will they be informed of your results?

Reflective critique How can you evaluate the work you have done? How can you use what you have learned to improve your

future work in this or other areas?

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Appendix B: Scholarly Project Categories

Category Definition

Community Health and Engagement

Community Health and Engagement projects address the social and environmental factors which

influence the health of communities, including the methods to assess these factors and the

development a provision of meaningful and practical interventions. Communities are broadly defined

as groups of individuals with consistencies in geographical location, activities, and/or demographic

characteristics. Projects may address such topics as health policy, patient and community advocacy,

quality improvement, education, cultural competency, characteristics and challenges of vulnerable

populations, risk factor assessment as well as management, access to health care services and

resource distribution.

Clinical Sciences

Clinical Sciences projects address topics regarding human health and illness with the goal of

advancing clinical knowledge, promoting health, and wellness, and improving patient experiences

and outcomes. Projects may involve observational or interventional studies of subjects such as

disease mechanisms, disease detection and diagnosis, therapeutic interventions, translational

research, epidemiology, human behavior, outcomes, and costs of health services.

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Foundational Sciences

Foundational Sciences projects seek to advance knowledge and understanding in biological, physical,

behavioral, and social sciences. Examples of these disciplines include genetics, physiology, cell and

molecular biology, chemistry, physics, psychology, cognitive science, neuroscience, sociology,

economics, public health, and anthropology. While these projects may not be immediately clinically

relevant, they provide insights which may be used to improve and advance health care in theory,

policy, or practice.

Rural and Remote Health

Initiatives

Rural and Remote Health Initiatives projects address the challenges faced by patients and providers

in rural and remote communities. Projects may include topics such as health and health care

disparities, access to and utilization of resources and services, provider recruitment and retention,

telehealth and eHealth, environmental and geographical factors, socioeconomic and cultural barriers,

education, policy, public health, and patient advocacy.

Population Health and Global

Health

Population Health and Global Health projects address the health and health outcomes of populations,

emphasizing vulnerable populations and residents of resource-poor and medically underserved areas

both domestic and abroad. Projects may use biomedical, sociocultural, economic, or technological

perspectives to examine issues such as infectious disease, patterns of health determinants,

environmental factors, health equity, health care access and delivery, resource management,

informatics, international health systems, cultural competency, education, policy, and advocacy.

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Bioengineering/Technology

Innovations

Bioengineering and Technology Innovations projects address biomedical challenges using

engineering and technological principles to develop novel solutions or improve existing systems and

practices. Projects may involve topics such as app design and development, telehealth, medical

technology, data management and analysis, informatics, biomechanics, and cell, tissue, and genetic

engineering.

Medical Education

Medical Education projects address the roles and challenges of medical education for patients,

families, communities, students, peers, and health professionals. Projects may include topics such as

curriculum development, delivery, and evaluation; teaching strategies, philosophies, and outcomes;

educational technology such as apps and simulations; learning styles and processes; educational

outcomes analysis and quality improvement; and educational administration.

Arts and Humanities

Arts and Humanities projects may utilize a variety of disciplines to address relationships among

human experiences, human conditions, illness, and health care. Projects may include topics such as

visual arts, creative arts, performance arts, film, literature, philosophy, ethics, history, religion,

language, anthropology, economics, health management, health policy, and advocacy.

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Other

Projects that are not clearly described by any of the provided categories.

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Appendix C: Scholarly Project Proposal Form

Scholarly Project Proposal

WSU Faculty Supervisor’s Name:

WSU Faculty Supervisor’s Organization & Role:

(i.e., Director, Northwest Chapter Chrohn’s Colitis Foundation)

If a Co-Supervisor is identified: Co-Supervisor’s Name:

Co-Supervisor’s Organization & Role:

Title of Proposed Project:

Student’s Name: ID:

Page 23: SCHOLARLY PROJECTS

Please provide some background about the project. (1,000 words maximum)

How is the project relevant to a career in medicine?

Page 24: SCHOLARLY PROJECTS

Describe the ethical considerations regarding data use in your project. What is your plan for obtaining

IRB approval?

What is your role in the project? Are you collaborating with another WSU student? What is your

unique scholarly question and how does it differ from other students that you are working with?

