Creating an Educator’s Portfolio: For Promotion… or Something Else J. R. Hartig, MD University of Alabama at Birmingham Annalise Sorrentino, MD University of Alabama at Birmingham

Conflict of Interest

J. R. Hartig has NO FINANCIAL relationships to disclose

Annalise Sorrentino has NO FINANCIAL relationships to disclose (But she did author one of the book chapters referenced)

Our Goals The purpose of our session is to assist Clinician-Educators in creating the first draft of their narrative document and developing

an action plan for completion of their portfolio.

Objectives By the end of the session, participants will: • List components of an educator portfolio.

• List characteristics of an effective portfolio. • Explore examples of teaching philosophies, and consider what one’s own might include. • Begin documenting their teaching activities. • Generate plan to create their teaching portfolio.

What’s impt for promotion? Chairs and P&T Chairs Response 1. 2. 3. 4.

Teaching Skills Overall Clinical Skills Coordinating Programs Mentoring and Role modeling 5. Other written scholarship 6. Design, Implement, Evaluation of education programs

Clinician Educator Response 1. 2. 3. 4. 5.

Clinical Research Written Scholarship Reputation Teaching Skills Curriculum Development 6. Personal Qualities 7. Coordinating Programs 8. Education Research

Atasoyla AA. Promotion Criteria for Clinician-educators. J Gen Intern Med 2003;18:711-716. Beasley BW. Looking Forward to Promotion. J Gen Intern Med 2003;18:705-710.

Scholarship Traditionally the definition of scholarship has been very narrow and is usually related to the number of publications and/or grants one receives.

Glassick et al. Scholarship Assessed, 1997

A New Vision of Scholarship

AAMC Educational Activity Categories 1. Teaching 2. Curriculum 3. Advising/Mentoring

4. Educational Administration/Leadership 5. Assessment of Learner Performance Advancing Educators and Education: Defining the Components and Evidence of Educational Scholarship. Scholarship Consensus Conference 2007

Acknowledgements • Peter Seldin, Pace University • Charlene Dewey, MD MEd, Vanderbilt University

AND… We are VERY limited on time today for a large task…

What is an Academic Portfolio? • Collection of materials • Document & Highlight accomplishments

• NOT an exhaustive compilation • Thoughtfully chosen activities • Evidence of their influence or effectiveness • Reflective & evidence-based

Why do it? • Because you have so much free time on your hands? • For promotion and tenure purposes • For self-reflection and advancement • To share experiences and expertise with others

Why do it? (2 purposes) • Summative Evaluation • Tool to judge the outcome of a work • Demonstrate the quality of one’s work (hiring or promotion)

• Formative Evaluation • Assembling and examining one’s work for improvement

Purpose Drives the Content • Why are you doing a portfolio? • Who will be reading it? • What evidence will they expect to find? • What types of evidence will be most convincing?

The Portfolio as a Story of Learning

What?

So What?

Now What?

Past

Present

Future

What have I collected about my life/work/learning?

What does this collection show that I have learned?

What direction do I want to take in the future?

Flashlight

v Searchlight

Narrow Beam

Broad Beam

• Sheds light on a small part of the object (performance)

• • • •

Skills Attitudes Philosophy Significance to others

The Format • Narrative • Teaching Philosophy • Appendices

The Format: Narrative • • • • • • • • •

Executive Summary Teaching Philosophy Teaching Responsibilities Evidence of Teaching Effectiveness Evaluation of Teaching Effectiveness Curriculum Development Service and Medical Education Scholarship and Medical Education Goals

Advising, Mentoring Teaching

Curriculum Administration & Leadership

The Format: Narrative • Description of teaching responsibilities • Factual descriptions: strengths and accomplishments • Documents/Materials: illustrate quantity and quality • Student/Learner evaluations • Peer evaluations

• Teaching Awards / Recognitions • Course/Curricular planning materials • Goals

Definitions: Quantity & Quality Evidence of Quantity: Descriptive information regarding the types and frequencies of educational activities and roles. Evidence of Quality: Evidence that activities achieve excellence using comparative measures, when available.

Advancing Educators and Education: Defining the Components and Evidence of Educational Scholarship. Scholarship Consensus Conference 2007

The Format: Appendices • Correspondence from alumni regarding contributions • Invitations to speak/present • Evidence of help given to colleagues • Honors/awards • Evaluations • Performance reviews

Examples of Teaching • Ward Attending • Clinic Attending • Medical School Courses • Clerkship Director • Residency Program Director • Noon Conference • Fellowship Guidelines • Mentoring

• Shadowing Program • Residency Clinic Director • Educational Committees • “Question of the Week” • Workshops • Women’s Health Track • Publications

Describe(Qualify) and Quantify • Exactly what is it that you do? • How many… • Weeks or sessions per year? • Hours per session? • Patients per session? Students per course? • What is the audience? • Residents and students by level of training • Faculty, staff, patients, applicants, community

Prove your teaching effectiveness… Please discuss your teaching responsibilities in your small group and decide how to prove teaching effectiveness (i.e. measure your performance)

Teaching Philosophy Statement: What is it? • Narrative description of YOUR beliefs, values and approaches as an educator • Reflect your purpose and approaches to teaching • • • •

Communicate your goals and concrete actions within your niche Support your self-definition and direction Articulate your uniqueness How you intend to grow as an educator

• Demonstrate YOUR commitment to teaching , personal and professional growth • Thread to disparate activities within your educator portfolio Goodyear GE, Allchin D. Statements of Teaching Philosophy. http://www.utep.edu/cetal/pub/stofteac.html Van Note Chism, Developing a Philosophy of Teaching Statement.

Teaching Philosophy Statement: • Format • Keep it to 1-2 pages in length. • Use the present tense. • 1st person is easiest and warmest. • Make it memorable and unique. • Content • Your concepts about teaching and learning • Expertise • Relationships • Learning Environment • Methods, Innovations, Strategies • Outcomes

Evidence of Effectiveness • Awards • Accreditations • Exam Scores • Evaluations • Goals Reached • Personal Comments from Your Audience • Successes of Mentees and Trainees

Awards and Accreditation Describe the process by which these are given in detail

Evaluations and Objective Data • Work the data to your benefit • Compare with others or with some accepted standard when possible

Goals Reached • Good way to document service activities • Clinic Director • Trend data for all activities • No-show rates • % of patients on chronic narcotics

• Strategic plan for each year • Emphasize educational objectives and alignment with established requirements (i.e. compliance with work-duty restriction policy)

• Program Director • Board pass rate • % of what your residents do (that matters to the reader/audience) • % in primary care, % in academic positions, % on your faculty, % locally providing care

No objective data? • Are you sure? • Think of those who could help you• Clerkship coordinators (student evals) • Categorical program coordinators (resident ward attending eval, end of your program evals)

• YOUR program coordinator (your resident evals, program evals, graduate statistics)

• Use indirect data • Create your own!

Portfolio: Take Home • Selective collection of work • Follows a Teaching Philosophy

• Structured and organized • Reflective, showcasing accomplishments • Supported by evidence

References

Selected References • Seldin P, Miller JE. The Academic Portfolio: A Practical Guide to Documenting Teaching, Research, and Service. 2009 Jossey-Bass. • Seldin P, Miller JE, Seldin CA. The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions 4th Ed. 2010. Jossey-bass. • AAIM website: http://www.im.org • AAMC Advancing Educators and Education: Defining the Components and Evidence of Educational Scholarship • All of our mentors – in the room, MPPDA leadership, at our home institutions, in our own home