Demystifying The Teaching Portfolio

Demystifying The Teaching Portfolio Faculty Development Workshop January 24, 2012 Helen Emery, MD Andrew Luks, MD Mark Whipple MD On behalf of the 2006-07 Teaching Scholars Cohort

Helen Emery, MD Andrew M. Luks, MD Mark Whipple, MD Demystifying The Teaching Portfolio DISCLOSURE STATEMENT We have no commercial, non-commercial, or institutional financial interests or personal financial relationships to disclose regarding the material presented in this seminar. We participated in the development of a portfolio template that is circulating at our institution We have each struggled with development of our own portfolios

Some Background For What We Will Learn About Today

Two Letters With Which We Are All Familiar

The Standard Sections Of The UW Curriculum Vitae Education Post-graduate Training Faculty Positions Held Hospital Positions Held Honors and Awards Board Certification Current Licenses Professional Organizations Teaching Responsibilities Editorial Responsibilities Local and National Roles Research Funding Bibliography Abstracts

An Example Of The Limited Utility Of CVs For Educators Major job search for big position in education Question: Is this person a good educator? CV Attributes 33 pages long Long list of teaching awards (many of them old) No list of teaching roles Answer: I have no idea

The Solution To This Problem Teaching Portfolio (aka Educator s Portfolio or Teacher s Portfolio)

What Is The Teaching Portfolio? A flexible document that allows you to publicly tell your story: What you do as an educator Why you teach the way you do The quantity and quality of your teaching It is used in the promotions process but is different than the promotions packet Use this to educate people about what you do

The Prior History of Portfolios At The UWSOM Little faculty knowledge about the role of portfolios in the promotion process Little guidance from the departments about how to prepare portfolios Little guidance from the departments about how they were used in the promotion process Significant inter-department variability

Faculty Knowledge About Portfolios Was Limited Question: Do you know the difference between a teaching portfolio and a promotions packet? 75 % of Respondents 50 25 49% 51% 0 Yes No

The Prior History of Portfolios At The UWSOM Little faculty knowledge about the role of portfolios in the promotion process Little guidance from the departments about how to prepare portfolios Little guidance from the departments about how they were used in the promotion process Significant inter-department variability

The Way Faculty Learned How To Create Portfolios You should talk to Dr. X. He/She has a really good one

This Is What You Found When You Met This Person 8 Binders!!! This is not what a portfolio is supposed to be

The Prior History of Portfolios At The UWSOM Little faculty knowledge about the role of portfolios in the promotion process Little guidance from the departments about how to prepare portfolios Little guidance from the departments about how they were used in the promotion process Significant inter-department variability

Expectations For Portfolios Changed In 2007 The important components of this portfolio should be defined and departmental criteria should explain how the portfolio will be evaluated and considered during promotion. Report of the Ad Hoc Promotions Committee to the Dean of the UWSOM April 2007 UWSOM: University of Washington School of Medicine

This Is Now Codified In School Of Medicine Policy Compilation of the teaching portfolio is required for the promotion dossier of all faculty with teaching duties. The extent of the teaching portfolio will vary with the amount of time the faculty member spends teaching. UW SOM Faculty Appointments and Promotion Guide

Our Goal For Today To provide you with information you can use to develop a portfolio that will help you in the promotions process

The Outline For Our Session Overview of Portfolio Development Core Concepts in Portfolio Development Tips from the Pros Break-out session (generating scholarship, teaching philosophy statements) Promotions in the clinician-teacher pathway

An Overview Portfolio Development

Big Point #1 Know the Expected Format for Your Department

A Common Format For The Teaching Portfolio Personal information Teaching philosophy statement Teaching activities / role as educator Advising and mentoring Educational administration and leadership Professional development in education Honors and awards Long-term goals

Current Expectations Vary Between Departments Some departments have not stipulated clear guidelines yet Some departments have largely adopted the Teaching Scholars format Some departments have modified the Teaching Scholars format

An Example Of Departmental Expectations The Department of Medicine Required Components Executive summary Personal information Teaching philosophy Teaching activities Professional development Regional international recognition Optional Components Mentoring Educational administration and leadership Honors and awards Long-term goals

Some Departments Are Still Doing It The Old Way Since I finished my own portfolio, my department just sends people up for promotion to look at what I did A Teaching Scholars Colleague

Big Point #2 This is a flexible document

Big Point #3 The Teaching Portfolio is not simply a repository for lots of evaluations

The Portfolio Is Not Just A Repository Of All Feedback You do not simply put all evaluations in a binder You need to synthesize the information into a concise, informative format

Big Point #4 Emphasize several concepts throughout the portfolio

Concepts To Emphasize Throughout Your Portfolio Scholarship Effectiveness Evaluation & improvement

One Last Message

Core Concepts In Portfolio Development Education Scholarship

Educational Scholarship Sounds scary?

