Reflective Practice and Commitment to Personal Growth Well-Being Recognition and Mitigation of Bias Commitment to Professional Responsibilities

Universal Pillar 1: Reflective Practice and Commitment to Personal Growth

Level 1 Level 2 Level 3 Level 4 Level 5
Accepts responsibility for personal and professional development by establishing goals. Demonstrates openness to performance data (feedback from learners and other input) to inform goals. Analyzes and reflects on the factors that contribute to gap(s) between expectations and actual performance. Designs and implements a learning plan, with prompting. Seeks performance data episodically, with adaptability and humility. Analyzes, reflects on, and institutes behavioral change(s) to narrow the gap(s) between expectations and actual performance. Independently creates and implements a learning plan. Consistently solicits specific performance data, with adaptability and humility, including from learners, that leads to behavior change. Challenges personal assumptions and considers alternatives in narrowing the gap(s) between expectations and actual performance. Uses performance data to measure the effectiveness of the learning plan and, when necessary, improves it. Role models consistently seeking performance data with adaptability and humility and making positive behavior changes. Coaches others on reflective practice. Facilitates the design and implementation of learning plans for others.
đź’ˇImprovement Idea 1: Faculty self-assess on performance and update professional development plan at least bi-annually.
Tools: Implementation:
  • Create a S.M.A.R.T. goal delineating specific, measurable goal based on self-assessment.
  • Add timeline to email calendar to revisit progress on goal and to reflect on next steps.
đź’ˇImprovement Idea 2: Faculty solicit peer feedback at least annually.
Tools: Implementation:
  • Reach out to trusted and respected peers to inquire about willingness to set aside time for an observation session.
  • Schedule time and share peer feedback forms in advance, with any specific asks for your peer to focus on.
đź’ˇImprovement Idea 3: Identify/work with a mentor and/or coach to support development of strengths and address areas for growth that have been identified.
Tools: Implementation:
  • Reach out to your department chair to inquire about mentorship opportunities.
  • Reach out to a potential mentor and/or coach to schedule time to meet to explore options and set expectations.

Universal Pillar 2: Well-Being

Level 1 Level 2 Level 3 Level 4 Level 5
Recognizes the importance of addressing personal and professional well-being. Lists resources to support personal and professional well-being. Assesses how personal and professional wellbeing impact one’s own clinical practice and teaching. Proactively responds to the inherent emotional challenges of the clinician educator’s work and develops a plan to optimize personal and professional wellbeing. Role models pursuit of optimal personal and professional well-being.
💡Improvement Idea 1: Faculty self-assess on current well-being level (1–5) based on Universal Pillar 2 levels.
Tools: Implementation:
  • Engage in Improvement Idea #2 for next steps.
đź’ˇImprovement Idea 2: Based on self-assessment of current level, faculty engage in activity/reflections described by current level and develop a plan (including a SMART goal) for moving toward next level engagement in well-being.
Tools: Implementation:

Universal Pillar 3: Recognition and Mitigation of Bias

Level 1 Level 2 Level 3 Level 4 Level 5
Identifies common and complex biases to effective education and patient care (e.g., language, disability, cultural differences, internalized oppression) Proactively seeks to assess and reflect on one’s personal biases, both explicit and implicit Identifies strategies to mitigate the effects of bias on effective education and patient care Addresses personal biases and proactively mitigates the effects of personal bias in effective education and patient care Mentors others on recognition and mitigation of bias
đź’ˇImprovement Idea 1: Faculty self-assess on current level (1-5) based on Universal Pillar 3 levels.
Tools: Implementation:
  • Create a S.M.A.R.T. goal that is aimed at fostering growth from current milestone level to next milestone level.
đź’ˇImprovement Idea 2: Faculty select from available resources to implement SMART goal professional development.
Tools: Implementation:
  • Complete relevant modules or search for resources at AAMC’s MedEdPortal.org peer-reviewed resource repository.
  • After completion of selected resources, return to self-assessment for further reflection and next steps.
  • Implement approaches learned into teaching practice. Solicit learner and peer feedback.

Universal Pillar 4: Commitment to Professional Responsibilities

Level 1 Level 2 Level 3 Level 4 Level 5
Demonstrates the basic standards of the profession and presents "fit for duty". Is timely in the performance of duties and takes responsibility for follow-up on details. Takes responsibility for errors/professional lapses and initiates corrective action when indicated. Recognizes personal risks to professional behavior and effectively manages those risks to produce the best outcome. Consistently role models professional behaviors in the learning and working environment.
💡Improvement Idea 1: Faculty self-assess on current level (1–5) based on Universal Pillar 4 levels.
Tools: Implementation:
  • Using SMART goal worksheet, develop a next-steps goal for professional development plan.
  • Review available evaluation forms from learners.
  • Schedule meeting with supervisor to discuss and solicit feedback.
Literature search resources

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Jennifer Hartmark-Hill, MD
Faculty Education Development Director
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 Jennifer Hartmark-Hill

Madeline Strom
Program Coordinator
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 Madeline Strom