Page 25: SCHOLARLY PROJECTS

Project Outline – Please frame your project in the context of the Six Scholarly standards:

a) Clear Question and Goals

b) Adequate Preparation

c) Appropriate Methods

d) Significant Results

e) Options for further exploration

f) Reflective Critique

Methodologies – Please outline your proposed methods. (Note: This can be a high- level outline; we’d like to get

a sense of how you plan to structure your project.)

Evaluation Plan – How do you plan to evaluate the outcomes of your project?

Page 26: SCHOLARLY PROJECTS

Potential Project Deliverables:

Timeline – Please outline your proposed timeline between now and when you plan to submit your final

deliverable:

List the 10 Most Relevant References:

By checking this box, I attest that I have reviewed this document with my WSU faculty supervisor, and they agree

with the information provided in this update.

Student Signature

Page 27: SCHOLARLY PROJECTS

Appendix D: Scholarly Project Proposal Feedback Rubric

Element Opportunities

for growth Developing Achieving Extending Exceeding

Not

Applicable

WSU faculty

supervisor

Student has a

WSU faculty

supervisor

Comments:

Timeline

The student’s

timeline is

reasonable.

Comments:

Project

background

The student has

described

sufficient

background to

understand the

proposed

project.

Comments:

Relevance to

medicine

The project is

timely, interesting

and has not been

previously

answered.

Comments:

IRB The student

adequately

describes an IRB

plan.

Comments:

Page 28: SCHOLARLY PROJECTS

Student Role The student’s

role in the

project is unique

and clear. If the

student is

working in a

group project,

the student’s

question is

unique and

there is a clear

delineation of

roles.

Comments:

Methodologies The

methodologies

are appropriate

for the question.

Comments:

Project

deliverables

The project

deliverables are

appropriate.

Comments:

Evaluation

Plan

The questions

and goals of the

project are

clearly

articulated.

Comments:

Additional Comments

Page 29: SCHOLARLY PROJECTS

Appendix E: Scholarly Project UPDATE Form

Student Name:

WSU Faculty

Supervisor Name:

Co-Supervisor Name:

Faculty Email

Address:

Faculty Email

Address:

What kind of project are you pursuing?

Quality Improvement Analysis of Existing Data Set

Literature Review Medical Record Review

Basic Science/Lab New Data Collection

Survey Other

If other, please explain:

Scope/subject of project: Has the scope/subject of your project changed significantly since your original proposal and/or

last update?

NO: My project has not changed.

YES: Please briefly describe the changes in the scope/subject of your project. (NOTE: If you have started a

completely new project, a new project proposal is required. You must email [email protected] when you

have submitted a new proposal on E.Flo).

Location of the project work: Please describe where the project work will be completed (hospital, university lab,

community organization, etc.).

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Is this a project which involves

another College of Medicine

student?

Yes No

Name of Students:

Background: Please provide some background about the project (500 words max).

Questions: What is your research or scholarly project question(s)?

Methodologies: Please outline the methods you have used (or will use) to complete your project (including systematic

literature review, data sources, how you will collect data, how data will be stored, type of data analyses etc.). Please be as

specific as possible and specify the areas where your methods have changed from your original plan, if applicable.

IRB: If human subjects are involved, please provide an update on the project’s IRB status.

Page 31: SCHOLARLY PROJECTS

Project Deliverables:

Please describe your role on the project. If another College of Medicine student is involved, what unique question

are they asking and how does it differ from yours?

Time Investment to date: Please use the table provided below to break down how you have spent your scholarly project

time to date. Please include all projects and paths you have pursued. If you have changed projects, please describe the

rationale in the outcome column. Please create a new row for each project idea pursued.

Project Idea (Title/Short

Description

# of hours

invested

Outcome

Project Timeline: Please provide a breakdown of the time you expect to spend from this point forward, including the

various anticipated stages of your project.

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Do you anticipate any barriers to on-time completion?

Yes No

If yes, please list them here.

Are you in need of any additional academic support?

Yes No

If yes, please describe the support you need.

