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Academic Pediatric Association's

Educational Scholars Program

Handbook for Scholars and Faculty Updated: Spring 2012

Contents Page Section 1. About the Educational Scholars Program………………………………………………………. 1

Section 2. Contact Lists for Faculty and Scholars………………………………………………………….. 2-3

Section 3. Scholar Project Group Assignments……………………………………………………………... 4-5

Section 4. Scholar Requirements ………………………………………………………………………………… 6-9

Checklist of Assignments Timeline for Educator Portfolio Development Program Requirements for your Project Checklist of Final Submissions Required for Program Completion Calendar of Required Assignments

Section 5. Participation by ESP Scholars in ESP Research……………………………………………… 10

Section 6. Advisors and Mentors………………………………………………………………………………… 11-13

Expectations for Faculty Advisors and Mentors Choosing and Working with a Mentor: Tips for ESP Scholars

Section 7. Virtual Learning Platform (VLP) Instructions………………………………………………… 14-16

Appendix: ESP Administrative Plan and Publications…………………………………………………… 17-21

Quick Navigation Guide

• Sections 2-3 will be useful to all members of the ESP. Section 3 provides information on which faculty and which scholars are assigned each other, and to each Scholar Project Group.

• Sections 4-5 are intended for use mainly by Scholars, but will be helpful to Faculty Advisors and Mentors who wish to monitor their Scholar’s work in the program.

• Section 6 is intended primarily for Advisors and Mentors, but also includes tips for Scholars on working with a Mentor.

• The Appendix provides an Organizational Chart and describes how the ESP operates, including the roles of program leaders and faculty.

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About the Educational Scholars Program

The mission of the APA Educational Scholars Program is to assist pediatric educators in developing themselves as productive, advancing and fulfilled faculty members and to increase the quality, status and visibility of pediatric educators in academia. This program is offered to members of the Academic Pediatric Association who wish to earn a Certificate of Excellence in Educational Scholarship. The curriculum includes didactic/ interactive sessions, development of an educator portfolio, participation in and review of workshops, and a mentored project. Scholars are expected to complete the full curriculum and produce a peer-reviewed publication or presentation from their projects, over 3-4 years. The table below shows our past and future schedule of Scholar recruitment:

Current and Projected ESP Scholar Count Year Cohort 1 Cohort 2 Cohort 3 Cohort 4 Cohort 5 Cohort 6 Cohort 7 Total

Peds Disc

Mixed Comm peds Hosp + Mixed

Mixed + Hosp

Mixed + Hosp

Mixed + Hosp

Mixed + Hosp

2006 30 30 2007 30 10 40 2008 28 10 38 2009 9 24 33 2010 23 18 41 2011 21 17 38 2012 17 18 35 2013 18 21 39 2014 18 21 39 2015 21 21 42 Total /# Grad

28/26 9/7 21/11* 17 18 21 21 136

*Remainder of Cohort 3 due to graduate in 2013.

The ESP Executive Committee is responsible for overall program planning from a strategic and business perspective, and is responsible for the overall administration of the program. The Committee includes the ESP Director, the Director for Curriculum and Evaluation, the Director for Research, and the Cohort Leaders of each current group of Scholars.

The ESP faculty totals about 40. A Faculty Advisor Team gives faculty support and a place to discuss their roles and concerns, and helps to monitor faculty activities with their assigned scholars. Other faculty administer the program, teach at PAS, plan and implement the intersession modules, and work on ESP research projects.

For more detailed information, see the ESP Administrative Plan in APPENDIX.

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Educational Scholars Program: Faculty Contact List (5-7-12)

Boldface= Members of the ESP Executive Committee Last First Role in Program Email

Baldwin Constance Program Director, ISM Leader constance_baldwin@urmc.rochester.edu

Ballantine Allison Faculty Advisor ballantine@email.chop.edu

Balmer Doreen ISM Leader, Research Faculty dbalmer@temple.edu

Bar-on Miriam Faculty mbar-on@medicine.nevada.edu Blankenburg Becky Faculty Advisor rblanke@stanford.edu

Chandran Latha

Program Co-Director for Curriculum & Evaluation, ISM Leader

latha.chandran@stonybrook.edu

Chiang Vincent Faculty Advisor vincent.chiang@TCH.HARVARD.EDU Chung Esther Faculty Advisor echung@NEMOURS.ORG D'Alessandro Donna Faculty Advisor, ISM Leader donna-dalessandro@uiowa.edu Dabrow Sharon Faculty Advisor sdabrow@health.usf.edu Gereige Rani Faculty Advisor, ISM Leader Rani.Gereige@mch.com Giardino Angelo ISM Leader apgiardi@texaschildrenshospital.org Greenberg Larrie Research Faculty larrie_greenberg@hotmail.com

Gusic Maryellen Program Co-Director for Research mgusic@iupui.edu

Hobson-Rohrer Wendy

Faculty Advisor, Chair, Faculty Advisor Team wendy.hobson@hsc.utah.edu

Holmes Alison Faculty Advisor aholmes@crhc.org Hsu Deborah Faculty Advisor dchsu@texaschildrens.org Keller David Faculty Advisor David.Keller@umassmemorial.org Kersten Hans Faculty Advisor Hans.Kersten@DrexelMed.edu Klein Melissa ISM Leader Melissa.Klein@cchmc.org

Lane Lindsey Cohort 5 Leader, Faculty Advisor, ISM Leader lindsey.lane@childrenscolorado.org

Li Su-Ting Faculty Advisor su-ting.li@ucdmc.ucdavis.edu Lopreiato Joe Faculty Advisor jlopreiato@simcen.usuhs.mil Mihalic Angela Faculty Advisor Angela.Mihalic@UTSouthwestern.edu Mutnick Andrew Faculty Advisor am312@mail.cumc.columbia.edu Niebuhr Virginia Faculty Advisor, ISM Leader vniebuhr@utmb.edu

