Demonstrating Your Work: A Guide to Educators' Portfolios for Graduate Medical Educators

Abstract

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.

The ID Digital Institute: Building a digital education toolset and community

“…Frameworks to help IDDI Fellows learn how to create dedicated educator portfolios are included as well. 91 An educator portfolio can serve as an important complement to a CV by providing expanded information on activities such as teaching, mentoring, educational program development and implementation, and leadership.…”

A guide to creating an educator's portfolio for the 21st century

“…These faculty may lack clarity both on what to include and on how to disseminate the EP to build their vCoP, increase the visibility of their work, and grow their mentorship network. This blueprint was informed by a review of the literature [8][9][10] and the combined experience of the authors who have held numerous education leadership roles requiring not just maintenance of their own EPs but mentorship and guidance for junior faculty and trainees who are creating their own EP. This guide may be used for educators building their EP de novo or for faculty who wish to advocate for a more rigorous structure of an existing EP at their institution.…”