Teaching Evaluations and Educational Resources

Transcript

• 00:00Residents and fellows are also
• 00:02members of these advisory houses.
• 00:04We have many student interest
• 00:06groups. They're always looking for
• 00:07faculty advisors,
• 00:09to help them run their
• 00:10groups. So in your specialty,
• 00:12there's likely
• 00:13a student interest group.
• 00:15We have an office of
• 00:16student research, which leads a
• 00:18very robust program
• 00:20to support our MD students
• 00:22who are
• 00:24working on and writing their
• 00:25theses, which is a requirement
• 00:27for the MD degree at
• 00:28Yale School of Medicine.
• 00:30And so many faculty,
• 00:32work with students one on
• 00:33one as thesis advisers.
• 00:36And this is also counted
• 00:38as,
• 00:39a contribution to the educational
• 00:41mission at the school.
• 00:43And then lastly,
• 00:45our admissions office is frequently
• 00:47looking for new interviewers to
• 00:49participate in selecting
• 00:51our,
• 00:52new class each year, So
• 00:53another opportunity to engage and
• 00:56contribute.
• 00:57And then I'm also gonna
• 00:58point out some of our
• 00:59special programs.
• 01:01So many of you have
• 01:03interest in particular areas, and
• 01:04you might not be aware
• 01:06that we have programs in
• 01:07these areas, but biomedical ethics,
• 01:09humanities and medicine, global health.
• 01:12We have a large and
• 01:13robust,
• 01:14center for health care simulation.
• 01:17Yale,
• 01:18produces its own journal, which
• 01:20has a,
• 01:22it has a great,
• 01:24h index
• 01:26and, has lots of publications
• 01:28coming from both within and
• 01:29from across
• 01:31the world,
• 01:32called the Yale Journal of
• 01:33Biology and Medicine. So faculty
• 01:34are involved in that. And
• 01:35then we also have a
• 01:36haven the Haven Free Clinic
• 01:38where faculty can volunteer their
• 01:40time on Fridays to supervise
• 01:42students in their care of
• 01:44patients who,
• 01:45do not have
• 01:47health insurance.
• 01:50So how do you document
• 01:51all of these contributions? So,
• 01:54probably in some of the
• 01:55other seminars that OAPD has
• 01:56run, they've talked about CV
• 01:58part one and CV part
• 02:00two.
• 02:01But here, I'm just going
• 02:03to emphasize that that your
• 02:05educational contributions
• 02:06should also be documented
• 02:08here in CV part one
• 02:10and part two.
• 02:11The website,
• 02:13on o a that OAPD
• 02:15runs,
• 02:16provides very nice detailed
• 02:18guidance in where these types
• 02:20of activities should be placed.
• 02:22But
• 02:23I want you to know
• 02:24that your leadership roles and
• 02:25teaching roles,
• 02:27should be documented,
• 02:28and they are valued in
• 02:29the appointment and promotions process
• 02:31as well as the development
• 02:33of any curriculum, pedagogy,
• 02:35assessments
• 02:35here at the school, but
• 02:37also nationally.
• 02:38Many of our faculty are
• 02:39involved in
• 02:40the,
• 02:41curriculum curricular initiatives
• 02:44that happen within their specialties
• 02:45and serve on national committees
• 02:47in this regard.
• 02:50Likewise,
• 02:51documenting the coaching and advising
• 02:53roles, any research mentorship
• 02:55that you provide. These are
• 02:56there's these are also,
• 02:58expected to be, listed.
• 03:01And then lastly, the teaching
• 03:02evaluations. So those come from
• 03:04students, residents,
• 03:06fellows.
• 03:07Sometimes they come from other
• 03:08faculty if you're engaged in
• 03:10continuing medical education,
• 03:12or for the from the
• 03:13participants in those programs.