Ottolini Mary Cohort 3 Leader, Faculty Advisor mottolin@cnmc.org

Petershack Jean Faculty Advisor petershack@uthscsa.edu Pusic Martin Faculty Advisor mvp19@columbia.edu; mpusic@gmail.com Solomon Barry Faculty Advisor bsolomon@jhmi.edu Shaw Judy Faculty Advisor Judith.shaw@uvm.edu Spector Nancy Faculty Advisor Nancy.Spector@DrexelMed.edu Sperring Jeff Faculty Advisor jsperrin@iupui.edu Stille Chris Faculty Advisor christopher.stille@childrenscolorado.org Stuart Elizabeth Faculty Advisor aestuart@stanford.edu Trimm Franklin Faculty, VLP Administrator rftrimm@usouthal.edu

Turner Teri Cohort 4 Leader, ISM Leader, Faculty Advisor tturner@bcm.edu

Turow Judith Faculty Advisor jturow@nemours.org West Dan Faculty Advisor westdc@peds.ucsf.edu Zenni Elisa Cohort 6 Leader elisa.zenni@jax.ufl.edu

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Cohort 4 and 5 Scholar Contact List (5-7-12)

Last Name First Name Degrees Email COHORT 4

Batra Maneesh MD, MPH maneesh@u.washington.edu Belkowitz Julia MD jbelkowi@fau.edu Cruz Mario MD mariocruz3@gmail.com Fergeson Mark MD mark-fergeson@ouhsc.edu Graessle William MD graessle-bill@cooperhealth.edu Jackson Jennifer MD jstancil@wakehealth.edu

King Marta MD martak78@gmail.com Larsen Kami MD klarsen@medicine.nevada.edu Long Michele MD michele.long@ucdmc.ucdavis.edu McKenna Michael MD mpmckenn@iupui.edu Mogilner Leora MD Leora.Mogilner@mountsinai.org

Potter Katherine MD, MEd katherine.potter@louisville.edu Rhim Hai Jung MD, MPH helen_rhim@yahoo.com Roskind Cindy MD cg278@columbia.edu Shah Neha MD nshah@cnmc.org Walmsley Daniel DO dwalmsle@nemours.org COHORT 5

Alegria Jamilet MD jalegria@chla.usc.edu Aquino Julia MD jaquino@tuftsmedicalcenter.org Cidon Michal MD mjcidon@stanford.edu Clark Marie MD clark.marieann@gmail.com Eagle Steven MD eaglesb@gmail.com Gault Allison MD allison.gault@mountsinai.org Gibbs Kathleen MD kathleen.gibbs@mssm.edu Gifford Kimberly MD kimberly.a.gifford@hitchcock.org Jerardi Karen MD karen.jerardi@cchmc.org Katz Cynthia MD cyk9004@nyp.org Kern Jeremy MD jkern@childrensnational.org Lichtenstein Cara MD clichten@childrensnational.org Lorch Margarita MD mlorch@nemours.org Lynn Justin MD, MSMPH Justin_Lynn@urmc.rochester.edu Nandagopal Radha MD rnandago@childrensnational.org Osman Cindy MD, MSMPH cynthia.osman@nyumc.org Porras Gisela MD gporras@lifespan.org Staples Betty MD betty.staples@duke.edu Treitz Meghan MD meghan.treitz@childrenscolorado.org Vachani Joyee MD jgvachan@texaschildrens.org Zehle Christa MD christa.zehle@vtmednet.org

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COHORT 4 SCHOLARS [2010 - 2013]

FACULTY ADVISORS, PROJECT GROUP ASSIGNMENTS, AND PROJECT TOPICS

Scholar Spec

Faculty Advisor

Project Title

GROUP 4.1 Community Peds Maneesh Batra

GP/Hosp /Neo

Esther Chung

Evaluation of Novel Residency Curricular Pathways in Community Pediatrics and Advocacy, and Global Health: Effects on Resident Recruitment, Satisfaction and Burnout

Julia Belkowitz

GP Esther Chung

Improving Health Advocacy Skills among Medical Students: Can we instill in medical students the pediatric philosophy of prevention as the best medicine?

Leora Mogilner

Hosp Barry Solomon

Formalizing, Implementing and Evaluating a Community Pediatrics Curriculum For Residents

Mario Cruz Hosp Barry Solomon

A Longitudinal Community Violence Prevention Curriculum for Pediatric Residents

Kami Larsen Crit Care

David Keller

Evaluating Didactic Curriculum Revision to Improve Medical Knowledge in a Community Based Medical School

Dan Walmsley

GP David Keller

Anticipatory Guidance about Violence Prevention: The Influence of Physician Attitudes and Practice Characteristics

GROUP 4.2 Curriculum Development Colleen Fergeson ON LEAVE

GP Angela Mihalic

The Development and Assessment of an Art Observation Curriculum for Medical Students

Bill Graessle Hosp Hans Kersten

Educational prescriptions: teaching residents how to pose relevant clinical queries

Michele Long PEM Nancy Spector

Exploration of critical incidents and other triggers that prompt creation of learning goals during a fourth year sub-internship rotation

Mike McKenna

GP Nancy Spector

Using Social Networking Sites as an Educational Tool for Pediatric Residents

Helen Rhim GP Angela Mihalic

Pocket Tool to Evaluate Professionalism

Dave Hanson COH3

Virginia Niebuhr

Addressing ACGME Competencies Through a Web-Based Pediatric Inpatient Curriculum

GROUP 4.3 Hosp/Crit Care/Emergency Peds

Marta King Hosp Sharon Dabrow

Pediatric hospitalist curriculum for residents: development, implementation, and evaluation

Neha Shah GP Deborah Hsu

Creation and Evaluation of a Web-based, Educational Curriculum for Pediatric Hospital Medicine Fellows

