Advancing Educators and Education - AAMC's member profile

More documents

Recommendations

Info

Scholarship Consensus ConferenceTable of ContentsSummary Report and FindingsBackground . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Conference Design and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Conceptual Framework:Quantity, Quality and Engagement with the Educational Community Educator Activity Categories, Criteria and Evidence• Teaching• Curriculum• Advising/Mentoring• Educational Leadership/Administration• Learner AssessmentNext Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Crystallizing and Building on our Current Knowledge Unresolved Issues: Opportunities for Crucial Conversations about EducationSummary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Conference Materials Pre-conference Readings [references] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Illustrative Portfolios to Trigger DiscussionSusan Masters, Ph.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Karen Wendelberger-Marcdante, M.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Educator Activity Category Format and Illustrative Examples . . . . . . . . . . . . . . . . 28Contributors and Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Conference Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40iAssociation of American Medical Colleges, 2007
Scholarship Consensus ConferenceBackgroundEvolutionary Forces and Benchmarks inDefining Educational ScholarshipIn the early 1990s, the academic medicine communityrarely used the terms education, teaching, scholarship,and academic promotion in combination witheach other. Teaching was expected as part ofacademic citizenship, but not sufficient for academicpromotion. This perspective on teaching dominatedacademic medicine until the Carnegie Foundationfor the Advancement of Teaching published ErnestBoyer’s Scholarship Reconsidered: Priorities of theProfessoriate. 1 Boyer’s work reframed and expandedthe discussion regarding roles, expectations, recognition,and advancement of educators, providing aframework from which to challenge the prevailingconcept that “everyone teaches,” and replacing it withone that examined teaching as a form of scholarlywork. 2 The discussion was enriched by publicationof Scholarship Assessed, 3 which articulated commoncriteria for all forms of scholarship: clear goals,adequate preparation, appropriate methods, significantresults, effective presentation, and reflectivecritique.Concurrently, the emergence of certain externalforces—research dominance in medical schools aswell as dependence on clinical revenue for operationsbudgets—changed the academic medicineenvironment and created “crises of mission” relatedto medical school faculty roles and rewards. Schoolleaders began to recognize and respond to thecrisis, prompting Whitcomb 4 to report “widespreadagreement that those members of the faculty whoare most committed to, and involved in, the educationof medical students must be supported andrewarded, both professionally and financially.…”Medical schools are “cognizant that facultyappointment, promotion, and tenure policies mustreflect the changing roles and responsibilities ofmedical school faculty” by greater recognition ofeducation.Evidence is slowly emerging in support of educatorrecognition, including education as a viable careertrack, 5 the use of educator portfolios for academicpromotion, 6 the ongoing examination of elementsused by promotion committees, 7 expectations ofthose directing medical student clerkships fromeducation-related professional organizations, 8development of compacts between residents andtheir teachers, 9 and the proliferation of educationalacademies and societies. 10National organizations have played a key role byclarifying issues and potential solutions related toeducator recognition. In particular, the AAMC’sGroup on Educational Affairs (GEA) has longrecognized that excellence in physician education isdriven by faculty members, and that they must berecognized and rewarded as educators. Beginningin 1996, GEA members began to elucidate thecriteria for scholarship in medical education with aseries of case studies, 11 and then defined scholarship’score elements and the associated resourcesand infrastructure to support educators asscholars. 10, 12 GEA members documented thedramatic increase in the use of education portfoliosin the U.S. medical school academic promotionprocess—from 5 schools in 1990 to 76 schools in2003—which reflected increased attention toacademic promotion of educators. 6However, despite the emergence of a common setof educator activity categories, the evidencepresented in portfolios was highly variable. Thisvariability underscored the need to articulate a setof common standards for selecting, presenting, andevaluating evidence of educational contributionsfor academic promotion.In this paper, we provide background for theconsensus conference and present a set of standardsfor use in the educator academic promotionprocess. We delineate the contents of five literaturebasededucator activity categories. For each, wepresent standards for documenting quantity,1Association of American Medical Colleges, 2007
Page 1 and 2: Advancing Educators and Education:D
Page 3: For more information about this pub
Page 7 and 8: Scholarship Consensus ConferenceCon
Page 9 and 10: Scholarship Consensus Conferencenet
Page 11 and 12: Scholarship Consensus Conferenceinc
Page 13 and 14: Scholarship Consensus Conferenceuat
Page 15 and 16: Scholarship Consensus ConferenceDoc
Page 17 and 18: Scholarship Consensus ConferenceNex
Page 19 and 20: Scholarship Consensus ConferenceSum
Page 21 and 22: Scholarship Consensus ConferenceHub
Page 23 and 24: Scholarship Consensus ConferenceRes
Page 25 and 26: Scholarship Consensus ConferenceEdu
Page 27 and 28: Scholarship Consensus ConferenceStu
Page 29 and 30: Scholarship Consensus ConferenceKar
Page 31 and 32: Scholarship Consensus ConferenceEdu
Page 33 and 34: Scholarship Consensus ConferenceCur
Page 35 and 36: Scholarship Consensus ConferenceNam
Page 37 and 38: Scholarship Consensus ConferenceLea
Page 39 and 40: Scholarship Consensus ConferenceCon
Page 41 and 42: Scholarship Consensus ConferenceMer
Page 43 and 44: Scholarship Consensus ConferenceRef
Page 45: Association ofAmerican Medical Coll

Advancing Educators and Education - AAMC's member profile

Create successful ePaper yourself

Delete template?

Save as template?