This guide complements and expands on open access publication - Goh, P. S., Roberts-Lieb, S., & Sandars, J. (2023). Micro-Scholarship: An innovative approach for the first steps for Scholarship in Health Professions Education. Medical Teacher, 45:3, 307-312. https://doi.org/10.1080/0142159X.2022.2133689

1. Guide on Micro-Scholarship for Health Professions Educators
Poh-Sun Goh, Sol Roberts-Lieb and John Sandars
Abstract
Micro-Scholarship involves a series of small and accessible steps, with the creation of Micro-assets,
that are stackable products which can be built into traditional and widely recognised peer reviewed
scholarship outputs. This Micro-Scholarship process can provide an innovative solution to reduce,
or eliminate, the main barrier to Health Professions Education scholarship, which is how to start the
journey. The Guide provides a practical framework and advice on how to begin and make the
practice of Micro-Scholarship an ongoing habitual process.
Practice Points
• Micro-Scholarship is an innovative framework and practical process that opens the world of
scholarship by taking small steps.
• A variety of Micro-assets can be iteratively refined through self-reflection and working within a
Community of Practice (CoP).
• Micro-assets are public and standalone outputs of a Micro-Scholarship process.
• Micro-assets can be combined and stacked into Macro-assets, which are traditional peer reviewed
scholarship outputs.
• A range of different technology can support the entire process of Micro-Scholarship.

2. Introduction
In this Guide, we describe an innovative framework and practical process that opens the world of
scholarship to everyone at all stages of their journey in Health Professions Education (HPE). This
guide is designed to be standalone and builds on our earlier paper in Medical Teacher (Goh et.al.
2022).
What is Micro-Scholarship?
We define Micro-Scholarship as “the process of making visible the smallest accessible and
assessable steps that document a scholarly journey, which can then be assembled and presented as
an outcome of academic scholarship.” (Goh et.al. 2022). An essential feature of Micro-Scholarship
is that it is both a process, with active engagement of the educator, and an outcome, with a tangible
output which can be used to evidence the scholarship of the educator. We consider that Micro-
Scholarship can provide an innovative solution to reduce, or eliminate, the main barrier to HPE
scholarship, which is how to start the journey (Cleland et. al. 2021).
The Micro-Scholarship Framework
The process of Micro-Scholarship begins with an idea or reflection related to an aspect of HPE that
the educator experiences during their daily activities. These ideas or reflections are further
developed in one or more of the three key interrelated core Micro-Scholarship components
(Curating, Creating and Cultivating) (Goh et. al. 2022). See Figure 1: The Micro-Scholarship
Framework.
• Curating refers to an exploratory and discovery process that involves searching for and
collating information from a variety of sources, such as websites, online articles, or personal
discussions with others.

3. • Creating is the process of adding personal insights to the burgeoning collection of
information and requires reflection, which includes personal and Community of Practice
(CoP) interactions.
• Cultivating is an iterative process of selecting content from the collection of information to
build content for a specific purpose (Micro and Macro-assets).
The outcome of these core components is the iterative development of a Micro-asset. Each Micro-
asset is the smallest accessible and assessable step that documents a scholarly journey, such as a
blog post, a series of PowerPoint slides, a lesson plan or a draft journal article.
’

4. Figure 1: The Micro-Scholarship Framework, revised from earlier Figure 1 (Goh et.al. 2022).
Each Micro-asset is not considered to be a ‘final’ product since each Micro-asset can be further
progressively refined and developed over a longer period of time by three key Micro-Scholarship
processes (Conversation, Contemplation and Capture) that occur within each of the core
components. See Figure 1: The Micro-Scholarship Framework.
• Conversation is a process of actively sharing and discussing the Micro-asset with members
of a wider CoP.
• Contemplation refers to the process of self-reflection to inform further development of the
Micro-asset
• Capture is the ongoing iterative process of integrating the various conversations and self-
reflections (Goh et.al. 2022).