Katherine Potter

Hosp Sharon Dabrow

Pediatric Intensive Care for the General Pediatrician: Developing a Curriculum for Resident Education in Pediatric Critical Care

Jennifer Jackson

GP Martin Pusic

Development and Evaluation of an Intensive Resuscitation Curriculum for Pediatric Residents

Cindy Roskind Hosp Deborah Hsu

Development of a Multi-institutional Online Pediatric Emergency Medicine Curriculum

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COHORT 5 SCHOLARS [2012 - 2015]

FACULTY ADVISORS, PROJECT GROUP ASSIGNMENTS, AND PROJECT TOPICS

Last First Spec Faculty Advisor Project Titles

Group 5.1

Alegria Jamilet Hosp Elizabeth Stuart

Evaluation of a Curriculum Designed for Medical Students Completing Their Core Pediatrics Curriculum on an Attending-Only Hospitalist Service.

Treitz Meghan GP Elizabeth Stuart

Development, Implementation, and Evaluation of a Partially Individualized Advocacy Curriculum for Pediatric Residents

Lichtenstein Cara GP Chris Stille Development and Evaluation of Entrustable Professional Activities in A Community Health Pediatric Residency Training Program

Aquino Julia GP Chris Stille Improving 3rd Year Medical Student Family Centered Verbal Presentation Skills Through a Novel Role Play Curriculum

Cidon Michal Rheum Jean Petershack

Pediatric Rheumatology Learning with Curriculum-Embedded Formative Assessment

Osman Cindy GP Jean Petershack

Using Objective Structured Teaching Examinations (OSTEs) as a Tool for Faculty-Directed Faculty Development

Clark Marie DBP Wendy Hobson-Rohrer

PoRT (Poverty Resource Training): an experiential curriculum to enhance pediatric resident understanding of and response to patients and families living in poverty

Group 5.2

Eagle Steven Hosp Andrew Mutnick Boot Camp: A Clinical Refresher for 3rd Year Medical Students

Gault Allison GP Andrew Mutnick

Development, Implementation and Evaluation of A Novel Faculty Development Curriculum For InterACT, A Longitudinal Integrated Clerkship

Gibbs Kathleen Neonat Becky Blankenburg

The Resident Teaching Rotation: Developing Objective Outcome Measures

Vachani Joyee Hosp Becky Blankenburg

Patient Safety Curriculum: Improvement in Healthcare One Learner at a Time

Gifford Kimberly GP Su-Ting Li Characteristics of Effective Self-Assessment for the Purpose of Improving Learning

Lynn Justin Hosp Su-Ting Li A Streamlined Pediatric Residency Curriculum for Hospitalist Teaching and Evaluation

Zehle Christa Hosp Donna D’Alessandro

Pediatrics 911: Improving the pediatric emergency medicine curriculum in a small, rural training program.

Group 5.3

Jerardi Karen GP Judy Turow

Effective Educational Strategies for Rapid Evidence Adoption of UTI Management Guidelines

Katz Cynthia GP Judy Turow

Bridging the Gap: Improving International Medical Graduates' Interpersonal and Communication Skills

Kern Jeremy Hosp Alison Holmes

Assessing the Use of Digital Technology on Family and Trainee Education During Family Centered Rounds

Staples Betty GP Alison Holmes Comparison of 3 Distinct Inpatient Resident Coverage Models

Lorch Margarita PEM Dan West Implementation of a Monthly Mock Code Curriculum to Improve Resident Comfort Level and Performance of Resuscitation Skills

Nandagopal Radha Endocr Dan West Design and Evaluation of a Practical Curriculum in Pediatric Endocrinology for Pediatric Residents

Porras Gisela Hosp Hans Kersten

Teaching evidence-based communication skills to pediatric faculty, fellows and residents

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SCHOLAR REQUIREMENTS

Checklist of Assignments

Before PAS in your first year, you are expected to read the following seminal articles on educational scholarship:

• Glassick CE. Boyer's Expanded Definitions of Scholarship, the Standards for Assessing Scholarship, and the Elusiveness of the Scholarship of Teaching. Academic Medicine: September 2000 - Volume 75 - Issue 9 - p 877-880

• Fincher RM, Simpson DE, Mennin SP Rosenfeld GC, Rothman A, McGrew MC, Hansen PA, Mazmanian, P E, Turnbull JM. Scholarship in teaching: an imperative for the 21st century. Academic Medicine: September 2000 - Volume 75 - Issue 9 - p 887-894

• Simpson D, Fincher RM, Hafler JP, Irby DM, Richards BF, Rosenfeld GC, Viggiano TR. Advancing Educators and Education: Defining the Components and Evidence of Educational Scholarship. Med Educ. 2007; 41(10):1002-1009 Epub 2007.

Year One. You are required to:

1. Attend the full day ESP teaching session at the PAS** 2. Attend and review TWO workshops of your choice at the PAS 3. Meet with your Faculty Advisor face to face for at least one hour at PAS 4. Complete the annual evaluation of the program by June 30 5. Submit partial drafts of your EP using ESP template (see timeline below), July 15 & Jan 15 6. Submit your project report on ESP template* by Oct 15 (end of ISM 1A) 7. Submit Intersession Module IA assignments by Oct 15 8. Submit Intersession Module IB assignments by Mar 15 9. Complete the online self-evaluation of educational knowledge and skills by April 15 10. Submit an updated CV by April 15

Year Two. You are required to:

1. Attend the full day ESP teaching session at the PAS** 2. Meet with your Faculty Advisor face to face for at least one hour at PAS 3. Submit your project report on ESP template* by July 15 4. Complete the annual evaluation of the program by June 30 5. Submit partial draft of your EP on ESP template (see timeline below), July 15 6. Submit Intersession Module 2A assignments, July 15 - Oct 15 7. Submit completed draft EP on ESP template,* Jan 15 8. Submit Intersession Module 2B assignments, Dec 15 - Mar 15 9. Complete the online self-evaluation of educational knowledge and skills by April 15 10. Submit an updated CV by April 15