• 03:15So
• 03:16when
• 03:17first, I'll say, how do
• 03:19you access them? So
• 03:20this this slide shows how
• 03:22you access
• 03:24the evaluations
• 03:25that exist on your teaching
• 03:27if you engage
• 03:28in the MD curriculum or
• 03:30PA curriculum,
• 03:32in the preclinical period. So
• 03:33that's Blue Dogs.
• 03:35We are transitioning, and you
• 03:37can see in the last
• 03:37line, to a new learning
• 03:39management system called Elantra.
• 03:41But if you're looking for
• 03:43any of your teaching evaluations,
• 03:45that have
• 03:47been procured over the past
• 03:49year or
• 03:50years,
• 03:51this is where they sit.
• 03:53If you teach in the
• 03:54clinical setting,
• 03:56then your teaching evaluations
• 03:57are available on MedHub,
• 03:59And you can also log
• 04:01on,
• 04:02to MedHub
• 04:04and find those there.
• 04:06I will
• 04:07one caveat is that in
• 04:08the clinical setting, if you
• 04:10have fewer than five
• 04:12evaluations
• 04:13from
• 04:14residents or students,
• 04:16they are suppressed. And so,
• 04:18that's to protect the identity
• 04:20of the individuals filling them
• 04:22out. So that would be
• 04:23something then you would wanna
• 04:25meet with
• 04:26residency program director or, a
• 04:29course director
• 04:30to receive kind of more
• 04:32generic feedback,
• 04:34on your teaching.
• 04:36When you come up for
• 04:37promotion, these teaching evaluations
• 04:40are downloaded
• 04:41and included in your promotion
• 04:43packet.
• 04:44So that's something important to
• 04:46know.
• 04:47When when faculty are coming
• 04:49up for promotion to at
• 04:51the professor level,
• 04:53my team works with the
• 04:54Center for Medical Education to
• 04:56produce a letter summarizing your
• 04:58teaching
• 04:59so that it can be
• 05:00used to support your promotion.
• 05:02And, actually, I'll say that's
• 05:04in the, tenure track at
• 05:05this moment. Right? That is
• 05:06correct. Right, Janet? It's not
• 05:08for all.
• 05:09Yeah. It's in the traditional
• 05:11tenure. Yes. Yes.
• 05:14I think that it's important
• 05:16to know, though, that in
• 05:17the appointment and promotions committees
• 05:19in which I have participated,
• 05:23these evaluations
• 05:25seem to be,
• 05:27highly
• 05:28valued, right, in the conversations.
• 05:32So much so that I've
• 05:33noticed that some of the
• 05:35senior faculty who are presenting
• 05:37more junior faculty for promotion,
• 05:40actually
• 05:41will
• 05:42produce quotes from the teaching
• 05:44evaluations and read them to
• 05:46the promotions committee.
• 05:47So, it shows you that
• 05:49it's not something that's just
• 05:51sitting in a pile off
• 05:52on the side. The the
• 05:54presenters actually do go through
• 05:55all of them and provide
• 05:57a nice summary to the
• 05:58appointment and promotions committee. So
• 06:00who else looks at these?
• 06:01So, obviously,
• 06:03they are reviewed by course
• 06:04directors and clerkship directors, any
• 06:07director of curriculum for for
• 06:09that
• 06:10period in which you're presenting.
• 06:12In the residency program, I
• 06:14didn't put that on the
• 06:15slide, but in the residency
• 06:16program, you the residency
• 06:18directors,
• 06:19review these.
• 06:21And they will approach you
• 06:24if there are concerns,
• 06:25and help to guide you
• 06:27to some of the resources,
• 06:28which Janet will be speaking
• 06:30about after this.
• 06:33The other
• 06:34way that they are reviewed
• 06:35and should be reviewed is
• 06:37through your annual meeting with
• 06:39your chair or section chief.
• 06:42There's an opportunity
• 06:45a place on the FDAC
• 06:46where you can upload your
• 06:47teaching evaluations.
• 06:49And
• 06:50my office has been working
• 06:52really hard to upload many
• 06:54of them for you. So
• 06:55if there's,
• 06:56evaluations being produced in the
• 06:58MD curriculum,
• 07:00we've worked hard to try
• 07:01to get them on the
• 07:02FDAC for you.
