ACGME 2015 February 27 th March 1 st 2015 San Diego CA

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1 ACGME 2015 February 27 th March 1 st 2015 San Diego CA Identifying Medical Educator Competencies: A useful process and tool for self-assessment, faculty development programming, and promotion criteria Diana McNeill MD Alisa Nagler JD, EdD Duke University

2 Presenters have no disclosures Page 2

3 Not possible without.. Deborah L. Engle, EdD, MS School of Medicine Office of Curricular Affairs Jan Gwyer, PT, PhD, FAPTA School of Medicine Doctor of Physical Therapy Program Theresa M. Terry Valiga, EdD, RN, CNE, ANEF, FAAN School of Nursing Page 3

4 Session Objectives Understand the importance and benefits of utilizing medical educator competencies Identify what competencies might be most critical for medical educators Determine how these competencies could be used to support physicians in their educator roles, for promotion, and career development

5 What is your primary educator responsibility? 1. Classroom 48% 2. Clinical 42% 3. Research 4. Administrative 5. Other 2% 2% 6% Classroom Clinical Research Administrative Other Page 5

6 How long have you been in an educator role? 1. < 1 year years years 4. > 10 years 27% 57% 2% 13% < 1 year 1-3 years 4-10 years > 10 years Page 6

7 What is your current rank? 1. Instructor 2. Assistant Professor 3. Associate Professor 4. Full Professor 5. I don t have a faculty rank 3% 27% 30% 23% 17% Instructor Assistant Professor Associate Professor Full Professor I don t have a faculty rank Page 7

8 Do you receive any protected time for your role as an educator? 1. Yes 2. No 3. Kind of 62% 16% 22% Yes No Kind of Page 8

9 Is your work as an educator considered as part of promotion criteria? 1. Yes 2. No 3. Kind of 64% 26% 10% Yes No Kind of Page 9

10 Do you receive faculty development for your role as an educator? 1. Yes, extensive (>40 hours/year) 2. Yes, quite a bit (20-40 hours/year) 20% 28% 24% 3. Yes, some (10-20 hours/year) 14% 14% 4. Yes, minimal (<10 hours/year) 5. no Yes, extensive (>40 hours... Yes, quite a bit (20-40 ho... Yes, some (10-20 hours/y... Yes, minimal (<10 hours/... no Page 11

11 Background/Overview Clinician educators increasingly challenged and insufficiently resourced Changing and growing accreditation requirements & expectations from institutions and professional organizations Push for: evidence-based teaching practices Development of innovative and educationally sound curricula Student centered teaching/learning Being responsible for future of healthcare delivery But no consensus on competencies required of faculty to do above (OR how to develop faculty)

12 Small Group Discuss what competencies might be critical for clinician educators List suggested competencies Note which of the above should be required of clinician educators

13 Small Group Discuss what competencies might be critical for clinician educators List suggested competences Note which of the above should be required of clinician educators Share with large group

14 What others have found.. 6 core competencies based on ACGME competencies framework: medical knowledge, learner centeredness, interpersonal and communication skills, professionalism and role modeling, practiced-based reflection, systems-based practice 4 specialty competencies for educators: program design/implementation, evaluation/scholarship, leadership & mentorship Used for faculty development, evaluation and resource allocation Srinivasan, M., Li, S.T., Meyers, F.J., Pratt, D.D., Collins, J.B., Braddock, C., Skeff, K.M., West, D.C., Henderson, M., Hales, R.E., & Hilty, D.M. Teaching as a Competency: Competencies for Medical Educators. Acad Med 2011;86, Page 15

15 What others have found Assessment, communication, curriculum development, education theory, leadership, scholarship, and teaching Of 1,130 education leaders in Canada 55% felt masters in education helpful 38% felt faculty development enough Sherbino J, Frank JR, Snell L. Defining the key roles and competencies of the clinician-educator of the 21st century: a national mixed-methods study. Acad Med 2014;89(5):783-9.

16 What others have found. Critical to capture skills, knowledge and attitudes Described three approaches to identifying faculty competencies: Literature review Existing competencies framework Expert opinion Competencies must be developmental Use competencies to identify meaningful faculty development Milner RJ, Gusic ME, Thorndyke LE. Perspeective: Toward a competency framework for faculty. Acad Med 2011;86(10): Page 17

17 What others have found.. The AAMC Categories Teaching Curriculum Advising/Mentoring Learner Assessment Educational Leadership Administration Baldwin CD, Gusic M, Chandran L. Leadership lesson: The educator portfolio: A tool for career development. Faculty vitae (online). Accessed January Available from: (2008).

