MedEdPortal 101:
Introduction
and
Next Steps
Paola Palma Sisto, MD
Visiting Associate Professor,
University of Connecticut School ofMedicine
Connecticut Children’s Medical Center
May 24, 2012
Disclosure
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No financial interests to disclose
Grateful appreciation to Dr Deborah
Simpson, MCW Associate Dean for
Educational Affairs
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Workshop Objectives
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Describe the MedEdPortal repository and
its usefulness for disseminating scholarship
Identify key elements/tasks (with a
timeline) needed to transform item into
MedEdPORTAL submission
Walk through the steps from concept to
submission
Draft selected sections of a submission
form to a peer reviewed repository
Revisiting Education as
Scholarship
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Literature: Boyer (1990), Glassick (1997), etc
AAMC - Group on Educational Affairs Project
on Scholarship
What is Scholarship
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Scholarship is that which advances
knowledge in one’s field
Judged by members of one’s field
– One’s community of peers
Earnest Boyer
Scholarship Reconsidered 1990
Discovery
Integration
Teaching
Application / Engagement
Glassick’s Scholarship Assessed
 Clear Goals
= Objectives
 Adequate Preparation = Current in educ +
 Appropriate Methods =
subject matter
Methods match obj
 Significant Results = Evaluation
 Effective Presentation = Dissemination to Peers
 Reflective Critique = Revise/Improve
Community of Engaged Educators
Q2 = Quantity & Quality
Draw From
Field, Inform
Own Work
Contribute to
Field, Inform
Others Work
Reviewer Form
Approved Dec 2007 – MedEdPORTAL Editorial Board
MedEdPORTAL Growth/Use
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Submission Stats (Jan 2010)
– 7,600+ Submissions since 2005; 50+ New submissions per mo
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Publication Stats (Jan 2012)
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–
–
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18% Accepted
53% Revisions Required
29% Rejected
>2000 resources
Utilization Stats (Jan 2012)
– ALL 148 US and Canadian AAMC member medical schools utilizing
MedEdPORTAL
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10,000+ Teaching hospitals, international medical and dental schools,
and other health education institutions (e.g. osteopathic, nursing,
veterinary, etc.) utilizing MedEdPORTAL
190+ Countries utilizing MedEdPORTAL
– 1,000+ publications accessed each WEEK
www.mededportal.org
Steps (7)
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7.
Identify resource
Literature search
GET HELP
Instructor’s guide
Prepare materials
Legal stuff
SUBMIT
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MedEdPORTAL Search
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How are they =/≠ from your own
– Identify key features (e.g., Primary Care,
hospital focused, geriatrics focused)
– The unique features are “showcased”
Training the Trainer
Successful use of your product
Key elements associated with
successfully “training” someone
ELSE to use your product
Training the Trainer
Elements of an Instructor’s Guide
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Description: Background/Need/Overview of Product
Learner Audience
Session Objectives
Session Time
What packet contains (e.g., PowerPoint)
Detailed plan (what happens when, lead by who)
Evaluation/Assessment
Instructor Qualifications & Responsibilities
Facilities (Space, room set up)
Required Resources/ Instructional Materials
Advance Preparation
Relationship to Other Educational Materials/Activities
References
Learner Audience
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Who do you teach with this material
NOW?
– Third Year Medical Students?
– Residents/fellows?
– Allied Health Trainees?
– CME physicians?
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Who else have you used the material
with/would it be appropriate to use
the materials with?
Relationship of This Session to Other
Educational Materials/Activities
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Do a search of the literature, repositories,
and resources so that you can describe how
your work builds on, relates to, and is
different from what is currently available to
the educator community.
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Resource Description
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What need/problem/learning gap were
addressing?
Why did you create the material?
What was your purpose?
You checked AAMC MedEdPORTAL,
Literature and did not find appropriate
materials for your objectives - there
was a Gap (e.g., you looked for
materials , nothing soo...)
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Resource Description
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What is it? What do I get?
– Learner Assessment Tool (Faculty Rating
Form, Patient Satisfaction)?
