Leadership and Administration: National/Regional

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1 Beyond the Clerkship: Furthering Our Careers, Advancing Our Specialty, and Serving Our Fellow Man Julianna Jung, Nicole DeIorio, Sorabh Khandelwal, David Wald CORD 2013 Why take EM beyond the clerkship? For ourselves: opportunities for career advancement for EM clinician-educators For our profession: advancement of EM, creating a positive image For our patients and the world: EM is about saving lives, and EM content is a vital part of medical student education, particularly in schools where EM clerkships are not mandatory The Modern EM Clerkship Director: Diverse career paths and goals 92% have formal roles outside of the clerkship, many of which are extradepartmental Medical student education has become a career path unto itself, no longer a steppingstone for educators aspiring to become residency program directors 1/3 of CDs indicate that their next step up is a Deanship Career Advancement: Education teaching effort and acumen, recognition Leadership global, national, regional, and institutional program building and administration Scholarship educational research, published/peer-reviewed educational content, educator portfolios Education: Within the clerkship: o EM uniquely prepares students for the challenges of postgraduate training and beyond, and it s FUN leverage those amazing course evaluations for recognition! o Showcase innovations (see Scholarship below) Outside of the clerkship: o Preclinical years: anatomy, pharmacology, etc o Introduction to Clinical Medicine or Doctoring courses o Transition to wards courses o Capstone or boot camp courses o Procedural skills curricula EM educators are uniquely qualified: o We teach unique content that other faculty can t o Anything they can do, we can do (better) - as practitioners of an interdisciplinary specialty, we can cover a huge range of content o We are THE experts in many areas of clinical medicine! Teaching alone is not enough - we must also be leaders and innovators (see below) Great teaching still needs recognition awards count, so nominate yourself! Leadership and Administration: National/Regional

For ourselves: opportunities for career advancement for EM clinician-educators For our profession: advancement of EM, creating a positive image For our patients and the world: EM is about saving

2 o EM organizations: CORD/CDEM, SAEM, ACEP, etc. Organizational leadership run for office! Service on committees, writing groups, task forces Involvement/leadership in specialty academies and interest groups Presentations and didactics at conferences o Consider non-em organizations as well: AAMC (medical school administration and curriculum development), ACE (clinical education) SSiH (simulation-based education), etc. o Consider the regional branches of national organizations as well o NBME: serve as an item-writer for board exams (new EM shelf exam for MS4 students coming online now!) o Editorial work: serve as a peer-reviewer for journals or websites (MedEd PORTAL, DREAM (Directory and Repository of Educational Assessment Measures), SAEM PeRLS collection, etc. Institutional o Deanships: medical education, curriculum, student affairs, clinical sciences, immersive learning/simulation o Committee service/leadership: Accreditation workgroups (EM can help meet many LCME standards) Curriculum design/reform task forces Student assessment committees Academic standing/promotions/disciplinary committees Medical school governance committees o Simulation Center administration o Advising or mentoring programs o Extradepartmental course direction Global: o Many global health initiatives have an educational component o These can (and SHOULD) be designed and implemented by experts in education o Consider partnerships with schools of public health or global health centers within your institution it takes a village! Scholarship: Educational research o Allows objective demonstration efficacy of curricula. o Does NOT have to be excessively complicated while robust competency-based outcomes are preferred, there are circumstances where course evaluation data or student surveys provide valuable data o The downside: requires additional (usually unfunded) effort RESEARCH IS NOT THE ONLY FORM OF SCHOLARSHIP!! o Educational content MedEd Portal, PeRLS, DREAM, etc if you develop an amazing curriculum, publish it! o Curriculum development novel curricula can be described, provided that a rigorous curriculum development and assessment process is used

well: AAMC (medical school administration and curriculum development), ACE (clinical education) SSiH (simulation-based education), etc.

3 o Educator s portfolio provides a means of quantifying educational effort, showcasing quality and innovation, and demonstrating evidence of a scholarly approach to educational work

4 Julianna Jung, Nicole DeIorio, Sorabh Khandelwal, David Wald For ourselves Career advancement for clinician-educators requires recognition outside of our department For our specialty Introduction in new teaching venues enhances the image and status of EM For our patients EM content is a VITAL part of medical student education, and students will use skills we give them to save lives ESPECIALLY important where EM is elective! Not after the residency director s job! Medical student education has grown into a career path unto itself in EM 92% of CDs have some role outside of their clerkships, many extradepartmental 1/3 aspire to become deans Widely diverse pathways to advancement 1

students will use skills we give them to save lives ESPECIALLY important where EM is elective! Not after the residency director s job!

5 Education teaching effort, acumen, recognition Leadership global, national, regional and institutional program building and administration Scholarship educational research, published educational content, portfolios Preclinical years Doctoring courses Transition to wards courses Capstone or boot camp courses Procedural skills curricula The opportunity: EM owns many unique content areas Anything they can do, we can do (better) our breadth of knowledge allows us to cover a huge range of content The challenge: Great teaching alone is not enough Advancement requires: Course leadership Educational innovation Recognition 2

courses Procedural skills curricula The opportunity: EM owns many unique content areas Anything they can do, we can do (better) our breadth of knowledge

6 EM organizations Elected positions Committee/task force service or leadership Subspecialty academies and interest groups Conference presentations Consider non-em organizations (AAMC etc) NBME: item writing and test development Publications/websites: peer-review and editorial work Deanships Committee service/leadership: Accreditation workgroups (EM can help meet many LCME standards) Curriculum/assessment task forces Academic standing/promotions committees Medical school governance committees Simulation Center administration Advising or mentoring programs Extradepartmental course direction Many international development projects have an educational component which should be run by an educational expert Increasing opportunities for projects focused entirely on education Develop partnerships with existing global health groups it takes a village 3

Curriculum/assessment task forces Academic standing/promotions committees Medical school governance committees Simulation Center administration Advising or mentoring programs Extradepartmental course

7 Educational research Hard outcomes are hard! Course evaluation and survey data are sometimes useful measures Peer-reviewed educational content (MedEd PORTAL, DREAM, PeRLs, etc) Description of novel curricula often publishable Educator s portfolio allows documentation of scholarly approach to educational work Nicole DeIorio, Oregon Health Sciences University Julianna Jung, Johns Hopkins University Sorabh Khandelwal, Ohio State University David Wald, Temple University 4

DREAM, PeRLs, etc) Description of novel curricula often publishable Educator s portfolio allows documentation of

University of Illinois at Chicago Emergency Medicine Medical Education and Simulation Fellowship

University of Illinois at Chicago Emergency Medicine Medical Education and Simulation Fellowship Overview The University of Illinois at Chicago (UIC) Emergency Medicine Medical Education and Simulation