Rethinking the Educator Portfolio: An Innovative Criteria-Based Model

Shinkai, Kanade; Chen, Chen Amy; Schwartz, Brian S.; Loeser, H.; Ashe, Cynthia; Irby, David M.

doi:10.1097/acm.0000000000002005

Cited by 24 publications

(20 citation statements)

References 7 publications

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“…Most importantly, document your activities, their impact, and their outcomes in a format consistent with your sponsoring institution's guidelines. Consider an educator's portfolio and update your documentation at least twice yearly 5. 4.…”

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confidence: 99%

Shaping a Career as a Clinician Educator

Cooper

Tuck

Andolsek

et al. 2022

Journal of Graduate Medical Education

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The Challenge ''OMG I've just completed residency and now I'm a clinical teacher.'' ''I think I want to become a clinician educator but I'm not sure how.'' ''I don't understand my role or how I will know that I am successful as a clinician educator.'' Physicians arrive at their jobs through a clearly delineated pathway that extends from medical school through specialty certification and employment. In contrast, clinician educators (CEs) must discover and then navigate an array of potential pathways that are dynamic, evolving, and individualized. CEs may complete graduate degrees, medical education fellowships, or faculty development programs. They may also acquire skills through meetings and workshops. The common thread is that CEs, regardless of their career pathways, learn to be educators on the job. How does one engage in this process?

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confidence: 99%

Shaping a Career as a Clinician Educator

Cooper

Tuck

Andolsek

et al. 2022

Journal of Graduate Medical Education

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“…13 The educator portfolio is often used as a developmental tool to aid an educator in reflection, 4,13–16 and it may also be used for evaluation by other educators. 13,17 In 2019, Ryan et al reported that less than half of medical schools used an educator portfolio. 18…”

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“…13 The educator portfolio is often used as a developmental tool to aid an educator in reflection, 4,[13][14][15][16] and it may also be used for evaluation by other educators. 13,17 In 2019, Ryan et al reported that less than half of medical schools used an educator portfolio. 18 Although portfolios privilege the attitudes and activities of educators, we have come to question whether educator portfolios offer the optimal way to present the accomplishments of non-research-oriented activities for the purposes of promotion.…”

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confidence: 99%

Documenting Educational Impact in the Promotion Dossier with an Enhanced Curriculum Vitae

Hobson

Gordon

Cabaniss

et al. 2021

J Contin Educ Health Prof

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Faculty with a career focus on education in the health professions often have difficulty representing their academic accomplishments for due consideration in promotion decisions at their respective institutions. This problem occurs because the traditional curriculum vitae (CV) format which is most often used tends to focus on peer-reviewed accomplishments easily presented in lists, such as grants and publications. In some institutions, an educator portfolio is required in place of or in addition to the CV. However, creating or reviewing such a narrative-oriented document takes large amounts of time-time that most faculty or reviewers do not have. Having to use an educator portfolio also calls out the educator as different from the traditional research faculty member. To address this problem, we propose the solution of an Enhanced CV. The Enhanced CV includes much of what is presented in an educator portfolio but in a format closer to the traditional CV. Unlike a traditional CV, the Enhanced CV includes categories inclusive of educational contributions (eg, teaching, mentoring, and course leadership) and includes brief descriptions and/or impact statements to clarify the significance of the listed accomplishments. The Enhanced CV has been adopted at two very different institutions, where evidence is accumulating regarding the viability of the Enhanced CV as a solution to educators' problem of presenting their accomplishments for promotions. The lessons learned from these institutions illustrate how the Enhanced CV can increase the ability of educators to present their accomplishments and advance in rank in their academic careers.

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“…7 These educational excellence portfolios highlight an individual’s academic excellence in teaching and evaluation, development and dissemination of enduring education products, and educational leadership roles and awards. 8,9 However, interprofessional faculty who work primarily in clinical settings with other health care professionals but with few students and trainees cannot use educational portfolios to document their professional excellence for academic promotion and advancement. A previously developed QI portfolio, the first of its kind, was developed more than a decade ago, in 2009, by the Society of General Internal Medicine (SGIM) 10 for a physician audience and has had some adoption across health professions.…”

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“…Consensus was defined as an average score over 8.0. Panelists in the second round achieved consensus, with average scores of 8.4 in comprehensiveness and 8.3 in clarity (range, [6][7][8][9]. The finalized portfolio includes the following sections: personal statement; health care improvement training and certification; leadership and administrative roles; health care improvement project activities; health care improvement coaching, teaching, and curricular activities; health care improvement honors, awards, and recognitions; and supporting documents.…”

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Developing an Interprofessional Health Care Improvement Portfolio: Results From a Consensus Panel Process

et al. 2021

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The increased focus on professional-led, continuous health care improvement has not produced formalized processes for identifying, recognizing, and rewarding excellence in quality improvement. Moreover, the team-based nature of improvement requires a mechanism to document interprofessional contributions. In 2018, the authors created a health care improvement portfolio to document and demonstrate individual impact for the purpose of promotion. A draft portfolio was developed from a review of the literature and publicly available quality improvement and educational portfolios. The portfolio was further refined through a 2-round, modified Delphi consensus process with a panel of interprofessional experts across North America. In the first round, 35 panelists gave feedback through open-ended comments on the design and content of the portfolio. In the second round, 34 panelists rated the comprehensiveness and clarity of the portfolio on a scale of 1–9 (1 = lowest, 9 = highest) and provided comments. Consensus was defined as an average score over 8.0. Panelists in the second round achieved consensus, with average scores of 8.4 in comprehensiveness and 8.3 in clarity (range, 6–9). The finalized portfolio includes the following sections: personal statement; health care improvement training and certification; leadership and administrative roles; health care improvement project activities; health care improvement coaching, teaching, and curricular activities; health care improvement honors, awards, and recognitions; and supporting documents. The portfolio facilitates the documentation of health care professionals’ contributions to and impact in health care improvement and covers the breadth of interprofessional health care improvement (i.e., projects, leadership, education, scholarship). The portfolio can be tailored to an individual’s area of specific expertise. While this portfolio was originally developed for interprofessional faculty at academic institutions, the content and structure of the portfolio are easily adapted for health care providers in other health care settings.

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Rethinking the Educator Portfolio: An Innovative Criteria-Based Model

Cited by 24 publications

References 7 publications

Shaping a Career as a Clinician Educator

Shaping a Career as a Clinician Educator

Documenting Educational Impact in the Promotion Dossier with an Enhanced Curriculum Vitae

Developing an Interprofessional Health Care Improvement Portfolio: Results From a Consensus Panel Process

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