raduate medical educators may struggle to effectively document their contributions in teaching, education scholarship, leadership, and service in a way that accurately represents their work and facilitates timely promotion. Although it has been decades since Boyer and Glassick proposed a definition for scholarship that extended beyond research, criteria for excellence, and a differentiation between scholarship of teaching and scholarly teaching activities, institutions have variably incorporated these principles into formal promotion and tenure processes. 1,2 In addition to a traditional curriculum vitae (CV), educators should also develop and maintain an educator's portfolio (EP), which complements the CV and expands upon activities such as teaching, mentoring, academic administration, educational program development and implementation, service, and leadership. [3][4][5][6] EPs help make education work explicit for promotions committees, and they can also promote educational reflection, evaluation and reassessment, professional development, and goal setting. 5,[7][8][9] This perspective provides evidence-based recommendations and practical tips for graduate medical educators seeking to develop and maintain EPs.
Objectives
Faculty development is essential for academic emergency physicians to maintain clinical skills and succeed in administrative and leadership roles and for career advancement and satisfaction. Faculty developers in emergency medicine (EM) may struggle to find shared resources to guide faculty development efforts in a way that builds on existing knowledge. We aimed to review the EM‐specific faculty development literature since 2000 and come to a consensus about the most useful for EM faculty developers.
Methods
A database search was conducted on the topic of faculty development in EM from 2000 to 2020. After identifying relevant articles, we performed a modified Delphi process in three rounds, using a team of educators with a range of experiences with faculty development and education research, to identify articles that would be most useful to a broad audience of faculty developers.
Results
We identified 287 potentially relevant articles on the topic of EM faculty development, 244 from the initial literature search, 42 from manual review of the references of the papers meeting inclusion criteria, and one by our study group's recommendation. Thirty‐six papers met final inclusion criteria and underwent full‐text review by our team. The Delphi process yielded six articles that were deemed most highly relevant over the three rounds. Each of these articles is described here, along with summaries and implications for faculty developers.
Conclusions
We present the most useful EM papers from the past two decades for faculty developers seeking to develop, implement, or revise faculty development interventions.
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