Can We Consider Scholarship of Teaching Learning Rather than Focusing Only on Publications for Recognition of Medical Teachers by National Medical Commission?

Singh, Tejinder; Gupta, Piyush

doi:10.1055/s-0041-1728179

Cited by 1 publication

(1 citation statement)

References 13 publications

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“…It is also related to continuing professional development, career planning, promotion and recognition among and by academics (Fanghanel, Pritchard, Potter & Wisker, 2016). SoTL has been contextualised within specific locations (Chalmers, Higgs & Ciccone, 2016;Chng, Leibowitz & Mårtensson, 2020) and specialized disciplines such as teacher education (Abrahamson, 2019;Dover, Kressler & Lozano, 2020;Plews & Ngoenha, 2020), biological education (Kinchin, 2017), medical education (Bigdeli & Mirhoseini, 2021;Cleland, Jamieson, Kusurkar, Ramani, Wilkinson & van Schalkwyk, 2021;Singh & Gupta, 2021), nursing education (Crookes, Else & Lewis, 2020;Tilakaratna, Brooke, Monbec, Lau, Wu & Chan, 2021), and engineering education (Dewar, Bennett & Fisher, 2018;Felder, 2000;Streveler, Moskal & Miller, 2012). Indeed, the progression of SoTL is evident by how it has been…”

Section: Introductionmentioning

confidence: 99%

From micro to macro levels of practice: A showcase of a SoTL journey within and beyond classroom experiences

Mohd‐Yusof

Samah

2022

Sotls

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Scholarship of Teaching and Learning (SoTL) is closely related to a teacher's journey of personal and professional growth, which initially occurs in the classroom. In higher education, where academics are recognised experts in their fields, SoTL activities are critical for translating educational principles into innovative practices that are consistent with the body of knowledge, thus significantly facilitating the learning process of students. When implemented consistently, two components of SoTL - reflective practice and practice dissemination - have the potential to accelerate growth not only at the micro (classroom) level, but also at the meso (institutional) and macro (national and international) levels. This article showcases a SoTL journey that began with a micro level practice in engineering classes and progressed into meso and macro level implementations. Beginning with student-centred learning approaches designed to assist students with classroom engagement, motivation enhancement and contextualised learning during a challenging course, the practice expanded into institutional-level experience-sharing sessions. This resulted in the development of structured training programmes and later, a centre of excellence. SoTL practice at the institutional level paved the way for national and international professional development training. This reflection showcases SoTL implementation at all three levels while demonstrating the potential for growth from one level to another leading to wide-ranging impacts both within and beyond the classroom.

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