1. 1 PAS Educational Scholars Program This program is a product of the: APA Faculty Development Program APA Education Committee

2. 2 CME Disclosures  Speakers: Constance Baldwin, University of Rochester Constance Baldwin, University of Rochester Miriam Bar-on, Loyola-Strich Med School Miriam Bar-on, Loyola-Strich Med School Latha Chandran, State Univ of NY at Stonybrook Latha Chandran, State Univ of NY at Stonybrook Maryellen Gusic, Penn State Maryellen Gusic, Penn State Franklin Trimm, Univ of So Alabama Franklin Trimm, Univ of So Alabama  Each of these speakers has documented that he or she has nothing to disclose

3. 3 Purpose of APA FD Program (and ESP)  To provide a faculty development program for pediatric educators to: enhance performance increase job satisfaction support career advancement  To increase the quality, status and visibility of pediatric educators in academia

4. 4 Inauguration of Educational Scholars Program  July ’05: ESP approved for delivery at next 3 PAS meetings Target group: pediatric faculty in all specialties  Jan ’06: 67 applications received  Feb ’06: 30 Scholars selected  May 2 ’06: First teaching session

5. 5 Educational Scholars Program Faculty  Constance Baldwin, Director *  Latha Chandran, Co- Director *  Miriam Bar-on *  Donna D'Alessandro *  Charlene Gaebler  Lynn Garfunkel *  Angelo Giardino *  Susan Guralnick*  Maryellen Gusic *  David Keller *  Lyuba Konopasek *  Alice Kuo  Joe Lopreiato *  Virginia Niebuhr *  Daniel Rauch *  Wanessa Risko  Judy Shaw *  Franklin Trimm *  Teri Turner * * Project Facilitators

6. 6 Educational Scholars Program Overview 1.Core curriculum: 1 full-day mini- course per year at PAS meeting 2.Formal reviews of 6 PAS workshops 3.Mentored projects with 6-mo progress report 4.Electronic interactions between PAS meetings 5.Final requirement for certification: Peer-reviewed paper OR Peer-reviewed presentation at a national meeting

7. 7 ESP: Guiding Principles  Core of curriculum: 14 learning goals  Principles of adult learning in all interactions  Many opportunities for hands-on practice  Required scholarly projects  Peer learning through project sharing and evaluation, feedback and support  Professional networking facilitated by electronic communications system  Dynamic, evolving learning program, shaped by evaluation and feedback from participants

8. 8 Core Didactic/Interactive Curriculum at PAS Meetings Three yearly sessions will include:  Learning modules linked to our 14 educational goals  Peer group interactive activities  Project presentations with feedback  Career development sessions

9. 9 Formal Workshop Reviews  You are expected to submit a written review of two PAS workshops per year  Two types of evaluation required: Summative, quantitative evaluation Open-ended (plus-delta) evaluation  We will recommend workshop options each year  You may choose others that will strengthen your projects

10. 10 Intersession Activities Between PAS meetings  Mentored projects  Interactive and self-directed learning on Virtual Learning Platform

11. 11 30 ESP Projects on Many Educational Topics  Evidence-based medicine  Teaching skills  Breastfeeding  Emergency medicine  Cultural competence  Obesity  Asthma  Medical errors  Oral health  International health  Newborns, preterms  PALS  Evaluating learners  Infectious Diseases  Adolescent  transitioning  Use of interpreters  Conflict resolution  Evaluation of many educational methods

12. 12 Peer Groups  Evaluation  Curriculum Development 1 (outcomes evaluation emphasis)  Curriculum Development 2 (teaching emphasis)  Faculty Development  Educational Technology 6 Scholars and 3 Project Facilitators per Group

13. 13 New Development: Dyson Partnership with ESP  We have just received Dyson Foundation funding to: Add a new cohort of 10 Scholars in 2007 They will for a peer group with projects on education in community pediatrics Project facilitator will be David Keller, University of Massachusetts

