OHSU School of Medicine’s Educator’s Portfolio
Faculty: / YOUR NAME MD/DO/PhD/etcRank: / XXXXX Professor of YYYYY
Department: / YYYYY / Division: / ZzzzzzzMedicine
Last Promotion Date: / Date of “EP” Completion:
Promotion Timeline
Rank/Status / DateInstructor (if Applicable) / July 1994
Assistant Professor / July 1995
Associate Professor / July 2005
Professor / July 2015
Domain: / Direct Teaching (1)
(All entries are INCLUSIVE of prior promotion cycle)
(Please include rotation/individual evaluations as labeled appendices – not part of the EP)
***I have experimented with an EP restricted only to one promotion cycle, but feel it should be a running document with clear denotation (above) of one’s promotion cycle***
***Wherever feasible, each of the below sections should provide an aggregated numeric value of your performance***
STUDENTS
Student Lectures/Small Group Seminars/PracticumTeaching Activity/Role / Year (s) / Quantity / # Learners/ Session / Quality / Evidence of Engagement with the Community of Educators
Clinical Skills Lab Instructor, 1st year students / 2014-pres / 60 hr/Yr / ~ 30/Yr / 5.8
(1-6)
Hunter AJ: Medical Giants of the 18th Century: William Heberden, (1710-1801), William Hunter, (1718-1783), John Hunter, (1728-1793). OHSU HOM Course, Jan 5, 2001. / 2001-pres / 1 annually / 4-15 / No Assessment
Student Clinical Teaching
Teaching Activity/Role / Year (s) / Quantity / # Learners / Quality / Evidence of Engagement with the Community of Educators
Transition to Residency (4th Year Students) / 1994-~2010 / 3 hr/yr / 8-10 / No Evaluations Available / Unable, as I was out of country for last 2 years
Transition to Clerkship (3rd Year Students) / 1994-2012, 2014 / 6-10 hr/yr / 8-10 / No Evaluations Available / Unable, as I was out of country for last 2 years
Medical Student: Inpatient Medicine Wards (total teaching hours validated by time-work study, then apportioned to different learner types: MS, PA, Res) / 1994-pres
Data Range
Jan 05-Jul 14 / 131-150 Student hrs/yr*
Chief/Head / ~ 16 /year / 10-yr Aggregate Annual Performance Scores range 4.62-4.9
(1-5) /
- No Global Evaluation Qn,
- Comments have many superlatives; laud my enthusiasm, EBM, dx acumen, stimulation, passion, learning environment, skills.
- As always, I could give more feedback, observe more interviews & exams, and critique more H&P’s.
I have 18 pages of PA & Med Stud. “Global Comments”, “Strengths”, & “Opportunities for improvement” if desired
Domain: / Direct Teaching (2)
(All entries are INCLUSIVE of prior promotion cycle)
(Please include rotation/individual evaluations as labeled appendices – not part of the EP)
***Wherever feasible, each of the below sections should provide an aggregated numeric value of your performance***
RESIDENTS & FELLOWS
Resident & Fellow Lectures/Small Group SeminarsTeaching Activity/Role / Year (s) / Quantity / # Learners / Quality / Evidence of Engagement with the Community of Educators
XXXXXX Fever and ground glass opacities in an immunosuppressed host. Faculty Discussant, Dept of Medicine, OHSU. Unknown Case Discussion (CCC Format) November 18, 2005 / Nov 2005 / 1 hr / ~ 50 residents / Not Formally Assessed / Delivered in Kyoto, 2008; Shared on MedPortal
Resident & Fellow Clinical Teaching
Teaching Activity/Role / Year (s) / Quantity / # Learners / Quality / Evidence of Engagement with the Community of Educators
Inpatient Medicine Wards (total teaching hours validated by time-work study, then apportioned to different learner types: MS, PA, Res) / 1994-pres / ~200-220 hrs/yr*
(Direct Time) / ~ 16-20 /year / E-Value
(2008-14)
Global 4.74
(Scale: 1-5)
Verinform
(2005-2008)
Global 5.7
(Scale: 1-6) / Published manuscripts describing impact 2009, 2006, (& pre-this promotion cycle: 2004)
* Hrs reduced from 350/yr in 2005 with formation of DHM & role as Chief/Head
Congestive Heart Failure Physical Exam Rounds. Instructor, / Nov 7, 14, 2014 / 1 hr / 8 / No Assessment
Domain: / Direct Teaching (3)
(All entries are INCLUSIVE of prior promotion cycle)
(Please include conference/individual evaluations as labeled appendices – not part of the EP)
CME & OTHER PEER AUDIENCES
***you will/should also have the formal evaluations from the CME conferneces. I use the most closely tied to ‘overall effectiveness’ as the score that I enter***
Multiple Level LearnersTeaching Activity/Role / Year (s) / Quantity / # Learners / Quality / Evidence of Engagement with the Community of Educators
XXXX Efforts to Improve Interdisciplinary Care in Hospitalist Practice. Bioethics Study Group. OHSU, Portland, OR. Content development and delivery / Mar 2006 / 1 / ~10 / Not formally assessed
CME Activities or Peer Lecturing
Teaching Activity/Role / Year (s) / Quantity / # Learners / Quality / Evidence of Engagement with the Community of Educators
Oral Presentations: Angina and Myocardial Infarction, / 2004-2007 / 1 Annually / 100-200 / 4.8
(1-5) / National Physician Assistants Board Review Course. Portland, Oregon. August 19, 2004.
