Presented By: Jordan Moberg Parker, Kaiser Permanente Bernard J. Tyson School of Medicine
Co-Authors: Delores Amorelli, Kaiser Permanente Bernard J. Tyson School of Medicine

Purpose
Medical education (MedEd) scholarship receives far less institutional attention and support than other educator competencies and has less faculty development devoted to it. Without the opportunity to build skills and conduct education scholarship, it is difficult for undergraduate medical education (UME) faculty to see themselves as medical education scholars, an identity which can contribute to and improve faculty's teaching practice. Scholarship of Teaching and Learning (SoTL) is a logical extension of the scholarly teaching practices that many faculty are already engaged in, and thus an optimal place for faculty to begin thinking about themselves as medical education scholars. Our research questions were: Does engaging in SoTL make UME faculty feel like medical education scholars? How does engaging with SoTL contribute to the construction of their professional identities and impact their practice of medical education? 

Methods 
The study population was UME faculty at a private, allopathic medical school. A 20-item survey with multiple-select, Likert-style, and open-ended questions asked faculty to select their professional identities, identify their experience with SoTL, and assess their beliefs about their skills related to medical education scholarship. Two open-ended questions asked faculty to consider how learning about or working on a SoTL project impacted their professional identities and their practice of medical education. 

Results 
Clinician (92%) and Educator (88%) were the most selected professional identities, and only 20% selected Education Scholar. 80% of respondents agreed that learning about SoTL increased their confidence in their ability to conduct medical education scholarship. The qualitative data revealed that engaging in SoTL training or projects made them feel more like medical education scholars and SoTL work positively impacted their practice. 

Conclusion 
SoTL has potential to impact the ways in which undergraduate medical educators identify themselves and their abilities as education scholars, including the potential to impact practice by changing faculty's perceptions of themselves and their skills.