Ed Portfolio ANES Template, Knox, 11/2013



EDUCATOR PORTFOLIOAnesthesiology Department Faculty TemplateGo to for blank template, portfolio examples and detailed instructions on how to complete an Educational Portfolio.This ANES template fills in sections for some common activities for anesthesia faculty. Feel free to cut & paste to use any parts you need as a framework/example into your portfolio but be sure to personalize each section (dates, exact courses, etc.).Each faculty is expected to complete for the past year and update yearly for departmental annual evaluation with Dr. Prough. If used for promotion, will need to complete for past 5 years- from now forward this will be easy as you will have on-going portfolio. You should still keep up your CV as well. Not all faculty are expected to have equal contributions in all areas, but to be promoted based on contributions to Educational and Clinical missions you need a strong Section 1 as well as your Clinical Portfolio.Name and Degree(s): Position: School (SOM, SON, SHP, GSBS):Department/Program:Percent Effort in Educational Activities: %AC (non-clinical) time usually considered %effort. % effort, may vary. Can include statement such as “20% non-clinical, 80% clinical (>40 hours/week)- all patient care involves resident supervision and instruction”SECTION I: TEACHING, ASSESSMENT, MENTORING, ADVISINGTEACHING PHILOSOPHY AND GOALS. Describe the goals or philosophy that guide your practice as a teacher, assessor of learners, mentor and/or advisor. Go to AMT site above for TIPS on completing Teaching Philosophy. Should complete this section for yearly evaluation, may not change a lot from year to year- but could if you have shifts in philosophy as mature as an educator.PREPARATION. Describe how you have prepared yourself for your role as a teacher, assessor, mentor and/or advisor.Consider: mentors; formal courses/workshops/seminars from SEA, AMT, OED; UTMB Scholars course; Educational Journal Clubs; educational literature; advanced educational degrees, departmental faculty development offerings.TEACHING/ASSESSMENT ACTIVITIES – this is section needed yearly, save all evaluations from residents (annual summary), medical students (PBL, POM, etc.), lecture evaluations, notes, etc. for portfolio supplemental supporting materials. You will just summarize activities here.For teaching and assessment activities, duplicate and complete this table for each separate activity you wish to present. List activities in reverse chronological order, with the most recent ones at the beginning. In the Appendix, provide examples of work that support the scope, quality and dissemination of the activity, if available.A few sample modules of activities common to our department are included here. Just add your own details such as service, specific role, summary of personal evals for outcomes.Teaching/Assessment Activity EACH ACTIVITY LISTED SEPARATELY-Include lectures, clinical teaching, didactics, course director, Block Course Director (this would be if you coordinate block for grand rounds), Orientation Mentor (faculty mentor week for new residents), seminar lectures, PBL teaching, OSCE, ICEE, anything else with students! Must copy this table for each activity!!Context of activity (school or department, format of activity)SOM, GME (Residents), Description of roleSpecifics go here. Can often get roles for SOM when asked to participate or from faculty instructions.Duration of service (give years)Update each year if on-going activityService quantity (e.g., hours/year, semesters/year)May be difficult to quantify, use best estimate.Number and type of learners (e.g., # per year, semester, term)Type of learners: residents, medical students, EMT, nurses, etc. and quantify Goals for the activityOutcomes, and other indicators of quality of this activity. A summary of student evaluations, successful outcome of project (increased student test scores, satisfaction survey, etc.), quotes from letter from course director, etc.Dissemination among the community of educators This is required for AMT and promotion but not for all activities. Not as important for departmental evaluation. Examples would be publishing a teaching method, on-line modules, poster at educational meeting, etc.Examples of common activities to include in Section 1 for anesthesiologist clinical educators follow, please personalize. Medical student teaching, resident mentoring may be applicable for research faculty as well.Teaching/Assessment Activity Attending Clinical Faculty, Department of AnesthesiologyContext of activity (school or department, format of activity)SOM, Department of Anesthesiology, serve as clinical faculty (clinician/educator) providing patient care and clinical supervision, instruction and evaluation of residents, medical students, & various allied health professionals.Description of