18 Our Story: Development of Educator Competencies Question: What are the required competencies (skills, knowledge and practice behaviors) of health professions educators and how can the competencies be used to develop self- and 360-assessment tools to inform faculty development programming and promotion criteria? Page 19

19 Our Story: Development of Educator Competencies Subcommittee (Needs Assessment) of Duke AHEAD Gathered what exists at Duke and in the literature: Nursing (Halstead 2007) Physical Therapy (Department of Physical Therapy) Physician s Assistant Medicine (Harden & Laidlaw 2013; Srinivasan, et al 2011) Developed a matrix of ideas and concepts Identified commonalities & unique areas Page 20

20 Initial Draft of Educator Competencies

21 Our Story: Development of Educator Competencies Consolidated into 8 Competencies (relevant across disciplines) Developed for each: 1. Title 2. Significance 3. Specific behaviors that demonstrate a commitment to life long learning as an educator Gathered feedback from small group of colleagues Refined

22 Our Story: Development of Educator Competencies Combined and reviewed/edited electronically for (1) consistency in format, (2) inclusion of critical content and (3) minimizing repeating Utilized focus groups/competency to refine further (continuing)

23 Educator Competencies 1. Utilize Educational Theories 2. Facilitate Learners Identity Formation 3. Use Educational Technology 4. Assess and Evaluate Learners 5. Participate in Curriculum Design and Program Evaluation 6. Engage in Life Long Learning as an Educator 7. Engage in Scholarship 8. Function as a Change Agent and Leader within the Educational Environment

24 Educator Competency Example

25 We want your feedback.

26 Participant Reflection Using the 8 Educator Competencies Identify the importance of the competency Provide critical components of each Identify what competency/ies might be missing Use worksheet provided

27 Educator Competencies 1. Utilize Educational Theories 2. Facilitate Learners Identity Formation 3. Use Educational Technology 4. Assess and Evaluate Learners 5. Participate in Curriculum Design and Program Evaluation 6. Engage in Life Long Learning as an Educator 7. Engage in Scholarship 8. Function as a Change Agent and Leader within the Educational Environment

28 Utilize educational theories

29 How important is Utilize Educational Theories as a competency for clinician educators? 1. Critical, should be required 2. Very important to be an effective educator 3. Somewhat important, but not required 4. Not critical, although would be useful 5. Not important at all 34% 32% 18% 16% 0% Critical, should be required Very important to be an... Somewhat important, bu... Not critical, although wo... Not important at all Page 30

30 Critical Components of this Competency Page 31

31 Facilitate Learner s identity formation

32 How important Facilitate Learners Identity Formation as a competency for clinician educators? 1. Critical, should be required 2. Very important to be an effective educator 3. Somewhat important, but not required 4. Not critical, although would be useful 5. Not important at all Critical, should be required 29% Very important to be an... 40% Somewhat important, bu... 20% Not critical, although wo... 7% Not important at all 5% Page 33

33 Critical Components of this Competency Page 34

34 Use Educational Technology

35 How important is Use Educational Technology as a competency for clinician educators? 1. Critical, should be required 2. Very important to be an effective educator 3. Somewhat important, but not required 4. Not critical, although would be useful 5. Not important at all 37% 26% 16% 15% 5% Critical, should be required Very important to be an... Somewhat important, bu... Not critical, although wo... Not important at all Page 36

36 Critical Components of this Competency Page 37

37 Assess and Evaluate Learning

38 How important is Assess and Evaluate Learners as a competency for clinician educators? 1. Critical, should be required 2. Very important to be an effective educator 3. Somewhat important, but not required 4. Not critical, although would be useful 5. Not important at all 95% 5% Critical, should be required Very important to be an... Somewhat important, bu... 0% 0% 0% Page 39 Not critical, although wo... Not important at all

39 Critical Components of this Competency Page 40

40 Curriculum design and program evaluation

41 How important is Participate in Curriculum Design and Program Evaluation as a competency for clinician educators? 1. Critical, should be required 2. Very important to be an effective educator 3. Somewhat important, but not required 4. Not critical, although would be useful 5. Not important at all 40% 26% 26% Critical, should be required Very important to be an... Somewhat important, bu... Not critical, although wo... 6% 2% Not important at all Page 42