Oral Presentation (National): Xxxxxxxxx Developing methodology to monitor the ACGME duty hour requirements: a graduate medical education tool. / April 2005 / 2 / 50
Then
> 150 / Recognized by selection for national presentation /
- This work was selected for oral presentation, and a poster presentations was given at Northwest SGIM, Vancouver , WA, March 11, 2005.
- This abstract was also presented at the National SGIM Meeting in New Orleans, LA, May 12, 2005, & is a referenced abstract : JGIM 20 Supplement 1 (April 2005).
Grand Rounds Presentation: The Road Less Travelled (or Blue Highways)Providence Portland Grand Rounds. / Feb. 18, 2015 / 1 / 100-150 / No Numeric Assessments / See Below Comments
Above Activities / Grand Rounds for which there are no formal evaluations
Activity / Years / CommentsDepartment of Medicine Grand Rounds. Providence Portland Medical Center / 2010, 2011, 2012, 2013, 2014 / “Incredible, relevant, entertaining, pragmatic”
CME Development & Course Offerings Activities or Peer Lecturing
Teaching Activity/Role / Year (s) / Quantity / # Learners / Quality
(5-point scale) / Evidence of Engagement with the Community of Educators
1st Annual NW XXXxxxxx Update / 2006 / 2 Day Course / 50 / Content:
- Avg Plenary = 4.3
- Avg Breakout = 4.7
Domain: / Curriculum Development
(All entries are INCLUSIVE of prior promotion cycle)
Project/Title: / Cost Conscious Utilization of Diagnostic Tests.Purpose/Need: / Improve awareness of costs & reduce utilization
Leads/Members: / XXXXXXXXXXXXX
Methods/Design / Prospective, observational, assessing impact on costs/test utilization following curriculum and cost-support
Audience: / Residents, Internal Medicine / Dates/Duration: / Jul 2012-Jun 2013
Impact/outcomes / Cost reduction, LOS reduction / Dissemination: / Local, regional & National Audiences:
- Oregon ACP, National ACP, Regional SGIM, Dept of Medicine Quality Committee; OHSU Quality Week
Project/Title:
Purpose/Need:
Leads/Members:
Methods/Design
Audience: / Dates/Duration:
Impact/outcomes / Dissemination:
Project/Title:
Purpose/Need:
Leads/Members:
Methods/Design
Audience: / Dates/Duration:
Impact/outcomes / Dissemination:
Domain: / ADVISING & MENTORING (1)
(All entries are INCLUSIVE of prior promotion cycle)
***this is where one puts expanded evidence of effectiveness of one’s mentorship activities***
***While publication and presentation are important out products of mentorship, use the below to specifically highlight and differentiate mentorship relationships resulting in more than just publishing or presenting***
Relationships Primarily Focused on Professional Advancement/Advising(not exclusive of supervisory)
Name of Advisee of Protégé / Rank, role or Level of Protégé at Outset / Purpose of Relationship (Domain) / Duration & Process / Current Status of Protégé / Outcome (s) of Relationship
Active-Ongoing
Faculty (including Division Members with MORE than routine career advice advising)
Joan Doe, MD / High School Student / Advice, development recommendations, growth opportunities, sounding board / 1977-Present /
- Professor of XXX,
- XXXX Residency Program Director
- Chair, RRC-XX/ACGME
- Ongoing, 3-4 sessions/year
- Nominated, and supported for numerous successful national awards
- Left
Robbie Bobson, MD, PhD / Assistant Professor of XXX, / Advice, development recommendations, growth opportunities, sounding board / 1998-Present / Research Professor at University of Venus /
- PhD Thesis Committee
- Supported K08
- Editor/Sounding board for successful R01
Residents/Fellows / (including Residents/Fellows with MORE than routine career advising)
XXXX , MD / Resident, XXXXX OHSU / Advice, development recommendations, growth opportunities, & sponsorship for fellowship application / 2004-2009 / Assoc Professor, University of Polo /
- Supported for Chief Resident (wrote letter)
- Advised on trajectory
Students
XXXXXXXX / Pre-Med Student / 1-2 mtgs/year, from pre-med, through med school & match prep / ~ 200x-201x / Graduated, Class of 201x /
- Matched OHSU XXX (PGY1 201x)
Others
Dormant / Infrequent (many not previously tracked)
XXXX, MD / Assist Professor, Dept of xxxxx / Advice, counsel, professional direction / 2000-200x / Ex Head, Division of xxxxxxDept of xxxx. Currently President of the World / Ongoing, but less frequent now.
