Vo l um e 2

02.01
Issue 01 AUG 2013

Electronic Newsletter for for Faculty Instructional Development

|Med/Ed News
Editor Karen Spear Ellinwood, PhD, JD, EdS

this issue AMES/OMSE

Cover story P.1 Inside Scoop P.2 Cover Story (contd) P.3 Residents as Educators P.5 Upcoming Events P.6

FID Series 2013

-14 launched!

W
R

atch FID seminars online!

Developing your educator portfolio: Preparing for P&T

AMES/OMSE Teaching Scholars program

accepts 5 faculty for 2013-14!
Read more >>>

hat do you think of when you hear the word teaching? You probably think of classrooms, didactic sessions, bedside teaching, or rounds. Did any of the following come to mind? Advising medical students on career choices Mentoring undergraduates seeking to gain admission into medical school Counseling residents on how to teach medical students Presenting in public education classrooms Patient education that extends beyond the individual patient Conducting conference workshops Publishing manuscripts that address teaching or assessment or that change the way physicians approach particular cases or disease management. The UA College of Medicine (UA COM) has tenure and non-tenure tracks for faculty. Whether you are seeking tenure or promotion without tenure, it is important to document your teaching activities. Developing an educator portfolio will help you to identify what counts as teaching and, more broadly, education scholarship. By documenting your activities you can prepare more effectively for promotion or tenure.

esources online for Faculty Residents Preceptors CBI facilitators Team Learning facilitators

These are many activities you probably engage in over the course of each year, but might not count as scholarly education activity. What difference does it make?

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Fac ulty Ins tru ctional Develo p-

FI D eN ew s

THE BULLETIN

Teaching Scholars Program

ongratulations to UA COMs five new Teaching Scholars accepted to the program in 2013-14!
Chad Viscusi, Viscusi MD

he

AMES\OMSE

Teaching

from Emergency Medicine, 1 from Pediatrics and a scientist in the Biochemistry Department. Our 2012-13 graduates produced presented their work at the June seminar of the AMES/OMSE FID Series and the Medical Education Research Day in July. Most are working on manuscripts for submission to peer reviewed journals. We thank all of our program faculty, which included members of AMES, the Academy of Medical Education Scholars, and education professionals from OMSE. The FID series launched its first seminar of the 2013-14 academic year with Dr. Sean Elliot presenting Developing your educational portfolio. The next seminar is September 19, 2013 - please click on the calendar below for more information! /kse/

Scholars program is designed to enhance the teaching and

assessment practices of its participants who, in turn, contribute to the improvement of teaching and assessment practices in their respective departments or collegewide. The program requires each scholar to conduct an IRP approved education research project with one-on-one guidance from an education researcher. The program also provides support for developing educator portfolios in preparation for promotion and/or tenure and the preparation of a presentation, poster and manuscript for publication. In its first year, the Teaching Scholars program had 6 faculty participants: 4 clinicians

(Emergency Medicine)
Herman Gordon, Gordon PhD

(Cellular & Molecular Medicine)

Tara Carr, Carr MD

(Medicine)
Heather Reed, Reed MD

(Obstetrics & Gynecology)

Kathy W. Smith, Smith MD

ew Re assist ve a n rogram to a h e W p resipment ancing ent Develo ents in enh s asses m m depart eaching and t , JD dents ntact: o d, PhD C o o . w ls il in sk Ell Spear Karen 3 .174 or 390 @ 626 626.2 @ D d, Ph ritchar Gail P

MSE! cator O t c a t n Co Edu sident

If youre intere st teaching and yo ed in doing more u prefer small group learning situatio ns come a substitu , you could bete facilitator as Case-based Inst ruction (CBI) fa a cilitator. Please co ntact: Susan Ellis, Ed S @ 626-3654

Call for CBI facilitator substitutes!

Instructional Development
Events Calendar

online!
Fac ulty Ins tru ctional Develo pmen t [2]

FI D eN ew s

[Continued from page 1] The UA COM Academy of Medical Education Scholars (AMES) has adapted a template for building an educator portfolio (see Related Materials, below). Sean Elliott, MD, Professor of Pediatrics, and AMES faculty member presented the first FID Series seminar of the 2013-14 program, describing the academic foundation for and implications of preparing such a portfolio. what you have learned to enhance college-wide educational practices. Where can you begin? The path to building your portfolio begins with three steps: 1) identify educator activity categories in which you spend your time; 2) align each activity to professionally accepted educator activity categories; 3) Identify categories where your contributions lend greater valued In the work emerging from the Carnegie Foundation,5 there are added to the profession or educational program (see Simpson, 1. six elements that faculty must demonstrate as scholars in their D. (2013). To avoid incongruities in how scholarly work is dework: clear goals, adequate preparation, appropriate methods, fined among various institutions, AAMC sponsored a conference of medical educators to identify significant results, effective and define key categories of ducator portfolios enable faculty presentation, and reflective crischolarly activities that ought to to represent the breadth and tique. The work of an educator is be included in an educators depth of their work. judged by whether it has achieved portfolio6. AAMCs summary rethe standards of excellence assoport can be helpful in aligning your activities with the appropriciated with each element. (Simpson, 391)1. AAMC recommended that colleges and professional organizations share ide- ate categories (see related article).