Reflection: Your scholarly project assessment rubric will focus on self-ownership of learning; scholarly attributes; and

reflection on the role of the scholar. Write a short reflection on your perception of your progress to successfully meeting

these three dimensions:

By checking this box, I attest that I have reviewed this document with my WSU faculty supervisor, and they agree

with the information provided in this update.

Student Signature

Page 33: SCHOLARLY PROJECTS

Appendix F: Scholarly Project Formative Feedback Rubric (Project Update #1 & #2)

Dimension 1: Self-Ownership of Learning

Effective Learners identify, plan, implement and complete a scholarly project. In developing their project proposal and plan, they link

their learning to the development of identified program objectives and competencies.

Item Expectations Reference

Document(s) Milestones Assessment

1:

Awareness

The student:

• Clearly articulates learning goals and objectives

(i.e uses SMART or similar guidelines to

construct goals and objectives)

• Describes how goals and objectives facilitate

progression towards achieving one or more of

the Core Program Competencies

Project

Proposal;

Opportunities for growth

Developing

Achieving

Extending

Exceeding

2:

Professionalism

Skills

The student demonstrates professionalism as

illustrated by behaviors, including;

• Punctuality

• Remaining engaged in the project or activity

for the negotiated amount of time

• Communicates course requirements and

program timelines with WSU faculty

supervisor

• Communicates absences or changes to the

timeline of planned activities to the WSU

faculty supervisor and the MD program

WSU faculty

Supervisor

Feedback Form;

Opportunities for growth

Developing

Achieving

Extending

Exceeding

Assessor Comments:

Page 34: SCHOLARLY PROJECTS

Dimension 2: Scholarly Attributes

Effective Learners are able to incorporate various scholarship concepts, skills and tools into activity planning and implementation.

Item Expectations Reference

Document(s) Milestones Assessment

3:

Project Planning

and the Scholarly

Standards

The student demonstrates skill in scholarly project

planning. These skills include the following:

• An appropriate project or research question

• Use of appropriate sources of information in

designing and implementing activities

• Development of an appropriate project

timeline

• Identification of an appropriate deliverable

Project Proposal;

Update Form #1 and

#2;

WSU faculty

supervisor Feedback

Form;

Opportunities for

growth

Developing

Achieving

Extending

Exceeding

4:

Engagement

The student responds to challenges in the learning

environment. When presented with a challenge,

student remains engaged in the project and works

to identify a solution (to the best of their abilities).

WSU faculty

supervisor Feedback

Form;

Opportunities for

growth

Developing

Achieving

Extending

Exceeding

5:

Communication

Written communication:

• The student articulates ideas clearly and

concisely

• Proposal is well written, logical, and uses

appropriate grammar and terminology

Oral communication:

• The student presents ideas effectively one-

on-one and in a group setting

The student presents work effectively in formal

presentations

Project Proposal;

Update Form #1 and

#2;

WSU faculty

supervisor Feedback

Form;

Opportunities for

growth

Developing

Achieving

Extending

Exceeding

Assessor Comments:

Page 35: SCHOLARLY PROJECTS

Dimension 3: Reflection on the Role of the Scholar

Effective learners are able to show how their scholarly experiences aid in the construction of new understanding/awareness, and how

scholarly learning can be used to inform their development towards becoming effective physicians.

Item Expectations Reference

Document(s) Milestones Assessment

6:

Feedback

The student actively solicits feedback and

information from WSU faculty supervisor and/or

colleagues as needed to effectively engage in their

activity.

WSU faculty

supervisor

Feedback Form;

Opportunities for growth

Developing

Achieving

Extending

Exceeding

7:

Self-Reflection

The student reviews and summarizes learning that

has taken place, using reflection and appropriate

sources of feedback, to reveal clarified meanings and

/ or indicating broader perspectives.

Update #1 and

#2

Opportunities for growth

Developing

Achieving

Extending

Exceeding

8:

Self-Assessment

The student articulates strengths and weaknesses.

The student is able to demonstrate implications for

their scholarship experience, including their

progression towards achieving core program

competencies and future practice in medicine.

