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					                               GUIDE TO THE PRE-FORMATTED TEACHING DOSSIER
Preparing a teaching dossier is initially quite a lot of work, but after the first effort, updating is relatively easy. In this, it
is exactly like a curriculum vitae. In the same way that you would not expect people to provide you with recognition for
your research activities if you had an incomplete c.v., it is not reasonable to expect people to recognize your contributions
to the educational mission of the Faculty and University unless it is clearly documented. If you need any additional help,
please contact the Division of Studies in Medical Education. You do not need to follow this format exactly – modify it to
suit your needs. Suggestions for improvement are welcome. Speak to the Chair of the Faculty Education Advisory
Committee or the Director of DSME.
The suggested form of the teaching dossier can be handled in one of three ways:
1.       Bring the file to the screen and modify it yourself.
2.       Print the file, write in the information, and ask a secretary to make the changes, and to save the file and print the
         completed dossier.
Before you start, you should note the following:
The dossier will be read by intelligent individuals, who are capable of reading between the lines. For example, if you have forty
hours teaching a year in one course and three hours in another, and you choose to submit assessments of your teaching by peers
and students for the three-hour contribution only, it will look odd - and your dossier will be less informative and less credible. If
there is a reason (for example, maybe no assessment was carried out on the major course) a word of explanation may help.
Some sections may not apply to you - you may not have won teaching awards or you may never have supervised graduate
students. Delete that section and re-number, rather then writing "none" or "not applicable".
The dossier is about TEACHING. Do not try to pad it with thinly-disguised research contributions.
 Keep all undergraduate material current. The last five years is a good rule, and it will save the dossier becoming very long.
Graduate student record should be listed from the beginning of your career. With regard to the rest of the dossier- use your own
judgement, but a dossier based solely on your performance ten years ago will not be convincing. The whole thing (excluding
appendices) should not be much more than eight pages, unless you have teaching as your most important responsibility.
Details of specific sections
1.       AWARDS
         List ONLY awards specifically for teaching or other activities to do with education. An award given for a paper on
         educational research would be included, but one for research in you scientific or medical discipline would not be listed
         here but in your curriculum vitae.


2.       TEACHING ACTIVITIES
     UNDERGRADUATE
         a.       TEACHING HOURS AND ENROLMENT: A good source of information for this section is "back issues" of
                  your "Annual Report of a Faculty Member". Copy this section as many times as you need, if you are teaching
                  in a variety of different situations. Student evaluations should be available for most courses that you teach,
                  and if these are missing an explanation is helpful. While you are NOT obligated to provide ANY information
                  about numerical student assessment, if you supply no numerical data, some may conclude that they are
                  uniformly unfavourable
         b.       NARRATIVE STUDENT EVALUATION (Comments from the students): These can be helpful, but it
                  important they you include ALL the comments, not just the favourable ones, together with a note that all
                  comments have been included. Unless this note is added, people may assume that you have selected the most
                  supportive comments. The student comments are most useful for providing us with information as to our own
                  strengths and weaknesses so that we can be more effective instructors, and they are not necessary for
                  summative purposes such as promotion or tenure. On the other hand if you have received a lot of glowing
                  comments, by all means include them as appendix 1. If you have not kept copies of student evaluations, your
                  Chair, course director or general office may be able to help.
         c.       PEER EVALUATION: Try to get a written assessment of your teaching from the course director, your
                  Department Chair or some other credible individual to include in this section. There are many merits to peer
                  evaluation, but the most important relates to assessment of the appropriateness of content. Available evidence
                  suggests that evaluation of PRESENTATION by peers corresponds very closely to evaluation by students, but
                  students are not always in a position to judge the appropriateness of CONTENT. If the letter itself does not
                  explain why the referee is an appropriate and unbiased judge of your teaching, you should append a brief note
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                    explaining this. There is also a peer consultation programme that provides a valuable and impartial
                    assessment. Call DSME (492-6776) or (better) University Teaching Services (492-2826) for details.
           d.       HANDOUTS/MANUALS: List them and append some examples. These should be prepared specifically for
                    teaching. If you hand out a review you wrote for a medical journal to those taking a course from you (and it
                    may be an entirely appropriate handout), it should not be listed, but if you prepare some material
                    SPECIFICALLY to help students in that course, then it should be listed.
 CLINICAL TEACHING
           a.       Clinical teaching is often described as “under recognized”, and it important that your efforts are adequately
                    documented. Because the nature of clinical teaching varies from service to service and from hospital to
                    hospital, please add appropriate narrative comments that describe exactly what you do.
           b.       Avoid the temptation to over-estimate the hours that you spend. There is often a narrow line between teaching
                    and clinical service, but a useful approach is to ask the question “If I did not have the students with me, how
                    long would it take for me to deal with these patients?” and to subtract that time from the total time spent in
                    both teaching and service.
3.         GRADUATE TEACHING
           a.       When you list students/trainees it may be worth while adding the source o financial support if it is an indicator
                    of success, thus: Dr. A.B.(1986-1992) AHFMR Studentship
           b.       It is possible to be on an examination committee without being on the supervisory committee. This usually
                    has more to do with research expertise than educational skills, but if you wish to list membership in these
                    committees separately, that would not be inappropriate.