Domain: / ADVISING & MENTORING (2)
(All entries are INCLUSIVE of prior promotion cycle)
Relationships Primarily Focused on Scholarly Projects(Individual Projects listed below)
Name of Advisee of Protégé / Rank, role or Level of Protégé / Purpose of Relationship (Domain) / Duration & Process / Current Status of Protégé / Outcome (s) of Relationship
xxxx MD / Fellow, xxxxx / Local, national & international oral Presentations* / 2005 / Lost contact / Short term, delivered Society talk with us, then National xxxxSoc.
Xxx MD / Assist Prof / Oral National Presentation* & Publication* / 2006 / Successful early-mid career / Lasting, professional, & ongoing intermittent
Individual Mentored Scholarly Projects Resulting in Publication or Presentation
(All entries are INCLUSIVE of prior promotion cycle)
*** From the above list one can keep a running list of actual publications or presentation. Document time spent and activity. Note if it is also in your peer reviewed publications or not***
Mentor Relationships Resulting in Publication:
- Xxxxxxx, yyyyyyy, Psychosis: Fountainhead of Syndrome of Inappropriate Antidiuretic Hormone. (Manuscript review, 1-2 hours; In submission)
- Xxxxxxx, yyyyyy, Myopericarditis in a Red Sox fan with Acuteillness.J Whatever. 2011;10(5):121-1134. (manuscript review 2014, counseling 2-4 hrs)
Mentor Relationships Resulting in formal Oral & Poster Presentations
***one can list chronologically, or as below… by year. This is particularly useful if you are mentoring many projects per year as it clearly displays it***
Academic Year 2018
- XXXXXX. Some title, Annual Scientic Meeting, Oregon Chapter ACP, Eugene OR, November 10, 2017. 1st Place Winner, Oral Presentation Competition. ~ 3 hours slide, presentation review. Will present at the National ACP in 2017. Also, via independent submission, selected to present at the Northwest Regional SGIM Annual Scientific Meeting. Portland, Oregon.
- XXXXXX Some other title. Annual Scientic Meeting, Oregon Chapter ACP, Salem, OR, November 10, 2017. 20thPlace Winner, Oral Presentation Competition. ~ 4 hours slide, presentation review. Will present at the Alaska Regional ACP in 2017.
Academic Year 2016
Etc
Domain: / ADVISING & MENTORING (3)(All entries are INCLUSIVE of prior promotion cycle)
Name of Advisee of Protégé / Rank, role or Level of Protégé / Purpose of Relationship (Domain) / Duration & Process / Current Status of Protégé / Outcome (s) of RelationshipFormal, Organized Mentorship Activities – See CV
Aggregated Routine Letter Writing
Mentee pool / Numbers/Year / Objective / Hours / OutcomeMedical students / 6-12
(1995-pres) / Residency Program Match / 20-36
(mentor & write) / 100% successful Match
Residents / 1-4 / Post-graduate Employment / 3-12
(mentor & write) / 100% successful employment
Domain: / EDUCATIONAL ADMINISTRATION & LEADERSHIP
(I interpreted this as FTE funded: Committees listed on CV)
(All entries are INCLUSIVE of prior promotion cycle)
Year (s) / Time Commitment / Administrative or Leadership Role / Description of Activities / Quality / OutcomesOngoing
1995-Pres / 0.2 FTE / xxxxResidency Program Director, Dept of XXX / Activities include bi-annual resident performance evaluations, work on individual portfolios , serving as liaisons with rotations, reviewing and adapting curriculum, working with troubled learners, and participating in all aspects of resident recruitment, (Screening applicants; interviewing ~ 30-40, of ~ 4000, applicants per year, and ranking/selection. / I could solicit letters from the Residency Program Director if desired.