roleOur anesthesiology residents rotate through one-month blocks, and work with several faculty in each block over the course of the month. I teach in the following clinical blocks: New Intern Orientation, General OR, ENT, Neuroanesthesia, VL Ambulatory Anesthesia, PACU, Shrine (pediatric burns and reconstructive surgery), Advanced Airway rotation and OB Anesthesia. Each faculty member is assigned to provide perioperative anesthesia services to multiple patients in two OR rooms each day, medically directing (close clinical supervision and teaching) a resident in each room. I am expected to complete on-line evaluations and provide performance feedback to each resident. In a typical one-month block, I will work with at least ten different residents at all levels of training (PGY1-4) as well as third and fourth year medical students on elective rotations (Clinical Anesthesia, OB Anesthesia, Anesthesia Acting Intern) and second year medical students in the Anesthesia Clinical Preceptorship. In addition, I teach airway management skills to RNs (completing Conscious Sedation credentialing), EMT and respiratory therapy students in the OR setting. Duration of service (give years)1998-presentService quantity (e.g., hours/year, semesters/year)80% clinical (>40 hours/week)- all patient care involves resident supervisionNumber and type of learners (e.g., # per year, semester, term)Over the course of the year, I will clinically supervise essentially all of our 54+ PGY 2-4 anesthesiology residents in various blocks. We typically have 5 medical students assigned to the OR, 2-3 to OB and 1 Acting Intern each period. Medical students that rotate through anesthesiology include MS-1-2 preceptors, MS-3 surgery clerkship students, and MS-3&4 electives as well as MS-4 Acting Interns. On average, I will have one or more medical students under my direct supervision at least one day each week. Numbers of nurses, student nurse anesthetists, EMT and respiratory therapy students vary greatly, but probably average about 2 per month over the year.Goals for the activitySpecific goals vary for each block and level of learner. In general, the goal for resident supervision is to provide safe, quality patient care while developing and evaluating residents’ competency in clinical skills, judgment and knowledge base for anesthesiology as well as modeling & fostering communication skills, professionalism, practice and systems-based learning (as outlined in curriculum for each clinical block). The general goal for medical students is to allow active participation in patient care, learn basic IV and airway management skills and appreciate the issues particular to the field of Anesthesiology.Outcomes, and other indicators of quality of this activity. Put any teaching awards in here. I have consistently scored above average in most categories in consecutive yearly faculty evaluations completed by Anesthesiology Residents, averaging >4 on 5 point scale. Please refer to supporting materials for ratings & comments.As a whole, our residency has a board certification rate above the national average and a reputation for producing excellent clinical anesthesiologists. (You could insert a summary table here with resident evaluation scores for each year, or refer to specific page in supporting materials).Dissemination among the community of educators Most will not have anything here, if you presented a poster on clinical teaching, a lecture on clinical teaching, etc. put it here.Teaching/Assessment Activity Didactic Instruction for the Anesthesiology Residency Training Program You may want to divide these activities and duplicate table for each one. Especially if some are no long on-going. (separate lectures, mock orals, PBLs).Context of activity (school or department, format of activity)SOM, GME, Department of AnesthesiologyDescription of roleDevelop and present lectures and interactive educational activities to residents and medical students in Anesthesiology Residency Lecture Series Grand Rounds, including within: insert blocks here (CT, Pre-op Assessment, Endocrine, etc.). Participate as Problem Based Learning Discussion Group facilitator and as Mock Oral Examiner.Block Course Director: In this role, I am responsible for developing topics and recruiting speakers for: Airway Management Block, 6 lectures over 3 weeks (repeats every two years); PREP (Pre-Residency Education Program) Block Coordinator- a four week block for new interns, four one hour classes per week, series repeats yearly; Course Director, Junior Anesthesiology Residents’ Core Basic Lecture Series (bimonthly two-hour lecture series, series repeats annually). Duration of service (give years)X yearsService quantity (e.g., hours/year, semesters/year)Personally present approximately 7-10 didactic lectures per year in Anesthesiology Morning lecture series; mock oral