accelerating excellence in education: t he academy at work helen loeser, md. msc
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Accelerating Excellence in Education: T he Academy at work Helen Loeser, MD. MSc. f or the Academy for Innovation in Medical Education University of California, Irvine December 7, 2013. Overview. Start locally Situate UCSF’s Academy Note key features and outcomes - PowerPoint PPT PresentationTRANSCRIPT
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Accelerating Excellence in Education:The Academy at workHelen Loeser, MD. MSc.
for the Academy for Innovation in
Medical EducationUniversity of California, Irvine
December 7, 2013
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Overview
• Start locally– Situate UCSF’s Academy– Note key features and outcomes
• Scan Landscape of Academies– Conceptual framing– Program rationale and reasoning– Contributions– Future directions
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• 1998: Idea originated by Dan Lowenstein and the “Blue Skies” curriculum task force
• January 1999: Endorsed by department chairs at Dean’s leadership retreat
• March 1999: Dean Debas announced financial support for operations and matched chair program
• August 2000: Molly Cooke appointed director
• September 2001: Inaugural AME members inducted; “high-bar” application & selection
• July 2007: School of Medicine committed institutional support through 2017
• July 2012: Helen Loeser appointed director
UCSF’s AME was established in 2000
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Transitional Review and assessment 2012-2013
• The Academy is well established, serves key functions in the SOM, provides important community for educators
• However, new opportunities and challenges require refreshed approaches to accomplishing our mission
• Academy’s unique positioning and functional framework permits shift to external focus
Elisabeth Fall/fallfoto.com
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AME Mission, Values, Vision2013
Mission:• To support the people who execute and
advance the education mission of the UCSF School of Medicine.
Values:• Community, advocacy, service, innovationVision:• To promote an educational climate that
accelerates advances in teaching and learning, champions educator careers and improves health.
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Strategy and Implementation:The AME serves as …
• An indispensable crucible for innovation in education, by fostering curricular innovation
• An essential resource for career development in education, by promoting and rewarding teaching excellence
• An important source for scholarship in medical education, by encouraging and nurturing scholarly work
• A vital voice for educators at UCSF, by enhancing the status of teachers
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AME Framework
• Members contribute at key interface of innovation and academic output
• Resources (human capital and $$)
• Innovation as discovery, to advance teaching / learning
• Strategic / generative unit
• Resource for "what it takes to be an educator"
• Unique voice for education mission
• Departmental reach
AdvocacyCareer
Development
ScholarshipInnovation
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Going forward…
Our Framework informs:InfrastructureResource allocationMember activities and contributionsMetrics for success
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Who Are We?
103 AME members represent:• 5% of the SOM’s full-time teaching
faculty• 6 core teaching sites
– East Bay / Fresno / Mt. Zion / Parnassus / SFGH / VAMC
• 7 basic science departments• 20 of 28 SOM departments
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Departments (# members)
• Anatomy (1)• Anesthesia (4)• Biochemistry (2)• CMP (2)• Dermatology (2)• Emergency Med (9)• Epi/Biostats (1)• FCM (7)• Medicine (33)• Neurology (4)
• Ob-Gyn & RS (6)• Ortho Surgery (1)• Otolaryngology-HNS
(2)• Pathology (1)• Pediatrics (15)• Physical Therapy (1)• Physiology (1)• Psychiatry (6)• Radiology (2)• Surgery (3)
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Member DemographicsSeptember 2013
Professor Associate Professor
Assistant Professor Total
Ladder 4 0 0 4In-Residence 2 0 0 2Clinical X 45 16 3 64Clinical 10 6 5 21Adjunct 6 2 0 8Emeritus 4 0 0 4
Total 71 24 8 103Men = 51 Women = 52
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What we do for the Academy:Service Expectations
Participation in AME administration and activities
Minimum of 10 hours per year: Does not include direct teaching.• Chair or serve on AME working groups, committees• Provide other administrative functions
Serve on search committees, coach applicants• Further faculty development to improve teaching • Engage in activities that advance AME mission/goals; serve as
liaison beyond AME; Feedback loop is key
Attendance at AME activities: > 50% over 2 years• Academy-wide Meetings• Education Symposium • Celebration of New Members
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Activities: Celebration of New Members (September)
• Keynote by invited Educator • Dean and Vice Dean for Education
participate; department chairs attend• Individual presentation of each new
member• Teaching awards: recognition by peers
(AME members, course and program leaders)
• Awards for staff: excellence in performance and contributions to education endeavor
• Social event celebrating AME community
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Activities: Education Symposium March/April (2 days)
• Keynote by invited Scholar• Competitive, peer-reviewed
– Plenary session presentations– awards for scholarship in teaching and
in research– digital poster sessions + abstract
publication• Consultation sessions with Scholar • Workshops (dual-site, co-leadership)
