Teaching Activity/Role Year Quantity # Learners Quality Evidence of Engagement with the Community of Educators Student Lectures/Small Group Seminars/Practicum Required Clerkship Seminar Leader 2004-05 16hrs per rotation; 8 rotations per year 8-12 per rotation For 2004-2005: “Was an effective seminar leader”; Mean rating = 5.41 on a 7-point scale (mean for all clerkship faculty = 4.89)* Presented methods used in this seminar to teach student use of EBM at national society meeting Epidemiology I 3 lectures/yr 30 students per course Course director invited me to include my lectures in another course at Portland State Physiology Lab Course 4hrs/week during12 week course 12 per course “Outstanding teaching reviews” as reported by course director Research Practicum Experience 2006 100 hrs of research internship each 2 MPH students One student submitted manuscript, “Medical Debt and Access to Health Care” Student Clinical Teaching Principles of Clinical Medicine Preceptorship 2006, 2007 120hrs/yr One MS1 student 4.4 average student rating on a 5-point scale (mean for all preceptors = 4.7)* Inpatient Attending 6 weeks/yr 12/yr 4.7 average student rating on a 5-point scale Developed new evaluation tool adopted by other inpatient faculty to assess student oral presentation skills Clerkship Lectures 2007, 2008 2 lectures per rotation; 8 rotations per year 8 per rotation No formal evaluations 2005-
Teaching Activity/Role Year Quantity # Learners Quality Evidence of Engagement with the Community of Educators Multiple Level Learners Interdisciplinary Surgery Conference 2006 - monthly Students, residents, fellows, faculty Increased attendance by multiple members of health care team from 5 departments Department Rounds 2005, 2007 1/year Students, residents, fellows, faculty 4.8 average rating on a scale Invited to give 2007 at 2 other regional hospital Grand rounds ACLS Course instructor 2007, 2008 2 lectures and 2 workshops per course 30 per course Invited to become certified as a course director CME Statewide Ethics Conference (one day conference) 2008 Conference Director 250 participants from all sectors of health care Conference was over subscribed; overall conf ratings very high Funding obtained from sponsoring institutions to support this as an annual conference Educator’s Portfolio Documentation Examples for Curriculum Development: Example #1 Title: Evidence-Based Medicine (EBM) series within PCM course Role: Series Coordinator - responsible for organizing instruction and recruiting small group leaders. Collaborated with faculty from 2 other departments to develop learning objectives and instructional materials Purpose/Need: Develop a new EBM series for all first year students that is clinically relevant Intended Audience: year medical students Duration: 12 week course held each year Methods/Design: Multi-method approach including interactive lecture series and clinical vignettes (6 two-hour sessions), small group projects spanning 12 weeks (format and materials developed for use by groups culminating in brief group presentations to entire class). Projects scored using a novel Impact Checklist.
Name of Advisee or Protégé Level of Advisee or Protégé Purpose of Relationship Duration and Process Current Status of Protégé Outcome(s) of Relationship . Charles Woodson (Protégé) Medical Student Development of professional goals Career guidance in service of minority health care 9/2001–present Met 4-5 per year Edit paper, CV Advocate for LCME liaison position Provided shadowing clinical experience Internal Medicine Resident MD received 2006 Published essay in Acad Medicine Appointment as AAMC Student Liaison to LCME . Kimberly Martin (Advisee) Junior Faculty Preparation of academic promotion documents 8/05-12/05 1-on-1 + e-mail Revise/reframe CV and portfolio Consult with department chair re: letter of rec Associate Professor Promoted 6/06 to Associate Professor . Ron Albert (Advisee) Graduate student Masters Thesis advisor Career guidance in biomedical research 7/2006 -10/2007 1-on-1 meetings Review thesis Collaborate on manuscripts Enrolled in PhD program MS received 2008 Nominated for Outstanding Master’s Thesis Award Published manuscript in J Biochemistry Presented at the Society for Biochemistry Research Annual Meeting, Atlanta April 2007 Educator’s Portfolio Documentation Examples for Educational Administration and Leadership:
Year Time Commitment Administrative or Leadership Role Description of Activities Quality Outcomes 0.2 FTE Associate Residency Director Develop curriculum, design educational methods and evaluation; oversee resident clinical schedules; liaison to community training sites Highly competitive residency with 100% fill rates Invited to chair special Dean’s task force on evaluation Co-authored RRC site visit full accreditation Procedure tracking system adopted by 3 other departments 2 national presentations of community training programs Monthly meetings MD/PhD Program Committee member Sets policy and curriculum for MD/PhD program Not assessed Prepared materials for LCME site visit 2006 Task Force met for 6 months Resident Evaluation Task Force member Re-designed all resident evaluation tools to be aligned with ACGME competencies Completed task force goals prior to start of academic year New implemented beginning July 2007 present 80 hours/year Co-Director, Advanced Topics in Cancer Biology Organize schedule and instructors, attend classes, review student work and grade students Student ratings of overall quality = 4.2 on 5 scale Continues to be course offering each year in graduate program Educator’s Portfolio Documentation Examples for Learner Assessment: Example #1 Assessment Activity: OSCE to assess mental health screening skills Role: Collaborated with a multidisciplinary team to create 4 including clinical scenario and standardized patient roles/scripts. Performed a literature review on the use of OSCEs to teach mental health skills as a basis for the cases. Developed the observed behavior checklist tool for each case and oriented faculty evaluators to the tool. Learner Population to be Assessed: First year residents at the start of their behavior health rotation (12 residents per year) Methods/Design: Mental health OSCE is required component of Behavioral Health rotation. The four cases represent a spectrum of commonly encountered mood disorders in primary care. Each resident performs the OSCE, is rated by a faculty and a peer, and receives formative feedback on performance.