1. Constance D. Baldwin, Ph.D. Professor of Pediatrics University of Rochester School of Medicine and Dentistry EducationalScholars Program Program May 5, 2009 Academic Pediatric Association Constance D. Baldwin, Ph.D. Professor of Pediatrics University of Rochester School of Medicine and Dentistry

2. Welcome

3. The speakers at this session have no relevant financial interests to disclose nor conflicts of interest to report Disclosure

4. Today’s Presenters Morning Constance BaldwinConstance Baldwin, University of Rochester Medical Center Mary OttoliniMary Ottolini, National Children’s Medical Center Elisa ZenniElisa Zenni, University of Florida College of Medicine - JacksonvilleAfternoon Latha ChandranLatha Chandran, State University of NY at Stonybrook Maryellen GusicMaryellen Gusic, Penn State College of Medicine Virginia NiebuhrVirginia Niebuhr, Univ of Texas Medical Branch

5. Agenda for Today 8:00-9:00 Breakfast, introductions, and orientation 9:00-12:00 Educational Scholarship and Educator Portfolios 12:00- 2:00 Lunch and discussion: Progress on projects 2:00- 4:00 Professional Collaboration and Networking 4:00-5:00 Feedback from scholars on today’s session and ESP program ISM discussion See Agenda in handout for exact times with breaks

6. Purpose of Educational Scholars Program To provide a faculty development program for pediatric educators to:  enhance performance  increase job satisfaction  support career advancement To build a strong cadre of educational scholars in pediatrics To increase the quality, status and visibility of pediatric educators in academia

7. Quick ESP History July 2005:July 2005: ESP approved for delivery at PAS May 2006:May 2006: Cohort 1 began (n=30) May 2007:May 2007: Cohort 2 began (n=10) May 2009: Cohort 3 begins (n=24) Cohort 1 graduates (n=21/28) May 2010:May 2010: Cohort 4 begins (n=18) Cohort 2 graduates

8. Guiding Principles of the ESP Focused curriculum:Focused curriculum: 20 learning objectives Principles of adult learningPrinciples of adult learning in all interactions  Curriculum reflects identified needs of learners  Hands-on practice of authentic tasks  Scholarly projects with mentoring and regular feedback  Developmental evaluations of authentic educator documents Professional networkingProfessional networking and peer learning Dynamic, evolving learning programDynamic, evolving learning program, shaped by needs assesssments, evaluation and feedback from participants Serious research and evaluation of programSerious research and evaluation of program to help build sustainable support

9. Requirements for Certification of Excellence 1.Core curriculum: 1.Core curriculum: 1 full-day mini-course per year at PAS meeting 2.Mentored projects 2.Mentored projects with 6-mo progress reports 3.Educator Portfolios: 3.Educator Portfolios: updated annually 4.Intersession Modules 4.Intersession Modules between PAS meetings on VLP 5.6 workshop reviews 6.Final requirementfor certification: 6.Final requirement for certification:  Peer-reviewed paper or  Peer-reviewed presentation at a national meeting (workshop, platform, or poster)

10. Annual Timeline of Program Requirements* July 15:July 15: Annual project report Aug 30:Aug 30: Program evaluation survey Oct 15 :Oct 15 : Intersession Module 1 due* Jan 15:Jan 15: Educator Portfolio and CV update Mar 15:Mar 15: Intersession Module 2 due* * For Cohort 2, these will be combined See handout for Calendar (also in Scholar Handbook) * See handout for Calendar (also in Scholar Handbook)

11. Cohort 2: Final Submissions Required for Program Completion Certificate of Excellence in To receive a Certificate of Excellence in Educational Scholarship Educational Scholarship in May 2010: Final versions of your Educator Portfolio and CV Final self-evaluation of educational knowledge and skills Final report on completed project Evidence of a peer reviewed product of your work that is related to your project proposal End of program evaluation

12. ESP Curriculum Structure Annual Didactic Sessions (any order) Sequenced Intersession Modules YR 2: YR 2: Technology in Education YR 2: YR 2: Qualitative Research YR 3: YR 3: Author Development and Reviewer Development Educational Principles and Scholarship Professional Collaboration and Peer Feedback Program Evaluation Scholarly Projects into Scholarly Products Educational Research Methods I Educational Research Methods II YR 1: YR 1: Project Evaluation YR 1: YR 1: Planning an Educational Project

