How to Get Your Career Going as a Clinician-Educator Patricia Thomas, MD

How to Get Your Career Going as a
Clinician-Educator
Patricia Thomas, MD
Associate Professor of Medicine
Associate Dean of Curriculum
With apologies to
Dr.Susan MacDonald
“Navigating the Promotion Process”
What is a Clinician Educator?
• Faculty member whose scholarship is not
dependent on research, although may do
research
• <50% of salary support comes from external
funding
“cE” vs. “Ce”
• cE: Scholarship related to educational issues,
innovations in medical education, educational
research.
• Ce: Scholarship related to clinical practice, but
documented excellence in teaching.
Expanded Definition of Scholarship
• Scholarship of Discovery: elucidation of new
knowledge
• Scholarship of Application: building bridges
between theory and practice
• Scholarship of Integration: creative synthesis
or analysis, looking for connections across
disciplines
• Scholarship of Teaching
Documenting Scholarship Excellence:
The Glassick Criteria
1.
2.
3.
4.
5.
6.
Clear Goals and Aims
Adequate Preparation
Appropriate Methods
Significant Results
Effective Dissemination
Reflective Critique
Skills Necessary to the CE*
1.
2.
3.
4.
5.
Teaching and Learning
Curriculum Design
Assessment
Leadership
Information Technology
* E. Armstrong, Director of Harvard Macy Institute
Instructor Level
Non-CE
Clinician Educator
• Pose questions
• Develop expertise
• Learn how to obtain
funding
• Identify important areas
• Self-management (Time
management)
(Adequate Preparation)
• Teaching Skills
–
–
–
–
Public speaking
Small group facilitation
One-on-one precepting
Writing for publication
• Education Expertise
• Clinical Expertise
Teaching Skills Courses
Locally:
– JHU Faculty Development Program (K.Cole)*
• Teaching Skills
• Curriculum Development
– Office of Faculty Development* (flier)
• “Speak Like a Pro”
– Homewood: Center for Educational Resources
– JHU Graduate School of Education
*www.hopkinsmedicine.org/fac_development
Teaching Skills Courses
Regional/National
– Evidence-based Medicine (McMasters)
– Teaching Geriatrics (UCSF)
– Healthcare Communication (Bayer Institute)
– Professional societies: Surgeons as Educators
Course (American College of Surgeons)
– Harvard Macy Institute (2 week courses)
Fellowship Training
(cE)
•
•
•
•
Medical Education Fellowship (GIM)
Stanford Fellowship in Medical Education
Rabkin Fellowship in Medical Education
Surgical Research Education Fellowship
(American College of Surgeons)
Additional Degrees
(cE)
• Masters in Education (M.Ed.)
• Masters in Medical Education (M.Ed.)
–
–
–
–
–
Univ. of Pittsburgh
Univ. of Cincinnati
Univ. of Michigan
Univ. of Southern California
Univ. of Southern Illinois (online or residential)
• Masters of Science
– Masters of Science in Education with a concentration
in Technology in Education
Clinician Educator: Instructor Level
1.
2.
(Adequate Preparation)
Start your Educator (Teaching) Portfolio (Significant
Results & Reflective Critique)
3. Identify mentor(s)
– (Hint: May not be in your division)
4. Volunteer to teach! (Impact)
Contents of the Educator Portfolio
• Evidence of quantity of teaching effort
• Evidence of impact
• Evidence of scholarship
– Scholarly teaching: using best practice
– Teaching scholarship: discovering best
practice
Resources
• The Silver Book
• “Advancing Educators and Education:
Defining the Components and Evidence of
Educational Scholarship”
– Summary Report and Findings From the
AAMC Group on Educational Affairs
Consensus Conference on Educational
Scholarship
– Available at www.aamc.org
Educator Portfolio Content*
•
•
•
•
•
•
•
Start Here!
Philosophy Statement
Teaching Activity Report
Curriculum Development
Assessment of Learner Performance
Adviser and Mentor
Educational Administration
Public Expression of Scholarly Activity
*Steps and Example content are in the “Silver Book”
Teaching Activity Report
• Track:
– Your learners
– Your content area
– Your evaluations (Significant Results)
– JHUSOM Office of CME will track activities and
evaluations for CME talks
– How did you change your teaching (Reflective
critique)
– Where would you like to lead?