Update #1 and

#2

Opportunities for growth

Developing

Achieving

Extending

Exceeding

Assessor Comments:

Page 36: SCHOLARLY PROJECTS

Appendix G: WSU Faculty Supervisor Feedback – Mid-project: After Update #1 is submitted and

after Update #2 is submitted

Opportunities

for growth

Developing Achieving Extending Exceeding Not Applicable

Competency: Practice-Based Learning (Scholarship)

Use of literature

Demonstrates the

ability to search,

assess, and

synthesize the

literature

Question generation and project design

Can identify

knowledge gaps,

formulate

appropriate

questions, or

hypotheses

Designs project to

address the

identified

question, goal, or

hypothesis

Demonstrates

ability to identify

appropriate

methods

Appropriate

deliverable

Page 37: SCHOLARLY PROJECTS

Interpretation and evaluation

Demonstrates

ability to

appropriately

interpret and

evaluate

information with

rigor and

objectivity

Ethical practices

Aware of and

considers ethical

issues and

practices

Competency: Interpersonal and Communication Skills

Oral communication

Articulates ideas

clearly and

concisely

Identifies the

learning needs

of others

Effective

communicator

one on one, in

small groups,

and in

presentations

Page 38: SCHOLARLY PROJECTS

Written communication

Clearly

articulated

learning goals

and objectives

Proposal well

written and

appropriately

organized

Uses appropriate

grammar and

terminology

Valued member

of the team,

contributes to

team functioning

Page 39: SCHOLARLY PROJECTS

Competency: Professionalism and Self-awareness

Interpersonal skills

Admits his or her

own mistakes,

truthful about

outcomes, and

experiences

Demonstrates

willingness/

ability to offer

and accept

constructive

feedback

Communicates

needs and

requirements in

a timely manner

Present for all

required

meetings

Remains

engaged for

negotiated time

Page 40: SCHOLARLY PROJECTS

work habits

Accurately

identifies gaps in

knowledge and

directs own

learning

Self-motivated:

identifies tasks

and completes

them efficiently,

thoroughly, and

on time

Is present and

on time for all

required

meetings

Please provide student with narrative feedback:

Page 41: SCHOLARLY PROJECTS

Appendix H: Scholarly Project FINAL Report

Student Name:

WSU Faculty

Supervisor Name:

Co-Supervisor Name:

Faculty Email

Address:

Faculty Email

Address:

What kind of project are you pursuing?

Quality Improvement Analysis of Existing Data Set

Literature Review Medical Record Review

Basic Science/Lab New Data Collection

Survey Other

If other, please explain:

Scope/subject of project: Has the scope/subject of your project changed significantly since your original proposal and/or

last update?

NO: My project has not changed.

YES: Please briefly describe the changes in the scope/subject of your project. (NOTE: If you have started a

completely new project, a new project proposal is required. You must email [email protected] when you

have submitted a new proposal on E.Flo).

Location of the project work: Please describe where the project work will be completed (hospital, university lab,

community organization, etc.).

Page 42: SCHOLARLY PROJECTS

Is this a project which involves

another College of Medicine

student?

Yes No

Name of Students:

Please describe your role on the project. If another College of Medicine student is involved, what unique question

are they asking and how does it differ from yours?

Background: Please provide some background about the project that you would like the reviewers to know as part of

your final report (500 words max).

Questions: What is your research or scholarly project question(s)?

Methodologies: Please outline the methods you used to complete your project (including systematic literature review,

data sources, how you collected data, how data was stored, type of data analyses, etc.). Please be as specific as possible.

Specify any areas where your methods changed from Update #2.

References: List 10 relevant resources you have used.

Page 43: SCHOLARLY PROJECTS

IRB: If you are unable to upload an IRB approval letter which lists you as a co-investigator, please provide an explanation

below.

Project Deliverable(s)/Artifact(s): Please list the artifacts you will be uploading to the portal. (Note: File names should

be the following naming convention: Last Name_First Name_ArtifactNumber_Description (start with 1, then 2, etc.)

Example: Doe_John_Artifact1_Project Poster Presentation

Time Investment: Please use the table provided below to break down how you spent your scholarly project time and to

show the reviewer team that you met the minimum 320 hours. Please include all projects and paths you pursued, and the

resulting outcome. If you changed projects and/or WSU faculty supervisors, please also describe the rationale in the

outcome column. Please create a new row for each project idea pursued. We have provided two spaces for you to

describe this to the team. 1) a blank space for a broad overview explanation (optional) and 2) a table for the details of the

breakdown of hours (required).