4.         DISTINCTION ACHIEVED BY TRAINEES.
           a.       The successes achieved by selected trainees – graduate students, postdoctoral fellows, residents etc.-, either
                    while under your supervision or subsequently, should be written in narrative on a separate page.
           b.       This is a chance to boast about the successes of those who have trained with you! It is an indicator of your
                    skill at graduate training either in research or in clinical practice, but it should be concise and supported by
                    incontrovertible fact. Merely stating that "X has gone on to do well" is not helpful, but if X received awards
                    for teaching, research or clinical practice, or rapid promotion to a senior position, this suggests success.
           c.       This section should not normally exceed one page

5.         CONTINUING EDUCATION
           List activities in continuing professional education for Physicians, Dentists, Nurses Pharmacists etc. Instructional
           courses in scientific/medical technology for other scientists may also be listed. If necessary, additional narrative
           comments may be provided. Include any evaluations that are available for your teaching activities in this area.


6.         EXTERNAL TEACHING
 Teaching at the University of Alberta outside the Faculty of Medicine and Dentistry
           a.       List teaching responsibilities requested by other Faculties. Do not include teaching in service courses offered
                    by this Faculty to other units in the University – such activities should be described in sections 1 and 2,
           b.       Do NOT include details of research seminars. If you are invited to give a research talk outside your
                    Department, it is probably because of your research reputation!
           c.       Include any evaluations that are available for these teaching activities
     Teaching outside the University of Alberta
           a.       List educational activities at other Universities or Colleges, or educational activities with community groups.
           b.       Do not include research seminars, invited or otherwise.
           C.       Add any evaluations that are available for your teaching activities outside the University of Alberta



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7.    EXTERNAL EXAMINER RESPONSIBILITIES
      Describe here responsibilities as an external examiner either for MSc/PhD students from this or other Universities, or as
      part of a licensing or progress examination.

8.    TEACHING INNOVATION
      This should be a brief narrative account of any changes you made which can be regarded as innovations in the method
      of teaching or evaluation. If you were responsible for introducing an OSCE into the evaluation of your course, or you
      introduced problem-based learning into a section of it, it should be listed here. These changes will have MUCH more
      impact if you can provide data that bear on whether the innovation was a success or not. It may be worth remembering
      that trivial changes listed in this section will detract from, rather than enhance the impression left with the reader!


9.    PROFESSIONAL DEVELOPMENT
      a.       List workshops specifically to do with teaching. For example presentation or attendance at a CME workshop
               on new advances in the management of A, should not be listed, but a workshop on improving the education of
               medical residents, should be listed.
      b.       Teaching workshops that you have attended or presented may be within you own Faculty, in the University-
               at-large or in association with another organization. Make clear who is the sponsor of the workshop.


10.   ADMINISTRATION ASSOCIATED WITH TEACHING
      a.       List here committee work, course directorships, examination committee memberships and so on. Include the
               dates (on and off the committee) and, if appropriate, a brief comment on your role.
      b.       Do not list such things as grant review committees unless that committee deals mainly with grants in the field
               of education, but studentship and fellowship committees can be included.


11.   PUBLICATIONS AND PRESENTATIONS
      a.       Record here published articles on teaching or education. Include research articles, reviews on teaching
               methodology, and also (although they will carry less weight) any letters or opinions which have been
               published.
      b,       List also any invited talks on educational matters. The distinction between this and presentations to
               extramural bodies about teaching techniques is a slight one; If you give a talk on "how to provide good
               tutorials", list that under "Professional development - workshops and seminars presented". If you are asked to
               speak on "Is there still a place for the lecture in the medical curriculum" list that under this section.


12.   SELF-EVALUATION
      a.       This section should outline your overall philosophy of teaching, including your successes and the events from
               which you learned. You should try to discuss where you feel that your major contributions to teaching have
               been made, and indicate what you would like to do in the future. This is an important section, particularly
               because it can provide you with valuable insights.
      b.       It should not normally exceed two pages


13.   OTHER MATERIAL
      1.       Add any other material that is relevant to your teaching activities.
                                                                                         Division of Studies in Medical Education
                                                                                2J3.00 WMC, Phone 492-6776/6848, Fax 492-5487
                                                                                                  e-mail david.cook@ualberta.ca




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