– Curriculum (Syllabus for EBM Course)?
Instructional Materials (PBL Case,
Workshop on EBM, CD ROM).
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Objectives - REMINDERS
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How will be learner be different (KSA) after
experiencing the instruction?
Action Verb: Interpret, apply, analyze,
compare, distinguish, recognize, determine,
integrate, formulate, specify, design.
Reminder: Engagement with the community
of educators is demonstrated by delineating
clear goals and objectives (Glassick)
Description: detailed plan
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Session Run Time – BIG PICTURE
In this packet we have presented all materials
needed for running this workshop accessible as PDF
documents, Microsoft Word documents, or
PowerPoint’s with annotated speaker notes.
Required readings and/or other resource material is
referenced and typically available from your
library’s holdings or universal web-based access.
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Detailed Plan
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Glassick: Appropriate Methods
– Make Tacit Knowledge - Explicit
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How: Visualize a session walk through
– What would you see happening when
– Who would be doing it
– What materials/resources need
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Alternative Schedule
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Training the trainer
Materials you want? Need to know?
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It is late at night
Tomorrow AM you are teaching a
session on “(fill in the blank)”
Searched a peer reviewed repository
and found what you think is the
“perfect” (good enough) material
Worksheet: Small Group
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Write down resource you are
considering submitting (10 minutes)
Work in groups of 2-3 to discuss ideas
Choose 1 to present to large group for
discussion (hint: one that has
structure, evaluation results, unique,
etc) (15 minutes)
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Submission Options
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Additional considerations
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Authorship
Copyright/Usage license
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HIPPA
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Principles of Authorship
Authorship Responsibilities
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Who’s who? Authorship is a Relationship
– Who's the senior author? Who is last?
– Sometimes responsibilities shift.
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Make an Agreement at the Beginning
– Determine the authorship role & responsibilities
– Making an initial plan, before the work begins,
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Make a Series of Milestones
– Responsibilities may shift during a project
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Make a Fair Final Decision 1st Author
– If there are issues, listen to arguments, fairly decide
http://www.research.psu.edu/orp/outreach/publications/newsletter/issue12/story1.asp
Author Order
Convention versus clear agreement
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Last Author
– Tradition: last author = senior member team,
department or division director
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Encourages honorary authorship.
– Recent: last author is allocated to the person who
contributed least
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Recommendation: Author order determined
by relative contributions to the most critical
intellectual aspects of the work
Gaeta, T. J. Gaeta TJ. Authorship Law & Order. Acad Emerg Med
1999;6(4): 297-301. http://www.aemj.org/cgi/content/full/6/4/297
Multiple Products within a
Packet
Copyright & HIPPA
AAMC MedEdPORTAL
Robbie Reynolds
From MedEdPORTAL Training Materials
http://services.aamc.org/jsp/mededportal/goLinkPage.do?link=about#Promoting
Usage License Questionnaire
Allow commercial uses of your work?
Yes
No
Allow modifications of your work?
Yes
Yes, as long as others share alike
No
Jurisdiction of your license
Source: www.creativecommons.org
Copyright Permission
 MedEdPORTAL Does Not Adhere to
“Fair Use”
 Copyright permission must be
obtained from copyright owners of
all third-party materials included
in submissions.
Copyright Violations
MedEdPORTAL staff screen each submission
for potential third-party materials which
include:
Photos
Graphs
Images
Cartoons
Charts
Text (large quotes)
Published Articles
U.S. Government materials
HIPAA Violations
Health Insurance Portability and Accountability Act
MedEdPORTAL staff screen each submission
for potential identifiable “protected health
information” such as:
Patient Photographs
Images
Charts
Graphs
Lab Values
Medical Records
Radiographs
Biometric Identifiers
Next Steps
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Review literature/repositories for
similar resources
FIND HELP
Instructor’s guide
Annotate slides
Complete application
SUBMIT
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Submitting Your
Product
Submission Forms
1.
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Copy and Paste Instructor’s guide!
Make sure no copyrighted materials! (DELETE them or
reference)
Register on the site and then follow the steps!