1. 1 Educational Innovation and Scholarship Constance Baldwin, PhD and Ken Roberts, MD

2. 2 Credits These slides were developed for a workshop at the Ambulatory Pediatric Association’s Academic General Pediatrics Leadership Conference by: Constance Baldwin, PhD, Professor of Pediatrics, University of Rochester School of Medicine and Dentistry, Rochester NY Kenneth Roberts, MD, Director, Pediatric Teaching Service, Moses Cone Memorial Hospital, Greensboro, NC Contact: constance_baldwin@urmc.rochester.edu

3. 3 What We Did In This Workshop-1 Consider “innovations” as good ideas  Scholarship starts here  Ideas don’t need to be new to the world, just new to your program  Break out from rut of responding to regulations (RRC, LCME) to recognize purpose and desired outcome Activity #1  Members of each table identify and share 1 “cool” educational feature of their program  Members vote on idea they would like to talk more about  Representative from each table share their idea with large group (minus the jokes and video)

4. 4 What We Did In This Workshop-2 Educational Scholarship  History  What is it? Activity #2  Members of each table flesh out their idea from Activity #1, considering local resources and obstacles– and scholarship Academic Promotion  Portfolio components  Getting known for what you do

5. 5 How to Promote the Promotion of Clinician Educators Translating Excellent Teaching Excellent Teachinginto Educational Scholarship

6. 6 What is Educational Scholarship? How can we make it work for us?

7. 7 A (Very) Brief History of Scholarship in US Academia Teaching was once the premier activity of academia in the USA In mid 20 th century, research became the dominant force Since 1990, efforts to redress the balance have grown

8. 8 What caused the shift in emphasis? Drive for technological innovation (agriculture, medicine, war, space race) Increased specialization within academia –more emphasis on individual advancement, increasingly gained through research in narrow content areas Increased reliance on “objective” and quantifiable measures for faculty evaluation —easier to document for research than for teaching Federal funding directed to research (and not education) —revolutionized the economic structures of academia

9. 9 Efforts to Rectify the Research/Education Balance Since 1990s: Increasingly rigorous definitions of educational scholarship (Boyer, 1990) Clearer criteria for educational excellence (Glassick, 1997) Editorial initiatives : E.g., theme issues in Academic Medicine; education series in NEJM Efforts to enhance documentation of educational excellence: e.g., AAMC Consensus Conference, 2006

10. 10 Boyer’s Model of Educational Scholarship Discovery: original research to acquire new knowledge, enhance understanding of how things work Integration: seeking connections between disciplines, bridging creatively across isolated research findings Application: building bridges between theory and practice, using knowledge for practical purposes Teaching: communicating knowledge, making new discoveries accessible and meaningful outside a specialized domain

11. 11 Glassick’s Six Criteria for Evaluation of Educ Scholarship Scholarly work should exhibit: 1.Clear goals: stated purpose, realistic objectives, important questions 2.Adequate preparation: understanding of literature, appropriate skills, needed resources 3.Appropriate methods: choice of methods that match goals, effective use and flexible application of methods

12. 12 Glassick’s Six Criteria for Evaluation of Educ Scholarship Scholarly work should exhibit: 4.Significant results: goals are achieved, results are important, field is advanced 5.Effective presentation: presentation well organized, forums appropriate, message clear and sound 6.Reflective critique: work critically evaluated, supported with good evidence, evaluation used to improve future studies

13. 13 Components of Educational Excellence Good teaching Scholarly approach to teaching Educational scholarship

14. 14 What is Excellent Teaching? Quantity: Variety, volume, effort Content: Creative, innovative, evidence-based Quality:  Demonstrated excellence through Direct observation (peers or experts) Evaluation by learners  Outcomes of learners  Outcomes of patients

15. 15 What is a scholarly approach to teaching? Application of sound principles and systematic planning Use of “best practices” from literature or recognized experts Self-analysis (reflective practice) to improve teaching or educational development

