Scholarship is defined as discovery with dissemination of findings or new systems. Discovery is a form of creativity. Examples of discovery and creativity include: research, both basic and clinical. However, discovery is not limited to traditional research. Discovery includes quality improvement, curricular development and advances in educational systems, health policy and management that can also be disseminated. Traditional mechanisms of dissemination include publication and presentation. Other non-traditional but still valid mechanisms of dissemination include impacting or influencing the adaptation by medical education professionals or institutions of discovered or new educational or health care systems information.
In his 1990 work, "Scholarship Reconsidered: Priorities of the Professoriate", Ernest Boyer asserts that "Scholarship is not an esoteric appendage, it is at the heart of what the profession is all about." In Boyer's view, weakening faculty commitment to scholarship "undermine[s] the graduate experience."
Rejecting a definition of scholarship limited simply to the process of research, publication and conveying this knowledge to students, Boyer advocates a broader definition - consisting of four essential elements:
Assigning responsibility and giving credit for intellectual work constitutes good authorship practices. "Authorship is important to the reputation, academic promotion, and grant support of the individuals involved as well as to the strength and reputation of their institution." (1996 President and Fellows of Harvard College. Materials adapted from the paper version of Faculty Policies on Integrity in Science.)
An excellent link on this topic: http://hms.harvard.edu/content/integrity-academic-medicine
Conflict of Interest policies, disclosure form, Q&A, and related information are available on the Research Compliance web site.