5. A Micro-asset can be additionally transformed by three additional Micro-Scholarship processes
(Document, Disseminate and Discourse) to produce a Macro-asset. Macro-assets, which are
comprised of stacked Micro-assets, can be considered as a tangible output of ‘traditional’
Scholarship, such as a conference presentation or peer-reviewed journal article (Goh et.al. 2022).
See Figure 1: The Micro-Scholarship Framework.
• Document is an iterative process of assembling and producing an output.
• Disseminate is an essential aspect of scholarship with sharing of each Macro-asset with
local, national and global communities of educators.
• Discourse refers to the conversations and discussions within these communities, such as at
conferences.
Similar to Cleland et. al. (2021) view that active participation in a CoP is an essential aspect of the
Scholarship of being an educator, we also consider that CoPs are essential for the overall Micro-
Scholarship process. CoPs enhance the key processes of Conversation, Discourse and
Contemplation in developing Micro-assets but are also important for the development of Macro-
assets.
Micro-Scholarship: A culinary analogy
A culinary analogy may be a helpful to summarise the process of Micro-Scholarship. The initial
preparation and assembly of ingredients for a new recipe is a process similar to Curating, Creating
and Cultivating. The iterative refinement of the preparation and choice of each ingredient occurs
through Conversations, both within the kitchen, with diners, and with other chefs locally and
globally. After further Contemplations, the final choice of prepared ingredients can be Captured as
Micro-assets. These Micro-assets can then be further combined to produce a new recipe, including

6. not only the ingredients but also essential information about preparation methods and times. This
latest recipe, which is developed from several Micro-assets can be more widely presented as a
Macro-asset, This Macro-asset can then be subject to further processes: Documenting the recipe,
such as on a website, with the intention to Disseminate the recipe and stimulate Discourse, with
critique and feedback from others who have tried the new recipe (Goh and Sandars 2017).
Micro-Scholarship: Three personal perspectives
Micro-Scholarship is the first steps of an individual educator’s journey into scholarship. It is a
personal journey and the implementation of Micro-Scholarship may vary based on the educator’s
needs. We share each of the author’s individual perspectives to highlight their own understanding of
the importance and practical implementation of Micro-Scholarship.
“A journey is composed of a series of many visible steps. Each step counts and can be counted
The essential idea of Micro-Scholarship is to make each step of our journey visible through open
access digital practice. Micro-Scholarship forms the simplest small steps which we can use to refine
our recipe. These small steps are similar to the key ingredients in a cooking recipe and are (the key
themes, components, or pieces of a larger piece of work. Our interactions within a professional CoP,
and an internal iterative personal reflective process, progressively refine not only our completed
work, but each step or component which these works are composed of. The journey is characterised
by peer feedback, inspiration, review, acknowledgement, and endorsement.” – Poh-Sun Goh, from
https://microscholarship.blogspot.com/2022/01/micro-scholarship-90-second-video.html
“Medical Education needs more voices, perspectives, and ideas to push the envelope of teaching
and learning practice. To do this, we need a more accessible way for faculty and staff at all

7. experiences to contribute to the growing body of knowledge. Micro-Scholarship tears down many
barriers of scholarship by allowing educators to cultivate existing knowledge, curate the practices
and research that are of interest to them, create their own micro-contributions to the field, and
converse in a supported CoP along the way. When there are barriers of publication, such as word
length, peer review and editorial processes, it is essential that more voices are heard from educators.
When educators share in open and respectful learning environments they can grow and improve
their work before it is published. This cycle allows for continued growth and exploration in medical
education. When open source and freely available digital technologies are used, all educators have
access to the same level playing field to communicate, share, and connect with each other.
Micro-Scholarship provides the stepwise approach to scholarship that contains all of the aspects of
traditional scholarship is a smaller, stackable, customisable, and community based approach.” – Sol
Roberts-Lieb, from https://microscholarship.blogspot.com/2022/01/micro-scholarship-90-second-
video.html
“I consider that Micro-scholarship is a step-wise process of iteratively developing a product that can
be considered as an outcome of scholarship. These outcomes can be teaching related, such as a new
module or programme, or more academic, such as a presentation or publication. The iterative
process is supported by the ubiquitous use of a wide variety of collaborative technologies, such as
social media, and begins with sharing new ideas that are then developed within a wider CoP. An
essential underpinning aspect of this process is personal reflection to develop professional artistry
as an educator.” – John Sandars, from https://microscholarship.blogspot.com/2022/01/micro-
scholarship-90-second-video.html
The Journey of Micro-Scholarship
In this section we present an illustrative personal journey taken by one of the authors.

