Today, we take a closer look at the education section of the journal. In 2014, the journal invited educators to publish, in order to describe the foundation and background of interventions, present preliminary results on innovations, share the wisdom gained over years of instruction, and begin creating lines of inquiry.
Part of this invitation involved refining the guidance for two unique article types that address the growing demands of SOTL research, the Case Study Report and Idea Paper. These article types aid in publishing preliminary and promising work. The Idea Paper format focuses on imaginative thinking and visioning that is designed to challenge paradigms. The Case Study Reports emphasize problem solving and the dissemination of preliminary or novel results.
Below are a few MN faculty and resident publications that have utilized these article types:
Immunization Education – Case Study
UMN-COP faculty Dr. Jean Moon and Dr. Don Uden along with Nursing faculty Jeanne Pfeiffer, Dr. Jehad Adwan, and a representative from the Minnesota Department of Health, Maria Rudie, published a case study on the Immunization Tour: Preparing for Mass Immunization through Pharmacy and Nursing Interprofessional Student-led Service-learning. This article highlights the implementation strategies and outcomes of the one-credit elective immunization course taken by PharmD and Nursing students. The case study format allowed the team to explore the relationship of interprofessional education, service learning, public health, and clinical skills.
Strengths Education – Idea Paper
The purpose of an Idea paper is also to provide “information or proposals that are useful for development of a concept.” Drs. Kristin Janke, Todd Sorensen, and Andrew Traynor did that in their publication: Defining Levels of Learning for Strengths Development Programs in Pharmacy. The paper describes a framework that others can use around strengths based education using the Clifton StrengthsFinder.
Clinical Controversy Debate – Case Study
INNOVATIONS provides a great opportunity for early researchers, such as residents and pharmacy students, to publish. The case study: Student Self-Ratings of Skill Acquisition from a Clinical Controversy Debate in a Third Year Pharmaceutical Care Lab was, at the time of publication, lead by resident Anusha McNamara supported by UMN-COP faculty Drs. Kristin Janke, Jeannine Conway, and Sarah Schweiss. This case study examined the utility of students preparing to debate for and against specific treatment decisions as a mechanism to improve clinical medicine-related skills.
All are invited to submit an article for publication in INNOVATIONS. Further, the editorial board members welcome questions regarding a project’s fit for the journal or specific article types.
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