• 07:04And in the GME space
• 07:06for residents and fellows,
• 07:08I understand that that has
• 07:10not yet,
• 07:11gotten to the point where
• 07:12they can be automatically uploaded.
• 07:15So,
• 07:16I in the department of
• 07:17internal medicine, the section chief
• 07:19and chairs have been,
• 07:21requiring the faculty to upload
• 07:23them themselves.
• 07:25So I think that that
• 07:26is,
• 07:27you know, it is optimal
• 07:28that when you sit down
• 07:29with your section chief or
• 07:31chair for an annual review
• 07:33that they can actually see
• 07:34your teaching evaluations.
• 07:36And, you know, I'm sure
• 07:37they're not gonna read them
• 07:38in detail line by line.
• 07:40But for me, I think
• 07:42it is a way for
• 07:43a faculty member to demonstrate
• 07:45how much they're involved in
• 07:47teaching. Right? Because otherwise, I
• 07:49think sometimes the chairs
• 07:51don't realize how much our
• 07:53our faculty members are contributing,
• 07:55whether it's in the GME
• 07:56space, the UME space, or
• 07:58in the CME space. So
• 08:00I think it's important that,
• 08:02this is a topic that
• 08:03is is addressed.
• 08:05And for some faculty members,
• 08:07education is a large part
• 08:09of of what they do,
• 08:11and others, it may be
• 08:12a smaller part. But regardless,
• 08:14it is something that is
• 08:15reviewed
• 08:16in the appointment and promotions
• 08:17process. So, this is an
• 08:19important thing for you all
• 08:20to consider
• 08:21when you're
• 08:23not only kind of working
• 08:24day to day in the
• 08:25clinical environment or in the
• 08:27lab environment, but but also
• 08:31when you're going undergoing your
• 08:32reviews and coming up for
• 08:33promotion. So,
• 08:36the center reports to Jessica
• 08:37who oversees all of medical
• 08:39education.
• 08:40And in the center, we
• 08:41have continuing medical education
• 08:43over there on the left.
• 08:45We have educator development, and
• 08:47we have an assessment hub
• 08:48headed by John and Candela.
• 08:50And our mission is really
• 08:53to,
• 08:54be there for all of
• 08:55you to centralize approach
• 08:57to educator development, professional development,
• 09:00assessment.
• 09:01And really,
• 09:02we offer you the resources
• 09:05and really look at our
• 09:06educator development sessions. We talk
• 09:09about pedagogy, assessment,
• 09:11curriculum,
• 09:12research,
• 09:13and scholarship.
• 09:14And we put both down,
• 09:15and that becomes very important.
• 09:17John,
• 09:19heads all our program and
• 09:20curricular evaluation.
• 09:22Michael has been head of
• 09:23student assessment.
• 09:25And Bill Rando
• 09:26does all of our pedagogy
• 09:28and has been a very
• 09:29valuable resource as we think
• 09:31of the teaching in smaller
• 09:33group sessions and how to
• 09:35really promote learning.
• 09:38So when you think of
• 09:39the progression, it's been really
• 09:41exciting over the years to
• 09:43work with our medical students
• 09:44and we now have a
• 09:45concentration
• 09:46where they can start year
• 09:48one. And Anita, just sort
• 09:50of you're talking about mentoring.
• 09:51Any of you could just
• 09:53email me and you could
• 09:54mentor a student in the
• 09:56concentration with a project.
• 09:58So even if you potentially
• 09:59have a project that you
• 10:00might want a student to
• 10:01work with, let us know
• 10:02because we send it out
• 10:03if it's an education project,
• 10:06and they're phenomenal. We have
• 10:08over seventy students in the
• 10:10concentration.
• 10:11They take all four years
• 10:13or more
• 10:14to fulfill the requirements.