8. The origin of the idea, and practice of Micro-Scholarship. began from a simple need that was
identified by one of the authors (PSG): to make and share notes of what caught his attention while
meeting the need for assignments on a Masters program in Health Professions Education
(Maastricht MHPE - 2009 - 2012). Simple and off-the-shelf, accessible digital tools and platforms
were used, with a note-taking mobile App making initial notes which he used to make daily
contributions to the in-house Masters program online discussion forum, with migration to a public,
open-access medical education and eLearning digital ePortfolio blog - https://
medicaleducationelearning.blogspot.com/2021/05/buildingblocksofscholarship-in.html.
An important moment occurred when this author realised that the framework and format for regular
three weekly assignments as part of the MHPE program was similar to that required for peer
reviewed journal publications and peer reviewed conference presentations. These are the outputs
that are measured and accepted as Scholarship. Many Health Professions educators need to build
their professional profile as part of a career development and promotion process, either in
traditional academic settings, or in professional practice. Micro-Scholarship is a stepwise,
accessible and assessable path to start this journey. It also widens participation in Scholarship by
engaging in an open process that allows sharing of ideas and information across a broad range of
participants.
Practical implementation of Micro-Scholarship
The journey of implementing Micro-Scholarship starts with ideas and reflections, which are then
transformed into Micro-assets and Macro-assets through several key processes. We provide several
illustrative practical examples to demonstrate the journey of Micro-Scholarship.

9. Micro-Scholarship: illustrative examples of ideas and reflections
Starting the journey of Micro-Scholarship begins with ideas and reflections. Illustrative examples of
how this journey was started by one of the authors (PSG) are presented, with a focus on how the
author initially developed the Micro-Scholarship concept that was shared and further developed
with the other authors.
Example 1. The idea of stackable Micro-assets started by becoming aware of the HEAL digital
assets library https://mwdl.org/collections/HealthEducationAssetsLibraryHEAL.php, which is built
on the foundational key idea of ‘reusable digital objects’. This concept was proposed by Ronald
Harden, when he and his team in Dundee were building the “International Virtual Medical School”
(IVIMEDS) (Walsh 2006). Reusable digital objects, can also be thought of as modular stackable
bite size material for teaching and training, which is similar to Micro-assets for Scholarship.
Example 2. PSG also realised that each slide on a slide deck for a conference presentation is not
only a reusable digital object but is standalone and stackable. The slide deck is developed through
several iterations of reflection, discussion, feedback, engagement and sharing within a CoP for
public delivery and display.
Example 3. The realisation that a published journal paper, thesis or assignment is composed of
multiple pieces of content that have been progressively made public and presented for critique and
feedback. For example, there are short descriptions and citations of background papers and
individual reflections, key illustrations and tables, as well as discussion points and key takeaway

10. messages. Each of these pieces of content are a Micro-asset and have been refined through the
Micro-Scholarship process.
Micro-Scholarship: illustrative examples of the key process
The process of Micro-Scholarship involves the iterative development and stacking of Micro-assets
into Macro-assets. Examples of how this process of Micro-Scholarship was implemented by the
authors are given below:
Example 1: An open access blog for an invited conference keynote presentation was produced by
one of the authors (PSG), with numerous Micro-assets that were iteratively developed over time:
https://medicaleducationelearning.blogspot.com/2020/04/iamse-2020-plenary-presentation-
medical.html. This blog was used to directly present at the keynote and was subsequently published
as a Commentary in Medical Science Educator: Goh, PS. 2020. Medical Educator Roles of the
Future. Med.Sci.Educ. 30, 5–7.
Example 2: The content of a Medical Teacher article was initially prototyped and iteratively
improved and refined through multiple discussions and presentations on a purpose-built Micro-
Scholarship website - https://microscholarship.blogspot.com/.
. These presentations included:
• IAMSE (International Association of Medical Science Educators) - live online ‘IAMSE
Cafe’ session and IAMSE conference workshop.
• AAMC (American Association of Medical Colleges) - Southern Group faculty development
meeting.

11. • AMEE (Association of Medical Education in Europe)- pre-conference workshop.
Content iteratively refined from reflection on these discussions and presentations were subsequently
published as a Medical Teacher article - Goh PS, Roberts-Lieb S, Sandars, J. 2022. Micro-
Scholarship: An innovative approach for the first steps for Scholarship in Health Professions
Education. Medical Teacher, 1–6. Advance online publication.

