How to document your role in education: the teaching dossier
Anita Rachlis MD
Objectives
To understand the scholarship of teaching To review the Teaching Dossier
purpose component parts teaching activities to include evaluation of teaching
To provide helpful hints
The 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.
The 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.
The 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
Purpose 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 examine
Lee Shuman “The educator’s portfolio” 1990
Why do you need a Teaching Dossier?
Documentation of what educational activities you engage in as a: clinician-scientist/investigator clinician-educator clinician-teacher
Annual activity review Three year review Promotion MainCert validation
Teaching Dossier
http://www.deptmedicine.utoronto.ca
Faculty
Career advancement
Academic dossiers
Teaching dossiers
The Teaching Dossier includes…
all teaching and student assessment activities administrative, organizational, and developmental
aspects of education educational research activities related to medical
education research and development national and international organizations whose
activities relate to medical education research and development
The Teaching Dossier includes…
national and international conferences and workshops relating to medical education research and development
external consultancies relating to medical education research and development
education-related honours and awards
Begin 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
dossier
Reflective statement your philosophy of education
Philosophy of Education
the goal of any educator is to change learner’s knowledge, attitudes and/or behaviors in a predetermined direction
Bland CJ et al. Successful faculty in academic medicine: essential skills and how to acquire them. Springer 1990
instruction, in turn, is influenced by the values, beliefs, prior experiences, and knowledge of the individual faculty member
each faulty member must be able to articulate her/his philosophy of education
Identify your personal philosophy of education
Philosophy of adult education inventory – Lorraine Zinn PhD
liberal adult education (expert) behaviorist adult education (manager) progressive adult education (organizer) humanistic adult education (facilitator) radical adult education (coordinator)
Educational activities summary
Organize each academic year under the following categories
undergraduate education postgraduate education graduate education continuing education related academic activities
Educational activities summary (example)Undergraduate education2005-6
Year 1 Metabolism and nutrition lectures 2 x 1 hr PBL 8 x 2 hrASCM clinics 6 x 3 hr
20 hrs
18 hrs
Year 2 Foundations of Medical PracticeLectures 4 x 1 hrPBL tutorials 12 x 2 hr
28 hrs
Year 3 Medicine ClerkshipSeminar Program 3 x 1 hrExaminations
6 hrs
Year 4 Medicine ClerkshipSeminar Program 4 x 1 hrObserved Clinical Skills
12 hrs
Educational activities summary (example)Undergraduate education2005-6
Administrative, Organization, Development Member, undergraduate curriculum faculty
development committee Member, Metabolism and Nutrition course
committee
Awards Academy teaching award Aikins Award nomination
Educational activities summary (example)Graduate education2005-6
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, Development Graduate student coordinator, Institute of
Medical ScienceAwards Nominated for Silverman award
Educational activities summary (example)Postgraduate education2005-6
Hematology ward rounds, 4 hours per week 96 hrs Hematology seminars, 3 sessions x 1 hour x 6 18 hrs MKSAP review with residents, date 3 hrs Examinations, interns/residents 3 hrs
Administrative, Organization, Development Member, Internal Medicine PGY1 interviewing team, UT Member, Postgraduate Education Committee, SWCHSC
Awards Inpatient teaching award, Dept of Medicine, SWCHSC
Educational activities summary (example)Continuing education2005-6
Certification and chemotherapy seminars for nurses Date 2 hrs Date 1 hr
Hematology Update, Saturday at the University Date 2 hrs
Transfusion Medicine, Family Medicine Clinic Day, William Osler Health Centre Date 1 hr
Administrative, Organization, Development member of course planning committee, Saturday
at the UniversityAwards
Nominated for a Woolf award: individual teaching
Educational activities summary (example)Academic Activities Related to Education2005-6
_________ Research approaches in health manpower development: some alternatives. Education and the Health Professions 2004;12:31-5
Member of Program committee Royal College of Physicians and Surgeons of Canada Annual Meeting 2004
Consultant – The Medical Council of Canada
Educational activities summary (example)Supporting documentation
copies of teacher/course evaluations, and/or summaries of the results .......
unsolicited letters acknowledging outstanding educational contributions
sections of reports of reviews that include citations relating to outstanding educational contributions
course outlines, course materials, publications, etc
Helpful tips
keep every piece of documentation don’t assume that someone, somewhere will have
a copy for you
Helpful tips
seek to participate in courses that have formal systematic evaluations of teaching as part of your teaching responsibility
for teaching activities that are not yet formally evaluated, seek your own input from learners about your teaching
don’t assume that everything will be evaluated encourage your learners to complete their
evaluations of your teaching
Evaluation of your teaching
“if it’s worth doing, it’s worth getting feedback”
peer evaluation presentations course/lecture content publications
student evaluation
A 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?
Helpful tips
actively seek documentation if it has not been provided to you evaluations from CE events letters of acknowledgement of significant
education administrative activities department/division reviews
maintain 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
Awards
find out what awards you may be eligible for hospital department/division university division faculty: undergraduate, postgraduate, continuing
education academy
find colleagues to support your application and nomination for these awards
if you are not successful, get feedback try again!
Helpful tips
seek assistance, on an ongoing basis, with your hospital’s Teaching Effectiveness Committee representative(s)
Teaching Effectiveness Committee
Chair: Anita Rachlis
Mount Sinai Hospital: Hillar Vellend UHN: Robert Richardson
Danny Panisko Toronto Rehab: Barry Goldlist St. Michael’s Hospital: Robert Hyland
Jeffery Zaltzman Martin Schreiber
WCH: Gary Sibbald Anna Day
SBHSC: Mary Bell Steve Shumak Peeter Poldre
In summary…..
enhance your teaching skills
professional development self-reflection improve skills offers interaction with colleagues with
similar interests
Opportunities for professional development
Texts and journals Newble and Cannon, A handbook for medical teachers,
Kluwer Academic Publishers, Fourth edition 2001 Alguire et al., Teaching in your office, American College of
Physicians, American Society of Internal Medicine, 2001 ABC of learning and teaching in medicine, BMJ 2003
Educational meetings CAME AAMC Ottawa conference
Workshops Stepping stones teacher training program/workshops
www.cfd.med.utoronto.ca
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