13. Virtual Learning Platform VLPVLP is used to:  Post assignments and files for downloading  Facilitate and monitor scholars’ submissions  Foster communications within project groups  Post educational resources Franklin TrimmFranklin Trimm is our VLP guru: rftrimm@usouthal.edu rftrimm@usouthal.edu

14. Assessment and Evaluation of Scholars At baseline, mid- and post-program:At baseline, mid- and post-program:  Objective-based self-evaluations  Faculty evaluations of educator portfolios and project reports Peer review outcomesPeer review outcomes of papers and presentations Long term outcomesLong term outcomes as documented in scholars’ CVs and Educator Portfolios:  Scholarly productivity and grants  Promotion and advancement  Leadership positions

15. Scholarly Evaluation of Program and Scholars Process measuresProcess measures  Satisfaction, participation, attrition Scholar outcomesScholar outcomes Program outcomesProgram outcomes  Ongoing enrollment  Sustainable funding  Stakeholder evaluations of quality and effectiveness  Peer-reviewed publications and other dissemination activities

16. ESP Research Participation by scholars in ESP research is not mandatory ESP scholars may agree or refuse to allow their documents to be included in these studies The curriculum requirements of ESP scholars are required for program completion, but data will be omitted from our research at your request See Handout p. 5 for details

17. Constance D. Baldwin, Ph.D. Professor of Pediatrics University of Rochester School of Medicine and Dentistry Promotion of Educators: Strategies for Success

18. (Very) Brief History of Scholarship in US Academia Before 1900, teaching was once the premier activity of academia in the USA By mid 20 th century, research had become the dominant force at most universities Since 1990, efforts to redress the balance have intensified

19. What caused the shift in emphasis? Drive for technological innovation Increased specialization within academia Increased reliance on “objective” and quantifiable measures for faculty evaluation Federal funding directed to research (and not education)

20. Efforts to Rectify the Research:Education Balance Since 1990s: Increasingly rigorous definitions of educational scholarship (Boyer, 1990) Clearer criteria for educational excellence (Glassick, 1997) Peer reviewed repositories of educational resources (MedEd Portal) Increased use of EPs for documentation of educational effort

21. In last 20 years: 315% increase in clinician educators in academic medicine New promotion tracks for clinician educators have been widely adopted Odds of being at higher rank were 69% lower for clinician educators in than basic scientists,2004 study* at Johns Hopkins found: Odds of being at higher rank were 69% lower for clinician educators in than basic scientists, after adjustment for:  Age and gender  Time at rank  Global work satisfaction score Promotion of Educators is a Challenge *PA Thomas et al., Acad Med, 2004; 79:258-264.

22. Are educators under-developed as academicians? Do they lack good mentors? Do they lack financial support for scholarship? Is their time sufficiently protected for scholarship? Is their contribution to the quality of future physicians valued? Why does this occur?

23. One Well-Documented Explanation Promotion and retention of educators requires accepted standards to evaluate performance  Promotions committees are unfamiliar with educational scholarship  Educational “credits” are more difficult to document than research “credits”  CV’s fail to document education adequately  Educator portfolios (EPs) lack a widely accepted, standardized format  Evaluation of educators is unstandardized and generally not well understood

24. How Do We Define Educational Scholarship? The development, implementation, evaluation and/or dissemination of educational interventions or evaluation methods … by a creative, planned and rigorous process … that is consistent with best practices in the field … and reviewed by peers for excellence

25. Our Strategies to Promote Your Success as Educators Refinement of knowledge, skills, and attitudes Practical wisdom from the “veterans” Networking with scholars and faculty Jump start on scholarship with project completion Authorship development Key tool for career planning and promotion: Educator Portfolio National efforts to standardize EPs and educator evaluation criteria

26. Career Development Balancing Act Personal Development Relationships with Colleagues Professional Development Professional Responsibilities Individual Needs CAREERDEVELOPMENT Adapted from: M Bettmann. Choosing a Research Project and a Research Mentor. Circulation 2009: 119, 1832-35

27. Choose where you grow then Grow where you are planted! Grow where you are planted!