12. The Importance of Technology for Micro-Scholarship
Technology is essential for Micro-Scholarship since it provides the necessary opportunity to share
thoughts and ideas, obtain feedback and publicise the products of the iterative developmental
discussions that occur throughout the journey. An understanding of the key concepts related to
technology is essential in ensuring that Micro-Scholarship can be successfully implemented:
• Platform – An online site that allows for storing and sharing of information, and
collaborating with colleagues. (E.g. Canvas, SlideShare, Blogger)
• Tool - A specific digital application, (E.g. Microsoft Word or Twitter)
• Toolbox -a suite of tools that together can assist an educator in their journey of scholarship.
(E.g. Microsoft Office 365 or Adobe Creative Cloud)
• Toolkit – is a scholarly work that provides step by step instructions on how to move through
a process. (Eg. http://www.iamse.org/medical-science-educator-toolkits/)
Micro-Scholarship: the practical use of technology
Micro-Scholarship is enabled by using various purpose-driven readily available tools. We
recommend that educators begin their scholarship journey by choosing tools that are familiar, part
of their daily practice, are easy to use, and low cost. The goal is not to introduce complexity by
requiring the scholar to learn a new tool or use a tool specifically for their scholarship. The theory
of ‘Jobs to be Done (Christensen et. al. 2016) can be a useful approach in making the often-difficult
choice by aligning the ‘job to be done’ with an appropriate tool that showcase a Micro-asset or

13. Macro-asset and provide access to the platform for interaction and collaboration. Below are
examples of how these platforms, tools, and toolboxes can be used to enable Micro-Scholarship in
Table 1. (Revised from Table 1; Goh et.al. 2022).
Above Table 1, revised from Goh et.al. 2022
Micro-Scholarship: an illustrative example of the use of technology
Micro-Scholarship enables personalisation by allowing an educator to select multiple tools that can
be assembled into their own toolbox and then used as a Micro-Scholarship toolkit. One of the
Table 1. Illustra
ti
ve example of technology used to enable Micro-Scholarship.
Stage Task Purpose Audience Tools
Cura
ti
ng
Recording
inspira
ti
ons
and thoughts
Capture ideas,
inspira
ti
ons, and ini
ti
al
sources Self
Word Apps (MSWord, Google Docs),
Cita
ti
on Apps (Zotero, Mendeley)
Engaging with
Community of
Prac
ti
ce
Sharing thoughts and
ge
tti
ng feedback
Community
of Prac
ti
ce
(CoP)
Social Media (Instagram, Facebook,
Twi
tt
er), Blog (Blogger, Slideshare),
Pla
tf
orm (Canvas, WordPress)
Crea
ti
ng
Crea
ti
ng and
re
fi
ning
Micro-asset
Crea
ti
on and itera
ti
on of
Micro-asset through
interac
ti
on, re
fl
ec
ti
on,
and feedback from CoP
Self and
CoP
Word Apps (MSWord, Google Docs),
Cita
ti
on Apps (Zotero, Mendeley)
Cul
ti
va
ti
ng
Stacking
Micro-assets
for
dissemina
ti
on
Moving from Micro to
Macro by stacking assets
to share in a public form Public
Publica
ti
on (Journal, Book, Presenta
ti
on),
Social Media (Instagram, Facebook,
Twi
tt
er), Blog (Blogger, Slideshare),
Pla
tf
orm (Canvas, WordPress), Bulle
ti
n
Board (Padlet, Jamboard)

14. authors (PSG) often starts with an initial daily draft Blogpost, SlideShare single slide and Instagram
post. Each initial blogpost can be further developed at regular intervals and can lead up to a
scheduled invited conference plenary or keynote presentation or closing 'Pecha Kucha' where the
blog, like a work in progress 'painting', becomes gradually and progressively refined. Micro-
Scholarship is progressively and iteratively developed to create a digital portfolio of academic
work, such as https://microscholarship.blogspot.com/2022/01/micro-scholarship-toolkit.html
Micro-Scholarship: Effective use of variety of different technology
While tools and a personalised toolbox can help an educator to begin their work, there needs to be
the semi-public space where the CoP can engage. This space often uses tools or platforms to support
the engagement. For example, Google Docs, which is a tool that allows multiple people, with a
variety of security settings, to contribute, comment on, and iterate on a Micro-Asset, was used in
writing this Guide. While this tool is a great initial step, to fully engage a CoP, a platform is needed,
along with expectations, meetings, and goals. One example of a platform are learning management
systems (LMS), such as Canvas or Blackboard. These provide members of the CoP with the ability
to share files, discuss objectives, set goals, create reminders and tasks, and track the progress over
time. These platforms also have two additional benefits. First, with most being hosted in the cloud,
information is protected against technology failures and can provide multiple people access in case
someone leaves or is inaccessible. Second, most have the ability, when ready, to change the
permissions to public or publicly share the resulting Micro and Macro-assets. Transitioning from
the semi-public to the public zone, platforms (especially those supporting social media networks
like Twitter, Instagram, Facebook, LinkedIn, SlideShare, Padlet, Blogger) support and facilitate
open access dissemination, and interactions with content, both micro-assets and macro-assets. As
members of a CoP both use, and regularly spend time, attention and engage on these public