Year Three. You are required to:

1. Attend the full day ESP teaching session at the PAS** 2. Meet with your Faculty Advisor face to face for at least one hour at PAS

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3. Complete the annual evaluation of the program by June 30 4. Submit Intersession Module 3A assignments by Oct 15 5. Submit Intersession Module 3B assignments by Mar 15 6. Complete final online self-evaluation of educational knowledge and skills by April 15 7. Submit your final, updated EP by April 15 8. Submit an updated CV by April 15 9. Complete your project and submit your project report by April 15 10. Complete end of program evaluation by June 30 after graduation

* TEMPLATES for the Educator Portfolio and Project Report can be accessed on the VLP under Resources. Or go to: http://www.academicpeds.org/education/education_scholars_program.cfm and click on the appropriate link. This page includes links to a number of useful tools and information pages.

** Attendance at three ESP teaching sessions is required of all scholars. If a scholar cannot attend in a particular year, he/she must attend the presentation of the same curriculum component when it occurs three years later.

Timeline for Educator Portfolio Development Year 1 July 15 Domain I: Teaching Activities (required)

Domain II: Learner Assessment (if applicable) Jan 15 Domain III: Curriculum Development (if applicable)

Domain IV: Mentoring/Advising (if applicable) Domain V: Educational Leadership and Administration (if applicable)

Year 2 July 15 Scholarly Approach; 5-yr Goals Jan 15 Complete draft of EP, including Educational Philosophy and Scholarship Year 3 April 15 Refine and update all sections, and submit final EP

Intersession Modules These required self-directed and interactive modules are scheduled twice per year on approximately July 15 – Oct 15 and Dec 15 - March 15. They are posted on the Virtual Learning Platform along with other program assignments.

Intersession Modules Year 1 Year 2 Year 3

1A. Planning an Educational Project 2A. Technology for Education 3A. Author Development

1B. Evaluating an Educational Project

2B. Qualitative Evaluation of a Project 3B. Reviewer Development

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Program Requirements for your Project 1. A Project Report must be submitted on the VLP by Oct 15 in Year 1 (end of ISM 1A), then

updated by July 15 in Year 2, and submitted in final form by April 15 in Year 3. The template for this report is available on the VLP under Resources.

2. Present your project to a small group of your colleagues and the Faculty Advisors assigned to

your small group annually at the ESP program at the annual PAS meeting.

3. Prepare and submit a scholarly product about your project for peer-reviewed publication or presentation (platform talk or workshop at PAS or an equivalent national meeting).

4. Notification of acceptance of your peer reviewed product for presentation/publication must be

emailed to the ESP program director as the final requirement for program completion.

Checklist of Final Submissions Required for Program Completion

For you to successfully graduate from the ESP and receive a Certificate of Excellence in Educational Scholarship from ESP, you need to meet the following requirements not later than April 15 of the year of graduation:

1. Attendance at all three ESP teaching sessions. Makeup of any missed PAS curriculum component is required before the scholar is eligible to graduate. (Curriculum components repeat every three years.)

2. Completion of evaluations of 2 PAS or other workshops in first year (beginning with Cohort 5). These are to be submitted on the VLP.

3. Complete all six Intersession Modules (beginning with Cohort 5) 4. Final versions of your Educator Portfolio, CV, and project report (unloaded to the VLP) 5. Final self-evaluation of educational knowledge and skills. 6. Completion of end-of-program evaluation 7. Evidence of a peer reviewed product of your work that is related to your project proposal. The

product can be a peer reviewed platform/poster presentation or workshop, or a publication that is accepted for a NATIONAL FORUM. Specifically, we will need to see:

For a paper, a manuscript copy as submitted to the journal and the acceptance letter or email

For a poster or oral presentation, a copy of the abstract and acceptance letter/email, and a PowerPoint file of the presentation

For a workshop, a copy of the abstract and acceptance letter/email, and a workshop planning document and/or handouts

Email this evidence to Constance_Baldwin@urmc.rochester.edu by April 15.

Evidence of completion of these requirements is reviewed by the Executive Committee of the ESP to decide if it meets criteria for certification. Evidence should typically be submitted within 1-2 years of the Year III PAS meeting. If you are unable to complete this requirement within THREE years after your third year in the program, you will no longer be eligible for certification.

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Final deadlines by Cohort are as follows: Cohort 1 (Class of 2006): May 2012 Cohort 2 (Class of 2007): May 2013 Cohort 3 (Class of 2009): May 2015 Cohort 4 (Class of 2010): May 2016 Cohort 5 (Class of 2012): May 2018 Cohort 6 (Class of 2013): May 2019

Once you have completed all the requirements, you will be invited to attend a certification ceremony the PAS meeting the following year, along with your department chair and project mentor to celebrate your completion of the program. CONGRATULATIONS!!!!!!!

