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Below is a template for your personal Educator’s Portfolio, often called “Teaching Portfolio.” Of note, there is NO REQUIRED FORMAT. This template is a suggestion. Many portfolios have more than these 5 sections. We have chosen these 5 in order to keep within the page limit. The other typical items in many portfolios, such as your Educational Philosophy (Scholarly Statement), are needed for your academic promotion package and are required. The Educator’s Portfolio is a suggested addition to strengthen your promotion package.. In this template directions are italicized and blue, and should be deleted from the final document. Table of contents should let the reader know what is included in your educator’s portfolio. Below is an example of what could be listed in the table of contents. The portfolio should not exceed 35 pages, not including the title page. There are many areas you can scan additional materials into the portfolio to demonstrate your skill and impact. These pages do count toward the total page count. Practically, you would complete some pages typed, print, then order these along with any other materials and scan all pages as a PDF. Be certain that the page numbers in the table of contents match the final product. Any section that you do not have material for, delete and change the number of the sections accordingly. Much of this template is an example only. Feel free to personalize your portfolio. Many of the tables are example which you can choose to use if you would like, but not required.Feel free to use the template below for the title page including the logo for the School of Medicine (SOM). Many of the sections descriptions and sample for the title page are to help you to plan what can go into your personal portfolio.Make sure you number your pages and use headers to have your name on each page. Even if created in Microsoft Word or other word processing program, convert to PDF so any tables maintain their intended format. This template was created through the Associate Dean for Faculty Development. Feel free to reach out to jessica.servey@usuhs.edu for any questions.Educator’s PortfolioDr. XXXX XXXXXXTable of ContentsTable of Contents example below: This should tell the reader what to expect in each section. There are 5 sections included. Pages 2-XX Teaching/Educational Activities– this section can include list of lectures at the UME, GME, and CME level. You may place a sampling of learner evaluations (students, residents and peers). These can be placed into a paper version and scanned as a full PdF. You can also include examples of created teaching materialsPage XX-XX Curriculum Development –this section includes your full curriculum including objectives, teaching strategies, and thought process behind these. Please label what curriculum will be seen. “In this section is XXX curriculum and YYY curriculum including impact and outcomes.”Page XX-XX Assessment – this section could have examples of the actual assessment or any metrics of the assessment. Please describe what the reader can expect. “In this section is an OSCE assessment created for ZZZ clerkship and the faculty daily assessment.” Page XXX-XX Educational Administration/Leadership Positions – this section may include an example of an annual residency Program Evaluation and discussion of last RRC evaluation, be certain to describe what changes are made. Page XX-XX Mentoring and advising – this section documents a variety of mentoring relationships and outcomes of those relationshipsSection 1: Teaching/Educational ActivitiesBelow is a sample table that could be used to demonstrate your teaching activities as a supplement to the “Teaching Activities” section in your CV. You can alter the tables or delete if you prefer to not use them. This is also the section where you can collate evaluations of your teaching by learners and peers. The can be directly scanned, or emails from learners to demonstrate your impact. These can be evaluations of your teaching from medical students, residents or faculty from local or national presentations. Do not scan printouts of slide sets. You can also add any case based learning or small group learning examples. If you have role plays, simulations, or other teaching materials, you can place them here. Sample table of lectures (delete if does not fit for you)List of lectures deliveredLecture titleAudienceNumber times deliveredNumber of learnerExample: Chest painMedical students3 (annually)15-20 each session Diagnosis of DUBGynecology residents118 Learning StylesFaculty310-30 each sessionSmall group sessionAudienceNumber of times deliveredNumber of learnersEM case based learningMedical students6/year2-6Many templates from other allopathic medical schools suggest some reflective comments about your teaching. Consider one or more of the following paragraphs (taken from Educator portfolio template from UCSF). Describe how your teaching efforts have been recognized by other externally through peer review or dissemination. Describe your reflections on your teaching activities, including what went well and any plans for improvement. Describe how any of your teaching activities are based on educational theory or best evidence in medical education.Below are examples of statements prepping the reader for what is next. Sentences such as this will keep the reader oriented within the section. Example 1:“The following is personal student evaluations of my teaching in a longitudinal small group” This could be followed by a scanned or pasted actual evaluation from the learners. The next paragraph is part of the comments from an evaluation. “Role-playing as performed by the preceptors with students as the interviewers was extremely effective, because the preceptors brought in personal experience and context to real life patient scenarios. Just as well, learning a variety of open-ended questions that the preceptors actively use in their practice has given me a jumpstart on medical interviewing. Both of my preceptors were highly engaged throughout all the sessions, provided a lot of constructive feedback, and did a thorough job explaining and recreating the patient perspective. They gave very specific comments which were helpful. They were able to catch some behaviors or habits, both good and bad, that we do without noticing and give us advice on how to improve. Dr. C and Dr. S were incredibly helpful with providing feedback. They did a great job of noticing quirks in my interviewing technique and helping me build my repertoire of strong interviewing questions.”Example 2:“The following are pasted electronic mail messages from other faculty learners.”