A Guide to Education Across UM SOM By: Richard N. Pierson III, M.D., FACS, Professor of Surgery Senior Associate Dean for Academic Affairs, School of Medicine Based on presentations prepared by Nancy Lowitt, MD.

Medical Students Medical class profile: – smart, eager students per class –Currently 35-45% M/ 55-65% F –MD/PhD 3-5/year Preclinical (years 1-2) –in classroom “small group” (lectures harder to get) –Introduction to Clinical Medicine (ICM) –FRCT mentoring (spark your own research!) Clinical (years 3-4) Core clerkships, Electives –Engage students in your clinical settings –Participate in your Department’s teaching

Residents and Fellows Clinical>other education (Hospital-based) 60 ACGME-accredited programs 750 residents and fellows –These are medical school graduates preparing for independent practice in their clinical specialty –Front line teachers of our medical students –Diverse backgrounds Cultural Educational –Heterogeneous learning needs –Heterogeneous learning styles

Faculty (CME, Mentoring) Continuing Medical Education our CME program consists of our departmental grand rounds programs, courses, seminars and online offerings. Faculty Development: Research, Clinical Advising and Mentoring is a form of 1-1 teaching that is valued for promotion. Teaching graduate students or other students in a laboratory setting “counts” as teaching and is valued as highly important to our missions

Allied Health, GPILS, other UMB Schools, Other UM Campuses Teaching in Graduate (Masters, PhD), Physical Therapy, DMRT programs, and teaching in multidisciplinary education programs (SON, SOD, SOP, SSW, SOL) on our campus (and beyond: UMCP, UMBC) are also valued for promotion Basically we want to encourage the nearly 140 new junior faculty to get into teaching right away if they can. –Be proactive to find opportunities –Seek feedback regularly

Criteria for Promotion, Tenure Research/scholarly contributions Teaching Institutional/non-institutional service Clinical activities (if applicable) Objective evidence of Quality, Originality, Impact, (Independence), Trajectory

TEACHING -Documentation! (Quantity, Quality, Impact) - Teaching portfolio required for APT level promotions (see Dr. Nancy Lowitt) -Courses taught and/or developed (classes, number of hours, number of students) -Medical student & graduate student teaching -Non-course teaching (student, resident) -Mentoring (committees, advisees) - where have advisees ended up? -Evaluations (quantitative if possible, letters) Teaching awards (Non-trivial) Criteria for Evaluation

MAIN POINTS Teaching is at the heart of our School’s mission, and is fundamental to maintaining, propagating excellence in all of our activities –Clinical: best practices, patient information –Research: –Service: EXCELLENCE is primary standard. –Documentation Rules! (Quantity, Quality, Impact)

BASIC INFORMATION Where to find the BASIC INFORMATION Information on process and required documents PoliciesProcedures.asp Criteria for academic ranks and tenure Faculty development, CV, and portfolio development *

AND THAT’S ALL THERE IS TO IT! GOOD LUCK! GOOD LUCK!