1. How to document your role in education: the teaching dossier
Anita Rachlis MD

2. Objectives To understand the scholarship of teaching
To review the Teaching Dossier
purpose
component parts
teaching activities to include
evaluation of teaching
To provide helpful hints

3. The scholarship of teaching
“A scholarship of teaching is not synonymous with excellent teaching”
“All faculty have an obligation to teach well, to engage students, and to foster important forms of student learning…such teaching is a good fully sufficient unto itself.

4. The scholarship of teaching
When it entails, as well, certain practices of classroom assessment and evidence gathering, when it is fully informed not only by the latest ideas in the field but by current ideas about teaching in the field, when it invites peer collaboration and review, then teaching might be called scholarly, or reflective or informed.

5. The scholarship of teaching
But in addition to all of this, yet another good is needed, one called the scholarship of teaching, which we describe as having three central features of being public, open to critique and evaluation, and in a form that others can build on. A fourth attribute…is that it involves question-asking, inquiry and investigation, particularly around issues of student learning.”
Hutchings, P and Shulman, L. Teaching among the Scholarships, Change, Sept 1999

6. Purpose of the Teaching Dossier
the purpose is to make significant chunks of what educator’s do available for peer review. Only when we have something to value, will we have something to evaluate…and we can not value something that we can not share, exchange, and examine
Lee Shuman “The educator’s portfolio” 1990

7. Why do you need a Teaching Dossier?
Documentation of what educational activities you engage in as a:
clinician-scientist/investigator
clinician-educator
clinician-teacher
Annual activity review
Three year review
Promotion
MainCert validation

8. Teaching Dossier http://www.deptmedicine.utoronto.ca Faculty
Career advancement
Academic dossiers
Teaching dossiers

9. The Teaching Dossier includes…
all teaching and student assessment activities
administrative, organizational, and developmental aspects of education
educational research activities related to medical education research and development
national and international organizations whose activities relate to medical education research and development

10. The Teaching Dossier includes…
national and international conferences and workshops relating to medical education research and development
external consultancies relating to medical education research and development
education-related honours and awards

11. Begin with Introductory statement
provides the reviewer with a clear and accurate picture of your perspective on your educational contributions and their impact
“executive summary of the dossier”
don’t assume that it will be obvious from the dossier
Reflective statement
your philosophy of education

12. Philosophy of Education
the goal of any educator is to change learner’s knowledge, attitudes and/or behaviors in a predetermined direction
Bland CJ et al. Successful faculty in academic medicine: essential skills and how to acquire them. Springer 1990
instruction, in turn, is influenced by the values, beliefs, prior experiences, and knowledge of the individual faculty member
each faulty member must be able to articulate her/his philosophy of education

13. Identify your personal philosophy of education
Philosophy of adult education inventory – Lorraine Zinn PhD
liberal adult education (expert)
behaviorist adult education (manager)
progressive adult education (organizer)
humanistic adult education (facilitator)
radical adult education (coordinator)

14. Educational activities summary
Organize each academic year under the following categories
undergraduate education
postgraduate education
graduate education
continuing education
related academic activities

15. Educational activities summary (example) Undergraduate education 2005-6
Year 1
Metabolism and nutrition
lectures 2 x 1 hr
PBL 8 x 2 hr
ASCM
clinics 6 x 3 hr
20 hrs
18 hrs
Year 2
Foundations of Medical Practice
Lectures 4 x 1 hr
PBL tutorials 12 x 2 hr
28 hrs
Year 3
Medicine Clerkship
Seminar Program 3 x 1 hr
Examinations
6 hrs
Year 4
Seminar Program 4 x 1 hr
Observed Clinical Skills
12 hrs

16. Educational activities summary (example) Undergraduate education 2005-6
Administrative, Organization, Development
Member, undergraduate curriculum faculty development committee
Member, Metabolism and Nutrition course committee
Awards
Academy teaching award
Aikins Award nomination