Dean/CEO
Medical Student Educational
Infrastructure at JHUSOM
Educational Policy
Committee (EPC)
(Chair, Vice Dean for
Education)
SUBCOMMITTEES
OF THE EPC
● Student
Assessment and
Program Evaluation
● Year I Course
Directors Committee
● Year II Course
Directors Committee
● Clinical Clerkship
Directors Committee
Special Committees on
Education
(Member, Vice Dean for
Education)
CURRICULUM
SUPPORT
SERIVCES
Associate Dean for
Curriculum
P Thomas, MD
Office of Academic
Computing
H Goldberg, PhD
Office of Medical
Education Services
Craig Bowen, Ph.D
Simulation Center
E Hunt, MD
● Curriculum Reform
Committee
●Clinician
Educator
Committee
Assistant Professor
Non CE:
CE:
• Clear area of
concentration
• Present work & publish
• Become nationally
recognized
• Provide teaching &
service to the Dept.
• Focus area of
concentration
• What are important areas
for discovery/innovation?
• Join professional
organizations & volunteer
• Ask Director for
opportunities to talk,
teach & write
• Manage your time & effort
Why join an organization?
•
•
•
•
Develop expertise
Place to disseminate your work
Place to identify mentors
Place to discover collaborators (dissemination is
easier if it is multi-institutional)
• Opportunity to develop regional and national
reputation: volunteer to work on meetings,
review committees, etc.
• Can provide documentation of your leadership:
Awards for educators: Self-Nominate
Medical Education Organizations
Which should you join?
• Who are your learners?
• Do you represent a subspecialty?
• Do you have an educational method of interest,
e.g. evidence-based medicine, simulation,
medical informatics?
• Do you have a content area that crosses
disciplines, e.g. preventive medicine or patient
safety?
Medical Education Organizations
Organization
Focus
Publication
AAMC:
GEA
RIME
GSA
UME,GME,CME
Academic Medicine
ACCME
CME
ABSME
Behavioral Sciences
and Medical Education
Annals of Behavioral Science and
Medical Education
AAME
Medical Education in
Europe
Medical Teacher
NBME
Assessment
(Stemmler Fund)
Specialty Medical Education Organizations
Alliance for Internal
Medicine (SGIM,ACP,
ASP,CDIM, APDIM)
Internal Medicine
Journal of General Internal
Medicine,
Annals of Internal Medicine
Council on Medical Student
Edcuation in Pediatrics
(COMSEP)
Pediatrics
Pediatric Educator
Association of Professors of
Gynecology and Obstetrics
(APGO)
Obstetrics/Gyn
Women’s Health
Assoc. for Surgical
Education
Surgery
Consortium of Neurology
Clerkship Directors (CNCD)
Neurology
Society of Teachers of
Family Medicine
Family Medicine
Ambulatory Medicine
Family Medicine
Examples of Content
Medical Education Organizations
American Medical Informatics
Association (AMIA)
Journal of the AMIA
Association for Teachers of Preventive
Medicine (ATPM)
American Journal of
Preventive Medicine
End of Life /Palliative Care Resource
Center (EPERC)
Website
International Association of Medical
Science Educators (IAMSE)
Association for the Study of Medical
Education
Medical Education
Other Ways to Network
• Volunteer to be a reviewer for a journal
• Host a colleague at your institution, and
volunteer to be invited to theirs
• Volunteer to be a peer-reviewer:
– HRSA Bureau of Health Professions Grants
– MedEdPORTAL
Effective Dissemination
•
•
•
•
•
Publish in Medical Education Journal
Publish in Specialty Journal
Publish in Higher Education Journal
Workshops at Professional Meetings
MedEdPORTAL
(www.aamc.org/mededportal)
Summary: How to Get Started
• Keep Glassick Criteria in mind
• Balance volunteerism with need for protected
time to develop your enduring materials
• Seek preparation
• Reach outside of institution for mentors
• Ask for recognition: Departmental or SOM
awards, opportunities to speak, etc.
• Document your career in an Educator Portfolio