examiner for 3-12 residents per year; facilitator for 2 PBL sessions per year. Please refer to lecture list in CV (or state where in supporting materials- ie. Faculty Scholarly Activity Summary Sheet).Number and type of learners (e.g., # per year, semester, term)Each morning lecture has an attendance of 30-60, of which the majority are anesthesiology residents. Also attending are faculty, rotating residents from other specialties, medical students, CRNAs.Goals for the activityPresentation of current evidence-based concepts, Increase knowledge base for attendees and increase awareness of learning deficits and educational resources for self-study. Could put specific goals of specific lecture here.Outcomes, and other indicators of quality of this activity. Annual resident evaluations rated lectures good to excellent. Comments from resident evaluations include, “Lectures on complex material in a way that enables a good grasp of subject.”Residents’ Core Basic Lecture Series rated 4.2/5 & Airway Block rated 4.3/5 on overall effectiveness (6/2011 Program Review Resident Survey).Residency has a board certification rate above the national average.Dissemination among the community of educators Published review articles? PowerPoint presentations of lectures are available on Tegrity through departmental web site. (stronger dissemination if you can prove available outside of our dept.)Teaching/Assessment Activity Great Syndromes (insert your group) Small Group FacilitatorContext of activity (school or department, format of activity)School of Medicine, Practice of MedicineDescription of roleFacilitator for Great Syndromes small group.Duration of service (give years)4 years, 2008-2012 or ongoing: 2008-presentService quantity (e.g., hours/year, semesters/year)4-week commitment of about 6-7 hours per weekNumber and type of learners (e.g., # per year, semester, term)group of 9-10 students: 8-9 second year medical students and one or two PA studentsGoals for the activityFacilitate the students’ discussions and explorations of a series of clinical cases involving complex problems which span multiple organ systems & include challenging patient situations. (use goals from the syllabus of course).Challenge students to apply self-directed learning skills, utilize critical thinking and keep discussions on track. Complete final evaluation of each student’s small group skills.Outcomes, and other indicators of quality of this activity. 2010-2013: averaged very good to excellent evaluation scores from the medical students Global Assessment as facilitator- rated 4.33in 2013, 4.30 in 2012, 4.3 in 2011, 4.8 in 2010(5 point scale)Please refer to supporting data “student evaluations” for comments.Dissemination among the community of educators Teaching/Assessment Activity Practice of Medicine – Integrated Curriculum Evaluation Exercise (ICEE)Context of activity (school or department, format of activity)SOM, required evaluation exercise for all 4th year studentsDescription of roleAssessment Activity: Observe a fourth-year medical student interview, examine and/or perform patient education/counseling for several (4) simulated patients. Evaluate and rate performance. & provide feedback to the student.Duration of service (give years)2Service quantity (e.g., hours/year, semesters/year) 6 half/day sessions per yearNumber and type of learners (e.g., # per year, semester, term)1 student per sessionGoals for the activityThrough observation and assessment of student, determine if student Passed the exercise or will be required to repeat. Provide frank feedback to student discussing strengths and weaknesses.Goal of ICEE is to assess performance in areas of: Interview, Physical Examination, Oral Presentation,Problem Solving, Professional BehaviorOutcomes, and other indicators of quality of this activity. Favorable letter from Dr. Mercado, Course Director. Invited to join ICEE course committee.Dissemination among the community of educators MENTORING/ADVISING ACTIVITIES For clinical faculty, this can include list of medical students you wrote letters for, resident mentees during orientation, ITE mentor for academic remediation, etc. Researchers often have more formal mentoring relationships and should probably list each mentee and outcome (publications, etc.) separately. If clinical faculty have mentee relationship that results in tangible products- publications, book chapters, etc. list them separately.For mentoring, and mentoring-related activities duplicate and complete this table for each mentoring/advising relationship you wish to present. Include in the Appendix any supporting documentation. Name of mentee or adviseeAnesthesiology Resident Mentee (see list below)Description of role as mentor/ advisorProvide non-threatening, available resource for one to one faculty interaction. Resident advocate. This is for general mentor