Educatr s Prtfli Name and Current Academic Rank Date Prepared fr Cnsideratin fr Prmtin t (state rank) n the track (tenure r nn-tenure) Nte: Yur EP shuld present a summary f yur cntributins in educatin and shuld nt be lnger than necessary t paint a picture f the quantity and quality wrk, generally nt exceeding 5 pages. Yu may want t attach supprting dcuments as appendices. Keep it shrt s the members f the P&T cmmittee read the whle dcument. It may need t be lnger if educatin is yur primary respnsibility. State purpse f preparing EP (e.g., fr prmtin frm assistant t assciate prfessr (nn-tenure track; fr tenure; fr prmtin frm assciate t full prfessr (with tenure) State whether yu are dcumenting "Outstanding" r "Cmpetent" cntributins in teaching/educatin. State percent f time yu devte t teaching/ther educatinal activities. Emphasize activities f the last 5 years r since yu jined the MCG faculty. Separate learner categries if yu teach at multiple levels (e.g., medical students, graduate students, allied health students, residents/fellws, peers). Use the fllwing five categries: Teaching Curriculum develpment Assessment f learner perfrmance Mentring/advising Educatinal administratin/leadership Mre is nt better (mst faculty cntribute t ne r a few categries). Cntributin(s) t Educatin Use nly applicable categries Direct Teaching Respnsibilities (e.g., lectures, small grup facilitating, precepting, labratry) State teaching venue (e.g., lectures, clinical preceptr) Describe yur rle: Yur philsphy abut teaching; strategies yu use; hw yu teach in varius settings; hw yu strive t imprve yur teaching and students learning ( reflective teaching) Prvide evidence f quantity, quality, and, if applicable, a schlarly apprach and/r schlarship Summary f student evaluatins with cmparisn t curse means, if available 1
(Prvided by Andria Thmas, PhD; Directr, Schl f Medicine Evaluatin Services; available fr SOM required curses) Peer evaluatins Teaching awards (with selectin criteria) Graphic displays are easier t read than a lt f narrative Curriculum Develpment (e.g., curse develpment r significant revisin) Describe yur f rle in prjects; include bjectives f prject, teaching methds selected, preparatin f instructinal materials (e.g., syllabi, web-based materials, cases) Educatinal Administratin and Leadership (e.g., curse r blck directr, residency prgram directr, advising, Curriculum Cmmittee) Describe yur leadership rle and utcmes Assessment f Learner Perfrmance Describe yur rle in assessment and utcmes Advising and Mentrship Describe advising/mentring activities and utcmes: May list advisees/mentees, cllabrative prjects with students (utcmes), wrk with students with academic/persnal prblems Fr each dmain, prvide evidence f: (1) quantity, (2) quality and, if apprpriate, evidence f engagement with the cmmunity f educatrs. Engagement is demnstrated by a (3) schlarly apprach t the educatin activity (i.e., learning frm relevant educatin literature and best practices) and (4) schlarship (i.e., creating a prduct that is reviewed by peers fr quality and made public fr thers t learn frm and build upn). Nte: This mdel was influenced by the AAMC s Grup n Educatinal Affairs Cnsensus Cnference n Educatinal Schlarship (2/06, Charltte, NC) REV 3/07 2
The fllwing materials were created by Debrah Simpsn, PhD, Ruth Marie E. Fincher, MD, Janet P. Hafler, EdD, David M. Irby, PhD, Byd F. Richards, PhD, Gary C. Rsenfeld, PhD, Thmas R. Viggian, MD M.Ed. fllwing the 2006 AAMC-Grup n Educatinal Affairs Cnsensus Cnference n Educatinal Schlarship. Illustratins: Presenting Evidence f Quantity, Quality, and Engagement (schlarly apprach and schlarship) regarding Educatin Activities in an Educatr s Prtfli Educatr s Prtfli Frmat Teaching 1. Statement f teaching activity and rle (with reflective critique) 2. Evidence f Quantity Narrative r tabular display f wh, what, when, where, hw much, hw many 3. Evidence f