15. platforms, this reinforces and iteratively adds to private communications and interactions in person,
and on private technology platforms, like email and WhatsApp (see Figure 2).
Figure 2 : Micro-Scholarship Tasks and Digital Working Spaces
The importance of inquiry within communities of practice
Communities of educators are essential for Micro-Scholarship. It is within these communities that
the key processes occur to create the Micro-assets and assemble the Macro-assets. There are several
key characteristics of any community (MacQueen et. al. 2001). It is a social group in which each
member collectively shares their wide variety of individual assets (which can also include their
motivation and previous experiences), engage in joint action (with working together towards a
common goal to achieve change), have a range of diversity (which includes cultural beliefs and
previous experiences), and have an interest with buy-in around a specific theme or topic. In view of
these characteristics, it is not surprising that communities are so important for Micro-Scholarship!

16. Wenger (2011) considers that Communities of Practice (CoP) are distinct from other types of
community because they have a focus on practice, in which the members build their collective
knowledge, and also wisdom, about their common area of practice through a commitment to meet
regularly. CoP are a specific type of community in which “groups of people who share a concern or
a passion for something they do and learn how to do it better as they interact regularly” (Wenger,
2011). This is the “power” of CoPs for developing and implementing Micro-Scholarship for
educators.
An important aspect of a CoP for Micro-Scholarship is that its members engage in a process of
inquiry, with a clear focus on trying to understand and make sense of the numerous problematic
situations that they encounter in their daily practice (Lotter et.al. 2014), such as how to improve the
delivery of team based learning or how to improve students’ learning about the social determinants
of health. During inquiry, there is an increasing focus on action to provide a solution for the
problematic situation. Taking action during the inquiry process within a CoP stimulates creativity
and innovation. Creativity requires new thinking and resources to propose a solution to the complex
situation and this is followed by innovation with the design and development of a potential solution.
Since education is often complex (Sandars and Goh 2016), with multiple interacting components,
including the learner, the teacher, the content, the instructional design, the resources and the
context, there is the need for repeated cycles of inquiry with action to ensure that any solutions are
appropriate for the unique circumstances of the situation. A wide variety of Micro-assets can be
created during the inquiry and action cycles, such as individual reflections, presentations to
members of the CoP and reports of new innovations.

17. In addition to the creation of Micro-assets in the CoP there will be an individual and collective
process in which collaborative learning occurs (Wenger 1998), with the development of new
knowledge about teaching and learning, including instructional and assessment approaches, the
needs and characteristics of learners, and the influence of context on the design and implementation
of education. An important feature of the process longitudinal engagement in a CoP is the
development of an educator’s professional identity with an increasing emphasis on becoming a
scholarly teacher (Potter and Kustra 2011). This development of educators as a process of
engagement is increasingly recognised as essential for faculty development. (Frantz et. al. 2019).
Although the importance of CoP for developing scholarship, learning and identity in educators is
widely acknowledged by both ourselves and others (Cleland et. al. 2021), this concept can be too
narrow for understanding and the further development of the key processes required for effective
Micro-Scholarship (Marsick et.al. 2014). In contrast to CoP where there tends to be a ‘closed’
network of members, Knowledge Networks (KN) have an ‘open’ network with members who are
more strategic in sharing their opinions and knowledge with others (Nardi et.al. 2002). For
example, an educator may be aware of another educator with considerable expertise in a topic and
begins to interact using social media with the expert to iteratively create a new Micro-asset. This
has obvious advantages to the educator. We continue to recommend that educators join an
established CoP or to develop a new CoP but we also recommend widening their horizons.
Membership in CoPs can and should be adaptable as the needs of the educator changes. This
adaptability allows all members to get what they need and to become productive members to help
each other.