CALENDAR SUMMARY

ASSIGNMENTS Before first PAS teaching session

During Yr 1

During Yr 2

During Yr 3

Post graduation

DOCUMENTS

1. Educator Portfolio (EP) Pt1: July 15 Pt2: Jan 15

Pt1: July 15 Pt2: Jan 15

Apr 15 On request for

long-term tracking

2. Curriculum Vitae (CV) With application Apr 15 Apr 15 Apr 15 On request for

long-term tracking

3. Educational skills self evaluation

Apr 15 None Apr 15 Apr 15

4. Project Report Proposal with application

Oct 15 July 15 Apr 15

ACTIVITIES 5. Attend the full day ESP

teaching session at PAS May May May

6. Review TWO workshops at PAS or other conference

May Not

required Not

required

7. Meet with your Faculty Advisor face to face for at least one hour at PAS

May May May

8. Complete Intersession Modules

1A: Oct 15 1B: Mar 15

2A: Oct 15 2B: Mar 15

3A: Oct 15 3B: Mar 15

9. Complete program evaluation

June 30 June 30 June 30

10. Update Personal Profile on the VLP

April 15 April 15 April 15 April 15

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Participation by ESP Scholars in ESP Research

Research Participation is Voluntary. The ESP faculty are engaged in several IRB-approved research projects that include analysis of documents and evaluations (e.g., educator portfolios, project reports, self-assessments) produced by ESP scholars. These studies are intended to advance the field of educational scholarship, and we often refer to them as examples in our teaching activities for the ESP, because we want to model scholarly approaches to you in every way feasible. ESP scholars may agree or refuse to allow their documents to be included in these studies. Participation by scholars in ESP research is not mandatory and will not affect your standing in the program. Please email Connie Baldwin at any time if you wish to withdraw from research participation [constance_baldwin@urmc.rochester.edu].

All the requirements of ESP scholars have been designed as essential parts of the ESP curriculum, and they are required for program completion. But if you prefer that we don't use your documents for research, we will exclude your documents from our research studies at your request. Regardless, the assignments listed above are still required for completion of the program. IRB Research Explanation. We provide an official IRB Research Explanation whenever we request information that may be used for research purposes. A paragraph in this explanatory document explicitly affirms your right to refuse to participate in our research studies, without prejudice or educational consequences. You may request a current copy of the IRB Research Explanation at any time.

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ADVISORS AND MENTORS

Each Scholar is assigned to a Scholar Project Group of 6 scholars and their assigned faculty ESP advisors. These groups interact throughout the year and meet at the ESP luncheon at PAS to discuss their projects. We encourage faculty advisors to network within their Scholar Project Group, for example through meetings by phone, for which a conference line is available. However, advisors are expected to supplement, not duplicate, the effort of the scholar’s self-selected primary mentor.

Expectations for FACULTY ADVISORS

NOTE: Faculty advisors and mentors have different roles in the ESP. While mentors are focused on helping the scholars with their scholarly projects, the main role of faculty advisors is career counseling. Although these roles often overlap, we make this distinction to minimize the burden on both mentors and advisors. Faculty Advisors are assigned TWO advisees. Advisors serve two roles, as a career coach, with special emphasis on development of the scholar’s educator portfolio, and as the facilitator of the scholar’s academic project. Scholar documents are available to each faculty advisor on the Virtual Learning Platform. The advisor’s role is critical to the success of the program (and the scholar), and requires commitment of a minimum of 25 hours per year. Faculty advisors are part of a Scholar Project Group, usually composed of 6 scholars and their 3 assigned faculty. These groups interact throughout the year and meet at the ESP luncheon at PAS to discuss their projects. We encourage faculty advisors to network within their Scholar Project Group, for example through meetings by phone of just the three faculty or the whole group [a conference line is available]. However, advisors are expected to supplement, not duplicate, the effort of the scholar’s self-selected primary mentor. Note: Each scholar has an identified mentor outside the ESP, so faculty advisors are NOT expected to take on the time-consuming role of a primary mentor. They should, however, monitor to make sure that the scholar’s mentor is providing sufficient support, and notify the ESP Director if problems are apparent. Faculty advisor responsibilities: Between PAS meetings:

• Communicate every month or two with scholars regarding project progress

• Check in with scholars at the time that scholar assignments are due, and again one month after deadlines if the assignment has not been completed. Advisors may view the status of their assigned scholars’ assignments on the VLP [click on My ESP Scholars on the left side bar, then click on the name under the picture]

• Join the faculty advisor conference call, which occurs three times per year, scheduled by the Faculty Advisor Team Leader

At PAS meetings:

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• Meet with assigned scholars face to face at the PAS meeting to discuss CVs, EPs, and overall career goals [if unable to attend PAS, give scholar the choice of meeting with another faculty member, or by phone, or at a different conference]

• On day of the ESP teaching session at PAS, attend Advisors’ meeting and luncheon meeting with Scholar Project Group (6 scholars + 3 faculty) to discuss projects

Faculty Advisors are invited to contact the Program Director, their Cohort Leader, or the Faculty Advisor Team Leader, if they have questions or concerns to discuss.

Expectations for MENTORS

1. Talk at least monthly with assigned scholar.

2. Assist mentee in the preparation of a project report, which is due on Oct 15 in Year 1, July 15 in Year 2, and April 15 in year of graduation (usually Year 3). After Year 1, the project report is an updated version of the report submitted the previous year. The report documents work in progress on the project, identifying tasks that have been completed, next steps, and challenges that have been encountered during the past year. When the scholar discusses the report with the mentor, natural topics for conversation are the scholar’s adherence to timelines for completion of tasks and plans for scholarly productivity.

3. Assist scholar in the completion of a scholarly product for peer-reviewed publication or presentation. This product is expected to be accepted for publication/presentation during Year 3 of program participation, and must be so accepted for a scholar to graduate.

4. If possible, attend the Certification ceremony for one’s ESP scholar. The Scholars receive their Certificate of Completion at a recognition ceremony at the first annual PAS meeting following completion of their project and scholarly product. Specific information about the date and time of this ceremony are sent to mentors prior to the event.

Choosing and Working with a Mentor: Tips for ESP Scholars

In the Educational Scholars Program, the mentoring relationship is focused on planning, implementing and evaluating your project, and developing a scholarly product for peer review and dissemination. Your mentor agrees to assist you in accomplishing these tasks during the three year term of the program. Hence this is a time-limited commitment. Mentoring in the ESP is intended to be functional. It should help you successfully complete your project and meet the requirements outlined for the program.

