Children’s National Medical Center

Naomi L.C. Luban, MD

Wednesday, December 10, 2008

Educational Portfolio Building

ASAP LT106

What is APT?

Appointment / Promotion / Tenure Combined CNMC / GW process GW mandates

• tracks

• timeline

• final decision

Nontenure Track

No clock Promotion can occur at any time, based on

academic productivity Publications in journals, book chapters,

invited reviews, electronic media Documented EDUCATIONAL INITIATIVES:

quality plus quantity Advocacy or unique clinical programming

Tenure Track

7 year “clock” By 3rd year, must make decision to stay or

switch to nontenure- If stay, have next 2 years to achieve tenure

(5th year is review and decision year)- If switch, revert to nontenure rules

Usually need external academic funding, publications and teaching expertise

Special “exceptions” for family leave, but should request extension of the “clock” before the fact

Recognition of Scholarship

Peer-reviewed basic and clinical research Contract / pharmaceutical funding Invited seminars Invited membership in peer scientific

societies Editorial boards, grant review panels,

selection as abstract reviewer Impact of publications on PROFESSION as

determined by letters of recommendation

Recognition of Clinical Service

Documented acknowledgment by peersas consultant

“Evidence” of positive clinical impact on division, department, school or hospital

Introduction of skill / technique unique locally or regionally

Lectureship in profession through CME, local/regional/national society

membership

Recognition of Professional Service

Consultantship to government, health policy, advocacy group

Identification and coordination of response to health care need of DC, community, nation,

minority or special health care needs group

Recognition of Teaching

Formal lectures Small group education Virtual classroom efforts Bedside / clinic / office teaching Case conferences Preceptorship / mentoring Course development

A tool for promotion and academic advancement

Part of mandated “package” for promotion implemented by GWUSOM

Educational Portfolio Building

Serve many purposes

Have different definitions

Educational Portfolios

Purpose: a broad perspective on educational activities

track activities and achievements

serves as a communication tool with mentor / advisor

provides organization to materials and activities

Update annually

Developmental Educator Portfolio

Purpose: highlights key educational achievements

showcases specific areas of expertise

assists in attaining status and visibility

Begin at 1st hire and develop fully when eligible for promotion / advancement

Promotional Educator Portfolio

Educational philosophy statement

Goals as an educator: 5 year plan

Contributions as an educator

- teaching

- learner assessment

- curriculum development

- mentoring and advising

- administration (committees)

Essential Elements of an Educational Portfolio

Educator Portfolio Template

1. Your Educational Philosophy and Five-Year Goals as an Educator

2. Description of your Educational Contributions

Section I: Teaching1. Description of Your Teaching Activities 3. Evaluation of Your Teaching2. Evaluation of Learner Outcomes 4. Overview of Section I

Section II: Curriculum Development1. Curriculum Information2. Overview of Section II

Section III. Mentoring / Advising1. Description of your Mentoring and Advising Activities2. Overview of Section III

Section IV1. Description of Educational Leadership and Administrative Activities2. Overview of Section IV

Section V1. Professional Reviewer Activities 4. Publications and Scholarly Products Related to Education2. Education grants funded 5. Workshops and Peer-reviewed/Invited Presentations on Educational Topics 3. Education Awards/Honorable Mentions 6. Professional Development in Education

3. Standard Template for Reporting Educational Scholarship

Teaching Activities Grid

Activity #Year(s) Taught

*

Title or topic of activity

Teaching strategy

and context

Where taught (local,

regional, national,

international)

Total teaching

hours/yr for this activity

Type of learner

Number of learners/year for

each activity **

1              2              3              4              

Grand Total      

       

         *If your institution requires specific dates, add these.        ** If there is a variable number of learners at an activity, provide an average number.

Example of Teaching Activities Grid

Activity Number

Title or topic of activity Teaching strategy

Where taught (local, reg,nat,

internat'l)

Total teaching hours/yr

Type of learner

# of learners in a Year

1 Lecture on Rashes

Repeated lecture in the med student clerkship

department

1 hour every 8 weeks = 6 hours per year

Medical student 20 learners

2Workshop on Career Advancement

Workshop as part of Faculty Development Program series

Institution4 workshops/yr @ 3 hr each = 12 hrs/yr

Faculty affiliated with med school

70 learners

3Pediatric Inpatient Rotation

Family-centered rounds with bedside teaching, teaching at delivery attendance, admissions, ED consults and pediatric stabilizations

department

On service about 150 days/yr @ 4 hr/day= 600 hr/yr

Family medicine residents and 4th year medical students

4 learners

Grand Total      

  618 hrs/yr   94 learners/yr

Example of Teaching Activities Grid

Course Institution Dates Lectures Evaluations (if available)