relationship- do separate table if specifically assigned for academic remediation or research project, etc.Purpose or goals of relationshipProvide readily identifiable and available faculty source to resident for coaching, feedback, or simply a sounding board.Help resident identify short-term and long-term goals and personal strengths and areas needing improvement as they progress through residency. Identify resources that assist resident in meeting goals.Guide reading plan or remedial study if indicated.Often a source for letters of recommendation.Description of mentoring/advising processOur program requires each resident to choose a faculty advisor. This is a fairly informal mentor relationship and residents may change advisors at any time if they wish. A mentor selection form is sent to all residents annually. Residents are encouraged to seek out their advisor/mentor and are allowed to shape the mentor relationship based on their needs. In addition, the advisor is expected to review monthly rotation summative evaluations and yearly in-training scores with the resident and provide praise, encouragement or guidance in planning a remedial course of action if needed. As the mentor often has the best insight to obstacles to success the resident may be having, the Clinical Competency Committee often seeks the mentor’s assistance if academic or behavioral issues with a specific resident arise.Current status of adviseeAdvisees have graduated or are still in residency. All (or the majority) of my graduate advisees have achieved American Board of Anesthesiology (ABA) Certification or have completed written board and are awaiting oral board. Can List advisees with years you were mentor here or refer to CV or supplemental materials for list.Outcome(s) of relationshipAll (or the majority) of my graduate advisees have achieved American Board of Anesthesiology (ABA) Certification or have completed written board and are awaiting oral board. Can mention mentees you wrote letters for that got fellowship or job. Might include if still in contact and providing references, etc. Name of mentee or adviseeMedical Student Anesthesiology Faculty AdvisorDescription of role as mentor/ advisorThe Anesthesiology Department provides advisors as requested by medical students interested in anesthesiology as a career. Typically these are third and fourth year students, but sometimes a student seeks an anesthesiology mentor earlier in first or second year.Purpose or goals of relationshipResource for information on the specialty and anesthesiology residenciesProvide counsel on selection of anesthesiology as a career choice and feasibility of match in the specialty based on student qualificationsEvaluate and give feedback on personal statements & CVsWrite letters of recommendation Description of mentoring/advising processI strive to provide a supportive environment and a positive role model as students explore the positives and negatives of a career as an anesthesiologist.Current status of adviseeCurrent advisees are presently applying for residencies in anesthesiology.All past “official” advisees except two were successfully matched in anesthesiology training programs. Both of these students were aware that they may not be competitive for anesthesiology positions, and followed my advice to have a backup plan and have matched in other disciplines.2011-13 Myfavorite Student list names hereOutcome(s) of relationshipMany of my advisees match at UTMB and become residents under my direction as faculty. I have varying degrees of contact with other student advisees once they match into an anesthesia residency.5. OTHER TEACHING ACCOMPLISHMENTUse space below for descriptions of teaching accomplishments that either do not fit the other categories or fall outside the past 5 years but that are significant. At the end of each description, tab forward to insert new line.Teaching awards more than 5 years old, significant roles that you no longer have- Program Director, developed med school course, etc.SECTION II: ENDURING EDUCATIONAL MATERIALSVery specific definitions apply here. Refer to AMT portfolio website for document “What is considered enduring materials” Materials must be educational and “enduring”. This does not include a lot of what we do:Review articles principally written for research with limited primary educational usefullness.Materials that were not developed with the explicit objective to enhance learning, for example: materials designed specifically to communicate results of research or patient care activities to other scientists or to other health-care practitioners, respectively.A syllabus that is used principally by an instructor for his/her own course. This type of syllabus might be described as part of a mini-portfolio for the Teaching and Evaluation category. Sets of slides or power point presentations used