1. H OW TO D OCUMENT Y OUR R OLE IN T EACHING /E DUCATION Shiphra Ginsburg MD, MEd, FRCPC Mount Sinai Hospital Department of Medicine Scientist, Wilson Centre for Research in Education

2. O UTLINE Review the pathways for promotion just for information (esp. T&E) Review the Teaching Dossier Review the concept of scholarship in teaching and education Answer any questions

4. F ULL F ORMAL T EACHING D OSSIER R EQUIRED FOR : For 3-year review a FULL TD is required for ALL clinician-teachers, clinician-educators and clinician- investigators. Clinician-scientists and research scientists only require the TER plus teaching scores (formerly mini-TD) Just FYI: for promotion, it is required for the following pathways: Sustained excellence in teaching CPA in education Research in education Other pathways just require the Teaching and Education Report from WebCV and teaching scores (formerly called “mini-TD”)

5. W HAT IS A TEACHING DOSSIER ? A teaching dossier (portfolio) is to teaching, what a “…list of publications, grants, and honours are to research and scholarship” (Seldin, 1997)

6. W HY DO I NEED A TD? Captures the complexity of teaching and educational activities Places the responsibility for evaluating teaching in the hands of faculty Prompts reflective practice and ongoing instructional improvement Helps foster a culture of teaching and learning scholarship Documents one’s teaching abilities and development over extended period of time

7. C OMPONENTS OF FULL TD ( REF : DOM WEBSITE ) CV Scholar’s Statement (Candidate’s statement) Teaching and Education Report (generated by WebCV) Body of contents (still old-fashioned binders) CV data summary table (by educational activity for each yr) Teaching & Education report (ditto) Summary of teaching scores (ditto) Objective evidence in the form of unsolicited docs

8. T EACHING AND E DUCATION R EPORT Teaching Landmarks: summarizes over time period selected Innovations and developments in T & E Administrative service in Education Breakdown of education by LEVEL (multi-level, undergrad, post-grad, grad, CE, FD, PPE, related) Within each level activities are listed by ACADEMIC YEAR (most recent year first) Within each Academic year activities are listed by TYPE (e.g., innovations/development, admin service, presentations, teaching by program (e.g., core medicine, clinic supervision, etc))

9. B ODY OF THE TD SHOULD HAVE THESE SECTIONS Each in reverse chronological order (most recent on top) Multilevel education (2011-2012, 2010-2011, 2009-2010, …) Undergraduate education (non-MD, if relevant) Graduate education (if relevant) Undergraduate MD Postgraduate education Continuing education Faculty Development Patient/public education Related academic activities Research in Teaching & Education - SUMMARY CPA in T&E – cross referenced to CPA report, Summary by category)

10. E. G., S ECTION 4 – U NDERGRADUATE MD E DUCATION Undergraduate MD Education 2011-2012 1. CV Data Summary Table – by activity for the year 2. Teaching & Education Report – by activity for the year 3. Summary of teaching scores – by activity for the year 4. Objective evidence – unsolicited docs Undergraduate MD Education 2010-2011 1. CV Data Summary Table – by activity for the year 2. Teaching & Education Report – by activity for the year 3. Summary of teaching scores – by activity for the year 4. Objective evidence – unsolicited docs Etc… for EACH section

11. S ECTION 4 – U NDERGRADUATE MD E DUCATION Undergraduate MD Education 2011-2012 1. CV Data Summary Table – by activity for the year 2. Teaching & Education Report – by activity for the year 3. Summary of teaching scores – by activity for the year 4. Objective evidence – unsolicited docs Undergraduate MD Education 2010-2011 1. CV Data Summary Table – by activity for the year 2. Teaching & Education Report – by activity for the year 3. Summary of teaching scores – by activity for the year 4. Objective evidence – unsolicited docs Etc… for EACH section Summary of ALL activities, e.g., ASCM, PBL, CC4 in clinic, etc Reports details of activities and hours for each activity (ASCM, PBL, clinic students, etc MANUALLY ENTER all TE scores from each activity (not linked) Copies of letters of recognition, being named on int/ext review, thank you letters

12. R ELATED A CADEMIC A CTIVITIES Anything else related to education especially leadership, administration and research/scholarship Consultations, invitations to teach/present externally Presentations at conferences local/external Publications/abstracts on educational research

13. P HILOSOPHY OF E DUCATION Goal of any educator is to change learners’ knowledge, attitudes and/or behaviors in a predetermined direction 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

14. P HILOSOPHY OF E DUCATION Identifies one’s aims, values, and beliefs about teaching (a rationale) Highlights key aspects deemed important to your teaching (e.g., specific teaching methods, assessment approaches) Reflective contextual factors (e.g., audience, discipline, purpose) authentic, coherent, and connected presentation

15. H ELPFUL TIPS Keep every piece of documentation Don’t include every piece of documentation! Specifically DO NOT include Schedules of rounds with your name on it Emails/messages confirming times/dates of talks Copies of talks, presentations, papers*

16. H ELPFUL TIPS Be reflective – even include areas in which you want/need to improve Seek to participate in courses that have formal systematic evaluations of teaching as part of your teaching responsibility And/or seek your own input from learners about your teaching Don’t assume that everything will be evaluated Encourage your learners to complete their evaluations

17. H ELPFUL TIPS Actively seek documentation if it has not been provided to you Evaluations from CE events Letters of acknowledgement of significant education administrative activities Letters regarding adopting your teaching materials/research 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

18. A WARDS 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!

19. H ELPFUL TIPS Seek assistance, on an ongoing basis, with your hospital’s Teaching Effectiveness Committee representative(s) and/or Promotions mentors