16. 16 What is educational scholarship? Educational evaluation Looks within a program Studies the effects of educational intervention Purpose: improve program, report to stakeholders Educational research Looks beyond a particular program Asks a question with broader relevance Purpose: generalize findings about educational interventions to other programs Can be quantitative or qualitative

17. 17 What is educational scholarship? Educational evaluation or research that fulfills the “3 Ps” criteria: Publication Peer review Creating a platform for others to build upon

18. 18 Strategies for Promoting Educational Excellence 1.Expand your educational vision beyond precepting: Boyer’s model 2.Conduct educational activities systematically and critically: Glassick’s Six Criteria 3.Plan ways to demonstrate educational excellence (good teaching, scholarly approach, educational scholarship)

19. 19 Educational Scholarship in the “Real World” Helping Clinical Educators Achieve Promotion

20. 20 Prerequisites for Career Advancement as an Educator Documentation of educational productivity (~quantity) Documentation of educational quality (teaching, scholarly approach) Peer review of products and reports Dissemination and adoption of educational products Evidence of national reputation How can we help our faculty demonstrate achievement of these criteria?

21. 21 “Promotion Equivalents” for Educators Research:  Publications (CV)  Grant dollars (CV) Education:  Publications (CV)  Grant dollars (CV)  Type and quantity of teaching (CV)  Qualitative evidence of excellence (Educator Portfolio: EP) These documentation differences reflect differences in 2 peer review communities

22. 22 Documentation of Educational Excellence A strong Educator Portfolio supplements CV to document: Excellence in teaching and/or Scholarly approach to teaching and/or Scholarship in teaching

23. 23 Documenting excellence in teaching CV mainly documents quantity: if format is modified to report educational activities systematically! Educator Portfolio (EP) shows sound content and quality: creativity, innovation, evidence- based approach, learner outcomes

24. 24 Educator Portfolio: Key Content  Teaching and Learner Assessment  Curriculum Development  Mentoring/Advising  Educational Leadership/ Administration  Honors, Awards, and Funded Grants  Professional Development Activities

25. 25 EP: EP: Teaching and Learner Assessment  Teaching: Scope and effort Creativity and innovation Evidence-based approach  Quality of Teaching: Direct observations by peers or experts Evaluations by learners Long-term learner outcomes Patient outcomes

26. 26 Miller’s Triangle: Quality of Learner Evaluations [Miller, GE. Acad Med, 65(supp); Sept 1990] Multiple choice exams Case presentations, low fidelity simulations High fidelity simulations, OSCEs Chart audit, portfolio, direct observ, pt outcomes Miller’s Triangle Knows how Shows how Does

27. 27 EP: Curriculum Development Alignment with “best practices” Examples demonstrating innovation and educational quality Impact: e.g., positive learner outcomes Adoption by other programs

28. 28 Kirkpatrick’s Model of Educational Program Evaluation Evaluation of reaction Learner satisfaction, usefulness, motivation Evaluation of learning Acquisition of knowledge, skills, attitudes Evaluation of behavior Transfer of knowledge, skills, attitudes to workplace Evaluation of results Real world outcomes— impact on society

29. 29 EP: Mentoring and Advising Diversity of mentees Career successes of mentees Letters from selected mentees Mentoring philosophy statement

30. 30 EP: Educational Leadership/ Administration Leadership roles Program size and importance Program quality (e.g., by Kirkpatrick’s criteria) Program impact (long-term outcomes)

31. 31 EP: Other topics Honors Awards Funded educational grants Professional development activities

32. 32 Prerequisites for Career Advancement as an Educator Documentation of educational productivity (~quantity) Documentation of educational quality (teaching, scholarly approach) Peer review of products and reports Dissemination and adoption of educational products Evidence of national reputation How can we help our faculty demonstrate achievement of these criteria?

33. 33 Educator Portfolios: Who, When, How, Why? WHO: All faculty for whom teaching is an important element of their career WHEN: From year 1 (so data isn’t lost) HOW: Constantly update a folder and computer directory of ALL relevant data and paperwork WHY: EP is best way to tell promotion committee the story that CV doesn’t tell