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Expectations of Academic Clinical Faculty Teaching and Education

This comprehensive guide outlines the expectations and opportunities for academic clinical faculty in teaching and education. It addresses the importance of teaching, types of teaching roles available, and the responsibilities expected from faculty members. Strategies for documenting teaching effectiveness and opportunities for professional development are also discussed. Faculty are encouraged to embrace their roles in shaping future physicians through effective education, ensuring they meet institutional standards and enhance their skills continuously.

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Expectations of Academic Clinical Faculty Teaching and Education

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  1. Expectations of Academic Clinical FacultyTeaching and Education Martin Schreiber Professor Chair, Teaching Effectiveness Committee

  2. Outline • Why teach? • What kinds of teaching opportunities are there? • What are you expected to do? • How to document effectiveness? • How to get better?

  3. Why teach? • Because it is a great thing to do • Because it is a really important thing to do well • Because it is expected of all academic physicians • Because we receive remuneration for it

  4. Why teach? • Because it is a great thing to do • Because it is a really important thing to do well • Because it is expected of all academic physicians • Because we receive remuneration for it

  5. Why teach? • Because it is a great thing to do • Because it is a really important thing to do well • Because it is expected of all academic physicians • Because we receive remuneration for it

  6. The importance of teaching and assessing well • Obviously – these are the doctors of tomorrow • Must be taught well • Must be assessed properly • Formative • Summative

  7. Why teach? • Because it is a great thing to do • Because it is a really important thing to do well • Because it is expected of all academic physicians • Because we receive remuneration for it

  8. Why teach? • Because it is a great thing to do • Because it is a really important thing to do well • Because it is expected of all academic physicians • Because we receive remuneration for it

  9. Outline • Why teach? • What kinds of teaching opportunities are there? • What are you expected to do? • How to document effectiveness? • How to get better?

  10. What kinds of teaching opportunities are there? (1 of 3) • Familiar teaching roles • UG • Lectures, seminars, case-based learning • Bedside • Clerkship clinical supervision • PG • Clinical supervision • Didactic teaching (morning report, noon rounds, etc.) • CE

  11. What kinds of teaching opportunities are there? (1 of 3) • Familiar teaching roles • UG • Lectures, seminars, case-based learning • Bedside • Clerkship clinical supervision • PG • Clinical supervision • Didactic teaching (morning report, noon rounds, etc.) • CE

  12. What kinds of teaching opportunities are there? (1 of 3) • Familiar teaching roles • UG • Lectures, seminars, case-based learning • Bedside • Clerkship clinical supervision • PG • Clinical supervision • Didactic teaching (morning report, noon rounds, etc.) • CE

  13. What kinds of teaching opportunities are there? (2 of 3 ) • Less familiar roles • Teaching outside Faculty of Medicine • Patient education • Taking part in assessment (e.g. OSCE examiner) • Research supervision • Supervision of QI projects • Mentorship

  14. What kinds of “teaching” opportunities are there? (3 of 3) • Education scholarship • Curriculum development • Novel teaching methods • Educational research • Education administration • UG • Course director, site director • PG • Site director, program director • Committees • Admission • Faculty development

  15. Outline • Why teach? • What kinds of teaching opportunities are there? • What are you expected to do? • How to document effectiveness? • How to get better?

  16. What are you expected to do? • Well, it depends…. • http://www.deptmedicine.utoronto.ca/academic-position-descriptions

  17. Formal teaching expectations

  18. Examples of teaching activities

  19. Outline • Why teach? • What kinds of teaching opportunities are there? • What are you expected to do? • How to document effectiveness? • How to get better?

  20. How to document effectiveness(What is teaching effectiveness committee interested in?) For most faculty members – competence is required For those whose promotion is based on excellence in teaching – well, excellence is goal!

  21. Outline • Why teach? • What kinds of teaching opportunities are there? • What are you expected to do? • How to document effectiveness? • How to get better?

  22. How to get better?How to get help? • Faculty development • UG – Office of Faculty Development • http://ofd.med.utoronto.ca/ • Other – Faculty of Medicine Centre for Faculty Development • https://cfd.utoronto.ca/ • Appealing evaluations (prospective and retrospective!!) • Contact Ed Lorens(ed.lorens@utoronto.ca) • Master Teacher Program • Other resources – see handout!!

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