principally by one individual (even with repeated use). Again, these are all NOT considered enduring materials here but might fit in Teaching/Evaluation or Educational Leadership for Ed Portfolio or better in Research section of APT materials.PHILOSOPHY AND GOALS. Describe the goals or philosophy that guides your development of educational materials.PREPARATION. Describe how you have prepared yourself for your role as a developer of educational materials. Workshops, formal college courses, reading- list book title, etc.EDUCATIONAL MATERIALS. Refer to AMT document for appropriate things to include.Duplicate and complete this table for each enduring material related to education you wish to present. List your materials in reverse chronological order, with the most recent ones at the beginning. In the Appendix, provide examples of work that support the scope, quality and dissemination of the activity, if available.Educational MaterialEducational textbook chapter; manuals, published guidelines, curriculum guidelines, patient education materials, case vignettes (should be available not just for dept. use- publish on-line, PBL for ASA, etc.)Description of materialRole in development Goals or purpose of educational materialOutcomes, accomplishments, and other indicators of quality of service or impact of this materialDissemination among the community of educators SECTION III: EDUCATIONAL LEADERSHIPPHILOSOPHY AND GOALS.Describe the goals or philosophy that guides your educational leadership activities.PREPARATION. Describe how you have prepared yourself for your educational leadership roles.List names of workshops attended, management courses, MBA, titles of books read, etc.LEADERSHIP ACTIVITIES (OK to double dip here- if Rotation Director or Block Coordinator include here and in Teaching section, etc. Include educational leadership- Evaluation Committee, Curriculum Committees, Education Committee- be sure and mention if you were Chair or member)Duplicate and complete this table for each leadership activity you wish to present. List your materials in reverse chronological order, with the most recent ones at the beginning. In the Appendix, provide examples of work that support the scope, quality and dissemination of the activity, if available.ActivitySeparate table for each activityMember or Chair of Anesthesiology Residency Committee (Education Comm., Evaluation Comm., CCC, Milestone Comm., etc.); Chair or committee for local/regional CME workshop or seminar; Lecture Block Coordinator, Clinical Rotation Director, Fellowship Director, Journal/Abstract Reviewer, TSA or ASA committees, Description of leadership roleWhat was your role in committee? What was purpose of committee? Describe activity- what does Clinical Rotation Director do?Duration of service (give years)Goals and/or initiativesOutcomes, accomplishments, and other indicators of quality of service or impact in this role.Dissemination among the community of educators ActivityProfessional Society LeadershipDescription of leadership roleServed as delegate and on numerous committees for the Texas Society of Anesthesiologists (TSA) & American Society of Anesthesiologists (ASA), Texas Medical Association (TMA) member.Duration of service (give years)TSA & ASA: Active member since 1994; delegate or alternate delegate since 1999.Goals and/or initiativesServe as a voice for academic anesthesiology and the future of our specialty as our professional societies are forced to become ever more involved with the business (as opposed to the profession) of medicine.Description of degree to which goals were accomplishedHard to quantify, but my opinions are often sought as an academic member. Outcomes, accomplishments, and other indicators of quality of service or impact in this role.Elected delegate in both the TSA and ASA. Chief among my duties for the TSA, I currently serve on the Legislative and Judicial Committees and have previously served on Reference Committees (both as Chair and member) and on the Nominating Committee. Dissemination (e.g., engagement with the community of educators) 3/23/2009 Invited to TMA/UTMB luncheon with TMA president and “select clinical faculty members” to discuss issues and concerns of academic medicine.2011-present Chair TSA Sub-Committee on Resident TrainingThis Educator Portfolio Template was created by the UTMB Academy of Master Teachers. The template was adapted from Simpson D, Fincher RM, Hafler JP, Irby DM, Richards BF, Rosenfeld GC, Viggiano TR. Advancing Educators and Education by Defining the Components and Evidence Associated with Educational Scholarship. Med Educ. 2007 Oct; 41(10):1002-9. Epub Sep 5, 2007. See also: Simpson D, Marcdante K, Fenzel J. (2007). The Educator's Portfolio & Curriculum Vitae - Workshop & Resource Guide. MedEdPORTAL: ................
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