Do not confuse your Mentor with the Faculty Advisor assigned to you by the ESP. The latter will guide you in development and refinement of your Educator’s Portfolio and curriculum vitae, and advise you on career planning. Your faculty advisor may provide input on your project, but your mentor should serve as your primary source of project support.

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When you choose your mentor please consider the following:

• What skills and expertise do you need to successfully complete your project? You have the skills and experience to do some or many components of your project, and you may already be working with a collaborator or mentor on other components. What remains? And who is the right person to complement your skills?

• Working with someone outside your division/department will broaden your network of colleagues, provide a new perspective in thinking about your project, and perhaps allow you to consider new approaches or applications for your work. However, a project mentor should be close enough so you can meet frequently.

• Working with someone who is not your direct supervisor may allow you to explore plans and discuss barriers and challenges to the work on your project without reservation.

• You need diverse mentors in your professional life. Your mentor in this program is not expected to assist you with all of your career needs. Although your relationship may grow beyond the work you do together on your ESP project, this is not an expectation of the role.

Managing a mentoring relationship:

• You must take the lead in negotiating your relationship with your mentor. It is your project that must be completed and you know the details and deadlines that must be remembered. So, you must be the one who schedules meetings and who determines the preferred method of communication with your mentor.

• Schedule at least monthly meetings with your mentor to work on your project and review your plans for scholarship. Share with your mentor the deadlines for completion of ESP Program Requirements.

• It is your responsibility to ask your mentor for specific and constructive feedback throughout your work together.

• A mentoring relationship works best when both the mentee and the mentor benefit. Be proactive in seeking ways to share the benefits with your mentor, e.g.: by an invitation to coauthor a paper.

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Virtual Learning Platform (VLP): General Instructions URL: http://www.ambpeds.org/site/vlp/login.cfm

The ESP Virtual Learning Platform (VLP) is a web-based system to managing program information, Scholars’ assignments and evidence of task completion, and program directory. There are tools for group discussions and calendar notations. Advisors have access to see their Scholar’s submissions. The VLP is housed on the Academic Pediatric Association’s server, and is managed by ESP Faculty and APA staff. To report any concerns about the VLP, email Franklin Trimm [rftrimm@usouthal.edu] or Connie Baldwin [constance_baldwin@urmc.rochester.edu].

Login

Enter your username and password in the Login Box at the left of the opening screen. You will be given an initial username and password, but may change these if you choose. (Go to “Update Profile” on the left menu bar.)

Directories

The directories list all ESP faculty and scholars, with pictures, a short bio, and a clickable email address. It is your responsibility to enter your data in the Directory and keep it updated. Go to “Update Profile” on the left menu bar.

My ESP

This is a personalized page for each scholar, including a table of assignments pending and complete. Faculty Advisors can check the status of scholar’s assignments by clicking on My ESP Scholars on the sidebar, then clicking on the name under the scholar’s picture.

A sample MyESP page is shown below:

Task Assignment

Date DUE Date:

Completion Date

Attachments Make Submission

Project Report

05/25/2007 06/15/2007 Pending or Complete

project report template assignment 6-15-07

Project Report

To download a file for an assignment, such as an educator portfolio template, scholars can click on the filename(s) under “Attachments.” When they have completed a file for submission, such as their revised educator portfolio, they click on “Make Submission,” and they will see a screen like this:

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Task: (Project Report) Upload your file to complete this task

Browser Window here

Instructions to Scholars: Use the browser window to select the file on your computer that you wish to submit. Be sure to LABEL THE FILE WITH YOUR NAME and a short descriptor. Click on “Upload file” to submit the file. Repeat with as many files as you want to submit. All files that you successfully upload will be listed for you below the box. You can delete one and try again if you make an error. When you are finished, you must click on “File uploads complete.” This tells the VLP that you have completed the assignment, and the word “Pending” will be changed to the date of completion of the assignment.

If you find you need to replace an uploaded file after clicking on “Uploads complete,” email Franklin Trimm [rftrimm@usouthal.edu] or Connie Baldwin [constance_baldwin@urmc.rochester.edu] and they will clear the entry.

Program Messages

Here you will find postings of all communications with ESP scholars from the beginning of the program, including files attached to previous emails. Click on “Announcements” to see the message, and click on “Attachments” to download the files. This is a very useful archive of files when you cannot find a file on your own computer.

Resources

This is a repository of shared resources. Faculty and Scholars can submit resources for us to post of this page. Please send to Franklin Trimm [rftrimm@usouthal.edu] or Connie Baldwin [constance_baldwin@urmc.rochester.edu]. This page has links to our Authoring and Reviewing Modules, the ESP Handbooks, and templates for the Educator Portfolio and Scholar Project Reports.

Meeting Handouts and Presentations

All handouts and slides from the ESP teaching sessions at PAS are available on this page within a month or so of the meeting.

Upload File File Upload Complete

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Work Pages for Scholar Project Groups

All Scholar Project Groups have their own shared workpages, which provide Contact information for faculty and scholars assigned to the group. Group emails can be sent from here.

The following functions are available to all groups on the Work Pages, but are not often used:

• Bulletin Board for your group, on which you can post a new message or respond to the messages posted by others. Anyone can begin a line of discussion by posting a new message. Be sure to give it a meaningful topic name in the subject box, so others can easily track the following discussion. All replies to your initial message will be listed under it on the board, along with the author of the reply and the original topic.

Messages | Post A Message by Connie : Re:,reflections on 08/28/07

by Jean Petershack Re: Re:,reflections,reply to Connie on 08/28/07 by Bonny Re: Re:,reflections,reflections on others on 09/04/07

• Calendar is available if your group wants to use it to organize its own activities. It provides daily, weekly and monthly views.

• Agenda Table is interactive, so scholars can both download files and upload their own submissions. To post a file for Downloading, faculty can scroll to the right and click on “Files” under Files for Downloading. To submit a file, scholars can scroll to the far right and click on “Add a File” under Files for Uploading. Faculty and Scholars can access files uploaded by others in the group, as they get posted. Just click to open and read, or download to a computer.

