A Scoping Review of the Conceptualization, Operationalization, and Institutional Recognition of the Scholarship of Teaching and Learning in Health Professions Education: Using Institutional Logics to Understand Inconsistencies
Authors
Professor, Department of Pediatrics, Perelman School of Medicine, University of Pennsylvania; Co-Director of Research in Medical Education, Medical Education Collaboratory, The Children’s Hospital of Philadelphia
Flynn Jones
Research Education and Training Specialist, Medical Education Collaboratory, The Children’s Hospital of Philadelphia
Medical Research Librarian, Holman Biotech Commons, University of Pennsylvania Libraries
Clinical Assistant Professor, Pediatric Rheumatology, Department of Pediatrics, University of New Mexico School of Medicine
Jonathan Amiel
Director, Office of Professionalism & Inclusion in the Learning Environment, New York-Presbyterian
Clinical Professor, Department of Physical Therapy, College of Public Health and Health Professions, University of Florida, Gainesville, Florida
Vice Provost for Learning and Assessment, Professor, Department of Physical Therapy, School of Pharmacy and Health Professions, Creighton University, Omaha, NE
Pamela R. Jeffries
pamela.jeffries@vanderbilt.edu
Dean, School of Nursing, Valere Potter Professor of Nursing, Vanderbilt School of Nursing, Nashville, Tennessee
Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, Alberta
DOI: https://doi.org/10.5334/pme.2740 | Journal eISSN: 2212-277X
Language: English
Page range: 482 - 501
Submitted on: May 2, 2026
Accepted on: May 18, 2026
Published on: Jun 5, 2026
Published by: Ubiquity Press
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year
© 2026 Lara Varpio, Flynn Jones, Jennifer Lege-Matsuura, Katherine Schultz, Jonathan Amiel, Kim Dunleavy, Gail M. Jensen, Pamela R. Jeffries, Rachel Ellaway, published by Ubiquity Press
This work is licensed under the Creative Commons Attribution 4.0 License.