Presentation on theme: "How to document your role in education: the teaching dossier"— Presentation transcript:
1How to document your role in education: the teaching dossier Anita Rachlis MD
2Objectives To understand the scholarship of teaching To review the Teaching Dossierpurposecomponent partsteaching activities to includeevaluation of teachingTo provide helpful hints
3The scholarship of teaching “A scholarship of teaching is not synonymous with excellent teaching”“All faculty have an obligation to teach well, to engage students, and to foster important forms of student learning…such teaching is a good fully sufficient unto itself.
4The scholarship of teaching When it entails, as well, certain practices of classroom assessment and evidence gathering, when it is fully informed not only by the latest ideas in the field but by current ideas about teaching in the field, when it invites peer collaboration and review, then teaching might be called scholarly, or reflective or informed.
5The scholarship of teaching But in addition to all of this, yet another good is needed, one called the scholarship of teaching, which we describe as having three central features of being public, open to critique and evaluation, and in a form that others can build on. A fourth attribute…is that it involves question-asking, inquiry and investigation, particularly around issues of student learning.”Hutchings, P and Shulman, L. Teaching among the Scholarships, Change, Sept 1999
6Purpose of the Teaching Dossier the purpose is to make significant chunks of what educator’s do available for peer review. Only when we have something to value, will we have something to evaluate…and we can not value something that we can not share, exchange, and examineLee Shuman “The educator’s portfolio” 1990
7Why do you need a Teaching Dossier? Documentation of what educational activities you engage in as a:clinician-scientist/investigatorclinician-educatorclinician-teacherAnnual activity reviewThree year reviewPromotionMainCert validation
8Teaching Dossier http://www.deptmedicine.utoronto.ca Faculty Career advancementAcademic dossiersTeaching dossiers
9The Teaching Dossier includes… all teaching and student assessment activitiesadministrative, organizational, and developmental aspects of educationeducational research activities related to medical education research and developmentnational and international organizations whose activities relate to medical education research and development
10The Teaching Dossier includes… national and international conferences and workshops relating to medical education research and developmentexternal consultancies relating to medical education research and developmenteducation-related honours and awards
11Begin with Introductory statement provides the reviewer with a clear and accurate picture of your perspective on your educational contributions and their impact“executive summary of the dossier”don’t assume that it will be obvious from the dossierReflective statementyour philosophy of education
12Philosophy of Education the goal of any educator is to change learner’s knowledge, attitudes and/or behaviors in a predetermined directionBland CJ et al. Successful faculty in academic medicine: essential skills and how to acquire them. Springer 1990instruction, in turn, is influenced by the values, beliefs, prior experiences, and knowledge of the individual faculty membereach faulty member must be able to articulate her/his philosophy of education
13Identify your personal philosophy of education Philosophy of adult education inventory – Lorraine Zinn PhDliberal adult education (expert)behaviorist adult education (manager)progressive adult education (organizer)humanistic adult education (facilitator)radical adult education (coordinator)
14Educational activities summary Organize each academic year under the following categoriesundergraduate educationpostgraduate educationgraduate educationcontinuing educationrelated academic activities
15Educational activities summary (example) Undergraduate education 2005-6 Year 1Metabolism and nutritionlectures 2 x 1 hrPBL 8 x 2 hrASCMclinics 6 x 3 hr20 hrs18 hrsYear 2Foundations of Medical PracticeLectures 4 x 1 hrPBL tutorials 12 x 2 hr28 hrsYear 3Medicine ClerkshipSeminar Program 3 x 1 hrExaminations6 hrsYear 4Seminar Program 4 x 1 hrObserved Clinical Skills12 hrs
16Educational activities summary (example) Undergraduate education 2005-6 Administrative, Organization, DevelopmentMember, undergraduate curriculum faculty development committeeMember, Metabolism and Nutrition course committeeAwardsAcademy teaching awardAikins Award nomination
17Educational activities summary (example) Graduate education 2005-6 Graduate students supervised (list names, dates, level – M.Sc. or Ph.D.Level of supervisory responsibility (principal supervisor or member of committee)Graduate courses taught, dates (courses in School of Graduate studies)Administrative, Organization, DevelopmentGraduate student coordinator, Institute of Medical ScienceAwardsNominated for Silverman award
18Educational activities summary (example) Postgraduate education 2005-6 Hematology ward rounds, 4 hours per week 96 hrsHematology seminars, 3 sessions x 1 hour x 6 18 hrsMKSAP review with residents, date 3 hrsExaminations, interns/residents 3 hrsAdministrative, Organization, DevelopmentMember, Internal Medicine PGY1 interviewing team, UTMember, Postgraduate Education Committee, SWCHSCAwardsInpatient teaching award, Dept of Medicine, SWCHSC
19Educational activities summary (example) Continuing education 2005-6 Certification and chemotherapy seminars for nursesDate hrsDate hrHematology Update, Saturday at the UniversityTransfusion Medicine, Family Medicine Clinic Day, William Osler Health CentreAdministrative, Organization, Developmentmember of course planning committee, Saturday at the UniversityAwardsNominated for a Woolf award: individual teaching
20Educational activities summary (example) Academic Activities Related to Education 2005-6 _________ Research approaches in health manpower development: some alternatives. Education and the Health Professions 2004;12:31-5Member of Program committee Royal College of Physicians and Surgeons of Canada Annual Meeting 2004Consultant – The Medical Council of Canada
21Educational activities summary (example) Supporting documentation copies of teacher/course evaluations, and/or summaries of the resultsunsolicited letters acknowledging outstanding educational contributionssections of reports of reviews that include citations relating to outstanding educational contributionscourse outlines, course materials, publications, etc
22Helpful tips keep every piece of documentation don’t assume that someone, somewhere will have a copy for you
23Helpful tipsseek to participate in courses that have formal systematic evaluations of teaching as part of your teaching responsibilityfor teaching activities that are not yet formally evaluated, seek your own input from learners about your teachingdon’t assume that everything will be evaluatedencourage your learners to complete their evaluations of your teaching
24Evaluation of your teaching “if it’s worth doing, it’s worth getting feedback”peer evaluationpresentationscourse/lecture contentpublicationsstudent evaluation
26A simple evaluation form What were the (1,2,3…) things you liked best about this session?What were the(1,2,3…) things you think could be improved or changed?What were the (1,2,3…) most important things you learned in the session?
27Helpful tipsactively seek documentation if it has not been provided to youevaluations from CE eventsletters of acknowledgement of significant education administrative activitiesdepartment/division reviewsmaintain list of learners taught by year and by course(some of them will be your references for promotion)don’t forget your role in formal mentoring relationships
28Awards find out what awards you may be eligible for hospital department/divisionuniversity divisionfaculty: undergraduate, postgraduate, continuing educationacademyfind colleagues to support your application and nomination for these awardsif you are not successful, get feedbacktry again!
29Helpful tipsseek assistance, on an ongoing basis, with your hospital’s Teaching Effectiveness Committee representative(s)
30Teaching Effectiveness Committee Chair: Anita RachlisMount Sinai Hospital: Hillar VellendUHN: Robert RichardsonDanny PaniskoToronto Rehab: Barry GoldlistSt. Michael’s Hospital: Robert HylandJeffery ZaltzmanMartin SchreiberWCH: Gary SibbaldAnna DaySBHSC: Mary BellSteve ShumakPeeter Poldre
31In summary….. enhance your teaching skills professional development self-reflectionimprove skillsoffers interaction with colleagues with similar interests
32Opportunities for professional development Texts and journalsNewble and Cannon, A handbook for medical teachers, Kluwer Academic Publishers, Fourth edition 2001Alguire et al., Teaching in your office, American College of Physicians, American Society of Internal Medicine, 2001ABC of learning and teaching in medicine, BMJ 2003Educational meetingsCAMEAAMCOttawa conferenceWorkshopsStepping stones teacher training program/workshops