Speaker(s): 

April Morgan, EdD, Staff Member, Geisinger - has nothing to disclose. 

Tanja Adonizio, MD, Staff Member, Geisinger - has nothing to disclose.

Rob Cooney, MD, MSMedEd, Staff Member, Geisinger - has nothing to disclose.

Learning Objectives: 

At the conclusion of this session, the participant should be able to: 

• Consider the principles that guide your teacher (microteaching)
• Reflect upon your teaching habits in order to improve your instructional delivery (microteaching)
• Describe the purpose and elements of a teaching portfolio
• Initiate a statement of their teaching philosophy
• Articulate several areas of personal educational excellence (or goals) related to teaching philosophy
• Initiate documentation of educational accomplishments in the areas of teaching, curriculum development and assessment, mentoring, and scholarship
• Describe how their role as a medical educator is forming (professional identity formation)

Disclosure of Relevant Financial Relationships with/without Commercial Interests:

The Planning Committee consisting of Nicole Woll, PhD, MEd, Robert Cooney, MD, MSMedEd, Kristi Shirk, BA, Daniel Longyhore, PharmD, Rebecca Stoudt, DNP, PhD, CRNA, Karen Tillotson, PA-C, and Annie Seif, BS have no identified disclosures. 

CE Committee Member/Content Reviewers have nothing to disclose. 

Any/All relevant financial relationships have been mitigated. 

Content Disclosure: 

This presentation/content is HIPAA compliant. 

Commercial Support for this Session

None

Session Description: The final session brings the cohort together to reflect on their growth as educators and prepare for the next steps in their professional journey. Half of the group will participate in microteaching, applying the skills they've developed throughout the course in a supportive, feedback-rich environment. The session also includes presentations on professional identity formation, CV writing, and the development of teaching portfolios—tools essential for career advancement and recognition in academic medicine. To conclude, participants will explore the pathway from curriculum design to publication, gaining an introduction to educational scholarship and strategies for disseminating their work. This session celebrates the educator’s evolving role and empowers participants to continue shaping the future of medical education through thoughtful practice and scholarly contribution.

Session Schedule & Topics:

Reference Material:      

• Gusic, M., Baldwin, C., Chandran, L., Rose, S., Simpson, D., Strobel, H., Timm, C., & Fincher, R. (2014). Evaluating Educators Using a Novel Toolbox:  Applying Rigorous Criteria Flexibly Across Institutions. Academic Medicine, 89(7), 1006-1011. Doi: 10.1097/ACM.0000000000000233.
• Kuhn, G. (2004). Faculty Development: The Educator’s Portfolio: Its Preparation, Uses and Value in Academic Medicine.  Academic Emergency Medicine, 11, 307-311. Doi: 10.1111/j.1553-2712.2004.tb02217.x.
• Sinkai, K, Chen, C, Schwartz, B, Loeser, H, Ashe, C, & Irby, D. (2018).  Rethinking the Educator Portfolio: An Innovative Criteria-Based Model. Academic Medicine, 93(7), 1024-1028. Doi: 10.1097/ACM.0000000000002005.
• Thomas, J., Sanyal, R., O’Malley, J., Singh, S., Morgan, D., & Canon, C. (2016). A Guide to Writing Portfolios for Academic Radiologists. Academic Radiology, 23(12): 1595-1603. Doi: doi: 10.1016/j.acra.2016.08.015.