Designing an Academy of Medical Educators at the University of Michigan Medical School Joseph C. Kolars, M.D. Senior Associate Dean for Education and Global Initiatives

Agenda 1.League of Excellence – Dinner Wed January 23 2.‘Academy for Educational Excellence and Scholarship’ - Why? - What? - How? - Who?

Clinical Departments Anesthesiology Mashour, Sanford Psychiatry Glick, Jibson Cardiac SurgeryOhye, Prager Radiation OncologyPierce, Prisciandaro DermatologyEllis, Maier RadiologyCho, Cohan, DiPietro, Jacobson, Liu, Quint, Sisson Emergency MedicineBarnosky, Hopson SurgeryCimmino, Englesbe, Gauger, Kasten, Minter, Orringer Family MedicineCooke, Peggs, Sheets, Skye UrologyFaerber, Hafez, Park Internal MedicineCinti, Del Valle, Eagle, Engleberg, Fine, Grekin, Grum, Judge, Kauffman, Kumagai, Lash, McQuillan, Saint, Shea, Sisson, Van Dyke NeurologyGelb, Little, London Basic Science Departments Neurosurgery Sagher Biological Chemistry Agranoff, Engelke, Ragsdale Obstetrics/GynecologyCurran, Hammoud Cell and Developmental BiologyHortsch, Kim Ophthalmology & Visual Sciences Bergstrom, Smith-Wheelock, Trobe Computational Medicine & Bioinformatics De Wet, Nesvizhskii, Omenn, Schnell OrthoBiermann, Craig Human GeneticsRobins, Yashar, Gelehrter Otolaryngology-Head and Neck Surgery Prince, Thorne Medical EducationAnderson, Harrison, Hiss, Raoof PathologyAbrams, Appelman, McKenna, Ramsburgh, Stoolman Micro/ImmunologyImperiale, O’Riordan, Spindler Pediatrics & Communicable Diseases Haftel, Hernandez, Pituch Molecular and Integrative Physiology D’Alecy, MacDougal Physical Medicine & Rehabilitation Hornyak, Richardson, Spires PharmacologyFisher, Lucchesi, Shewach CONGRATULATIONS!!! 2012 League of Educational Excellence

The Academy for Educational Excellence and Scholarship – Why??? Purpose (draft) The Academy for Educational Excellence and Scholarship (Academy) at the University of Michigan Medical School is intended to recognize and augment the educational rigor and innovation of its faculty, to promote faculty development in education/mentoring, foster the visibility of UMMS educational leadership nationally and internationally, and to mobilize these talents to improve educational outcomes.

The Academy for Educational Excellence and Scholarship Academy Activities  Nurture the educational community (educational grand rounds, Academy membership meetings, special events, communications, etc.)  Faculty development/mentoring  Peer-review of educational activities and outcomes  Recognition of excellence in education  Expert advisory input for institutional planning and decision making  Investigate educational methods at peer institutions and adopt new ideas to improve education at Michigan  Disseminate UMMS leadership and innovation to the larger educational community

Academy for Educational Excellence and Scholarship a coming together for fellowship around good teaching and mentoring that promotes better learning - Improvement of self and others an opportunity to impact the culture of education (i.e. beyond ones Department or unit) -advocating for the role of faculty in making learning happen -valuing education; what does it mean to be a teacher? Why would faculty want to be a part of this?

