SCHOLARLY PROJECTS
Transcript of SCHOLARLY PROJECTS
SCHOLARLY PROJECTS
Student Handbook
Revised: August 27, 2021
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
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.
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.
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.
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.
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.
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)
• 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)
• 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
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.
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
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
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?
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?
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?
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?
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.
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.
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.
Other
Projects that are not clearly described by any of the provided categories.
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:
Please provide some background about the project. (1,000 words maximum)
How is the project relevant to a career in medicine?
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?
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?
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
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:
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
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.).
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.
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.
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
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:
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:
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:
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
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
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
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
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:
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.).
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.
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
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
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
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:
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
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
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:
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
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: