Other Resources for Promotion

The Educator's Portfolio & Curriculum Vitae – Workshop & Resource Guide

MedEdPORTAL ID#: 677

Resource Type: Faculty Development Materials

Description: Faculty seeking to advance in their academic careers with an emphasis on education often struggle with how to document their educational contributions in traditional academic curriculum vitas (CVs) and Educator's Portfolios (EPs). Submission contains annotated PowerPoint slides, worksheets for the Developing Your Educator's Portfolio, an Instructor's Guide, and a resource guide presenting samples of successful educator-focused CVs and associated EPs demonstrating "effective presentation" strategies consistent with Glassick's criteria for scholarship.Consistent with the findings from the AAMC Consensus Conference on Educational Scholarship, this session highlights key features associated with effective documentation and presentation of educators' contributions for academic promotion. Examples are provided to illustrate how to effectively document quantity and quality of educational activities and engagement with community of educators. The resource guide includes a standard academic CV format, an expanded CV format used by educators, seven paired promotion CVs/EPs and additional samples of EPs to highlight selected topics (e.g., grants, community-academic partnerships). The examples allow users to identify someone "who looks like them", thereby teaching how to document educational activities through role modeling/examples. While the CV/EP examples are timeless, updated references are provided in an accompanying instructor's guide.

Author Institution: Medical College of Wisconsin

Primary Author: Deborah Simpson, PhD

Educator Portfolio Template of the Academic Pediatric Association's Educational Scholars Program

MedEdPORTAL  ID#: 626

Resource Type: Faculty Development Materials

Description: Designed for educators, the portfolio is a collection of information that documents educational efforts, activities, and scholarship. In our national faculty development program, this template is used as a developmental document. Throughout the program, scholars are expected to build their educator portfolio (EP) with mentoring and feedback from faculty. Ultimately, these materials will be used to create a "high stakes EP" for promotion review. This tool provides a template for the collection of information in a standardized manner. Standardization makes the portfolio suitable for internal peer review in promotion decisions, and also allows for external review. The template contains both quantitative and qualitative components. The qualitative elements promote reflective self assessment by users. Questions throughout stimulate users to consider criteria for scholarship. The purpose of each section is clearly defined. The instructions embedded in each section discuss important underlying educational principles to be considered during the development of the document. The authors have expertise in education and have experience developing and using portfolios in their academic careers. The template was created using a scholarly approach. The first step involved a critical appraisal of existing formats for portfolios and of the literature regarding their use. Using a modified Delphi process, we conducted multiple iterations of review and refinement of the template.

Author Institution: Pennsylvania State University College of Medicine

Primary Author: Maryellen E. Gusic, MD

APA Educator Portfolio Analysis Tool

MedEdPORTAL ID#: 1659

Resource Type: Faculty Development Materials

Description: This unique analysis tool for the evaluation of educator portfolios (EPs) is based on measurable outcomes designed to allow reproducible analysis of the quality and impact of educational activities. The categories of evaluation include educational philosophy, five year goals, teaching, assessment of learners, evaluation of teaching, curriculum development, mentoring /advising, educational leadership/administration, other information (awards, reviewing and moderating activities), scholarly approach to education and products of educational scholarship. The analysis tool is organized in tabular format, and combines 18 quantitative, 25 qualitative, and 5 holistic ratings. We sought a balance between qualitative and quantitative items in a tool that captured important nuances of educational performance, but was not too long to preclude practical use by a promotions committee. A unique feature of this tool is the inclusion of 7 index scores that combine several quantitative measures to measure depth and impact of an educational activity. For example, the curriculum impact index, which measures the impact of all the curricula developed by a faculty member, combines for each curriculum the number of learners taught, a geographic impact score, and an implementation score. Qualitative items are scored on a three point rating scale (1=novice, 2=intermediate 3=expert); verbal specifications for an intermediate rating are provided. Educational scholarship is measured in two dimensions: qualitative measures of a scholarly approach to education using the six criteria established by Glassick, and traditional quantitative measures of scholarship such as publications, presentations and grants. The accompanying instructions for use provide step by step guidance on how to score both quantitative and qualitative items with specific examples. The analysis tool was developed by expert educators with extensive testing using actual EPs from educational scholars who used our EP template, previously peer reviewed and approved by MedEdPORTAL. The EP template was revised in parallel with the analysis tool to ensure that EP data enabled valid and reliable evaluation. Use of this comprehensive, yet practical tool is offered as a method to enhance opportunities for the promotion and advancement of educators, based on well defined and documented educational outcome measures. It is relevant for clinical educators across disciplines and across institutions.