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Endowed Chairs Program
• Allows a talented AME member to expand impact at UCSF and beyond
• Provides limited discretionary income stream for new, “value added” educational work; funds directed by chair-holder
• Selection process for each five-year term is competitive and proposal-based
• 20 matched endowed chairs • 3 Academy-based chairs
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Matched Endowed Chairs(AME + Department)
• Anatomy • Anesthesia • Dermatology • Emergency
Medicine • Epidemiology &
Biostatistics • Family &
Community Medicine (2)
• Medicine (2)
• Neurology• Obstetrics, Gynecology &
Reproductive Sciences • Orthopedic Surgery • Otolaryngology • Pediatrics (2) • Pharmacology • Psychiatry • Surgery
Vacant: Pathology, Radiology
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Academy-based Endowed Chairs
Open to all AME membersfor:
• Excellence in Foundational Sciences • Innovation in Teaching • The Scholarship of Teaching and
Learning
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Innovations Funding Program
• 2001-2010 Academy of Medical Educators– Supported 62 PIs, 83 projects, >$1.8m
• Results for PI’s– Provided opportunity for career growth,
scholarship, enhanced community, local & national identity & stature
– Offered faculty support for engagement & growth• Results for institution
– Created innovative, enduring programs
Adler S. et al. Impact of Intramural Medical Education Grants on Career Development of Faculty. RIME Abstract, 2012.
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Faculty Development Programs
• Innovations in Teaching Observation Program (TOP):• Surgical pilot • Interprofessional pilot (SON)• On-line mentor training module
• Collaborations:• Office of Research and Development in
Medical Education:• Co-Director, jointly appointed
• Interprofessional Education
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Teachers’ perceptions of UCSF’s education environment and the AME
• From 2005 to 2009: surveys of all teaching faculty show increase in favorable perceptions:• 70%: UCSF is an exciting environment for an educator; the
climate for educators is supportive• 40%: teaching significantly enhanced promotion prospects• 33%: the potential for an educator to succeed is high• 56%: the AME promotes mentoring of teachers, fosters
teaching excellence and curriculum innovation
• Factors predicting favorable perceptions:• faculty devoting >50% time to teaching, education endeavors• female faculty, tenured faculty, those with focus on UME
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AME Organizational Structure
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Cultural Context
Health Systems
Sister Academies
Community Resources
UCSF Campus
School of Medicine
OME
AME
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The Academy Propagates
• Rapid speed of uptake
• Team sport• Great diversity
Adapted from David M. Irby, PhD @ Academies Collaborative – November 2012
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Academies of Medical Educators: Social Architecture
• Create a new community– A “teaching commons”– Core/hotel space
• Construct communities of teaching practice
• Improve patient care by enhancing teaching
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UK Academy of Medical Educators“Improving clinical care through teaching
excellence”
• Develop a transparent career structure for medical educators
• Establish professional standards for curriculum and qualification for teachers
• Advocate for relevant policies in Tomorrow’s Doctors with GMC
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Academies in the U.S.
• Academies: to honor and to serve– 36 academies and 33 planned/127
(2008)• Application process
– Application, nomination, show up, training
• Selection criteria – “cultural” determinants– Quantity and quality of teaching – Development of curriculum,
assessment – Educational leadership and scholarship
Searle N, et al. The prevalence and practice of Academies of Medical Educators. Acad Med. 2010;85(1):48-56.
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Making the Case
• Academies meet fundamental needs of both universities and faculty members
• Motivation theory illuminates why and how• Engagement strategies that can energize
academies• Possible future directions and metrics for
success
Ex. David M. Irby, PhD @ Academies Collaborative – November 2012
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Key Question
• What motivates you? – To teach – To do faculty
development and/or – To serve in academia
• Think, pair, share• Listen for commonalities
Elisabeth Fall/fallfoto.com
Ex. David M. Irby, PhD @ Academies Collaborative – November 2012]
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Alignment of University and Faculty needs
• University seeks competitive advantage– Advancement of knowledge– Innovation and excellence
• Faculty seek to contribute and grow– Contribute to mission; make a difference– Learn; engage with others
• Maximum contribution to University + maximum satisfaction of faculty =
culture of high engagementEx. David M. Irby, PhD @ Academies Collaborative – November 2012]
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Motivation Theory
• Autonomy– Desire for control
• Mastery – Desire to learn new things
• Purpose– Desire to contribute to something larger than self
• Community/relatedness– Desire to be connected to and engaged with others
• Herzberg, F.I. 1987, 'One more time: How do you motivate employees?', Harvard Business Review, Sep/Oct87, Vol. 65 Issue 5, p109-120
• Pink D. Drive: The Surprising Truth about what Motivates Us. 2009.• Rosenberg T. Join the Club: How Peer Pressure can Transform the World. 2011.• Brooks D. The Social Animal: The Hidden Sources of Love, Character and Achievement. 2011.