• 10:16We have
• 10:18centralized sessions, they have a
• 10:19project,
• 10:21and we work very individually
• 10:23with them. But each student
• 10:25also has,
• 10:26an advisormentor.
• 10:29The residents, we have the
• 10:31clinician education distinction pathway, we
• 10:33started that a number of
• 10:34years ago. Dana Dunn has
• 10:36been very influential
• 10:37with this.
• 10:38And
• 10:39many departments now have a
• 10:41core resident as teacher program.
• 10:44And we've just put together
• 10:45a really short little video
• 10:47and we're calling it the
• 10:49clinical
• 10:50educator's toolkit.
• 10:52And it'll be for residents
• 10:53and faculty
• 10:54and it'll soon be on
• 10:55board for the hospital.
• 10:57It's I soon also gonna
• 10:59be on board for the
• 11:00faculty. And it's just short
• 11:01to think of the core
• 11:02concepts,
• 11:03really creating the safe learning
• 11:05environment and feedback and how
• 11:07can you
• 11:08interact with the students in
• 11:10a successful short way. So
• 11:12again, we're starting to develop
• 11:13some online resources.
• 11:16Then for our faculty, we
• 11:17have the Education Scholarship Fellowship.
• 11:20Donna Windisch is a professor
• 11:22in medicine, and she's the
• 11:24director of it. And we've
• 11:26had it now oh, my
• 11:27gosh, we started it seventeen
• 11:29years ago. We've had over
• 11:30two hundred faculty in the
• 11:32fellowship. It's really exciting. They
• 11:34all have a project that
• 11:36they
• 11:37share with the entire community
• 11:39on our,
• 11:42medical education day.
• 11:44We also
• 11:45have the MHS medical education
• 11:48master's program. It's a med
• 11:50ed track. Again, all of
• 11:52you are welcome. We even
• 11:54often have one or two
• 11:55residents who take time during
• 11:57their residency to get a
• 11:58master's degree. And it's been
• 12:00really exciting.
• 12:02Lauren Sansing has pulled together
• 12:04many, many of our master's
• 12:06programs.
• 12:07We're all over the place
• 12:08without a core curriculum, and
• 12:10now we have four tracks.
• 12:11And this is one of
• 12:12the four tracks. So that's
• 12:14been,
• 12:15pretty exciting to pull that
• 12:16together. And then our
• 12:18continuing professional development
• 12:21is our CME programs.
• 12:23But in that, we also
• 12:25have
• 12:26our Friday sessions, we call
• 12:27them YES,
• 12:29the Yale Educator Series. And
• 12:32we also have our medical
• 12:33education discussion groups. Anyone can
• 12:35sign up. They're all CME,
• 12:39related, which is great. And
• 12:41as you think about CME,
• 12:42if you haven't signed into
• 12:44your cloud and signed up
• 12:46for the learning platform,
• 12:48you're welcome to look at
• 12:50this now and
• 12:51sign up with a QR
• 12:53code. It is important for
• 12:54you to really think through
• 12:56what kind of CME
• 12:58credits do you feel would
• 13:00really promote your professional development.
• 13:03So what we've done
• 13:05is really to identify
• 13:07the clinician educator milestones for
• 13:09all of our sessions. And
• 13:10if you start thinking, well,
• 13:12as an educator, say, you
• 13:13know, here you're in GI
• 13:15or you're looking in A
• 13:17and I,
• 13:18how do you really wanna
• 13:20develop your skill set? Is
• 13:21it around assessment? Is it
• 13:23around pedagogy, curriculum? And you
• 13:25can really highlight sessions that
• 13:27we offer that will then
• 13:29build on each of your
• 13:30sessions. So the cloud is
• 13:32there. If you don't
• 13:33if you want further information,
• 13:35just feel free to email
• 13:36us.
• 13:38And here, I was just
• 13:39talking about the milestone,
• 13:42and this was really a
• 13:43a wonderful project.