Project Idea

(Title/Short

Description

Name of

WSU

Faculty

Supervisor

# of

hours

invested

Rationale & Outcome

Page 44: SCHOLARLY PROJECTS

By Checking this box and signing below, I attest that I completed the minimum of 320 hours towards my scholarly

project. I attest that I was not paid for these hours, and that I did not receive any additional course credit for these hours

(an electronic signature or typed name is acceptable).

Student Signature

Feedback: Your scholarly project assessment rubric will focus on how you actively solicited feedback and information from

your WSU faculty supervisor and/or colleagues as needed to effectively engage in your activities. Your WSU faculty supervisor

will comment on this, but the team would also like to provide you an opportunity to comment on this. Please describe how

you actively sought this feedback, what feedback you received, and how you adjusted your activities to this feedback.

Supervision: It is required that your work on the Scholarly Project was supervised by a faculty member.

By checking this box, I attest that I have reviewed this document with my WSU faculty supervisor, they agree with

the information provided in this report, and they are aware of my submission (an electronic signature or typed

name is acceptable).

Student Signature

Page 45: SCHOLARLY PROJECTS

Appendix I: Scholarly Project Summative Feedback Assessment Rubric (Final Project Portfolio

Review)

Dimension 1: Self-Ownership of Learning

Effective Learners identify, plan, implement and complete a scholarly project. In developing their project proposal and

plan, they link their learning to the development of identified program objectives and competencies.

Item Expectations Reference Document(s) Assessment

1:

Awareness

and Planning

The Student

1. States the basic purpose of their work

2. Clearly articulates learning goals and objectives

that are realistic and achievable (i.e., uses

SMART or similar guidelines to construct goals

and objectives)

3. Describes how goals and objectives facilitate

progression towards achieving one or more of

the Core Program Competencies

Project Plan

4. Identifies appropriate project or research

question

5. Uses appropriate sources of information in

designing and implementing activities

6. Develops appropriate project timeline

7. Identifies appropriate deliverables

• Project Proposal

• Update Form #1 and

#2

• Final Report

• Narrative Reflection

Opportunities

for growth

Developing

Achieving

Extending

Exceeding

Page 46: SCHOLARLY PROJECTS

2:

Professionalis

m Skills

The student demonstrates professionalism as

illustrated by behaviors, including;

1. Punctuality

2. Remaining engaged in the project or activity for

the negotiated amount of time

3. Communicating course requirements and

program timelines with WSU faculty supervisor

4. Communicating absences or changes to the

timeline of planned activities to the WSU faculty

supervisor and the MD program

Mandatory requirement: The student must

demonstrate integrity in producing original work,

especially in presenting distinct work when the project

is shared (This could be moved to a separate ITEM

line)

• WSU Faculty

Supervisor Feedback

Form

• Final Report

• Narrative Reflection

Opportunities

for growth

Developing

Achieving

Extending

Exceeding

Assessor Comments:

Page 47: SCHOLARLY PROJECTS

Dimension 2: Scholarly Attributes

Effective Learners are able to incorporate various scholarship concepts, skills and tools into activity planning and

implementation.

Item Expectations Reference Document(s) Assessment

3:

Scholarly

Standards

The student uses scholarly standards to develop an

approach to their scholarly work, including:

Adequate preparation

1. Providing a clear background, history, and/or

detailed literature review

2. Demonstrating an understanding of the field

3. Acquiring the necessary skills to complete their

work

4. Assembling the resources necessary to move the

project forward

Appropriate methods

5. Using methods appropriate to the goals

6. Effectively applying the methods selected

7. Modifying procedures in response to changing

circumstances

8. Documenting CITI certification

9. Obtaining IRB and/or Institutional Animal Care

and Use Committee (IACUC) approval that lists

the student as co-investigator. If approvals are

not required, a letter explaining why approvals

are not indicated has been provided.