Documentation of Educational Activities

Resident evaluations My evaluations.com, shared with division chairs annually

Fellow evaluations In division

Pediatric noon conference series

Collated by Education Office. Sent to faculty

CNMC Board Review Course Faculty

External presentations

Mentorship (REACH, Gill, other)

Bring own form if not provided

(See website)

Letters of thanks with rankings

Letters supporting your impact

Example of Learner Assessment Grid

Assessment Method (Activity # if applicable)

Title or topic of activity

Evaluation context

(e.g., # and type of

learners, frequency of activity)

Your role in learner

evaluation: development

implementation analysis/synthe

sis

Evaluation / feedback methods

and process

In what category of Miller’s Triangle does this evaluation

fall?

How did the results of your learner

assessments provide evidence of your

teaching effectiveness?

1 Medicine in Contemporary Society

Four years of medical school, required, all students (n=410 over 4 yrs)

Development Analysis

OSCE with an SP dealing with a medico-legal case

Shows how 99% of students passed the “test” suggesting that course met its goals

4 Clerkship 2 students, 1x/mo= 24 students/yr

Implementation Observe students do H&P, provide 1-on-1 feedback

Does With feedback, most students achieve competence in history and physical examination skills at the level expected for a third year medical student.

Miller’s Triangle

Knows: MCQ

Knows how: Case Presentations, Low fidelity simulations

Shows how: High fidelity simulation, OSCE

Does: Chart audit, portfolio, direct observation (masked/unmasked), also patient outcomes

A CAVEAT: Not all learning is amenable to this kind of concrete evaluation. For example, developing professional skills such as taking responsibility, empowering team members, or being sensitive to patient’s cultural values, are important but not easy to demonstrate or document. Evaluations that are restricted to observable or measurable behaviors may overlook important aspects of physician performance that are best evaluated qualitatively.

Miller, GE. Acad Med, 65(supp); Sept 1990

OSCE = Objective Structural Clinical Examination

MCQ – Multiple Choice Question

Miller’s Triangle

Curriculum Description

Activity number

Curriculum topic and type (e.g. clerkship

module, residency longit experience, fellowship research component)

Type and # of learners

per yr

Is it imple-mented? (Yes/No

Where is it implemented? (dept, instit,

regional, national, intern’l)

Your degree of

responsibility (leader or

contributor)

1 Seminar series (4x1.5 hr) on academic writing

10 gen peds and adol med fellows/ year

Yes Dept Development leader and instructor

Mentoring and Advising Grid

Name of mentee or advisee

Dates of mentoring/Advising

Number of years you invested in relationship

Their role/position during the time you

were their mentor/advisor

Your role and what

you taught them

Their current position

Their significant achievements*

             

             

             

             

             

             

* E.g., papers, awards, grants, promotions, leadership positions. Attach a list if needed.

Mentee Type of Training (i.e., Fellow, research, MPH, SBB, MD

Dates of Training / Appointment

Research Topic / Mentorship provided

Current Position Evidence of Advancement/Publications

Margaret Pelszynski, MD

Fellow, Hematology-Oncology

1990-1992 Blood irradiation; methods of lymphocyte inactivation

Assistant Professor of Pediatrics, UC Davis-David Grant USAF Medical Center, Dept. of Pediatrics, Travis, CA

Pelszynski MM, Moroff G, Luban NL, Taylor BJ, Quinones RR. Effect of gamma irradiation of red blood cell units on T-cell inactivation as assessed by limiting dilution analysis: implications for preventing transfusion-associated graft-versus-host disease. Blood. 1994;83:1683-9.

Maureen Finnegan-Edelson, MD

Fellow, Hematology-Oncology

1994-1996 Blood irradiation; RBC membrane defects

Attending Physician, Hematology/Oncology, AI DuPont Hospital, Wilmington, DE Assistant Professor of Pediatrics, Thomas Jefferson University, Philadelphia, PA

Edelson MF, Luban NLC. Antioxidant vitamins prevent lipid peroxidation in stored, irradiated red blood cells. Blood 1996; 88: 721. Edelson MF, Luban NLC. Antioxidant vitamins protect red blood cells (RBC) from the effects of gamma irradiation Blood 1996;88:720.

