Documenting Your Educational Efforts

*information taken from presentation by Drs. Fathima Manzil, Gitanjali Bajaj, Jason Arthur, Roopa Ram, Katie Kimbrough, and Beatrice Boateng*

• Where do I start?
  • Read the P&T guidelines
  • Update your CV regularly
  • Brag – not the time to be humble
  • Review packet examples
  • Keep physical and electronic copies of documentation
  • Get feedback
• How do I get evaluations?
  • Obtain feedback from all activities
  • Set up through your department, end of semester evaluations
  • Resident lecture evaluations (New Innovations or other system)
  • Medical student evaluations (OASIS)
  • Clinical teaching evaluations (New Innovations)
  • Other lectures:
    • Get evaluation templates from department
    • Summarize
• What should be in your educator’s portfolio?
  • Personal statement / philosophy*
  • Overview of educational activities
  • Educational contributions:
    • Teaching
    • Curriculum development
    • Mentoring and advising
    • Educational Scholarship**
    • Educational leadership and administration**
    • Awards and recognition**
  • Letters of support for your teaching efforts
• What type of “teaching” do we do?
  • Lectures (semester long)
  • 1 hour long “lecture”
  • Workshops
  • Just in time teaching / Mentoring
  • Bedside teaching
• Who do we teach?
  • Students (Medicine, Nursing, Health Professions, etc)
  • Graduate students
  • Residents / Fellows
  • Post Docs
  • Faculty
• Where do we teach?
  • Formal / Classroom
  • In Clinic
  • Online
  • In Lab
  • In the hallway
  • On the phone
  • On a walk / walking meeting
  • Lunch meeting
• What do document?
  • Content – What you teach
    • Content area
    • Area of expertise**
  • Process – How you teach
    • What methods do you use?
    • Are the methods appropriate for your learners?
    • Are the methods current / evidence based?
  • Outcomes – Results or impact
    • What is the impact of your teaching / mentoring?
• Document your teaching – TEMPLATE (see more examples in below handout for download)
  • “Teaching Activity” – example: Anatomy Human Structure, recurring lecture
  • “Role” – example: instructor
  • “Learners and amount of contact” – example: 4 hours every week to 180 medical students for the entire semester. This lecture series introduces medical students to human anatomy
  • “Outcomes” – example: Quantitative and qualitative data from your evaluations, add graph with your rating vs faculty in your dept year to year
    • Describe quantity: summarize teaching data – time spent in teaching activity and how often it is repeated, number and types of learners involved, how the activity fits into the curriculum or training program.
    • Describe quality through process and impact: Describe carefully (but briefly) the efforts you put into planning your teaching activities. By explaining how you customize your teaching through the use of innovative and creative teaching methods to accomplish the learning objectives, you show the impact of your teaching in a way that goes beyond numbers.
    • Interpret quality through outcomes: Are you collecting data to demonstrate your teaching effectiveness?
• Curriculum development / Instructional design
  • Developing / modifying a course, Journal Club, etc
  • Convert from face to face to online or asynchronous
  • Why did you develop/change the curriculum?
    • Learner or clinical needs?
    • Guidelines or accreditation requirements?
  • What was your role?
    • You do not have to be the PD or Course Director to have a meaningful role in curriculum development.
    • Describe how you contributed
    • Document collaboration and funding if you had any
  • What were the outcomes of the curriculum?
    • Impact assessments, learner reviews, scholarly activity, etc
    • For public facing electronic curricula, consider metrics
• Mentoring and Advising
  • You do this more than you realize
    • Mentor, coach, sponsor, and advisor are synonyms
    • You can mentor a peer
  • Can be formal or informal
    • If formal include your role on committee
  • Don’t forget off campus and off site
    • Collaborative sites
    • Graduates you continue to mentor
  • Examples
    • Dissertation/thesis committee
    • Student advising/mentoring
      • POM, Career/advisor, research, self-guided elective
    • Resident advising/mentoring
    • Fellow advising/mentoring
    • Faculty advising/mentoring
      • P&T, research, etc
• Educational Scholarship
  • Scholarship can come from various sources
    • Research
    • Quality Improvement Projects
    • Publication of curricula
  • Gold standard = meeting the 3 P’s
    • Peer reviewed
    • Published
    • Public
• Educational leadership and administration
  • Roles
    • Program director
    • Course director
    • Clerkship director
    • Vice Chair of education
    • Membership on educational committee
• Educational awards
  • Educator of the year
  • Red Sash Award
  • Golden Apple Award
  • Residency Educator Award
  • Master Teacher Award
  • Mentoring Award
  • Educational Research Award
  • Educational Innovation Award
  • Clinical Excellence Awards
  • Leonard Tow Humanism in Medicine Award
• What next?
  • Start early
  • Expand your network
  • Get involved and say “yes” to requests
  • Review examples
  • Grow a thick skin
  • Go for it!