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AHSE Education Symposium
Education as a Pathway for Career Advancement1
Danielle Roussel, MD, Assistant Dean for Curriculum, Associate Professor, Department of Anesthesiology, School of Medicine
Harriet Hopf, MD, Associate Dean for Academic Affairs, Professor, Department of Anesthesiology, School of Medicine
Overview
The retention, promotion, and tenure process is evolving to allow accomplishments in education and teaching to contribute more significantly to professional advancement in academic health science centers. This breakout session will address the thoughtful identification of appropriate education related opportunities and ongoing development of an education portfolio suitable for career advancement in an academic health science center. We will discuss how the School of Medicine created clear criteria for advancement based on educational excellence.
Workshop Goal
! Workshop participants will employ a strategic process for career advancement in education by: o Understanding the criteria for promotion in education. o Maintaining a record of accomplishments in education. o Setting goals for achievement in education.
Agenda
Time Activity
10:50 Introductions
11:00 Educators in the FARA Process
11:20 Mapping Activities
11:35 Measuring Accomplishment o Impact o Dissemination
11:55 Setting Goals o Identify Gaps in Portfolio o Set SMART Goals
12:10 Wrap-Up
Recommended Reading & Resources
Simpson, D, & Fincher, RME (2007). Advancing Educators and Education: Defining the Components of Educational Scholarship. Summary Report and Findings from the AAMC Group on Educational Affairs Consensus Conference on Educational Scholarship. AAMC. Available in PDF format to AAMC members at https://members.aamc.org/eweb/DynamicPage.aspx?webcode=PubHome
Gusic M, Amiel J, Baldwin C, Chandran L, Fincher R, Mavis B, O’Sullivan P, Padmore J, Rose S, Simpson D, Strobel H, Timm C, Viggiano T. Using the AAMC Toolbox for Evaluating Educators: You be the Judge!. MedEdPORTAL; 2013. Available from: www.mededportal.org/publication/9313
Gusic M, Chandran L, Balmer D, D'Alessandro D, Baldwin C. Educator Portfolio Template of the Academic Pediatric Association's Educational Scholars Program. MedEdPORTAL; 2007. Available from: www.mededportal.org/publication/626
AHSE Education Symposium
Education Experience Summary
Impact Dissemination
Domains2 Activities Quantity (Learner Numbers, Effort)
Quality (Evaluation, Learner Outcome)
Scholarly Approach (Ed Lit, Best Practice)
Scholarship (Peer Review, Public, Platform)
Teaching
(Patient Education also considered CLINICAL PRACTICE ADVANCEMENT)
Learner Assessment
Curriculum Development
(also considered SCHOLARSHIP)
Advising & Mentoring
Educational Leadership & Administration
(also considered ADMiNISTRATION)
3
AHSE Education Symposium
Goals Career Advancement Goal Promotion to: Assistant Professor, Associate Professor, Professor Timing: Areas of Accomplishment: Investigation, Education, Clinical Practice Advancement, Administration/Service
Gaps in Education Accomplishment
Education Goals6 Goal #1:
S
M
A
R
T
Goal #2:
S
M
A
R
T
Goal #3:
S
M
A
R
T
AHSE Education Symposium
Framework for Evaluating Quality
Glassick Quality Indicators3
! Goals ! Preparation ! Methods ! Results ! Presentation ! Reflective Critique
Kirkpatrick Assessment Levels4
! Satisfaction ! Learning ! Application ! Impact
Bolman & Deal Leadership Frames5
! Symbolic ! Structural ! Human Resources ! Political
References 1. Gusic M, Amiel J, Baldwin C, Chandran L, Fincher R, Mavis B, O’Sullivan P, Padmore J, Rose S, Simpson D,
Strobel H, Timm C, Viggiano T. Using the AAMC Toolbox for Evaluating Educators: You be the Judge!. MedEdPORTAL; 2013. Available from: www.mededportal.org/publication/9313
2. Simpson DE, Fincher RM. Making a case for the teaching scholar. Acad Med. 1999;74:1296–1299. 3. Glassick CE. Boyer’s expanded definition of scholarship, the standards for assessing scholarship and the
elusiveness of the scholarship of teaching. Acad Med. 2000; 75:877-880. 4. Kirkpatrick DL and Kirkpatrick JD. Evaluating Training Programs: The Four Levels (3rd Ed). San Francisco, CA:
Berrett-Koehler Publishers, 2006. 5. Bolman LG and Deal TE. Reframing Organizations: Artistry, Choice and Leadership. San Francisco. Jossey-
Bass Publishing; 2003. 6. Doran, GT. There’s a S.M.A.R.T. way to write management’s goals and objectives. Management Review.
1981; 70 (Nov): 35-36.