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Correlates with Faculty Retention Factors
• Perceptions of congruence between faculty and institutional values and goals
• Institutional support for and commitment to faculty advancement
• Faculty self-efficacy Pololi et. al. Why are a quarter of faculty considering leaving academic medicine? A study of their perceptions of institutional culture and intentions to leave at 26 representative U.S. medical schools. Acad Med. 2012 Jul;87(7)859-69
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Engagement HierarchyHow can I
grow
Do I belong?
What do I give?
What do I get?
Growth
Teamwork/purpose
Individual contribution
Basic needs
• Gallup, Inc.• Buckingham M, Coffman C. First, Break All the Rules: What the World’s Greatest Managers Do
Differently. 1999.
1. Opportunities to learn and grow2. Progress in last six months
3. At work, my opinions count4. Coworkers committed to quality5. Mission/purpose of organization6. I have a best friend at work
7. Do what I do best every day8. Recognition last seven days9. Someone encourages my growth10. Someone at work cares
11. I know what is expected of me12. I have what I need to work
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What Do Academies Offer?How can I
grow
Do I belong?
What do I give?
What do I get?
Community, purpose/mission/values
Ability to give to others and get recognition for doing
my bestClear expectations, support, advocacy
Faculty development, mentoring, innovation and scholarship
Ex. David M. Irby, PhD @ Academies Collaborative – November 2012]
Mastery
Community
Purpose
Autonomy
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What Do I Get?• Clarity and
documentation of educational activity
• Support for teaching• Advocacy for teaching
and the educational mission
Clear expectations, support, advocacy
Elisabeth Fall/fallfoto.com
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Making Educational Activity Visible
Category Quantity Quality Building on work of others (scholarly)
Contributing to the field (scholarship)
Teaching X X X
Curriculum X X X X
Mentoring X X X
Leadership X X X X
Assessment X X X X
Simpson D, et al. Advancing educators and education by defining the components and evidence associated with educational scholarship. Med Educ. 41: 1002–1009, 2007
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Clarity of Expectations:Pathway to Scholarship
Quality in ActivityData Collection
Scholarly Approach to ActivityInformed by the literature or other programs
Scholarship of ActivityPublic, peer review, platform
E d u c a t i o n A c t i v i t y Teaching • Curriculum Development • Mentoring/Advising
Assessment of learner performance • Educational Administration
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What Do I Give?
• Opportunity to serve• Recognition for own
contributions• Chance to work with others
who are giving their best
Ability to give to others, recognition for contributions
Elisabeth Fall/fallfoto.com
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Do I Belong?
• Participation in a community of educators
• Sharing core values and a passion for the educational mission
Community, purpose/mission/values
Elisabeth Fall/fallfoto.com
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How Can I Grow?
Faculty development participation:• Join network of colleagues• Receive mentoring• Advance personal and
professional growth; evolve identity formation
• Obtain funding for innovations• Get support for scholarship
Faculty development: mentoring, innovation and
scholarship
Elisabeth Fall/fallfoto.com
Steinert, Y. et al. (2010). Faculty development: If you build it, they will come. Medical Education, 44(9), 900-907.
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Faculty Development Model
Health Professions Education Pathway to Discovery
Resident as Teacher & certificates
Individual & group consultations, website, handouts
Core Educational Skills Workshops & Certificate
Advanced Development Workshops & Certificates
Year-long Teaching Scholars Program
Masters Degree in Education
Doctoral Degree in Medical Education
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Future Directions
• Establish new forms of community • Expand beyond UME and medicine• Empower innovation and scholarship• Advocate for education and teachers• Create and measure metrics, add value• Others?
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Outcome Metrics
• Innovations and scholarship in education• Depth & quality of educational leadership• Measures of faculty, programs and learners • Magnet for future educators• Culture of engagement, innovation, scholarship
and excellence• Others?
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Conclusion
• Academies engage the faculty and improve universities
• Strong partners exist for academies – e.g. deans, offices of medical education
and academic affairs, departments and specialty/professional affinity groups
• Academies advance the work, quality and scholarship of teaching and learning