42 Critical Components of this Competency Page 43

43 Life long learning as an educator

44 How important is Engage in Life Long Learning as an Educator as a competency for clinician educators? 1. Critical, should be required 2. Very important to be an effective educator 3. Somewhat important, but not required 4. Not critical, although would be useful 5. Not important at all 80% 19% Critical, should be required Very important to be an... Somewhat important, bu... 1% 0% 0% Page 45 Not critical, although wo... Not important at all

45 Critical Components of this Competency Page 46

46 Engage in scholarship

47 How important is Engage in Scholarship as a competency for clinician educators? 1. Critical, should be required 2. Very important to be an effective educator 3. Somewhat important, but not required 4. Not critical, although would be useful 5. Not important at all 34% 28% 23% 15% 1% Critical, should be required Very important to be an... Somewhat important, bu... Not critical, although wo... Not important at all Page 48

48 Critical Components of this Competency Page 49

49 Function as a Change Agent

50 How important is Function as a Change Agent and Leader within the Educational Environment as a competency for clinician educators? 1. Critical, should be required 2. Very important to be an effective educator 3. Somewhat important, but not required 4. Not critical, although would be useful 5. Not important at all Critical, should be required 12% Very important to be an... 26% Somewhat important, bu... 38% Not critical, although wo... 21% Not important at all 2% Page 51

51 Critical Components of this Competency Page 52

52 How might we use Faculty Competencies

53 How might we use Faculty Competencies To provide faculty development To support faculty in their educator role Protected time Salary Acknowledgement To evaluate performance As part of promotion

54 How might we use Faculty Competencies To provide faculty development Developed as part of needs assessment Link programs/offerings to competency To support faculty in their educator role Protected time Salary Acknowledgement To evaluate performance Use as self assessment Completed by others (learners, colleagues, supervisors) As part of promotion

55

56 Final Thoughts & Next Steps We (faculty, hospital, SOM leadership) had not thought about this in any detail previously Our process was inter-professional, enlightening, scholarly, meaningful, effective and fun! We have more in common across disciplines as educators than not! We are still refining Competencies We continue to identify ways to utilize these competencies

57 References Baldwin CD, Gusic M, Chandran L. Leadership lesson: The educator portfolio: A tool for career development. Faculty vitae (online). Accessed January Available from: (2008). Harden, R.M., & Laidlaw, J.M. (2013). Essential skills for a medical teacher: An introduction to teaching & learning in medicine. Philadelphia, PA: Elsevier. Halstead, J.A. (Ed.). (2007). Nurse educator competencies: Creating an evidence-based practice for nurse educators. New York, NY: National League for Nursing (NLN). Heflin, Mitchell T., et al. "'So you want to be a clinician-educator: Designing a clinician-educator curriculum for internal medicine residents." Medical teacher 31.6 (2009): e233-e240. Johnson, Sue. "Development of educator competencies and the professional review process." Journal for Nurses in Professional Development 18.2 (2002): Kalb, Kathleen A. "Core competencies of nurse educators: Inspiring excellence in nurse educator practice." Nursing education perspectives 29.4 (2008): Lerner, Susan, Diane Magrane, and Erica Friedman. "Teaching teamwork in medical education." Mount Sinai Journal of Medicine: A Journal of Translational and Personalized Medicine 76.4 (2009): Milner RJ, Gusic ME, Thorndyke LE. Perspeective: Toward a competency framework for faculty. Acad Med 2011;86(10): Riesenberg, Lee Ann, Brian W. Little, and Vaughn Wright. "Nonphysician medical educators: A literature review and job description resource." Academic Medicine 84.8 (2009): Sherbino, Jonathan, Jason R. Frank, and Linda Snell. "Defining the Key Roles and Competencies of the Clinician Educator of the 21st Century: A National Mixed-Methods Study." Academic Medicine 89.5 (2014): Srinivasan, M., Li, S.T., Meyers, F.J., Pratt, D.D., Collins, J.B., Braddock, C., Skeff, K.M., West, D.C., Henderson, M., Hales, R.E., & Hilty, D.M. (2011). Teaching as a competency: Competencies for medical educators. Academic Medicine, 86,

58 Questions/Ideas/Discussion

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