18. Developing a Mindset for the Journey of Micro-Scholarship
In this guide the need and benefits for Micro-Scholarship have been highlighted, as well as
illustrative examples of how Micro-Scholarship can be practically implemented by any educator .
However, the first step is often the most difficult part of the journey of Micro-Scholarship. This first
and essential step requires developing a mindset for Micro-Scholarship as an approach to
Scholarship in HPE, but this mindset is also important to sustain the educator throughout their
entire journey. Key aspects for developing this mindset are internal motivation, regular habits,
applying principles of learning habits, finding and engaging with a CoP, and evaluating progress:
(a) Develop internal motivation
The sustainable practice of Micro-Scholarship is anchored on a foundation of self-awareness and
habits. We consider that knowing why an educator wants to do Micro-Scholarship is essential, with
a clear vision of its benefits, both short and long term. There may be external motivators and
external demands, which include professional activities and responsibilities, such as promotion and
tenure. However, developing internal motivations and drivers is essential for long term engagement
in Micro-Scholarship, including enjoyment of learning and sharing with others in a CoP. As a
reminder, Micro-Scholarship is a framework and a process that can be used in any discipline.
Motivation may not be around Micro-Scholarship but around an area, such as foundational science
teaching or improving clinical bedside teaching. These areas reflect the passion of the educator and
the process of Micro-Scholarship can divide that large task into bite-sized chunks that are accessible
and can be more easily completed.
(b) Develop regular habits

19. Habitual practice, with a personal and professional routine, (such as writing and public posting or
engagement on a regular, daily basis), as well as a commitment to meeting performance and output
milestones (such as presenting intermediate work in meetings, initially locally or on online
networks, and then in public online platforms) are key success factors. Self-awareness and external
support through reflection, mentoring, coaching, and collaborative writing can be very useful to
widen perspectives but also to maintain the momentum of initial motivation and habits (Goh et.al.
2022; Ramani et al 2022).
(c) Apply the principles of learning science
Micro-Scholarship aligns itself with insights from learning science, especially related to cognitive
load, and limitations in ‘working memory’ (Camina and Guell 2017). In curating, creating and
cultivating Micro-assets, our recommendation is to ‘keep it brief and to the point’, using short text
comments and relevant images, illustrations and multimedia content. This has two benefits. First,
Micro-assets are easier to stack as they are focused on one topic or issue. Second, it allows regular
breaks and to have specific milestones. The “Pomodoro Technique” (https://francescocirillo.com/
products/the-pomodoro-technique), which is also known as the “tomato timer”, is a great example
of setting a time to work on a brief item.
(d) Engage with a CoP
Micro-Scholarship without support from a CoP, has many of the same limitations of “traditional
scholarship”. We strongly recommend that all Micro-Scholarship efforts be paired with engagement
and interactions with members of a CoP. This ideally should also be regularly scheduled, such as
part of a writing accountability group (Ramani et. al. 2022), with regular in-house meetings or
presentations, and also a commitment to engage the CoP in wider external events, such as society

20. presentations and at conferences. When a CoP is working well, members feel supported, both in
their scholarly pursuits but also as people working together for a common goal. Members may find
new areas to collaborate on future Micro-Scholarship projects, may serve as an internal peer review,
or a relationship could evolve into coaching or mentoring.
Conclusion
Micro-Scholarship is both a process, with active engagement of the educator, and an outcome, with
a tangible output, which be used to evidence the scholarship of the educator. During the process of
scholarship, thoughts and ideas are iteratively developed within a COP to produce stackable Micro-
assets, which can then be disseminated as ‘traditional’ outputs of scholarship.
Micro-Scholarship is also part of an educator’s larger ecosystem of Micro-Practice that is
comprised of scholarship, teaching and service activities (See Figure 3). All of these activities can
be enriched by adopting an approach in which major moves in scholarship, teaching and service can
be achieved one step at a time.

21. Figure 3: Micro-Practice: Making major moves one step at a time
We hope that readers will begin their journey of Micro-Scholarship and take their first steps by
developing the essential mindset. We encourage readers to engage with others and share their
experiences of the journey in our Micro-Scholarship related CoP (https://
microscholarship.blogspot.com/). Finally, we wish all readers a productive and enjoyable future
journey of Micro-Scholarship, and perhaps a journey of Micro-Practice.

22. Notes on contributors
Poh-Sun Goh, MBBS(Melb), FRCR, FAMS, MHPE(Maastricht), FAMEE, Associate Professor and
Senior Consultant, Department of Diagnostic Radiology, National University of Singapore;
Associate Member, Center for Medical Education, National University of Singapore, Singapore.
Sol Roberts-Lieb, MA, EdD, Senior Director of Faculty Development,Teaching Assistant
Professor, Carle Illinois College of Medicine,Champaign-Urbana, IL, United States.
John Sandars, MBChB (Hons), MSc, MD, FAcadMEd, Professor of Medical Education and
Director of Medical Innovation and Scholarship, Edge Hill University Medical School, Ormskirk,
UK.

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