H Carrie Chen MD, MSEd; Tai Lockspeiser; Eva Aagaard MD; H Loeser MD, MSc. University of California, San Francisco, California
Objectives: At the University of California San Francisco, students contribute significantly to teaching and curriculum efforts. The Medical Education (Med Ed) Elective and Area of Concentration (AoC) program initiated an educator's portfolio for medical students to:
Methods: During the AoC's 4-week Med Ed Elective, ten students were instructed in completing an educator's portfolio which included an introductory personal statement plus sections on: 1) direct teaching; 2) curriculum/program development; 3) advising/mentorship; 4) educational leadership; and 5) educational scholarship. Students listed and described their experience in each section, and included self-reflection and peer evaluations of their teaching.
Results: In 2004, 9 of the 10 students enrolled in the Med Ed Elective completed an educator's portfolio. Representative comments will be compiled and displayed. Overall, students appreciated the structured preview into future expectations of medical educators that the portfolio provided.
Conclusions: We have successfully introduced the use of a medical student educator's portfolio. Incorporating this tool into a broader scholarly program with mentoring will maximize impact for these future medical educators.