What is educational scholarship? Scholarly education is NOT the same as Educational Scholarship

Examples of Educational Scholarship Scholarship of Integration Review articles Book chapters Systematic reviews Scholarship of Application Incorporating learning theory or new knowledge into teaching at the bedside or in lecture Scholarship of Teaching Innovative methods (e.g., TBL) Curriculum development TBL: Team-based Learning

Consider The Basic Scientist s Approach Background information Results and analysis Hypothesis Methods Discussion and conclusions Collect data Future plans

Scholarship Is Not That Different For An Educator Adequate background information Clearly stated goals or objectives Appropriate methods Clear and significant results Effective presentation Reflective critique

Turning Educational Activity Into Scholarly Activity Available to the public Subject to peer review Reproducible / Able to build upon

An Example: Rheumapalooza Students were performing poorly in tests and clinically in rheumatic diseases Designed and implemented a one day program half day of didactic lectures half day of hands on workshop with patient stations

More About Rheumapalooza Evaluated it and tweaked it Prepared an abstract and presented at the College of Rheumatology meeting Prepared a manual for other institutions to adopt Now part of formal second year curriculum

Other Examples Of Educational Scholarship Journal URL: http://www.mededuc.com/ Journal: Medical Education

Other Examples Of Educational Scholarship MedEdPortal URL: https://www.mededportal.org/

Where Do I Publish My Scholarly Work? Education-focused journals Medical Education Academic Medicine Many specialty journals have a medical education section or special issues, e.g., Arthritis Care and Research Web sites e.g., the AAMC s MedEdPortal * * www.mededportal.org

How Can I Do This? (When I already have so little free time!!!) You are already doing most of the necessary work. Turning it into scholarship just requires a slightly different way of thinking about it. If you have developed a new lecture, course, or curriculum, you are almost there! Evaluate it, disseminate it The bar is not as high as you think!

The Bar is Not As High As You Might Think What would be regarded as preliminary data in a rigorous scientific study might be acceptable for publication in the medical education literature Controlled studies are nearly impossible to conduct

What Is Expected of Me? Clarify expectations for the amount of teaching and scholarly activity with your ASAP! Clinician-Educators can do other more traditional research in this pathway. Find a mentor or create a mentoring committee to keep you on track.

Core Concepts In Portfolio Development The Teaching Philosophy Statement

The Teaching Philosophy Statement Critical part of any teaching portfolio 1-2 page document Purpose is to demonstrate: Understanding of your teaching role Philosophical and theoretical basis to your teaching Commitment to teaching and improvement No absolute requirements

Possible Content Of The Philosophy Statement Why being a teacher is important to you Your understanding of how students learn How your teaching style facilitates learning How you assess outcomes of your teaching Connect the statement with portfolio contents This is often written or finalized after you have composed and reflected on the rest of the portfolio

The Target For A Teaching Philosophy Statement Distinctive Sincere Unique Concise

The Teaching Philosophy Statement Some Examples Have Been Provided For You We will spend more time working on this during the breakout session

Core Concepts In Portfolio Development Where Do I Get the Information That Goes Into My Portfolio?

There Are Two Primary Sources Of The Information Records that you maintain and organize during your career Your personal file in your department or division

You Should Start Holding Onto Everything! Evaluations Publications Thank you Letters Informal feedback Not all of it will go in the portfolio, but having the material available helps with building the portfolio

One Way To Keep Track Of Teaching Activities Audience Activity Date Excel Spreadsheet Separate worksheets for different types of activities

Some Divisions Have Tools To Gather Peer Evaluations Catalyst Survey Link The email is sent when faculty notify staff that they gave a talk

Some Divisions Have Tools To Gather Peer Evaluations Catalyst Survey Information can be stored in department files and easily retrieved when needed Space available for written comments Some faculty pass out their own evaluations at lectures

Core Concepts In Portfolio Development Organizing the Portfolio and the Information Contained Within

One Model For Organizing Your Portfolio * Depending on department requirements Photos Courtesy of Terry Massagli

Another Model For Organizing Your Portfolio* Appendix * Depending on department requirements Executive Summary Photo Courtesy of Mark Whipple

Yet Another Model For Organizing The Portfolio Main document in binder; Appendix on CD-ROM

Your Portfolio May Even Look Like This* At present the School of Medicine is only set up to handle hard copy versions of the portfolio * Depending on department requirements

How Long Should My Portfolio Be? No strict rules regarding length The entire portfolio is usually not presented to the A&P committee An appendix with supporting materials helps keep the main document concise. If your portfolio is too long, the only person who will read it is you.

An Example Of How To Present Information Description of your teaching role Summary of numerical ratings Sample of written comments

Another Example Of How To Present Information Background: why you did what you did What you actually did Outcomes: Evaluation scores Written comments

Documenting Effectiveness Average ICM II student evaluation ratings 2002-2007 4.9 5 4.8 4.7 4.6 4.5 4.4 4.3 4.2 4.1 4 Understanding of course obje... Communicated his expectatio.. Quality of bedside teaching Quality of feedback on OCP Quality of case discussion Quality of feedback on write... Overall teaching effectiveness Contribution in achieving cour.. Overall experience of Clinical... Average rating Whipple Dr. X All College Faculty Show how you measure up to peers

Documenting Improvement Evaluation Area (0 = worst; 5 = highest) 2008 2009 2010 Content 4.0 4.5 5.0 Interactive with audience 4.2 4.5 5.0 Time for questions 3.5 4.0 4.7 Adequacy of Handout 4.2 4.3 4.5 Overall quality 4.0 4.2 4.8 Show how performance changed over time

Organizing An Appendix This works or an appendix on CD-ROM or on a memory stick

Tips From the Pros Chris Knight Sherilyn Smith Karen Stout

Breakout Session Turning Your Teaching Into Scholarship Getting Started on the Teaching Philosophy

Promotion On The Clinician-Educator Track Peter Esselman, MD Chair, UWSOM Appointments and Promotions Council

Wrap-Up Questions? helen.emery@seattlechildrens.org aluks@u.washington.edu mwhipple@uw.edu