The Academy for Educational Excellence and Scholarship Membership (Draft)  Academy Associate - “low bar” for membership (selection based on participation in education + desire to participate in the work of the academy); no cap on #’s  Academy Fellow - “high bar” for membership; eventually selected from ranks of ‘associates’ by peers; access to salary support/resources; renewable yearly based on contributions to academy as determined by peers; cap at ~ 15-30

Criteria for Fellowship selection and annual renewal (Draft)

The Academy for Educational Excellence and Scholarship Potential Governance Structure  Director (reporting line to Dean) with Committee’s (e.g. steering?, peer review?, mentoring?, program?, membership?, etc)  Advisory Board (meets twice each year) - 3 Departmental Chairs - 3 ‘Learners’ (med student, grad student, HO) - 3 ‘Educators’ from outside of the medical school (e.g. School of Education, at least one from another health science school)

Academy – Getting Started Proposal: two step process 1.Inductees into League of Teaching Excellence (January 23, 2013) 2.Invite Inductees to help shape an Academy - monthly meetings - plan of work, activities - select inaugural Academy members from those who engage

Academy – initial plan of work 1.Monthly meetings to work on goals, structure, activity define service domains committees 2. Quarterly Education Seminars

‘prompt questions’ to identify potential academy members:

Resources??? I would like the Academy to play a growing role in the stewardship of the $$ that is currently set aside for ‘education’. What should be the core expectation for teachers within our medical school? And how do we value our educators?

As a UM medical school faculty member, how much time (e.g. % effort), on average, should be devoted to the education mission? Should all UM medical school faculty be expected to contribute to the education mission?

From effort reporting logs Preliminary: not for distribution 222 FTE’s in Clinical Depts for Education

Pre- liminary: not for distribution * Office of Medical Student Education (i.e. specific activities for which specific faculty are compensated such as clerkship directors, small group leaders, etc.)

Academy for Educational Excellence and Scholarship a.Academy member satisfaction; they feel that they are providing meaningful value; participation is rewarding; consumer demand to ‘get in’ b.A forum has been created to discuss teaching and learning with good attendance beyond academy members c.Chairs and Faculty (i.e. non academy members) ascribe value to the Academy; participants are demonstrably better and more satisfied with their roles as educators d.Better learning and teaching is taking place By what measures would we claim success at 2, 5 years?

Glassick’s Six standards for assessing scholarship 1. Establishing Clear Goals includes outlining the aims of a project and articulating statements of problem and study intent. 2. Adequate Preparation requires a critical and thorough literature review. 3. Appropriate Methods reflects the use of proper study design and the selection of meaningful outcomes. 4. Effective Communication is apparent in a logically organized manuscript, with, for instance, an Introduction that progresses from broad concepts to specific. 5. Reflective Critique uncovers threats to validity and shows how a given project increases knowledge and understanding in education. 6. Outstanding Results, will be achieved only when the other standards have been carefully addressed.

Interest Groups: Critical Thinking, Cross Cultural Care, Education Technology, Feedback and Evaluation, Hidden Curriculum, Mentoring, Peer Observation, Research Methods, Resident as Teacher, Simulation, Writing for Scholarship

OVER THE NEXT SEVERAL YEARS, THE IEE WILL: OVER THE NEXT SEVERAL YEARS, THE IEE WILL - CONTINUE TO DEVELOP AND PROMOTE WIDE INSTITUTIONAL USE OF THE EDUCATIONAL CREDIT ACTIVITIES REPORTING SYSTEM (ECARS) - RECOGNIZE AND REWARD OUTSTANDING TEACHERS AND EDUCATORS, WHILE IMPROVING TEACHING - INCREASE EDUCATIONAL RESEARCH, SCHOLARSHIP AND DISSEMINATION - CREATE AN EDUCATORS LEADERSHIP DEVELOPMENT PROGRAM - PROMOTE COMMUNITY BUILDING AND CULTURAL CHANGE

Committees Steering Program Education Day Education Scholarship Peer Mentoring Nominating

Acad Med. 2012;87:1–7. doi: /ACM.0b013e Why do faculty pursue the Academy at Baylor College of Medicine?

Acad Med. 2012;87:1–7. doi: /ACM.0b013e What effect has the Academy had on teaching at Baylor College of Medicine?

Acad Med. 2012;87:1–7. doi: /ACM.0b013e Other effects of the Academy at Baylor College of Medicine?