as about what types of activities they value, and create opportunities for crucial conversations about education.4 The reflective aspect of the portfolio invites faculty to think about how to engage colleagues to help build a community of scholarship (Simpson, et al., 2007)4. The AMES/OMSE FID Series, AMES sponsored Medical Education Journal Club, and other UA COM faculty development activities invite you to become part of a broader conversation about what it means to be an educator, to do scholarship in education, and to disseminate

The box below contains links to portfolio samples, scholarly articles and FID Series materials exploring the scope of education scholarship, structure of educator portfolios and their use for promotion and tenure1,2,3.The latest publication on the importance and use of educator portfolios is The Academic Medicine Handbook (2013)1. This compilation of scholarly chapters is downloadable for FREE at Springer1. Dr. Simpson addresses how to develop an educators portfolio in Chapter 471, and emphasizes that reflective critique is the key [Continue on page 4 ]

References
1. Roberts, L.W. (2013). The Academic Medicine Handbook: A Guide to Achievement and Fulfillment for Academic Faculty. Springer:CA. [Free downloadable eBook!] Lamki & Marchand (2006). The Medical Educator Teaching Portfolio: Its compilation and Potential Utility. Sultan Qaboos Univ Med J. 6(1): 712. Mues, F. & M. Deane Sorcinelli (2000). Preparing a Teaching Portfolio. The Center for Teaching. University of Massachusetts Amherst. Constance D. Baldwin, Ph.D., Maryellen Gusic, M.D., and Latha Chandran, M.D., M.P.H. (ND). Leadership Lesson: The Educator Portfolio - A Tool for Career Development. AAMC. Glassick CE, Huber MT, Maeroff GI. Scholarship assessed: evaluation of the professoriate. San Francisco, CA: Jossey-Bass; 1997. Simpson, D., Fincher, R.M.E., Hafler, J.P., Irby, D.M., Richards, B.F., Rosenfeld, G.C., & Viggiano, R.R. (2007). Advancing Educators and Education: Defining the Components and Evidence of Educational Scholarship. Summary Report and Findings from the AAMC Group on Educational Affairs Consensus Conference on Educational Scholarship. Association of American Medical Colleges.

Sample Portfolios

University of Miami Wisconsin Medical College University of Michigan Medical School Committing your educational philosophy to writing

2.

3.

4.

5.

Related materials
Watch Dr. Elliotts presentation View/download PowerPoint Download AMES educator portfolio template (Word)

6.

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Fac ulty Ins tru ctional Develo pmen t [3]

[Continued from page 3] an effective educators portfolio. The role of reflection is key to professional practice and no less important to preparing for promotion or tenure. The box to the right offers Words to the wise in developing your educator portfolio.

Words to the Wise from The Academic Medicine Handbook*

on compiling a representative portrait of you the educator: Clear goalsstate the purpose, to demonstrate you are an outstanding educator

Adequate preparationApproach the preparation of your Educators Portfolio as you would any other instructional material - draft a statement of your objectives, and determine how best to present these. Appropriate methodsOrganize your portfolio in a way that tells a story about who you are as teacher, curriculum developer, advisor or mentor, leader, innovator, and so on. Significant resultsDont throw anything away. Save thank you notes and anything that comments on your abilities as an educator. Effective presentationAs with any scholarly paper you intend to submit for publication, you should ask colleagues to review and offer feedback on your draft before finalizing it to ensure you have effectively presented your academic experience as credentials for promotion or tenure. Reflective critiquebeyond the reflections included in the narrative of your portfolio, take the time to write a reflective critique on your strengths and opportunities as an educator. *[Free downloadable eBook!]

References
1. Roberts, L.W. (2013). The Academic Medicine Handbook: A Guide to Achievement and Fulfillment for Academic Faculty. Springer:CA. [Free downloadable eBook!] Lamki & Marchand (2006). The Medical Educator Teaching Portfolio: Its compilation and Potential Utility. Sultan Qaboos Univ Med J. 6(1): 712. Mues, F. & M. Deane Sorcinelli (2000). Preparing a Teaching Portfolio. The Center for Teaching. University of Massachusetts Amherst. Constance D. Baldwin, Ph.D., Maryellen Gusic, M.D., and Latha Chandran, M.D., M.P.H. (ND). Leadership Lesson: The Educator Portfolio - A Tool for Career Development. AAMC. Glassick CE, Huber MT, Maeroff GI. Scholarship assessed: evaluation of the professoriate. San Francisco, CA: Jossey-Bass; 1997. Simpson, D., Fincher, R.M.E., Hafler, J.P., Irby, D.M., Richards, B.F., Rosenfeld, G.C., & Viggiano, R.R. (2007). Advancing Educators and Education: Defining the Components and Evidence of Educational Scholarship. Summary Report and Findings from the AAMC Group on Educational Affairs Consensus Conference on Educational Scholarship. Association of American Medical Colleges.