• 13:45So the ACGME
• 13:47identified clinician educator milestones,
• 13:49and now we link all
• 13:51of our sessions to these
• 13:52milestones
• 13:53so you can really track
• 13:55your own development a little
• 13:57bit to really say, what
• 13:58is it that you want
• 14:00to become more
• 14:01expert
• 14:02in as you move through
• 14:03the educator process?
• 14:07So I do ask you
• 14:09to mark your calendars. I'm
• 14:10so excited that on June
• 14:12fourth, we have this every
• 14:13year. This year, our keynote
• 14:15speaker is Kate Tellers. And
• 14:16I don't know if you
• 14:17all know about the MOF,
• 14:18but it's all about stories.
• 14:20It's on NPR.
• 14:22And what we're really encouraging
• 14:24our faculty to do more
• 14:26is really
• 14:27enrich their teaching with case
• 14:29based
• 14:31true teaching stories.
• 14:33And in medicine, as you
• 14:35know, when you're in GI,
• 14:38they have case based
• 14:40grand rounds at the end
• 14:41of the year, which are
• 14:42fabulous. So anyway, Kate is
• 14:44gonna come and be our,
• 14:46keynote speaker this year, and
• 14:47then we have a number
• 14:48of workshops. So mark your
• 14:50calendars, everyone's welcome. It's all
• 14:52CME related.
• 14:54And when we think of,
• 14:56what we also offer in
• 14:57the Centre for Medical Education,
• 15:00we have a wonderful group
• 15:01who really thinks very carefully
• 15:03about
• 15:04the awards. So the Bamfoc,
• 15:07the Leonard Tao, and the
• 15:08Feinstein award, and they're given
• 15:10at commencement.
• 15:11And we ask that all
• 15:12of you
• 15:13participate.
• 15:14We send out the nominations
• 15:17in usually February.
• 15:19But again, this is something
• 15:20that as a centre, we
• 15:22offer and they're given out
• 15:23at commencement.
• 15:25Just to highlight what and
• 15:27build on what Jessica said,
• 15:29in evaluation of teaching, there's
• 15:30so many different formats. I
• 15:32put three. Lecturer, facilitator, preceptor.
• 15:35But what are the skills?
• 15:37And when you look at
• 15:39your clarity of instruction,
• 15:41your appropriate level, learning climate,
• 15:43and overall effectiveness,
• 15:45and, again,
• 15:46thinking through making sure that
• 15:48in your teaching, you are
• 15:50having your teaching assessed by
• 15:52your learners. And sometimes,
• 15:55you if you're not, I've
• 15:56even, many times, not been
• 15:59teaching where I have a
• 16:00med hub or the blue
• 16:03dogs or Elantra, I should
• 16:04say now.
• 16:05But I'll step out of
• 16:06the classroom and I'll say,
• 16:08you know, just talk about
• 16:09what really just worked in
• 16:10this session and
• 16:12identify one person to give
• 16:14me feedback. I've even done
• 16:15it on Zoom. I'll step
• 16:17out, and then I'll ask
• 16:18for one person to say,
• 16:20when I come back in,
• 16:21we were just together for
• 16:22an hour, an hour and
• 16:23a half. What really worked
• 16:25well? So I get some
• 16:26feedback on my teaching, and
• 16:28I can really reflect on
• 16:29it and say, yeah, I
• 16:31think I could have done
• 16:32better in that area, or
• 16:33I might have you know,
• 16:35this worked very well. So
• 16:36again, it is our responsibility
• 16:38as faculty to really think
• 16:40about how we want feedback
• 16:43on our teaching.
• 16:44Because as a centre,
• 16:45we are all there for
• 16:47you,
• 16:47and we have a wonderful
• 16:49group. We I sort of
• 16:51I think it was coined
• 16:53by the prior dean as
• 16:55really the academic
• 16:57home. You know, we're all
• 16:58in our specialty areas, but
• 17:00then what we're doing in
• 17:01the centre is being there
• 17:03to support you. So please
• 17:04feel free. We do lots
• 17:06of meetings and consultations,
• 17:08and we're just wanting to
• 17:10help support your careers.