Education: A Pathway for Career Advancement Danielle Roussel, MD Assistant Dean for Clinical Curriculum University of Utah SOM Harriet Hopf, MD Associate Dean for Academic Affairs University of Utah SOM
2014 AHSE Education Retreat
Adapted in part from: Gusic M et al www.mededportal.org/publication/9313
! Promote Career Advancement in Education ! Understand FARA (RPT) Criteria ! Maintain Record of Accomplishment ! Set Goals in Education
Workshop Goal Career Advancement in Education
Agenda Career Advancement in Education
Time Activity
10:50 Introductions
11:00 Educators in the FARA Process
11:20 Mapping Activities
11:35 Measuring Accomplishment
11:55 Setting Goals
12:10 Wrap Up
Recommended Reading & Resources
Simpson, D, & Fincher, RME (2007). Advancing Educators and Education: Defining the Components of Educational Scholarship. Summary Report and Findings from the AAMC Group on Educational Affairs Consensus Conference on Educational Scholarship. AAMC. Available in PDF format to AAMC members at https://members.aamc.org/eweb/DynamicPage.aspx?webcode=PubHome
Gusic M, Amiel J, Baldwin C, Chandran L, Fincher R, Mavis B, O’Sullivan P, Padmore J, Rose S, Simpson D, Strobel H, Timm C, Viggiano T. Using the AAMC Toolbox for Evaluating Educators: You be the Judge! MedEdPORTAL; 2013. Available from: www.mededportal.org/publication/9313
Gusic M, Chandran L, Balmer D, D'Alessandro D, Baldwin C. Educator Portfolio Template of the Academic Pediatric Association's Educational Scholars Program. MedEdPORTAL; 2007. Available from: www.mededportal.org/publication/626
Career Advancement in Education
Educators in the FARA Process Career Advancement in Education
Areas of Accomplishment Educators in the FARA Process
! Education
! Investigation
! Clinical Practice Advancement
! Administration / Service in Support of a Mission
! Excellence = external facing
! Effectiveness = internal facing
What is Education? Educators in the FARA Process
Education Teaching*
Learner Assessment
Curriculum Development# Advising &
Mentoring
Educational Leadership &
Adminstration%
* Patient Education is also considered CLINICAL PRACTICE ADVANCEMENT # Curriculum Development is also considered SCHOLARSHIP % Educational Leadership is also considered ADMINISTRATION Simpson, DE. Academic Medicine 74:1296-1299, 1999
What is Education? Educators in the FARA Process
! Activity in the myriad educational domains that could improve patient care, individual and population health and well-being, or advancement of knowledge
! Dissemination of knowledge, skills, & attitudes to trainees, faculty members, clinicians, staff, colleagues, patients, and the public
Where is Education Valued? (I) Educators in the FARA Process
! Education: ! Participation in education at an administrative,
development, scholarly, or investigational level
! Scholarship related to these efforts
! Investigation: ! Efforts by the faculty member that generate or
advance creation or development of new knowledge (educational scholarship)
Where is Education Valued? (II) Educators in the FARA Process
! Clinical Practice Advancement: ! Oversight of patient care
! Efforts to improve clinical education
! Scholarship related to these efforts
! Administration / Service (educational mission): ! Substantial administrative and / or service effort and
impact, generally in a leadership role
! Scholarship related to these efforts
What is Scholarship?
Educators in the FARA Process
! High quality work that has an impact: ! Made public
! Peer-reviewed based on the standard of the field at the time
! Built on by others
Glassick, CE. Academic Medicine 75:877-80, 2000
Mapping Activities Career Advancement in Education
Domain Activities
Teaching*
Learner Assessment
Curriculum Development#
Advising & Mentoring
Educational Leadership & Administration%
* Patient Education is also considered CLINICAL PRACTICE ADVANCEMENT # Curriculum Development is also considered SCHOLARSHIP % Educational Leadership is also considered ADMINISTRATION
Measuring Accomplishment Career Advancement in Education
Measures Measuring Accomplishment
! Quantity
! Quality
! Scholarly Approach
! Scholarship
Impact
Dissemination
Evaluating Quality Measuring Accomplishment
Glassick Quality Indicators
(Teaching, Assessment, Curriculum)
• Goals • Preparation • Methods • Results • Presentation • Reflective Critique
Kirkpatrick Assessment Levels
(+Advising/Mentoring)
• Satisfaction • Learning • Application • Impact
Bolman & Deal Leadership Frames
(Leadership & Administration)
• Symbolic • Structural • Human Resources • Political
Glassick, CE. Academic Medicine 75:877-80, 2000. Kirkpatrk, DL Evaluating Training Programs 3rd ed 2006. Bolman, LG; Deal, TE Reframing Organizations. 2003.
Impact Dissemination
Domain Activities Quantity Quality Scholarly Approach
Scholarship
Teaching*
Learner Assessment
Curriculum Development#
Advising & Mentoring
Educational Leadership & Administration%
Setting Goals Career Advancement in Education
Identify Gaps & Set SMART Goals Setting Goals
! Gaps in the Grid
! Appointment, Reappointment, Advancement
! SMART Goals
! Specific
! Measurable
! Attainable
! Relevant
! Time Related
Doran, GT Management Review 70; 35-36, 1981
Wrap Up Career Advancement in Education
Questions… Wrap Up
Remember Wrap Up
Education can be a Pathway for Career Advancement!
References Career Advancement in Education
1. Adapted in part from: Gusic M, Amiel J, Baldwin C, Chandran L, Fincher R, Mavis B, O’Sullivan P, Padmore J, Rose S, Simpson D, Strobel H, Timm C, Viggiano T. Using the AAMC Toolbox for Evaluating Educators: You be the Judge!. MedEdPORTAL; 2013. Available from: www.mededportal.org/publication/9313
2. Simpson DE, Fincher RM. Making a case for the teaching scholar. Acad Med. 1999;74:1296–1299.
3. Glassick CE. Boyer’s expanded definition of scholarship, the standards for assessing scholarship and the elusiveness of the scholarship of teaching. Acad Med. 2000; 75:877-880.
4. Kirkpatrick DL and Kirkpatrick JD. Evaluating Training Programs: The Four Levels (3rd Ed). San Francisco, CA: Berrett-Koehler Publishers, 2006.
5. Bolman LG and Deal TE. Reframing Organizations: Artistry, Choice and Leadership. San Francisco. Jossey-Bass Publishing; 2003.
6. Doran, GT. There’s a S.M.A.R.T. way to write management’s goals and objectives. Management Review. 1981; 70 (Nov): 35-36.
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