Guy Young, MD

Fellow, Hematology-Oncology

1996-1998 Thrombopoeitin in HIV infected children. Platelet disorders.

Attending Physician, Division of Hematology/Oncology, Children’s Hospital of Orange County, Orange, CA

Young G, Luban N, White JG. Giant platelet disorders in African-American children misdiagnosed as idiopathic thrombocytopenic purpura. J Pediatr Hematol Oncol. 1999;21:231-6. Young G, Luban NL, White JG. Sebastian syndrome: case report and review of the literature. Am J Hematol. 1999;61:62-5. Review. Young G, Loechelt BJ, Luban NL et al. Thrombopoietin levels in HIV-associated thrombocytopenia in children. J Pediatr. 1998;133:765-9.

Example of Mentorship - Clinical Science

Trainee Dates Research Topic Total Paper Current PositionMore Recent

in ACP LabNotable Accomplishments

Example of Mentorship - Basic Science

Leadership and Membership Roles

Title of program/course(s) that you direct

Dept/Institutional Regional National/

International Duration in years

  1        

  2        

  3        

Name of educational committee(s)* that you lead        

  4        

  5        

  6        

Name of educational committee(s)* on which you are a member        

  7        

  8        

  9        

* Can also be used for non-educational committees

CNMC Faculty Activity LogFaculty Name: Division: TVU Total Description

CONFERENCES (Include title, audience, location, date; do not include research presentations) At CNMC, < two hr. session New conference Revised conference Lead case discussion Facilitate long group discussion Outside CNMC Local/metro area conference National meeting Visiting professorship

PRECEPTOR/ MENTOR (Include name of trainee, description of activity) 3rd year student career advisor POM course preceptor REACH preceptor Research preceptor for fellow or graduate student Inpatient medical ward attending Outpatient preceptor for 3rd year medical students 4th year medical student preceptor

NEW PROGRAM DEVELOPMENT (Describe course, materials, personnel, etc.) New course New training program New course materials

ADMINISTRATION Program director Evaluation of education

QUALITY MEASURES CNMC Golden Apple individual award Other CNMC individual teaching award GWU Teaching Award Top third of CNMC faculty rating Teaching skills workshop attendance

Professional Reviewer/Moderator Activities at the National Level

Activitynumber

What was reviewed(Grants, papers,presentations,

abstracts)

Year(s) of review or moderating

Sponsoring organization/institution/agency

 137 Multi-institutional grant: “Use of Epo as a Neuroprotectant” 2007   Welcome Trust

139  Sickle Cell Disease ClinicalTrails Network  2007   NHLBI: Chair of Committee

       

Websites with Ideas, Examples and References

http://www.mcw.edu/display/router.asp?docid=2546

http://www.med.ufl.edu/oea/opfd/faculty/sts/portfolio.shtml

http://www.mcg.edu/som/pandt/educatorportfolio.htm

http://deptmed.med.som.jhmi.edu/faculty/body11.html

http://www.med.umich.edu/medschool/faculty/portfolio.htm

http://www.ambpeds.org/Site/education/education_faculty_dev_form.htm

Guidelines on Your CV

Save the raw data• Letters of appreciation, CME evaluations, student

evaluations• GW Annual report or equivalent

Traditional CV with personal adaptation• Boldface your name to emphasize authorship• Mentorship section

- asterisk mentors for authorship- use separate table

• Consistency• No fancy type

Some Numbers, FY 2006-08*

’06-’07 ’07-’08

Recommended or Considered applyingWithdrew application

131

142

Finished process 9 12Forwarded to GWU 8 12Awarded promotion / tenure* 8 12% Female 62.5 50.0

* One each year moved from tenure to non-tenure

Some Numbers, FY 2008

Peer-reviewed

Grants as PI and / or Co-PI

Other

Professor with tenurewithout tenure

~27~18

+ +National reputation National recognition Chapters, book

editorship

Associate with tenurewithout tenure

2815

+ + ++

Chapters, clinical program development

Research Associate Professor

32 + Co-PI

CV Building for Promotion Summary Points

Be knowledgeable about APT process and timelines

Be able to track and document accomplishments (e.g. manila folder in top drawer)

Seek advice from mentors, senior faculty, vice chairs and chair

Plan deliberately for career advancement “Your CV should tell a story.” Meet and become acquainted with more senior

people in your field who can serve as references