Significant results

10. Achieving goals/objectives with unique and

appropriate deliverables based on the project

11. Identifying how work contributes to the field

and/or opens additional areas of exploration

• Project Proposal

• Update Form #1 and

#2

• CITI certificate

• IRB/IACUC approval

letter or letter

indicating that

approvals are not

indicated

• Final Report

• WSU Faculty

Supervisor Feedback

Form

• Narrative Reflection

Opportunities for

growth

Developing

Achieving

Extending

Exceeding

Page 48: SCHOLARLY PROJECTS

4:

Engagement

The student responds to challenges in the learning

environment. When presented with a challenge, the

student remains engaged in the project and works to

identify a solution (to the best of their abilities).

The student demonstrates consistent engagement in the

project by:

1. Clearly defining and delineating roles. The roles

must be distinct from partners with shared

projects.

2. Organizing and providing details of various tasks

3. Appropriately responding and adapting to

challenges in the learning environment

4. Remaining engaged in the project and working to

identify solutions to problems or challenges

5. Providing a rationale for any change in the

timeline or clearly articulating that no project

changes have occurred

6. Completing and recording the minimum required

work hours (320 hours).

• Project Proposal

• Update Form #1 and

#2

• Proposal and Update

Feedback Forms

• Final Report

• WSU Faculty

Supervisor Feedback

Form

• Narrative Reflection

Opportunities for

growth

Developing

Achieving

Extending

Exceeding

Page 49: SCHOLARLY PROJECTS

5:

Communication

The student demonstrates skills in communication in the

following areas:

Written communication

1. Articulates ideas clearly with proper references

2. Project documents are logical, concise, and use

appropriate grammar and terminology.

Oral communication

3. Presents ideas effectively one-on-one and in a

group setting

Professional presentation

4. Presents work effectively in final deliverables

5. Uses appropriate forums for communicating work

to the intended audience

6. Demonstrates an understanding of how to

communicate, translate, and disseminate

research-related information

• Project Proposal

• Update Form #1 and

#2

• Final Report

• WSU Faculty

Supervisor Feedback

Form

• Narrative Reflection

Opportunities for

growth

Developing

Achieving

Extending

Exceeding

Assessor Comments:

Page 50: SCHOLARLY PROJECTS

Dimension 3: Reflection on the Role of the Scholar

Effective learners are able to show how their scholarly experiences aid in the construction of new

understanding/awareness, and how scholarly learning can be used to inform their development towards becoming

effective physicians.

Item Expectations Reference Document(s) Assessment

6:

Feedback

The student actively:

1. Solicits feedback and information from WSU

faculty supervisor and/or colleagues as

needed to effectively engage in activities

2. Receives and uses feedback to make

necessary changes or adjustments

• Update Form #1 and

#2

• Proposal and Update

Feedback Forms

• Final Report

• WSU Faculty Supervisor

Feedback Form

Opportunities

for growth

Developing

Achieving

Extending

Exceeding

7:

Self-Reflection

The student takes responsibility for self-directed

learning and professional development by:

1. Conducting a thorough review of project

planning and execution

2. Identifying feedback, constructive criticism,

and problem-solving techniques

3. Reviewing and summarizing personal learning

and growth

4. Using reflection and appropriate sources of

feedback to clarify concepts and/or indicate

broader perspectives especially in developing

their personal and professional identity with

respect to their future practice in medicine.

8. Identifying how their project experience

enhanced self-directed learning habits that are

important for medical education and clinical

practice.

• Final Report

• Narrative Reflection

Opportunities

for growth

Developing

Achieving

Extending

Exceeding

Page 51: SCHOLARLY PROJECTS

8:

Informed Self-

Assessment

The student demonstrates appropriate self-

assessment by:

1. Providing reviews and documents that

demonstrate progress towards identified

learning goals and objectives

2. Articulating and demonstrating awareness of

strengths, weaknesses, and opportunities to

improve the quality of future work

3. Identifying implications for their scholarship

experience including progression towards

achieving core program competencies

4. Demonstrating ability to self-assess

professional values and capabilities

5. Articulating how scholarly skills can be used

to inform development towards becoming an

effective physician.

• Final Report

• Narrative Reflection

Opportunities

for growth

Developing

Achieving

Extending

Exceeding

Assessor Comments: