Presentation on theme: "Brian Mavis, PhD Portfolio Use to Develop Teaching Skills and Meet Program Goals."— Presentation transcript:
Brian Mavis, PhD Portfolio Use to Develop Teaching Skills and Meet Program Goals
What is a portfolio? How can it be used to document accomplishments related to teaching? What resources are available to guide faculty and RPT committees? Objectives
Living document Extension of your CV Personal annual report (annual review) Necessary part of many promotion and tenure packages What is a portfolio?
Originally conceptualized like those used with artists or architects Demonstrates quality of your work Records breadth of your work Illustrates professional development What is a portfolio?
“…a method of encouraging adult and reflective learning … based on developing a collection of evidence that learning has taken place” What is a portfolio? Snadden and Thomas 1998, p. 192
Personal reflection Central to successful portfolio Explains –What is included? –Why it is included? –How it is organized? –How it relates to program or institutional goals? What is a portfolio?
Tell your story –Where have you been? –What have you done? –What have you learned? –Where are you going?
How to build a portfolio? –Find a place to store your work –Keep everything –Ask for it in writing –Be organized –Paper vs electronic What is a portfolio?
Documenting Competence Miller GE. The Assessment of Clinical Skills/Competence/Performance; Acad Med (9): Adapted by Drs R. Mehay & R. Burns, UK (Jan 2009).
Why a portfolio?
How can portfolios be used to document accomplishments related to teaching?
AAMC Taskforce on Educator Evaluation: 2010 – 2012 The Charge: To provide resources that will aid decision-makers in developing clear, consistent and efficient evaluation processes for faculty with a career focus in education Documenting Accomplishments
Task Force Members Maryellen Gusic Indiana University Chair of the Task Force Jonathan Amiel Columbia University Brian Mavis Michigan State University Suzanne Rose University of Connecticut Constance Baldwin University of Rochester Kathe Nelson University of Alabama Deborah Simpson Medical College of Wisconsin Latha Chandran SUNY Stony Brook Lois Nora The Commonwealth Medical College Henry Strobel University of Texas Medical School at Houston Ruth-Marie E. Fincher GHSU/Medical College of Georgia Jamie Padmore MedStar Health Craig Timm University of New Mexico Nancy Lowitt University of Maryland Pat O’Sullivan UCSF Tom Viggiano Mayo Medical School
Teaching Learner Assessment Curriculum Development Mentoring and Advising Educational Leadership and Administration What do educators do? Simpson et al, 2007
Four typical indicators of competence: Quantity Quality Scholarly approach Scholarship Evaluating the work of educators?
Quantity –Duration, number, scope of teaching activities Quality –Teaching effective and well-received Scholarly approach –Incorporates best practices Scholarship –Workshops, peer-reviewed presentations –Adoption by others Contributions in Teaching
Scholarship involves: –Discovery of new knowledge –Application of knowledge –Integration of knowledge –Dissemination of knowledge Scholarship Reconsidered Boyer, 1990
Congruence/integration with other curricular components Use of best practices Necessary resource planning 2. Adequate Preparation
Best Practices –Content is up-to-date and evidence-based –Content is logically integrated with other curricular components –Content to be covered appropriate for time available –Content depth and breadth matched to learners’ needs 2. Adequate Preparation
Resource Planning –Specific needed resources are specified –Needed resources are available –Adequate preparation for use of technology 2. Adequate Preparation
Teaching methods aligned with learning objectives Methods are feasible, practical and ethical Innovative teaching methods used to achieve learning objectives 3. Appropriate Methods
Chooses teaching strategies that incorporate a variety of approaches Variety of approaches is evidence- based Uses interactive approaches and promotes self-directed learning Includes strategies for monitoring learner progress Provides evidence of innovation 3. Appropriate Methods
Satisfaction/reaction of learners Learning: Measures knowledge, skills, attitudes and/or behaviors Application: desired performance demonstrated in other settings Impact: educational programs and processes here or elsewhere 4. Significant Results Kirkpatrick & Kirkpatrick, 2006
Satisfaction/Reaction –Teaching ratings by learners or peers/experts –Compare learner ratings across teachers Learning –Measurable changes in knowledge, skills, etc. –Comparison to benchmarks or prior data 4. Significant Results
Application –Demonstration of knowledge, skills, etc. in subsequent settings or curricular components Impact –Evaluation by knowledgeable peers, educational leaders, etc. –Internal or external awards or recognition 4. Significant Results
Recognized as valuable (internally or externally) through: –Peer review –Dissemination –Use by others 5. Effective Presentation
Invitations to conduct faculty development, workshops, presentations Peer review of other teachers Dissemination and adoption of teaching materials or methods 5. Effective Presentation
AAMC Toolbox for Evaluating Educators Available through MedEdPortal: Where to Find It
Boyer EL. Scholarship reconsidered: priorities of the professoriate. San Francisco, CA. Jossey-Bass Publishers; Glassick CE. Boyer’s expanded definition of scholarship, the standards for assessing scholarship and the elusiveness of the scholarship of teaching. Acad Med. 2000; 75: Kirkpatrick DL and Kirkpatrick JD. Evaluating Training Programs: The Four Levels (3rd Ed). San Francisco, CA: Berrett-Koehler Publishers, Miller GE. The Assessment of Clinical Skills/Competence/Performance; Acad Med (9): Simpson D, Fincher RM, Hafler JP, Irby DM, Richards BF, Rosenfeld GC, Viggiano TR. Advancing educators and education by defining the components and evidence associated with educational scholarship. Med Educ. 2007;41: Snadden D. & Thomas ML. The use of portfolio learning in medical education. Med Teach. 1998; 20: References
Baldwin C, Chandran L, Gusic M. Guidelines for evaluating the educational performance of medical school faculty: priming a national conversation. Teach Learn Med. 2011; 23(3): Hutchings, P. and Shulman, L.S. (1999). The scholarship of teaching: new elaborations and developments. Change, 31(5), Van Tartwijk, J. & Driessen, EW. Portfolios for assessment and learning: AMEE Guide No. 45. Med Teach. 2009; 31: Additional Resources