Agenda

Task Task Details Due Date

Files For Downloading

Files For Uploading

Files

Add a File

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APPENDIX

ESP Administrative Plan The chart below shows the organization of the ESP committees that manage the development, administration, implementation, and evaluation of the program

ESP Organizational ChartAPA BOARD

ESP DirectorC Baldwin

Director of Curriculum

and EvaluationL Chandran

Director of ResearchM Gusic

Cohort LeadersC Baldwin (1)D Keller (2)

M Ottolini (3)T Turner (4)L Lane (5)E Zenni (6)

Faculty Advisorsn=18

ESP Executive Committee

Chair, C Baldwin

Curriculum and Evaluation Committee

ESP Research Teams:1. Program evaluation/ Scholar Evaluation Skills2. Educator Portfolio Evaluation 3. Mentoring4. Faculty vitality5. Community Pediatrics6. Use of Social Networking for Faculty Development

APA Office StaffC Mackay

Faculty AdvisorTeam Leader

W Hobson-Rohrer

Virtual Learning Platform F Trimm, C Baldwin

Mentorsn=36

• ESP Executive Committee (2012) o Connie Baldwin: ESP Director o Latha Chandran: Director of Curriculum and Evaluation o Maryellen Gusic, Director of Research o Mary Ottolini: Leader, Cohort 3 (Class of 2009) o Teri Turner: Leader, Cohort 4 (Class of 2010) o Lindsey Lane: Leader, Cohort 5 (Class of 2012) o Elisa Zenni: Leader Cohort 6 (Class 2013) o Wendy Hobson-Rohrer: Faculty Advisor Team Leader

This oversight team is responsible for overall program planning from a strategic and business perspective. It ensures that the ESP is meeting its stated goals and planning for strategic growth and business development. In addition, the Executive Committee is responsible for the overall

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administration of the program (tracking scholar progress, communications with the APA Board, oversight of the subcommittees, etc). Meets monthly.

• ESP Curriculum and Evaluation Committee Leader: Latha Chandran, Director of Curriculum/Evaluation. Current Members: Lindsey Lane, Miriam Bar-on, Elisa Zenni, Teri Turner, Virginia Niebuhr, Constance Baldwin, Maryellen Gusic

This team is responsible for the design and implementation of the curriculum and evaluating the outcomes of the ESP program and scholars. It is responsible for planning the yearly PAS meeting session, inviting instructors, and managing the intersession modules. It also reviews scholar project proposals if they wish to change projects during the program. Some of the ESP’s research projects are conducted by this group. Meets twice a month and reports regularly to Executive Committee. Curriculum Team members are recognized formally in a letter to their department chairs or supervisors.

• ESP Research Team Leader: Maryellen Gusic, Director of Research.

Members are organized by project. Research project teams are coordinated through the ESP Director of Research, but meet on their own schedules and set their own agendas. They report periodically to the Executive Team, from whom they may request resources.

o ESP Program Evaluation: Leader: Latha Chandran, Same as Curr/Eval committee (EP project is a component of this project)

o Educator Portfolios Task Force (AAMC-GEA): Leader: Maryellen Gusic. Members: Latha Chandran, Connie Baldwin

o Faculty Vitality: Leader: Teri Turner. Members: Elisa Zenni, Lindsey Lane o Use of Social Networking for Faculty Development: Virginia Niebuhr, Donna

D’Alessandro, Melissa Klein o Community Pediatrics: Leaders: David Keller and Alice Kuo o Mentoring (Complete): Leader: Maryellen Gusic, Members: Doreen Balmer, Wanessa

Risko, Donna D’Alessandro New research projects are proposed using a standard format, and must be approved by the Executive Committee. IRB approval for ESP research, managed by Dr. Gusic, was originally established at Penn State/Hershey, and has now been transitioned to Indiana University as of Fall 2011. • ESP Faculty Advisor Team:

Leader: Wendy Hobson-Rohrer. This group is responsible for the recruitment, retention, engagement and rewards of appropriately qualified faculty who serve as ESP faculty advisors. It is also responsible for coordinating faculty and scholar group work and scheduled interactions between scholars and their advisors. Meets by conference call 3 times/year and at the PAS meeting. Leader reports to Executive Committee.

Individual ESP faculty roles

• Cohort Leaders are primarily responsible for managing the recruitment, selection and monitoring of the scholars in a cohort. They recruit targeted scholars into the new cohort through advertising the program and soliciting applications, which are due on Oct 1. They recruit

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reviewers and manage the review process along with the Program Director, and recommend by Dec 1 a list of scholars to the Executive Committee (EC) of the ESP for final selection decisions. With the Chair of the Faculty Advisor Committee, they develop a team of faculty advisors for the cohort with an ideal ratio of one faculty member to every two scholars. Thereafter, they regularly monitor the progress of each scholar in the cohort using VLP reports, and communicate with the cohort as needed. They serve on the ESP Executive Committee for as long as their cohort is in the program, and keep the committee updated on scholar and cohort activities, needs, and concerns. Cohort Leaders are recognized formally in a letter to their department chairs or supervisors.

• Faculty Advisors are assigned TWO advisees. They serve two roles, as a career coach, with

special emphasis on development of the scholar’s educator portfolio, and as the facilitator of the scholar’s academic project, secondary to the designated project mentor. Scholar documents are available to each faculty advisor on the Virtual Learning Platform. The advisor’s role is critical to the success of the program (and the scholar), and requires commitment of a minimum of 25 hours per year.

