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The Research Innovation and Scholarship in Education Program: An Innovative Way to Nurture Education

Received August 7, 2008; revised January 25, 2009; accepted February 27, 2009. The authors are affiliated with the Department of Psychiatry and the Wilson Centre for Research in Education at the University of Toronto in Toronto, Ontario. Address correspondence to Maria Athina Martimianakis, University of Toronto, Wilson Centre for Research in Education, UHN-TGH, 200 Elizabeth St., Eaton South 1-565, Toronto, Ontario M5G 2C4, Canada; tina.martimianakis{at}utoronto.ca (e-mail).

OBJECTIVE: Education is becoming a recognized career path in psychiatry. Yet, there are few published accounts of how to create sustainable structures within departments to support this academic focus. The authors document the creation and 5-year progress of the Research Innovation and Scholarship in Education (RISE) program at the largest psychiatry department in Canada. METHODS: The authors analyzed the RISE archive of early proposals for enhancing scholarship in the department, the 5-year plan, annual reports, and curricular vitae of members and also gathered testimonials from inaugural residents and fellows of the program. Materials were analyzed using Boyer’s framework of scholarship. RESULTS: Organizationally, RISE has embodied all four tenets of Boyer’s model of scholarship. The program has allowed education research, teaching, and creative professional development to flourish in the department, and there are considerably fewer barriers to pursuing an education career path. However, as the program expands, more work needs to be done to increase funding and protected time so that even more residents, fellows, and faculty can engage in educational scholarship. CONCLUSION: Enhancing medical education scholarship through a model that actively integrates research with teaching, creative professional development, and mentorship can help the trajectories of faculty and students wishing to make education a priority in their careers.

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