The Infinity Mirror: Conducting an Interactive Workshop on How to Develop an Educational Summary Report for .
Richard L Sabina, Gordon L Woods, Hannah Turner, Emine Abali, Jana M Simmons, Grace C Huang
Author Information
Richard L Sabina: Adjunct Professor, Department of Foundational Sciences, Oakland University William Beaumont School of Medicine. ORCID
Gordon L Woods: Associate Professor of Medicine and College Mentor, Texas Tech University Health Sciences Center at El Paso, Paul L. Foster School of Medicine.
Hannah Turner: Senior Staff Editor, MedEdPORTAL, Association of American Medical Colleges.
Emine Abali: Assistant Dean for Basic Science Curriculum, CUNY School of Medicine.
Jana M Simmons: Associate Professor, Michigan State University College of Human Medicine.
Grace C Huang: Dean for Faculty Affairs, Harvard Medical School.
INTRODUCTION: is an open-access journal for health professions educators to publish their educational activities. The Educational Summary Report (ESR) is the manuscript that represents scholarly expression of those activities, aligned with Glassick's criteria for scholarship; however, prospective authors face challenges in writing ESRs, which can lead to rejection. METHODS: We developed a conference workshop to teach health professions educators how to write an ESR by reviewing a sample ESR in small groups. The workshop began with a didactic on best practices in crafting each section of an ESR. We then divided participants into small groups to review an assigned section of a sample ESR using a reviewer's checklist and completing a templated flip chart. Each small group then reported out in a large-group discussion. A conference evaluation was distributed online to solicit perceptions of the workshop's effectiveness. RESULTS: The 90-minute workshop was presented by separate teams of two facilitators at three national conferences. Approximately 35 participants attended the first workshop, and 50 attended the second and third workshops. Survey feedback from 19 respondents (38%) to the evaluation survey at the third workshop was representative of the previous two iterations and demonstrated that workshop content and materials were helpful. DISCUSSION: A workshop enabling educators to serve as group peer reviewers of a sample ESR for a submission was well received. Associate editors, faculty mentors, and other experienced faculty development leaders can use these materials to support future authors in submitting to while providing opportunities for national presentations.
