The Health Educators Fellowship Program (HEFP) is a collaborative initiative between The University of Texas School of Dentistry, the Medical School and the School of Public Health at Houston.
What's the purpose of the HEFP?
The primary aim of the HEFP is to enhance and improve faculty knowledge, skills, and attitudes related to the scholarship of teaching and learning to enable them to make positive contributions to their department, school and UTHealth.
Specifically, the fellowship is designed to increase fellows':
· Knowledge and ability to apply key educational principles and theories.
· Skills in lecturing, facilitating, designing, and evaluating.
· Interest in and ability to serve as an educational leader.
· Self-reflection and readiness to benefit from constructive feedback from learners and peers.
Want More Information?
Dr. Karen Novak at UT School of Dentistry (713-486-4019) or Karen.F.Novak@uth.tmc.edu
Dr. Allison Ownby at UT Medical School (713-500-5131) or Allison.R.Ownby@uth.tmc.edu
Introduction To HEFP
We view the Health Educators Fellowship Program (HEFP) as a life-long commitment to masterful teaching--your own and your colleagues. The sponsoring institutions including the School of Dentistry, Medical School and the School of Public Health have come to expect higher levels of involvement, insight, and leadership from this special group of educators. Fellows from previous classes are involved in numerous educational committees and initiatives within and outside their institutions. We hope that your experience in the Program will lead you to become increasingly involved in extant educational activities and to create new ones.
The goals of the Health Educators Fellowship Program are to:
1. Enhance fellows’ knowledge of current educational theories, guiding principles, and
2. Enhance fellows’ skills as educators (i.e., lecturing, facilitating, evaluating, designing, planning, etc.).
3. Enhance fellows’ attitudes regarding
§ their role as educational leaders and
§ the role of the “art and science” of teaching and learning in promoting a culture of educational excellence.
4. Enhance fellows’ self-reflection in response to formal and informal feedback about their teaching.
5. Develop educational scholarship through the completion of an educational project or research activity
Five principles guide the design of the Fellowship Program. Knowing these principles will help you better understand and appreciate the type and sequence of learning activities included.
Fellowship activities will rely upon existing theory and research.
· Experience alone does not lead efficiently to expertise. Knowledge and use of established theoretical and empirical frameworks help improve practice and avoid “reinventing the wheel.”
· “There has been much progress in understanding how learning occurs and how to use that information to modify instruction. Instructors who are aware of these learning principles can begin to understand what is happening as students grapple with the content, and they can modify their instruction accordingly. No longer tied to a specific methodology, they will be more flexible in responding to student needs and more comfortable in coping with all the possible problems that arise in everyday teaching” (Svinicki, Hagen, Meyer, 1997).
Fellowship activities will be conducted primarily in small groups.
· Learning in small groups is becoming increasingly popular as evidence increases about the effectiveness of cooperative learning, problem-based learning, and team learning methods.
· In the Health Educators Fellowship Program, we plan to use small groups not only to enhance learning of program content and skills, but to provide experience and practice managing group learning situations. Working together in small groups, you will be able to take responsibility for shaping an efficient and productive learning environment.
Fellowship activities will promote meaningful exchange among fellows.
· You and each of your colleagues bring to the fellowship a vast store of experience and insight. These backgrounds are of primary importance. We expect you to share them and in thoughtful discussion, to root out misconceptions and refine attitudes.
Fellowship activities will encourage self-reflection.
· Reflection will serve to focus your insight so that assumptions and behaviors initially hidden by habit and lack of attention become explicit and open to discussion, observation, and modification.
Fellowship activities will enhance teaching and curriculum development skills.
· You will be asked to help develop and teach in one of the faculty development workshops which are being offered in 2012 and 2013.
Independent Educational Project
Fellows work on a scholarly project of their choosing. The Independent Educational Project is an opportunity for you to synthesize the knowledge, skills, and attitudes gained through the formal curriculum into a tangible product.
You are expected to present the results of this project at the conclusion of the Program.
Teaching and Evaluation
A part of the curriculum focuses on the theory and practice of effective teaching and evaluation and is based in four significant types of teaching methods: demonstrate, discuss, direct, deliver. A primary goal of this part of the curriculum is to improve fellows’ ability to make well-informed decisions in planning to teach and their ability to execute skillfully specific teaching techniques. This part covers teaching in both the “on-the-job” setting and the classroom-based setting.
Leadership and Research
Another part of the curriculum focuses on the theory and practice of effective leadership and research in health science education. Examples of topics include: course design and management, program evaluation, using educational literature, and effective presentation of research results.
Fellows will enhance their educational skills by helping to develop a faculty development workshop and running the Educational Journal Club. Reflection activities during each monthly session will help fellows become open to discussion, observation and modification of their activities.
To successfully complete the 24-month curriculum, you must fulfill the following requirements:
You must participate actively in formal seminar sessions
· At least 80% (by hours) attendance at all regularly scheduled HEFP activities
· Appropriate contribution to discussions
· Thoughtful preparation through out-of-class reading when required
· Participation in 24 hours of educational workshops. Workshop hours may be obtained through the Faculty Education Initiatives (http://www.bcm.edu/fac-ed/?PMID=6360), your individual school, or by attending a local, regional or national conference. A maximum of 8 hours of credit will be given for these conferences and you may obtain credit for up to 3 conferences. To obtain credit, submit a copy of the program indicating the sessions that you attended.
