Level A
- Recognizes educational philosophy drives effective teaching
Level B
- Explores educational philosophies
Level C
- Articulates personal educational philosophy
Level D
- Applies a collaborative and consistent philosophy across educational activities
Author: Tina Kenyon, ACSW
Resources
Dalton CL, Wilson A, Agius S. Twelve tips on how to compile a medical educator’s portfolio. Medical Teacher. 2018 Feb 1;40(2):140-5. https://doi.org/10.1080/0142159x.2017.1369502.
University of Minnesota Center for Educational Innovation, Writing Your Teaching Philosophy. https://cei.umn.edu/writing-your-teaching-philosophy
Level A
- Identifies principles of adult learning theory
Level B
- Defines major theories, conceptual models, and best practices of medical education in program design/implementation
Level C
- Applies major theories, conceptual models, and best practices of medical education in program design and implementation
Level D
- Evaluates major theories, conceptual models and best practices of medical education in program design and implementation
Author: Brian Johnson, MD
Resources
Mukhalalati, B. A., & Taylor, A. (2019). Adult Learning Theories in Context: A Quick Guide for Healthcare Professional Educators. Journal of Medical Education and Curricular Development, 6. https://doi.org/10.1177/2382120519840332.
Taylor, D. C. M., & Hamdy, H. (2013). Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83. Medical Teacher, 35(11), e1561-e1572. https://doi.org/10.3109/0142159X.2013.828153.
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2011). The adult learner: The definitive classic in adult education and human resource development (7th ed.). Elsevier, Butterworth-Heinemann.
Level A
- Recognizes the value of a structured process for curriculum development
Level B
- Contributes to curriculum development in a structured manner
Level C
- Develops curriculum in accordance with best practices
Level D
- Mentors colleagues in curriculum development
Author: Monica DeMasi, MD, and Brian Johnson, MD
Resources
Schneiderhan J, Guetterman TC, Dobson ML. Curriculum development: a how to primer. Fam Med Community Health. 2019;7(2):e000046. Published 2019 Mar 8.
doi:10.1136/fmch-2018-000046
Fish, D. and Coles, C. (2005) Medical education: Developing a curriculum for practice. Maidenhead: Open University Press.
Level A
- Acknowledges that language and content in one’s own curriculum may promote bias and oppression
Level B
- Reviews and changes language and content to remove areas that promote bias and oppression in one’s own curriculum
- Intentionally includes principles of diversity, equity, inclusion, and antiracism into one’s own department
Level C
- Works collaboratively to review and change curriculum in one’s department
- Disseminates curricula that promotes diversity, equity, inclusion, and antiracism within one’s own institution
Level D
- Works collaboratively to integrate diversity, equity, inclusion, and antiracism into the curriculum outside of one’s own institution
- Disseminates curricula that promotes diversity, equity, inclusion, and antiracism outside one’s own institution
Author: Tina Kenyon, ACSW
Resources
A Review of Cultural Competency in Medical Education Rukadikar C, Mali S, Bajpai R, Rukadikar A, Singh AK. A review on cultural competency in medical education. J Family Med Prim Care. 2022 Aug;11(8):4319-4329. doi: 10.4103/jfmpc.jfmpc_2503_21. Epub 2022 Aug 30. PMID: 36352918; PMCID: PMC9638640.
Applying Inclusive Teaching Principles to Clinical Education. https://ctl.columbia.edu/resources-and-technology/resources/inclusive-teaching-clinical/
Strategies and Best Practices to Improve Diversity, Equity, and Inclusion Among Graduate Medical Education Programs Boatright. Strategies and Best Practices to Improve Diversity, Equity, and Inclusion Among US Graduate Medical Education Programs. JAMA Netw Open. Published February 08, 2023. doi:10.1001/jamanetworkopen.2022.55110.
