AORN scholarship program grows

Faculty Development: From Program Design and Implementation to Scholarship

This issue of the Journal is devoted to faculty development programs and activities. In a time of educational change and transformation, this publication underscores the faith of our institutions in faculty development and in the ongoing renewal of our faculty members. This issue also highlights an international phenomenon: despite a plethora of program descriptions of faculty development – and...

Defining the scholarly and scholarship common program requirements.

‘‘D o I need to submit a research abstract or paper to graduate?’’ is an often asked question by trainees. As faculty, we look to the Accreditation Council for Graduate Medical Education (ACGME) Common Program Requirements for guidance. The requirements mandate that residency training programs demonstrate resident and faculty scholarly activity, as well as an ‘‘environment of inquiry and schola...

A theory-informed, process-oriented Resident Scholarship Program

Background The Accreditation Council for Graduate Medical Education requires residency programs to provide curricula for residents to engage in scholarly activities but does not specify particular guidelines for instruction. We propose a Resident Scholarship Program that is framed by the self-determination theory (SDT) and emphasize the process of scholarly activity versus a scholarly product. ...

Why Government Grows (and Grows) in a Democracy

Bioethics Grows Up

W hen I taught my first course in bioethics to first-year students at Columbia University's College of Physicians and Surgeons in the spring semester of 1981, bioethics was still in its formative years. There were scant few textbooks around and even fewer anthologies, and I could not assume that any of my students had ever read anything by a bioethicist or about bioethics. The key institutions ...