Quality Summary f student/peer evaluatins; change ver time, nrmative data Shrt excerpts frm supprting letters (cmplete letters shuld be appended) Invitatins t teach utside department r schl Repeat invitatins t teach t the same grup r in the same /curse 4. Evidence f Engagement with the Cmmunity f Educatrs Teaching awards, including the criteria fr judgment and selectin Invited presentatins (e.g., wrkshp, discussin grup) related t teaching expertise Peer review f teaching and/r instructinal material (Cite where and hw peer reviewed) Describe public disseminatin and use Presentatin in a peer-reviewed r invited frum at reginal/natinal meeting Use f teaching prduct by thers Indicate inclusin in a natinal repsitry (data re: number f hits, adptins) Educatr s Prtfli Dcumentatin Examples fr Direct Teaching Evidence f Quantity and Quality Teaching Activity/Rle Year Quantity # Learners Seminar Leader (Medical students) Family Medicine 1997- Clerkship present Quality * Additinal details available in appendix ~ 19 hrs/yr 8-12/yrhr Fr 2004-2005: Was an effective seminar leader ; Mean rating = 5.41 n a 7-pint scale (n=181 ratings)* *Cmparative ratings fr each year shuld be given, and cmpared t peer grup if pssible. 3
1=Ineffective t 5=Highly Effective 5 4.5 4 3.5 3 2.5 2 1.5 1 Student Evaluatins: Individual Faculty Teaching Ratings by Year fr "Overall Effectiveness as a Teacher" 2003-04 2004-05 2005-06 2006-07 Faculty All Faculty Evidence f Engagement with the Educatinal Cmmunity 1. Statement f instructinal Material and rle Interactive diagnstic decisin making cases: Cugh, chest pain C-develper f 3 cases, designed t help students develp prblem-slving skills 2. Evidence f quantity 3. Evidence f quality 4. Evidence f engagement with the cmmunity f educatrs Schlarly apprach: Resurces/educatin that influenced prduct Schlarship Peer review: 500 peple have accessed web-site. Feedback reveals 10 schls adpted r adapted at least ne case. Representative cmments include: Cases are realistic... adpted fr required Medicine clerkship t supplement real patient cases. The evidence fr diagnstic and therapeutic decisins is dcumented using current literature, emphasizing the imprtance f evidence-based decisin making. The cases have nt been frmally peer reviewed fr inclusin in a natinal repsitry. Disseminatin: Available at http://www.... 4
Curriculum Develpment Educatr s Prtfli Frmat 1. Name and educatinal activity 2. Rle/cntributins (e.g., cnsultant, cllabratr) 3. Cntext (e.g., need, change planned and implemented, descriptin) 4. Dcument degree t which activity meets schlarship assessment criteria Clear Gals Apprpriate methds Effective presentatin Adequate preparatin Significant results Reflective critique 5. Disseminatin f prduct 6. Supprt garnered fr activity (including grants) Educatr s Prtfli Dcumentatin Example fr Curriculum Develpment Title: Evidence-Based Medicine (EBM) curse (First-year students) Rle(s): Curse Directr Organized lectures and individual exercises fr 5 credit curse Develped bjectives t intrduce basic cncepts f EBM Recruited and trained small grup leaders Oversaw case develpment with statisticians and clinicians Clear Gals: Create a new EBM curse fr all first-year students that students perceive as clinically relevant. The predecessr curse cnsistently received very pr student evaluatins and EBM cntent was lacking in the curriculum. Adequate Preparatin PhD in Public Health Review f best practices: McMaster s curriculum, NBME test cntent Apprpriate Methds: Multi-methd apprach including: Interactive lecture series, Real time clinical vignettes, Abstract critique fllwed by article critique Increased cllabratin as small grups c-led by basic scientist/physician team Assessment methds: Test questins are applicatin (nt rte memrizatin) Significant Results (Outcmes) Didactic series evaluatin imprved 1 standard deviatin frm prir ffering AAMC graduate survey frm inadequate expsure t apprpriate/excessive NBME perfrmance frm belw t abve average Imprved OSCE perfrmance n ambulatry practice mdule Develped 4 th year selective invlving basic scientists and clerkship directrs Effective Presentatin (Disseminatin) Results presented t curriculum cmmittee Internal review in prgress with cmparative data ver last tw years Cntent replicated in sme clerkships and replicatin in residencies planned Reflective Critique (Next steps fr cntinuing imprvement) Cnvert curse t n-line frmat t minimize number f faculty needed Submit t AAMC MedEdPORTAL 5
