from idea to implementation: moving your educational project from brain to bedside timothy farrell,...
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From Idea to Implementation: Moving your Educational Project from Brain to Bedside
Timothy Farrell, MD, Utah; Deb Simpson, PhD, MCW; Manuel Eskildsen, MD,
MPH, Emory; Cherie Brunker, MD, Utah;
Kathryn Denson, MD, MCW; Gary Blanchard, MD, UMass; & Kathryn
Eubank, MD, UCSF
2012 Annual Reynolds Grantee Meeting – St. Louis MO / Tuesday, October 23, 2012 - 2:45-4:15 PM [Lindell B]
Goals & ObjectivesEducational Product Development (EPD)
1. To introduce best practices in EDP– Objective: Gain familiarity with Glassick’s 6 criteria for the approach to
and assessment of scholarship.
2. To increase participants’ abilities to apply a scholarly approach to their educational endeavors– Objective: Apply Glassick criteria to examples (successes & challenges in
EPD processes to avoid pitfalls. – Objective: Generate common themes framed by the Glassick criteria
associated with the processes of EPD.
3. To apply the concepts learned in the workshop to participants’ own educational product ideas– Objective: To identify barriers in own educational products.– Objective: Share strategies for overcoming barriers to product
development, implementation and presentation.
Why do I care @ Sharing Educational Work?
Long-Term Goal
Improve Health through Education
Value and advance our educational missions through recognition (e.g., award and reward) of educators
Advance education by sharing & building on our work
Educators as scholars
Susan Dorothea White - Reinventing the Wheel 2001 Mixed Media Sculpture – US $5,000
Why Sharing Work = Scholars? • What is scholarship? • What does it mean to be scholarly?
• Advance or transform knowledge within their community of peers (researchers, educators)
– through the application of one’s intellect in an informed, disciplined and creative manner
Boyer EL. Scholarship Reconsidered: Priorities for the Professoriate. Princeton University Press 1990
Glassick Criteria
CLEAR GOALS
Adequate Preparation
Appropriate Methods
Significant Results
Effective Presentation
Reflective Critique
Glassick CE, Huber MT, Maeroff GI. Scholarship Assessed: Evaluation of the Professoriate. SF: Jossey-Bass 1997.
Glassick For Educators
Clear Goals Adequate Preparation
Appropriate Methods
Significant Results Effective Presentation Reflective Critique
=Objectives=Current in educ +
subject matter=Select methods =
obj/comp
=Evaluation=Dissemination to Peers
=Revise Glassick CE, Huber MT, Maeroff GI. Scholarship Assessed: Evaluation of the Professoriate. SF: Jossey-Bass 1997.
Summary Report & Findings AAMC GEA Consensus Conference on Educational
Scholarship (July 2007)
• Summary Report & Findings– Educator Activity Categories, Criteria
and Evidence1. Teaching2. Learner Assessment3. Curriculum Development4. Mentoring and Advising5. Educational Leadership & Administration
https://services.aamc.org/Publications go to “Faculty”Simpson D et al. Medical Education 2007:41(10): 1002–1009
https://www.mededportal.org/download/190392/data/educational_scholarship_guide.pdf
Task Force on Educator Evaluation
Jonathan AmielColumbia University
Brian MavisMichigan State University
Suzanne RoseUniversity of Connecticut
Constance BaldwinUniversity of Rochester
Kathe NelsonUniversity of Alabama
Deb SimpsonMedical College of Wisconsin
Latha ChandranSUNY Stony Brook
Lois NoraCommonwealth Med Col
Henry StrobelUT-SoM- Houston
Rhee FincherGHSU/MCG
Jamie PadmoreMedStar Health
Craig TimmUniversity of New Mexico
Nancy LowittUniversity of Maryland
Pat O’SullivanUCSF
Tom ViggianoMayo Medical School
Maryellen Gusic – Task Force ChairIndiana University - [email protected]
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FOCUS: Evaluating the 5 Educational Domains
Glassick Criteria
CLEAR GOALS
Adequate Preparation
Appropriate Methods
Significant Results
Effective Presentation
Reflective Critique
Glassick CE, Huber MT, Maeroff GI. Scholarship Assessed: Evaluation of the Professoriate. SF: Jossey-Bass 1997.
Can You Swallow This?
Kathryn Denson, MDAssociate Professor of Medicine/Geriatrics
Program Director, Med-Ger Residency ProgramMedical College of Wisconsin
Clear Goals
• What’s the problem? Is it “fixable” through education?
• Define the goal What do you want your Learners to DO?
• Create objectives– Link to ACGME competencies– Link to Milestones
Adequate Preparation
• Current in topic: Literature review for best practices
• Current in education: On-line search and check for resources
Adopt Adapt Author
Significant results
Evaluation of:Session– standardized eval form
organization/session content/teacher effectiveness/impact on ability to provide care
(“so what?”)Learners– An assessment gap here!
Effective Presentation
• Dissemination to peers: Here!
• Clearly room for improvement
Reflective Critique
Can You Swallow This?Clear Goals: “Why, what” at start Adequate Preparation: Strong practice gapAppropriate Methods: Interactive, small group
Needs more time! Apply to current patient
Significant Results: Needs learner (KSA) evalEffective Presentation: Pogo-e, MedEd PORTAL ?Reflective Critique: A lot better after creating this
presentation!