“Dr. BI wanted to mention that your talk on Women in academic medicine was one of?the best talks I have ever seen. Thank you for all of the time you obviously put into that talk. It was very informative and well done. ----Charlotte”Section 2: Curriculum DevelopmentThe next XXX pages are my XXXXXX curriculum. Give a description of what this curriculum is and the learning gap it is filling. Also describe any needs assessment performed and literature review that informed the curriculum. Only a paragraph is needed. There are multiple tabular ways to describe a curriculum. Several examples are below to choose from. Sample table #1 to describe curriculum (can be deleted if not used)XXX CurriculumObjectivesContent Educational StrategiesImplementation considerationsReflection**adapted from MSU Faculty Development FellowshipSample table #2 to describe curriculum (can be deleted if not used)CURRICULUM DESCRIPTION(S)Activity numberCurriculum topic and type (e.g. clerkship module, residency experience, fellowship research component)Type and # of learners per yrIs it imple-mented? (Yes/No)Where is it implemented?(dept, instit, regional, national, intern’l)Your degree of responsibility (leader or contributor)Example:Chronic Care principles170 Medical studentsYesAll 17 clerkship sitesI wrote the curriculum which was 3 lectures. Then students had to complete an on-line case and keep a patient log of 10 chronic care disease. **adapted from SAEM templateIn this section consider scanning the curriculum documents. The actual curriculum will demonstrate your ability to build a curriculum in a scholarly fashion, paying attention to objectives, organization, synchronization of material as well as logistical considerations in implementation. You may choose to scan the curriculum (or copy and paste) to take the place of the tables above. The tables are NOT required but serve as an example how you could document your curriculum. If available: include impact & outcomes (improved in-service scores, improved Board performance, change in procedural competency or learner satisfaction,etc). Section 3: AssessmentThis section is to showcase any learner assessments that you created or significantly revised. Begin with answering the following: Why the assessment was createdDescribe how the assessment was validatedAny feedback from others prior to implementationAny standard setting activity performedAny data on the learnersReflection of the assessmentAlso consider scanning the actual assessment into the portfolio to showcase your scholarly product. Or you can paste an example. Remember to give 1-2 sentences that orient the reader what he/she is looking at and how it links to the CV. The example below is adapted from reflective practice with permission from Dr. Cimino at USU. Example:“Below is the current rubric for reflective practice. It was developed after a literature review and follow-on discussion with a group of peers who would be using it. It is currently being pilot tested for ease of use. Beginning/reportingDeveloping/not reflectiveCapable/reflectiveSkilled/restructuringReactionsLittle or no recognition to emotionsRecognition but no exploration of emotionsRecognition and exploration of emotionsRecognition, exploration and gains insights to emotionsPersonal contextNo connection to personal contextShares experience, but doesn’t connect reactions to their life experienceBeginning to connect feelings/thoughts to personal life experiencesClearly connects feelings to personal life experience Impact/implicationsFew if any reflective statements go beyond the accounting of what took place or what the initial feelings were without exploration of meaningAttempts to understand connection between reaction and consequences for patient care Able to connect the reaction explicitly to the positives and negative consequences in patient carePotential transformation of perspective after reflection on the topic- can see past immediate positive or negative implicationsReview/summaryDescribes what happened with little or no comment of the event and minimal attempt to consider a lesson learnedSuperficially summarizes what they have learned and may pose some thoughts about future challengesTries to explain what happened, with references to their personal experience and poses questions for areas of improvementLook for a better understanding of what happened and how they reactedSection 4: Educational Administration/LeadershipThis section reflects any leadership position(s) you have had in education. Consider an opening few sentences that discuss what your role is, and what type of administration tasks you perform and plan to highlight. Examples could be an inspection document you created (or a portion), a program evaluation that highlights data and upcoming changes, new processes you created and implemented for a more effective program, or new faculty evaluation system. You do not need to demonstrate all of these, but 1-2 items that have the most impact. For example, you may describe a new process of departmental faculty evaluation by learners, which would include how it aligns with the organization and the reflection of the implementation followed by a scanned example of what the evaluation looks like. This would be followed by a paragraph that discusses outcomes from the new process. Section 5: Mentoring and AdvisingThe table below describes mentoring and advising relationships over the past XXX years. Feel free to add any additional comments that may help explain your table. Name of mentee or adviseeDates of mentoring/advisingNumber of years you invested in relationshipTheir role/position during the time you were their mentor/advisorYour role and what you taught themTheir current positionTheir significant achievementsKay Smith2003-current15Resident, junior faculty, subordinatePhysician, clerkship educator3 papers, 2 national presentations, 1 teaching award*** This table is taken from the portfolio published by SAEM (Society Academic Emergency Medicine) ................
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