paola palma sisto, md visiting associate professor, university of connecticut school ofmedicine...
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Paola Palma Sisto, MDVisiting Associate Professor,
University of Connecticut School ofMedicineConnecticut Children’s Medical Center
May 24, 2012
MedEdPortal 101: Introduction
and Next Steps
Disclosure
No financial interests to disclose
Grateful appreciation to Dr Deborah Simpson, MCW Associate Dean for Educational Affairs
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Workshop Objectives Describe the MedEdPortal repository
and its usefulness for disseminating scholarship
Identify key elements/tasks (with a timeline) needed to transform item into MedEdPORTAL submission
Walk through the steps from concept to submission
Draft selected sections of a submission form to a peer reviewed repository
Revisiting Education as Scholarship Literature: Boyer (1990), Glassick (1997),
etc AAMC - Group on Educational Affairs
Project on Scholarship
What is Scholarship
Scholarship is that which advances knowledge in one’s field
Judged by members of one’s field– One’s community of peers
Earnest BoyerScholarship Reconsidered 1990
Glassick’s Scholarship Assessed
Clear Goals Adequate Preparation
Appropriate Methods
Significant Results Effective Presentation
Reflective Critique
=Objectives=Current in educ +
subject matter=Methods match obj
=Evaluation=Dissemination to
Peers
=Revise/Improve
Contribute toField, Inform Others Work
Draw FromField, Inform Own Work
Community of Engaged Educators
Reviewer FormApproved Dec 2007 – MedEdPORTAL Editorial Board
MedEdPORTAL Growth/Use
Submission Stats (Jan 2010)– 7,600+ Submissions since 2005; 50+ New submissions per
mo Publication Stats (Jan 2012)
– 18% Accepted– 53% Revisions Required– 29% Rejected– >2000 resources
Utilization Stats (Jan 2012)– ALL 148 US and Canadian AAMC member medical schools
utilizing MedEdPORTAL 10,000+ Teaching hospitals, international medical and dental
schools, and other health education institutions (e.g. osteopathic, nursing, veterinary, etc.) utilizing MedEdPORTAL
190+ Countries utilizing MedEdPORTAL – 1,000+ publications accessed each WEEK
Steps (7)
1. Identify resource2. Literature search3. GET HELP4. Instructor’s guide5. Prepare materials6. Legal stuff7. SUBMIT
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MedEdPORTAL Search
How are they =/≠ from your own– Identify key features (e.g., Primary Care,
hospital focused, geriatrics focused)– The unique features are “showcased”
Training the TrainerSuccessful use of your product
Key elements associated with successfully “training” someone ELSE to use your product
Training the TrainerElements of an Instructor’s Guide
1. Description: Background/Need/Overview of Product2. Learner Audience3. Session Objectives4. Session Time5. What packet contains (e.g., PowerPoint)6. Detailed plan (what happens when, lead by who)7. Evaluation/Assessment8. Instructor Qualifications & Responsibilities9. Facilities (Space, room set up) 10. Required Resources/ Instructional Materials11. Advance Preparation12. Relationship to Other Educational
Materials/Activities13. References
Learner Audience
Who do you teach with this material NOW? – Third Year Medical Students?– Residents/fellows? – Allied Health Trainees? – CME physicians?
Who else have you used the material with/would it be appropriate to use the materials with?
Relationship of This Session to Other Educational Materials/Activities Do a search of the literature,
repositories, and resources so that you can describe how your work builds on, relates to, and is different from what is currently available to the educator community.
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Resource Description
What need/problem/learning gap were addressing?
Why did you create the material? What was your purpose? You checked AAMC
MedEdPORTAL, Literature and did not find appropriate materials for your objectives - there was a Gap (e.g., you looked for materials , nothing soo...) 20
Resource Description
What is it? What do I get? – Learner Assessment Tool (Faculty
Rating Form, Patient Satisfaction)? – Curriculum (Syllabus for EBM
Course)? Instructional Materials (PBL Case, Workshop on EBM, CD ROM).
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Objectives - REMINDERS How will be learner be different (KSA)
after experiencing the instruction? Action Verb: Interpret, apply, analyze,
compare, distinguish, recognize, determine, integrate, formulate, specify, design.
Reminder: Engagement with the community of educators is demonstrated by delineating clear goals and objectives (Glassick)
Description: detailed plan Session Run Time – BIG PICTURE
In this packet we have presented all materials needed for running this workshop accessible as PDF documents, Microsoft Word documents, or PowerPoint’s with annotated speaker notes. Required readings and/or other resource material is referenced and typically available from your library’s holdings or universal web-based access.
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Detailed Plan
Glassick: Appropriate Methods – Make Tacit Knowledge - Explicit
How: Visualize a session walk through – What would you see happening when– Who would be doing it– What materials/resources need
Alternative Schedule
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Training the trainerMaterials you want? Need to know? It is late at night Tomorrow AM you are teaching a
session on “(fill in the blank)” Searched a peer reviewed
repository and found what you think is the “perfect” (good enough) material
Worksheet: Small Group Write down resource you are
considering submitting (10 minutes)
Work in groups of 2-3 to discuss ideas
Choose 1 to present to large group for discussion (hint: one that has structure, evaluation results, unique, etc) (15 minutes) 32
Submission Options
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Additional considerations Authorship Copyright/Usage license
HIPPA
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Principles of Authorship
Authorship Responsibilities
Who’s who? Authorship is a Relationship– Who's the senior author? Who is last? – Sometimes responsibilities shift.
Make an Agreement at the Beginning– Determine the authorship role & responsibilities– Making an initial plan, before the work begins,
Make a Series of Milestones – Responsibilities may shift during a project
Make a Fair Final Decision 1st Author– If there are issues, listen to arguments, fairly
decidehttp://www.research.psu.edu/orp/outreach/publications/newsletter/issue12/story1.asp
Author OrderConvention versus clear agreement
Last Author– Tradition: last author = senior member
team, department or division director Encourages honorary authorship.
– Recent: last author is allocated to the person who contributed least
Recommendation: Author order determined by relative contributions to the most critical intellectual aspects of the workGaeta, T. J. Gaeta TJ. Authorship Law & Order. Acad Emerg Med 1999;6(4): 297-301. http://www.aemj.org/cgi/content/full/6/4/297
Copyright & HIPPA
AAMC MedEdPORTALRobbie ReynoldsFrom MedEdPORTAL Training Materials http://services.aamc.org/jsp/mededportal/goLinkPage.do?link=about#Promoting
Allow commercial uses of your work? YesNo
Allow modifications of your work? YesYes, as long as others share alikeNo
Jurisdiction of your license
Usage License Questionnaire
Source: www.creativecommons.org
MedEdPORTAL Does Not Adhere to “Fair Use”
Copyright permission must be obtained from copyright
owners of all third-party materials included in submissions.
Copyright Permission
MedEdPORTAL staff screen each submission for potential third-party materials which include:
Photos Graphs
Images Cartoons
Charts Text (large quotes)
Published Articles U.S. Government materials
Copyright Violations
MedEdPORTAL staff screen each submission for potential identifiable “protected health information” such as:
Patient Photographs Images
Charts Graphs
Lab Values Radiographs
Medical Records Biometric Identifiers
HIPAA ViolationsHealth Insurance Portability and Accountability Act
Next Steps
Review literature/repositories for similar resources
FIND HELP Instructor’s guide Annotate slides Complete application SUBMIT
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Submitting Your ProductSubmission Forms 1. Copy and Paste Instructor’s guide!2. Make sure no copyrighted materials! (DELETE them
or reference)3. Register on the site and then follow the steps!