Faculty advisors are part of a Scholar Project Group of 6 scholars and their 3 assigned faculty. These groups interact throughout the year and meet at the ESP luncheon at PAS to discuss their projects and career issues. All faculty advisors are expected to attend at this luncheon meeting. We encourage faculty advisors to network within their Scholar Project Group, for example through meetings by phone [a conference line is available]. However, advisors are expected to supplement, not duplicate, the effort of the scholar’s self-selected primary mentor. Note: Each scholar has an identified mentor outside the ESP, so faculty advisors are NOT expected to take on the time-consuming role of a primary mentor. They should, however, monitor to make sure that the scholar’s mentor is providing sufficient support, and notify the ESP Director if problems are apparent.

Faculty advisor responsibilities:

Between PAS meetings:

• communicate monthly or bi monthly with scholars regarding project progress

• check in with scholars at the time that scholar assignments are due, and again one month after deadlines if the assignment has not been completed

• join the faculty advisor conference call, which occurs three times per year, scheduled by Faculty Advisor Team Leader

At PAS meetings:

• meet with assigned scholars face to face at the PAS meeting to discuss CVs, EPs, and overall career goals [if unable to attend PAS, give scholar the choice of meeting with another faculty member, or by phone, or at a different conference]

• On day of the ESP teaching session at PAS, attend faculty meeting and luncheon meeting with Scholar Project Group (6 scholars + 3 faculty) to discuss projects

Faculty advisors are invited to contact the program director or the Faculty Advisor Committee Chair, if they have questions or concerns to discuss.

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• PAS Instructors: These individuals are invited by the Curriculum and Evaluation Committee to design and lead a portion of the ESP Session at PAS, in keeping with the curriculum plan for that year. Instructors are recognized formally in a letter to their department chairs or supervisors.

• Intersession Module (ISM) Leaders: Module topics are selected by the

Curriculum/Evaluation Committee, according to a schedule which delivers specific ISMs to each cohort in their first, second and third year in the ESP, as shown below.

Intersession Modules

Year 1 Year 2 Year 3 1A. Planning an Educational Project 2A. Technology for Education 3A. Author Development

1B. Evaluating an Educational Project

2B. Qualitative Evaluation of a Project 3B. Reviewer Development

Two modules are assigned each year to the cohorts, and since ISMs are specific to the scholars’ year in the program, multiple modules go on at the same time for different cohorts. Typically, modules are scheduled each year for July 15 – Oct 15 and Dec 15 - March 15. ISMs should be announced to the scholars and posted on the VLP at least 2 weeks in advance. Each module has 1-3 leaders who are responsible for development and refinement of the module, management of its implementation, and evaluation of it before its next iteration. When possible, we would like the module leadership team to include a senior and a junior ESP faculty member (e.g., a previous scholar). This team conducts the module for 2 out of every 3 years, as scheduled for current cohorts. When module leaders are ready to move on to other tasks, they are expected to create plan for succession, to ensure continuity of the curriculum. Module leaders are recognized formally in a letter to their department chairs or supervisors. The ISM leaders have the following specific tasks:

Before ISM

• Design the module or refine a previous version of the module • Get approval for the module plan by the ESP Curriculum/Evaluation Committee • Prepare the handouts or online materials for posting on the VLP, working with the VLP

administrators to assure that the module is appropriately designed for the platform • Check the module instructions, files, and assignments after they have been posted on the VLP • Prepare an announcement of the module with clear instructions, to be sent out by the ESP Director

and posted on the VLP During ISM

• Facilitate and stimulate scholar engagement with the module, including participating in conference calls

• Answer questions from Scholars • Use VLP to check on scholars’ ISM activities biweekly and communicate with scholars who haven’t

participated • Send module completion certificate to all completers for posting on the VLP; notify ESP Director of

non-completers • Plan a simple, alternative mode of completing the module for those unable to participate in

interactive activities. After ISM

• Evaluate module activities, content, and structure • Send evaluation summary to the ESP Curriculum and Evaluation Committee Chair • Refine ISM before its next iteration

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ESP-Related Scholarship

1. Gusic ME, Chandran L, Balmer DF, D'Alessandro DM, Baldwin CD. Educator Portfolio Template of the Pediatric Academic Societies' Educational Scholars Program. Available at: (http://www.ambpeds.org/Site/education/education_faculty_dev_template.htm). Accessed February 27, 2008 Approved by MedEdPORTAL; 2007.

https://www.mededportal.org/publication/626

2. Baldwin CD, Gusic, ME, Chandran, L. The Educator Portfolio: A Tool for Career Development. Faculty Vitae, Winter 2008. Available at: (http://www.aamc.org/members/facultydev/facultyvitae/winter08/leadership.htm). Accessed February 27, 2008.

3. Chandran L, Gusic ME, Baldwin, Turner T, Zenni E, Lane JL, Balmer D, Bar-on M, Rauch DA , Indyk D, Gruppen LD. Evaluating the Performance of Medical Educators: A Novel Analysis Tool to Demonstrate the Quality and Impact of Educational Activities. Academic Medicine. 84:58-66, 2009.

4. Chandran L, Gusic M, Baldwin C, Turner T, Zenni E, Lane J, et al. APA Educator Portfolio Analysis Tool. MedEdPORTAL; 2009. Available from: https://www.mededportal.org/publication/1659

5. Balmer D, D’Alessandro DM, Risko W, Gusic M. How Mentoring Relationships Evolve: A Longitudinal Study of Academic Pediatricians in a Physician Educator Faculty Development Program. Journal of Continuing Education in the Health Professions, 31(2):81-86, 2011.

6. Baldwin CD, Chandran, L, Gusic, ME. Guidelines for Evaluating the Educational Performance of Medical School Faculty: Priming a National Conversation. Teaching and Learning in Medicine, 23:3, 285-297, 2011.

7. Baldwin C, Chandran L, and Gusic M. Educator Evaluation Guidelines. Peer reviewed approval by MedEdPORTAL, 2012. Available from: www.mededportal.org/publication/9072.