17. Educational activities summary (example) Graduate education 2005-6
Graduate students supervised (list names, dates, level – M.Sc. or Ph.D.
Level of supervisory responsibility (principal supervisor or member of committee)
Graduate courses taught, dates (courses in School of Graduate studies)
Administrative, Organization, Development
Graduate student coordinator, Institute of Medical Science
Awards
Nominated for Silverman award

18. Educational activities summary (example) Postgraduate education 2005-6
Hematology ward rounds, 4 hours per week 96 hrs
Hematology seminars, 3 sessions x 1 hour x 6 18 hrs
MKSAP review with residents, date 3 hrs
Examinations, interns/residents 3 hrs
Administrative, Organization, Development
Member, Internal Medicine PGY1 interviewing team, UT
Member, Postgraduate Education Committee, SWCHSC
Awards
Inpatient teaching award, Dept of Medicine, SWCHSC

19. Educational activities summary (example) Continuing education 2005-6
Certification and chemotherapy seminars for nurses
Date hrs
Date hr
Hematology Update, Saturday at the University
Transfusion Medicine, Family Medicine Clinic Day, William Osler Health Centre
Administrative, Organization, Development
member of course planning committee, Saturday at the University
Awards
Nominated for a Woolf award: individual teaching

20. Educational activities summary (example) Academic Activities Related to Education 2005-6
_________ Research approaches in health manpower development: some alternatives. Education and the Health Professions 2004;12:31-5
Member of Program committee Royal College of Physicians and Surgeons of Canada Annual Meeting 2004
Consultant – The Medical Council of Canada

21. Educational activities summary (example) Supporting documentation
copies of teacher/course evaluations, and/or summaries of the results
unsolicited letters acknowledging outstanding educational contributions
sections of reports of reviews that include citations relating to outstanding educational contributions
course outlines, course materials, publications, etc

22. Helpful tips keep every piece of documentation
don’t assume that someone, somewhere will have a copy for you

23. Helpful tips
seek to participate in courses that have formal systematic evaluations of teaching as part of your teaching responsibility
for teaching activities that are not yet formally evaluated, seek your own input from learners about your teaching
don’t assume that everything will be evaluated
encourage your learners to complete their evaluations of your teaching

24. Evaluation of your teaching
“if it’s worth doing, it’s worth getting feedback”
peer evaluation
presentations
course/lecture content
publications
student evaluation

26. A simple evaluation form
What were the (1,2,3…) things you liked best about this session?
What were the(1,2,3…) things you think could be improved or changed?
What were the (1,2,3…) most important things you learned in the session?

27. Helpful tips
actively seek documentation if it has not been provided to you
evaluations from CE events
letters of acknowledgement of significant education administrative activities
department/division reviews
maintain list of learners taught by year and by course
(some of them will be your references for promotion)
don’t forget your role in formal mentoring relationships

28. Awards find out what awards you may be eligible for
hospital department/division
university division
faculty: undergraduate, postgraduate, continuing education
academy
find colleagues to support your application and nomination for these awards
if you are not successful, get feedback
try again!

29. Helpful tips
seek assistance, on an ongoing basis, with your hospital’s Teaching Effectiveness Committee representative(s)

30. Teaching Effectiveness Committee
Chair: Anita Rachlis
Mount Sinai Hospital: Hillar Vellend
UHN: Robert Richardson
Danny Panisko
Toronto Rehab: Barry Goldlist
St. Michael’s Hospital: Robert Hyland
Jeffery Zaltzman
Martin Schreiber
WCH: Gary Sibbald
Anna Day
SBHSC: Mary Bell
Steve Shumak
Peeter Poldre

31. In summary….. enhance your teaching skills professional development
self-reflection
improve skills
offers interaction with colleagues with similar interests

32. Opportunities for professional development
Texts and journals
Newble and Cannon, A handbook for medical teachers, Kluwer Academic Publishers, Fourth edition 2001
Alguire et al., Teaching in your office, American College of Physicians, American Society of Internal Medicine, 2001
ABC of learning and teaching in medicine, BMJ 2003
Educational meetings
CAME
AAMC
Ottawa conference
Workshops
Stepping stones teacher training program/workshops