2. Independent Educational Project
You must complete an Independent Educational Project. At the conclusion of the HEFP, you will need to submit a written abstract describing your project as well as a poster. The HEFP abstract will be a 1-2 page written abstract describing your project. It will be due in August 2013. The HEFP abstract must be reviewed by your mentor prior to the August due date.
The project will be presented as a poster at the Health Education Scholars Showcase to be held in September/October 2013. You are also encouraged to present your project at other meetings and to publish your projects.
3. Peer Review of Actual Teaching
You are required to invite peer review of your teaching at least four times during the 24-month curriculum. This consultation involves inviting another faculty member or another Fellow to observe and critique your teaching in a real-world situation. You may use a rubric available from your school or consult with one of the co-directors.
4. Workshop Development
You must work with a workshop leader to plan one of the faculty development workshops presented in 2012 or 2013. Contact a co-director to find an appropriate workshop leader.
5. Reflective Journal
You must keep a reflective journal concerning your teaching and educational training experiences. You will be required to document 12 journal entries by sending an email stating the date you did the reflection to Alicia Howard (Alicia.Howard@uth.tmc.edu). This email does not need to include any details of the reflection, just the date you reflected.
You are welcome to share your reflections with the group at any time but we will formally discuss your reflections every third month beginning in January, 2012. This will take place in the first 30 minutes of the regular Friday HEFP sessions.
6. Health Educators’ Current Literature Review (Educational Journal Club)
You must individually or with another Fellow lead the monthly Educational Journal Club presentation (Once during the time period of January, 2012 – August, 2013).
If you chose to lead an Educational Journal Club session with another fellow, you will be expected to lead two sessions as opposed to one individually.
Journal Club sessions are usually held on the first Friday of each month from 12:30-1:15PM prior to the regular monthly HEFP session. The topic of the article presented at the Journal Club should be related to the topic presented at the previous months HEFP session. This should re-enforce what was discussed at the earlier meeting.
It is strongly recommended that articles selected for the Journal Club come from one of the following journals: 1) Academic Medicine, 2) Journal of Dental Education, or 3) a journal in your specific field. Contact Dr. Ownby (Allison.R.Ownby@uth.tmc.edu) for help in choosing an appropriate article to present. All articles must be approved by Dr. Ownby at least two Fridays before the scheduled Journal Club presentation.
Journal Club Format:
· Brief 5-10 minute summary of the article, No Slides
· Bring 3-4 good questions based on content article to pose to attendees to spur discussion (~30 min)
· Summarize discussion in relation to article (2-3 Min)
7. Complete a LISAM (Low-inference self-assessment measure) Worksheet for one of your teaching sessions.
} During the follow-up session on October 4 we will facilitate “Analyzing Your Teaching Methods” during which we will describe a quantitative method for analyzing your teaching. You will be required to audio tape one of your teaching sessions and analyze it using the rubric described. This method focuses on the verbal interactions between the teacher and learners including the types of questions you ask. You will listen to your audio tape to complete the rubric and turn it in. More details will be given during the October 4th session.
Guidelines for Independent Educational Project
Why is a project required?
The Independent Educational Project is an opportunity for you to synthesize the knowledge, skills and attitudes gained through the formal curriculum into a tangible product.
What kind of project is appropriate?
Your Independent Educational Project may involve basic or applied research or a substantial educational activity (i.e., creation of a web site, evaluation tool, curriculum, web based learning module). You may choose to pursue a review of the literature or in-depth study of an educational topic of interest to you. You also may choose to do research which is applicable to an educational endeavor at your institution, be it in your division, your department, or your institution as a whole. **You must discuss project ideas with one of the Directors.
From the outset of the curriculum, you should begin to explore ideas for your project. A short paragraph describing your project is due June 1, 2012 (see Section 6 for a complete listing of all Project deadlines). Include the following information in your paragraph.
· List the goals of the project and explain why the project is worth completing.
· Describe the plans/methods you expect to use to complete the project.
· Identify the resources you need.
· Describe the timeline you expect to follow, including major milestones.
Health Education Scholars Showcase (Fall 2013) Presentation and Project Abstract
At the conclusion of the fellowship, you will be expected to present the results of your project as a poster. As described previously, you will also need to submit a 1-2 page written abstract describing your project. It will be due on August 5, 2013. The HEFP abstract must be reviewed by your mentor prior to the August due date. A suggested format for the HEFP abstract can be found in Section 6 of this notebook.
Details regarding the Showcase will be provided in July/August of 2013 by the Showcase Committee.
Workshops and Mini-Fellowships
Workshops and mini-fellowships are offered in collaboration with Baylor College of Medicine, The University of Texas School of Dentistry, and The University of Texas Medical School at Houston. The goal of these programs is to enhance the teaching skills of those involved in health science education. Topics have included team learning, curriculum design, teaching in the ambulatory setting, measuring educational outcomes, small group interaction, portfolio preparation, and technology in teaching. Offerings include stand-alone sessions as well as a series of sessions that extend over several weeks. This series allows faculty the flexibility to choose the sessions likely to be of most benefit.
Visit the Calendar of Workshops and Mini-Fellowships page to find additional information including available workshops and offerings.
To register for any of the workshops or mini-fellowships, email Remy Elizondo.
For additional information, email Karen Novak or phone her at 713-486-4019.