Author Institution: The School of Medicine at Stony Brook University Medical Ctr

Primary Author: Latha Chandran, MD, MPH

FACULTY DEVELOPMENT – GENERAL

Peer Review of Educational Scholarship Faculty Development Workshop

MedEdPORTAL ID#: 1709

Faculty Development Materials

Description: This workshop was developed at the University of California, San Francisco (UCSF) shortly after the establishment of peer-review criteria for health science educational materials and the adoption of those criteria by AAMC's MedEdPORTAL and HEAL Central. The purpose of the workshop is to educate faculty about their ability to have enduring educational materials peer-reviewed and published through a rigorously established peer review process. This workshop has been offered three times at UCSF and feedback from those sessions has been incorporated, where appropriate, into this version. This includes the fourth objective stating that "participants will be able to access local resources to help them package and submit materials for review;" assuming that your institution has some resources, if only consultative, for faculty to access in packaging or development materials for peer-review. I invite you to use as much or as little of this workshop as is helpful to your institution and above all encourage your faculty members to stand-up, be peer-reviewed, and get published!

Author Institution: University of California, San Francisco, School of Medicine

Primary Author: Kevin H. Souza, MS

Reflective Practice & Leadership in Medicine & Medical Education

MedEdPORTAL ID#: 3182

Description: This new, comprehensive website will help medical educators prepare physicians and allied health professionals for the leadership dimensions of their roles. Specifically, this site will help medical professionals apply the principles of Reflective Practice and Leadership (RPL) to all of their responsibilities whether assisting patients, teaching, conducting research, serving as mentors or supporting colleagues. A complete review of the website will equip a medical educator to design and pilot an RPL educational event in his or her own institution. The site offers 4 free hours of AMA PRA Category 1 Credit(s)TM. The site also provides a "members only" section (the RPL Matrix) which will serve as a platform for a learning community of professionals around the world who have an interest in reflective practice, leadership and medicine. There is no charge for membership. In 1999, the Accreditation Council for Graduate Medical Education (ACGME) identified and adopted six core competencies that residency programs must include to prepare their residents to become new physicians. Similar competencies have been identified by accrediting bodies around the world and are also being applied to licensing and board certification processes. These competencies all include recognition that physicians are routinely called upon to manage complex situations that include a combination of biological, psychological and social factors. To do this effectively, physicians must be able to systematically analyze a situation before, during and after taking action. We refer to this fundamental, cross-cutting skill set as Reflective Practice and Leadership. We define "Reflective Practice" as the disciplined analysis of complex situations that result in strategic, effective action. We define "Leadership" as the ability to guide patients, families, staff, and colleagues through threatening and challenging circumstances in clinical, research, and educational settings. The methods detailed in the website are the result of 12 years of work with residents, fellows and practicing physicians in a variety of specialties and settings. Our outcome measures clearly indicate that physician learners find the methods engaging and useful in addressing elements of 4 out of the six core competency domains set forth by the ACGME (patient care, practice-based learning, interpersonal/communication skills and professionalism).

Author Institution: Baylor College of Medicine

Primary Author: Ernest Frugé, Ph.D.

Resource Type: Faculty Development Materials

The Clinician-Educator's Handbook

MedEdPORTAL ID#: 7749

Description: The Clinician-Educator's handbook addresses a wide variety of issues of clinical education and looks at many different settings in which clinical teaching takes place. The ultimate goal of clinical teaching is to improve patient care, and this handbook is designed to help the clinician-educator do the best possible job of teaching. Culling the literature on educational psychology and medical education, and drawing from their own observations and experiences, as well as those of many renowned clinician-teachers whom they observed and interviewed, the authors have created a physician-friendly work, written more in the language of the clinician than of the educational theorist. The authors acknowledge that they have neither the experience nor the expertise to address issues involved in teaching surgical skills or in teaching in certain environments such as the operating room or the intensive care unit, so these areas are not covered in this book. While the authors are pediatricians, they believe that this book will be of interest to all physicians who wish to improve their teaching skills and hope that all readers will find this book enlightening, challenging, and useful.

Author Institution: Baylor College of Medicine

Primary Author: Teri L. Turner, MD, MPH, Med