14. 14 Virtual Learning Community  Virtual Learning Platform  Virtual Learning Platform will be used to: Facilitate and monitor projects Foster communications within peer groups Post bi-monthly assignments, reading materials and discussion questions Post educational resources contributed by all ESP participants

15. 15 Final Certification Requirement  “Final exam” will be successful peer review of a paper or presentation at a national meeting  We hope you will meet this goal by May 2008, or no later than Jan 2009

16. 16 ESP Evaluation of Scholars  At baseline, mid- and post-program: Self- and peer-evaluations Faculty evaluations (CV, Educator Portfolio, presentations, projects)  External evaluations of papers and presentations  Long term outcomes as documented in CV and Educator Portfolio: Scholarly productivity, grants Promotion, advancement, leadership positions

17. 17 ESP Evaluation of Program as a Whole  Process measures Satisfaction, participation, attrition  Learner outcomes  Program outcomes Ongoing enrollment Sustainable funding Stakeholder evaluations of quality and effectiveness Peer-reviewed publications and other dissemination activities

18. 18 Questions or Comments?

19. 19 A Brief Survey of Educational Scholarship  Boyer’s model of educational Scholarship  Glassick’s criteria for evaluation of educational scholarship  The scholarship continuum  Making it relevant: Prerequisites of career advancement as an educator

20. 20 (Very) Brief History of Scholarship in US Academia  Teaching was once the premier activity of academia in the USA  In mid 20 th century, research became the dominant force  Since 1990, efforts to redress the balance

21. 21 What caused the shift in emphasis?  Drive for technological innovation (agriculture, medicine, war, space race)  Increased specialization within academia –more emphasis on individual advancement, increasingly gained through research in narrow content areas  Increased reliance on “objective” and quantifiable measures for faculty evaluation—easier to document for research than for teaching  Federal funding directed to research (and not education)—revolutionized the economic structures of academia

22. 22 Efforts to Rectify the Research/Education Balance Since 1990s:  Increasingly rigorous definitions of a educational scholarship (Boyer, 1990)  Clearer criteria for educational excellence (Glassick, 1997)  Special theme issue of Academic Medicine: “Expanding the View of Scholarship”  New efforts to enhance documentation of educational excellence (AAMC Consensus Conference, 2006)

23. 23 Boyer’s Model of Educational Scholarship  Discovery: original research to acquire new knowledge, enhance understanding of how things work  Integration: seeking connections between disciplines, bridging creatively across isolated research findings  Application: building bridges between theory and practice, using knowledge for practical purposes  Teaching: communicating knowledge to others, making new discoveries accessible and meaningful outside a specialized domain

24. 24 Glassick’s Six Criteria for Evaluation of Educ Scholarship Scholarly work should exhibit: 1.Clear goals: stated purpose, realistic objectives, important questions? 2.Adequate preparation: understanding of literature, appropriate skills, needed resources? 3.Appropriate methods: choice of methods that match goals, effective use and flexible application of methods?

25. 25 Glassick’s Six Criteria for Evaluation of Educ Scholarship Scholarly work should exhibit: 4.Significant results: goals are achieved, results are important, field is advanced? 5.Effective presentation: presentation well organized, forums appropriate, message clear and sound? 6.Reflective critique: work critically evaluated, supported with good evidence, evaluation used to improve future studies?

26. 26 The Scholarship Continuum Excellence in teaching  Scholarly approach to teaching  Scholarship in teaching

27. 27 Excellence in teaching  Documented by quantity and quality in CV  Examples in Educator Portfolio to demonstrate creativity, innovation, learner outcomes

28. 28 Scholarly approach to teaching  Demonstrated by: Self-analysis (reflective practice) in teaching or educational development activities Use of “best practices” from literature or recognized experts

29. 29 Educational Scholarship  Requires fulfillment of three criteria: Publication Peer review Creating a platform for others to build upon [Fondly known as the 3 P’s]

30. 30 Prerequisites for Career Advancement as an Educator  Documentation of educational productivity (~quantity)  Documentation of educational quality (teaching, scholarly approach)  Peer review of products and reports  Dissemination and adoption of educational products  Evidence of national reputation