Faculty mentor/PI email address
jim010@aol.com
Is your research Teaching and Learning based?
1
Keywords
scholarly sharing, MOCCS model, clinical academic curiosity
Date of Presentation
5-6-2026 12:00 AM
Poster Abstract
Emergency Medicine generates continuous clinical observations, yet many potentially meaningful insights never progress beyond informal reflection. This poster reframes every day shift observations as the ecological foundation of scholarly inquiry. Conceptual Framework: We propose a simple, repeatable process to lower the activation energy for academic engagement The Mindful Observation → Curious Inquiry → Clinical Structuring → Scholarly Sharing (MOCCS) Model. This model centers disciplined noticing as a professional virtue. By naming and normalizing the “hmmm” and “huh?” moments, this approach validates frontline clinical wisdom, democratizes scholarly participation, and restores intellectual joy within high-stress clinical environments. Conclusion: Curiosity is not hierarchical. Structured attention to routine clinical experience can generate meaningful educational, operational, and systems-level insight.
Disciplines
Emergency Medicine | Interprofessional Education | Medicine and Health Sciences
From Clinical Observation to Scholarly Question Academic Curiosity as a Professional Virtue in Emergency Medicine Introducing the Mindful Observation → Curious Inquiry → Clinical Structuring → Scholarly Sharing (MOCCS) Model
Emergency Medicine generates continuous clinical observations, yet many potentially meaningful insights never progress beyond informal reflection. This poster reframes every day shift observations as the ecological foundation of scholarly inquiry. Conceptual Framework: We propose a simple, repeatable process to lower the activation energy for academic engagement The Mindful Observation → Curious Inquiry → Clinical Structuring → Scholarly Sharing (MOCCS) Model. This model centers disciplined noticing as a professional virtue. By naming and normalizing the “hmmm” and “huh?” moments, this approach validates frontline clinical wisdom, democratizes scholarly participation, and restores intellectual joy within high-stress clinical environments. Conclusion: Curiosity is not hierarchical. Structured attention to routine clinical experience can generate meaningful educational, operational, and systems-level insight.