Sample Portfolios

University of Miami Wisconsin Medical College University of Michigan Medical School Committing your educational philosophy to writing

2.

3.

4.

5.

Related materials
Watch Dr. Elliotts presentation View/download PowerPoint Download AMES educator portfolio template (Word)

6.

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Fac ulty Ins tru ctional Develo pmen t [3]

NEW!

esidents as Educators program

and 2013, a 2011-12 quality improvement study of multiple stakeholders perspectives on the instructional development needs of residents, and recent observations of teaching on various services at UMC university and south campuses.

How would my department become involved with RAE development activities?

Introduction

OMSE will contact all residency program directors during the Residents, medical students and program directors agree that first year of the program to offer residents as educator training residents should have more time and support for teaching medias part of their didactic sessions or retreats on educator develcal students. We cant do much about time, but we can provide opment. Clinical departments also may request instructional support to make the time you have more efficient for teaching development and support for residents as educators at any time and assessing students. Gail Pritchard, PhD, and Karen Spear by contacting Karen or Gail. Ellinwood, PhD, JD, EdS, offer instructional development for residents in all departments. Rather than What kind of support does RAE offering a set of prepared workshops or offer? EW Residents as Educators seminars, the new Residents as EducaProgram available! For more Educational interventions will be targeted tors (RAE) program takes a sculpted, information please contact: to respond to the specific concerns and evidence based approach to deliver needs of each department or service withinstructional development activities Karen Spear Ellinwood, PhD, JD, EdS in departments. Thus, in partnership with targeted to the needs of each depart Gail Pritchard, PhD you, we will identify strengths and needs ment. Program activities are based upfor improvement by conducting a careful on input from four main sources: 1) residents; 2) program directors; 3) students; and 4) direct obser- review of student evaluations of the relevant clerkship program vations of residents as they teach students in clinical situations. and faculty, direct observations of resident teaching in a variety of clinical settings, and input from residents and residency and Is the RAE program mandatory? clerkship program directors. EduNo. The Residents as Educators cational interventions might in(RAE) program is a voluntary, volve one-on-one mentoring, jourquality improvement program nal clubs or study groups, retreats, that began this academic year didactic sessions or online learning (2013-14) and was developed by modules, or some combination of Karen Spear Ellinwood, PhD, these. We also provide guidance to associate specialist for FID, and departments in establishing educaGail Pritchard, PhD, interim sention committees or workgroups. ior learning specialist for resiWith the collaboration of OMSEs dent development. However, UA Director of Medical Education ReCOM policy requires that all resisearch, Celia OBrien, PhD, we can dents engage in instructional Click to enlarge assist you in designing education development for a minimum of research to assess department 2 hours each year following their wide needs, and evaluate educaorientation to teaching prior to starting their residencies (see tional interventions. Policy for faculty instructional development). Participating in RAE is one way to satisfy this requirement. Is the RAE m flexible? The nature of RAE as a responsive program anticipates the possiWhat is the RAE program background? bility for change treating each intervention as a QI (quality improvement) project. Therefore, we will ask you to help us evaluRAE was developed in response to resident feedback derived from the Residents as Educators Orientation exit surveys in 2012 ate the effectiveness of our educational interventions by taking

FI D eN ew s

Fac ulty Ins tru ctional Develo pmen t [3]

Save the date!

Date/Time Presentation Title Presenters
FID Series 2013-14: Using medical Celia OBrien, PhD, and Rich19 September 2013 education research to improve ard Amini, MD (Teaching 1:002:30 pm teaching Scholar, 2012-13)

Contacts
Faculty Instructional Development Chris Cunniff, MD Director, Office of Medical Student Education (Comstock House) Em. ccunniff@peds.arizona.edu
[continued from page 5] an anonymous survey. We will ask for your suggestions on how to improve or propose educational interventions, and include an opportunity for you or your residents to provide us narrative feedback. Direct feedback is always welcome.

Ph. 520.626.5173

Instructional Development for all teaching faculty Karen Spear-Ellinwood, PhD, JD, EdS Associate Specialist, Faculty Development Office of Medical Student Education (COM-3215) Em. kse@medadmin.arizona.edu Ph. 520.626.1743

If my department does not participate, can I still get support for teaching?
Absolutely! We provide one-on-one mentoring for teaching to any resident or faculty member who requests support for enhancing teaching and assessment skills. We will be happy to review evaluations of and observe you teaching and design a plan for improvement. /kse/ Visit our webpage.

Educational Support for Residents and Fellows T. Gail Pritchard, Ph.D. Interim Senior Learning Specialist Office of Medical Student Education (COM-3210) Em. tpritcha@medadmin.arizona.edu Ph. 520-626-2390

Assessment of Student Performance Susan Ellis, MA, EdS Manager, Assessment of Student Performance Office of Medical Student Education (COM-3215) Em. sellis@medadmin.arizona.edu Ph. 520.626-3654

equest faculty development support

MedEd eNews Volume 02 Issue 01 August 2013

Office of Medical Student Education ~ 1501 N. Campbell Avenue ~ Tucson, AZ 85724 ~ 520.626.1743 ~ Omse.medicine.arizona.edu