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. Teaching Skills
2. Overall Clinical Skills
3. Coordinating Programs
4. Mentoring and Role modeling
5. Other written scholarship
6. Design, Implement, Evaluation of education programs
Clinician Educator Response
1. Clinical Research
2. Written Scholarship
3. Reputation
4. Teaching Skills
5. 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
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…
• Collection of materials
• Document & Highlight accomplishments
• NOT an exhaustive compilation
• Thoughtfully chosen activities
• Evidence of their influence or effectiveness
• Reflective & evidence-based
What is an Academic Portfolio?
• 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?
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?
Past
What have I collected about my
life/work/learning?
So What?
Present
What does this collection show that
I have learned?
Now What?
Future
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
• 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
The Format: Narrative
Administration & Leadership
Advising, Mentoring
Teaching
Curriculum
• 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
The Format: Narrative
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
• Correspondence from alumni regarding contributions
• Invitations to speak/present
• Evidence of help given to colleagues
• Honors/awards
• Evaluations
• Performance reviews
The Format: Appendices
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
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!
• Selective collection of work
• Follows a Teaching Philosophy
• Structured and organized
• Reflective, showcasing accomplishments
• Supported by evidence
Portfolio: Take Home
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