Educatr s Prtfli Frmat Name Level f Prtégé f Level f Individual training r and specify rank, title Prtégé r Advisee Advising and Mentring Purpse Prcess Current Status Outcme(s) Dcumentatin r specific gals f relatinship Dates and descriptin with details f Mentring r advising relatinship f prtégé r advisee including psitins, academic rank, related academic achievements Examples include Abstracts, Publicatins, Awards, Grants, Examples f gal attainment, reslutin f cncern r prblem Reference t abstracts, presentatins, publicatins, nging cllabratin, cntinued influence etc. Educatr s Prtfli Example fr Advising/Mentring Name f Advisee r Prtégé Level f Prtégé Purpse f Relatinship 1. Charles Wdsn (Prtégé) 2. Kimberly Marie (Advisee) 3. Rnald Albert III (Advisee) Medical Student nw resident Junir Faculty nw Assciate Prfessr Junir Faculty Develpmen t f prfessinal identity Career guidance in service f minrity health care. Preparatin f academic prmtin dcuments Mentr educ prject Teaching CQI in the ED Duratin and Prcess 9/2001 present 1-n-1 meetings Edit paper, CV M1-2 Curriculum auditr via PDA Advcate fr LCME liaisn psitin Link t faculty rle mdels 8/05-12/05 1-n-1 + e-mail Revise/reframe CV and prtfli Cnsult with department chair re: letter f rec Current Status f Prtégé Internal Medicine Resident Assciate Prfessr 9/04-8/06 Assistant Prfessr Outcme(s) f Relatinship MD received 2006 Published essay in Acad Medicine Appintment as AAMC Student Liaisn t LCME Maturatin as physician matching career chice t values Prmted 6/06 t Assciate Prfessr Received Educ Innvatin Grant 2 Publicatins (#4 & #6 n CV) Dcumentatin f Effectiveness Thank-yu card at MD graduatin stated: I wanted t thank yu fr the time yu spent with me ver the years in making me the yung man I am tday. I m nt sure if yu realize the impact that yu ve had in my life, always believing in me, helping me t questin things and teaching me abut life and medical educatin. Thank yu via e-mail fr academic make-ver and lunch invitatin 6
Educatr s Prtfli Frmat Educatinal Administratin and Leadership Fr each educatinal leadership prject/initiative describe each relevant cmpnent 1. The prject/initiative and inclusive dates f the prject 2. Need/prblem/pprtunity ratinale fr change 3. Gal(s) 4. Leadership rle and cntributin 5. Actins taken and cnnectin t literature and best practices 6. Resurces garnered and utilized (human resurces, internal budgets and grants) 7. Evaluatin (including external peer review if relevant), utcmes and/r impact 8. Disseminatin 9. Reflective Critique Educatr s Prtfli Dcumentatin Example fr Leadership Prject: Medical Student Basic Science and Clinical Integratin (2003-07) Need: Histrically, selected basic science curses have been prly rated by students, in part because f the perceived lack f relevance with clinical practice and pr pedaggy. Students reprt that in the clinical years, faculty tell them t ignre basic sciences. Gal: T increase integratin f basic and clinical science acrss all fur years Leadership Rle & Cntributin: Clerkship Directr, facilitatr, authr f cases and tutr training manuals, c-authr grant applicatins. Actins Taken: Chaired a small wrking cmmittee that surveyed the literature, sught best practices frm ther schls, and develped a fur-year cntent map. Wrked with curse & clerkship directrs t design case-based discussin sessins. Authred cases and a tutr training manual. Cnducted 4 faculty develpment wrkshps (N=50) re: use f the new materials. Resurces Garnered/Utilized: My cllabratrs and my time were cvered by the respective departments. The Dean s Office prvided staff supprt thrugh an internal instructinal innvatin grant that I applied fr and received. Evaluatin: The new case-based tutrials were used fr the first time in the curse in 2004-05. Curse ratings imprved frm 3.4/5.0 (gd) prir t the intrductin f the tutrials t 4.2/5.0 (Very Gd) after first implementatin. 