Structured Summary Template for Teaching and Evaluation

Full Professor Example #4 (created 2/2/09)

Name, Title, Department

Clinical - Full Professor Category (Teaching, Leadership, and Enduring Materials)
Structured Summary of Educational Activities
Descriptions of Quantity / Evidence of Quality
Teaching Medical Students
1995-2010 / Urology Surgical Selective Lecture Series: 6 1-hr lectures/year, ~30 students / Course evaluations average of 4.7 on a 5.0 scale. (See Appendix A)
1995-2010 / Preparation session and individual mentoring sessions for 3rd and 4th year students
~ 30 hours/year of individual counseling; ~ 5 hours/year of group mentoring sessions / Consistently high number of applicants to urology from BCM (in 2007, 9/166=>5% of graduating class)
(See Appendix A)
1998-2010 / Pharmacology Course, Clinical Correlations Exercise 1 hr/year to ~170 students / Repeated requests to lecture. Received departmental teaching award in 2005
Teaching Residents
1990 - 2010 / Grand Rounds, Clinical Case Conference, Journal Club, Structured Reading Group meetings
~50 hours/year to ~20 residents / Learner evaluations from e*value electronic system and prior paper evaluation system
(See Appendix A)
1990 - 2010 / Clinical OR and bedside teaching, private rotations at TMH and SLEH
[Time commitment is difficult to express, as these activities occur in the course of providing clinical patient care.
~10-20 hours/week, to 3 residents on service per rotation, year round / Full 5-year (maximum) accreditation cycle from ACGME for accreditation of our Urology Residency with General Commendation and no citations
Teaching Faculty Members through CME Courses
1995 - 2010 / Course faculty and session moderator in annual “Innovations in Urologic Practice” – annual CME offering from Baylor Urology in concert with faculty from U.New Mexico Dept. of Urology
Multiple lecture topics, focus on urologic trauma and reconstructive surgery, management of genital malignancies, reproductive medicine and surgery, and “surgical pearls” sessions
~ 5 hours of presentation/moderation time, annually, to 80-100 participants / Course evaluation data
(see numerical scores and participant comments) (See Appendix A)
Invited back as presenter/moderator annually
2006 – 2010 / Course faculty for “Management of Urologic Trauma” course at Annual Meeting of the American Urological Association
~ 5 hours of lecture, panel discussion time, annually, to approx. 100 participants / Course evaluation data
(See Appendix A)
Invited back as presenter annually
2006, 2010 courses / Course faculty for “Trauma, Critical Care and Acute Care Surgery” course of the American College of Surgeons
~6 hours of lecture/panel discussion/informal meetings with course participants to 1200 practicing surgeons / Invited to participate in course as faculty on a second occasion; this is the premier course on this topic internationally. Participation as a faculty member is considered a great honor in the trauma field.
Educational Leadership Positions
Department of Urology:
2000-2010 / Residency Program Director / The program received over 200 applicants/year for 4 positions, consistently match all positions from upper portion of our rank list
Development of Enduring Educational Materials
1990-2010 / First author on 15 book chapters on Urology / All peer reviewed, 13 in the book considered the standard text on the topic
Discussion of Breadth
I learner at all levels (faculty, trainees, students), using a variety of methods (lecture, small group and one-on-one clinical teaching), in a variety of places (O.R., ward rounds, ambulatory settings, lecture halls).

Personal Statement

·  What are your educational goals for your learners; how have you prepared yourself to meet the goals, what method(s) do you use to assure you are meeting these goals, and how do you share what you have learned about teaching with your peers? (Should not exceed 1 page)

I joined the Baylor faculty in 1990, following completion of my residency and fellowship training also at Baylor. From the beginning of my tenure on the faculty, the Department’s education mission was my primary responsibility. My philosophy of teaching is centered on a careful and honest assessment of the needs of the learners, from both the group and individual perspective. The medical student in a basic science course (the “undifferentiated physician student”) has very different needs from the resident in training, who in turn comes to the teaching setting with vastly different expectations than does the experienced practicing urologist. Individually, residents vary greatly with regard to their pace of acquisition of technical competence and with regard to their comfort and capability with exercising independence in clinical decision making. No “canned” approach can satisfy all learners. It is time consuming and requires constant reexamination of one’s teaching style and strategies to bring all learners along to reach their achievement potential. I have tried to prepare seriously for my role as a medical educator at Baylor, and have continued to modify my educational approach to embrace innovative methods including simulation, core competency-based conferences, and individual mentoring and self-evaluation sessions, to assist every learner in gaining all they can out of our teaching experiences. I study the specific feedback from students, residents and practicing physicians from all teaching activities in an effort to enhance the quality of my teaching, regularly updating and reorganizing lectures and changing my teaching approaches based on learner evaluations.

I have prepared continuously for my role as a medical educator. I was in the first graduating class of the Baylor Master Teacher Fellowship program. I completed the “Surgeon as Educator” course from the American College of Surgeons. I have attended the ACGME Annual Education Conference consistently over the past 8 years, and the annual meeting of the American Urological Association, along with the related Society of University Urologists and the Society of Urology Chairman and Program Directors for the past 15 years. I have attended and taught in seminar offerings of the Academy of Distinguished Educators at Baylor since its inception. My objectives in attending these programs, in addition to fulfilling my administrative duties, has been to learn from other experienced educators and integrated relevant techniques and directions into my activities as a Baylor faculty member.

My specific goals for basic science medical students are to impart a sense of excitement and a commitment to excellence in gaining critical knowledge which will affect patient care. I often use case-based scenarios to encourage the students to appreciate the clinical relevance of basic medical knowledge. For resident education, I bear the role of residency program director which carries substantial administrative responsibility. From the direct teaching standpoint, however, my goal is to help every resident seek their maximum potential every day through early acquisition of increasing independence and patient care responsibility while maintaining the “safety net” of reliable faculty availability and supervision. As such, the teaching approach with residents ranges from taking a junior resident through a surgical procedure for the first time, to delicately managing a highly experienced Chief Resident on a public hospital rotation, allowing sufficient room to exercise independence, while being there for consultation and support. As in parenting, knowing when to step back to allow independent functioning, and doing so at the appropriate time in a trainee’s development, is often more difficult than providing continuous oversight. As a participant in many CME programs, my goals are to impart knowledge and skills in specific areas of specialization (trauma, reconstruction, reproductive medicine and surgery) for which my knowledge and experience can be of value, again teaching largely through a case-based approach which allows the learner to relate the teaching material to their own clinical experience.

Table of Appendices

Appendix A / Learner Evaluations (summarized by course)

One Letter of Support: One letter of support from a full professor at Baylor College of Medicine, preferably your chair, concurring with the educational excellence of the applicant.

Appendices/Documentation

Organize supporting documents into clearly labeled appendices, using the standard-setting examples as a model. This section should not exceed 25 pages (13 pages front and back) and may be a short as 2 or 3 pages.

If included, summarize numeric learner evaluations into tables and list only samples of illustrative written comments. Do not include copies of individual rating forms.

Solicited letters are not a component of the full professor’s application.

Be sure to make clear reference to the documentation on your summary page by number or name (e.g., “See table of learner evaluations in Appendix A”; “See test score summary in Appendix B”).

The documentation you provide will enable the peer review panel to “audit” the quality information you include on your structured summary.

Curriculum Vitae

Include a copy of your curriculum vitae in standard Baylor format.

Information in your CV pertinent to your educational contributions should be clearly stated in your structured summary.