2003-04 2004-05 2005-06 Scale 1 = Pr 5 = Excellent Overall quality Curse rating Average f cmparisn curses Curse rating Average f cmparisn curses Curse rating Average f cmparisn curses 3.4 4.0 4.2 4.1 4.3 4.0 Outcmes related t curse integratin prject includes: Imprved evaluatin pre-pst intrductin f cases and faculty develpment wrkshps fr targeted curses cmpared t nn-targeted curses (clinical relevance statistically imprved n AAMC Sr. graduatin survey); 7
Increased cllabratin (1) all small grups in targeted curses nw c-led by basic scientist and physician; (2) Develped furth-year integrative selective with basic scientists and clerkship directrs; (3) Develped tw cllabrative research prjects, Disseminatin: (Actual citatins wuld be presented but are mitted fr brevity) 6 Peer Reviewed Activities (1 jurnal publicatin; 3 natinal presentatins; 2 reginal psters) and 2 invited presentatins One case wrkbk; accepted after peer review t AAMC MedEdPORTAL. In the past year, it has received 150 hits and ver 20 schls have adpted the curriculum. Reflective Critique: Based n evaluatin, next year we will increase emphasis n student facilitatin f small grups, enhance use f evidence frm the literature underlying decisins and add just in time faculty develpment (befre each small grup sessin). 8
Learner Assessment Educatr s Prtfli Frmat 1. Cntext: A brief descriptin f the gal, frmat, cntext and faculty rle 2. Evidence abut quantity f assessment activities 3. Evidence abut quality and engagement with the educatinal cmmunity specific t: A. Methds (i.e., adherence t best practices, infrmed by the literature) B. Evidence abut quality f results (i.e., measures f reliability and validity apprpriate t the type f assessment) C. Evidence f cntributin t the educatinal cmmunity, if applicable, (e.g., disseminatin f prducts, impact) Educatr s Prtfli Dcumentatin Example fr Assessment Descriptin: Per AAMC Sr. Graduatin Questinnaire, ur medical students perceive that faculty rarely bserve their clinical skills. Therefre sught t cst effectively expand use f an established tl [ABIM mini-clinical Evaluatin Exercise (CEX)] in multi-site medical student clerkship. Glassick s Evidence Criteria Clear Gals T determine the feasibility f implementing a persnal digital assistant (PDA)-based Mini-CEX fr third-year medical students in medicine. Adequate Preparatin Literature review highlights validity and reliability f ABIM s Mini- CEX. The literature als prvided insights regarding ways t enhance csteffectiveness f administratin prcedures. N PDA-based methds fr the Mini-CEX delivery were fund. Apprpriate Used cnventinal PDA-sftware develpment tls t create PDA- Methds Significant Results Effective Presentatin Reflective Critique based Mini-CEX bservatin/checklist tl. Demnstrated feasibility f a PDA-based Mini-CEX Students and evaluatrs shwed a high degree f satisfactin with the tl (cmments available in Appendix X). Peer reviewed platfrm presentatin at natinal meeting (SGIM 2005). Invited t be a plenary speaker at the annual natinal meeting f the Clerkships Directr Internal Medicine (Octber 21, 2005). My successful experience develping the PDA Mini-CEX has mtivated me t cntinue wrking t adapt the validated learner assessment frm t a PDA-based tl which wuld facilitate cllectin and analysis f imprtant data abut students supervisin f clinical skills in ther venues. 9