Start Here: Important Information About the 2025 UW School of Medicine Teaching Portfolio Guidelines
– The 2025 UW School of Medicine Teaching Portfolio Guidelines go into effect for Academic Year 26-27 (promotion effective 7/1/2027).
– If you already have a completed Teaching Portfolio or have spent significant time towards one in-process: You do not need to use the new format. Do not revise materials that have already been submitted.
– Access to prior materials: Previous Teaching Portfolio guidelines and resources are available here until January 5, 2026.
– For all new Teaching Portfolios: Use the 2025 Teaching Portfolio Guidelines on this page.
– Note: the new Teaching Portfolio replaces the former Executive Summary of Teaching document.
– Reducing redundancy: The 2025 Teaching Portfolio Guidelines do not include teaching evaluations, a statement of teaching philosophy, or a summary of all teaching contributions.
However:
– If teaching is part of the requirements for your title, peer and learner teaching evaluations must be included in your promotion packet.
– If teaching is part of the requirements for your title OR a significant area of contribution, the required Self-Assessment should summarize your teaching responsibilities and describe your teaching approach and philosophy.
Questions? Contact your department’s promotion lead for guidance on what to include in your promotion packet.
NEW
2025 UW School of Medicine Teaching Portfolio Guidelines
You may also reference the full teaching portfolio guidelines here.
Register for our workshop, “Creating Your Teaching Portfolio for Promotion: 2025 Teaching Portfolio Guidelines” on March 17, 2026 here. For questions about the teaching portfolio, please contact your department.
Introduction to the Teaching Portfolio
The purpose of a Teaching Portfolio is to showcase a faculty member’s most impactful contributions as an educator. A thoughtfully created Teaching Portfolio supports promotion by complementing the CV and providing a more nuanced context for a faculty member’s achievements as an educator.
The 2025 Teaching Portfolio Guidelines were developed by a faculty team led by the University of Washington School of Medicine’s Center for Learning and Innovation in Medical Education (CLIME). A summary of the development process is provided below in the “2025 Guideline Development Process” section.
In these guidelines, we emphasize that the Teaching Portfolio should not be a comprehensive database of all education-related contributions. Rather, a Teaching Portfolio should highlight one or more specific contributions that have been important, impactful and meaningful since the last promotion or appointment. These Teaching Portfolio guidelines were designed to minimize redundancy, prioritize simplicity, create consistency and maximize flexibility for faculty to tell their stories as educators.
This document explains the structure, content, and formatting of the Teaching Portfolio. First, Areas of Contribution are defined, with examples of each of these areas. The next section introduces “Focused Contribution Summaries” – which are structured descriptions of a faculty member’s most important work in one of the Areas of Contribution. The remaining sections provide guidance on how to write a Focused Contribution Summary, templates for each type of Focused Contribution Summary, and example Focused Contribution Summaries.
Please read these guidelines carefully. Previously required elements, such as the teaching philosophy statement, are no longer part of the teaching portfolio but may be included in other parts of the promotion packet. Faculty members should ask their department if a Teaching Portfolio is required as part of their promotion packet.
Areas of Contribution
To delineate a faculty member’s educational-related activities the Teaching Portfolio is organized by “Areas of Contribution.” The six Areas of Contribution are shown in Table 1, with examples of education-related work in each category. Individual faculty members need to determine where their educational work best fits.
Table 1. Descriptions of Areas of Contribution
| Areas of Contribution | Examples |
| 1. Teaching Activities
Efforts directed towards the education of undergraduate students, graduate students, residents, fellows and the greater healthcare community. Includes teaching in the classroom, clinical or community setting. |
|
| 2. Mentoring, Coaching, and Advising
Efforts focused on the professional development, skill enhancement, or goal achievement of students, trainees, or faculty. Efforts should include supporting the growth and development of mentees or advisees. |
|
| 3. Curriculum Development
Contributions towards designing, organizing, and refining educational programs or courses to meet specific learning objectives. |
|
| 4. Learner Assessment
Work done for the purpose of evaluating learner knowledge, skills, attitudes, and competencies to ensure that educational objectives are met, and learners are prepared for next steps in training or practice. |
|
| 5. Educational Leadership
Work done to lead individuals, teams and institutions to advance training in the health sciences and improve patient care outcomes, advance science, and improve the health of the public. |
|
| 6. Educational Research and Scholarship
Investigation and dissemination of teaching, learning and assessment processes aimed at improving educational outcomes; OR other rigorous, disseminated contributions to advance educational practices and outcomes |
|
Introduction to Focused Contribution Summaries
A Focused Contribution Summary is a structured description of one discrete aspect of a faculty member’s educational work within one of the Areas of Contribution. The Teaching Portfolio is composed of between one and five Focused Contribution Summaries (Focused Contribution Summary templates for each Area of Contribution, with examples, are provided below). Each template follows the same structure: description of the contribution, support for the quality of the contribution, description of work done to strengthen skills in that area, and description of any further contributions or outcomes that have resulted from this work. As an example, the Focused Contribution Summary template for a Teaching Activity is provided in Table 2.
Table 2. Example of a Focused Contribution Summary for Teaching Activity
| Teaching Activity |
| Title: |
| Description. Describe the teaching activity. Include the number and level of learners, frequency of the activity. Quantify the effort spent on teaching and preparation. |
| l |
| Quality. Summarize the evidence for the quality of the teaching. Examples: summary of teaching evaluations, awards or recognition for teaching. Reference or summarize evaluations included in the promotion packet. |
| l |
| Growth. Summarize any work that you have done to strengthen your teaching skills. Include any attention to creating inclusive learning environments. Examples: peer feedback, workshops, courses. |
| l |
| Extended impact. If applicable, summarize any further contributions or outcomes that resulted from this teaching activity or extended the impact of your teaching. Examples: learning modules, collaborations across institutions, workshops. |
| l |
Each Area of Contribution has a slightly different Focused Contribution Summary template, tailored to help faculty highlight one aspect of their work in that area. All Teaching Portfolios must include a Focused Contribution Summary for a Teaching Activity. Faculty who have done additional important, impactful and meaningful educational work may include additional Focused Contribution Summaries to highlight these contributions. More than one Focused Contribution Summary for an Area of Contribution (for example, two different Focused Contribution Summaries for Educational Leadership) may be included to describe distinct contributions in the same Area of Contribution. No more than five Focused Contribution Summaries in total are permitted in the Teaching Portfolio.
Summary:
- Focused Contribution Summary templates provide structure to spotlight your most important, impactful and meaningful educational work
- A Focused Contribution Summary for “Teaching Activity” is required
- Multiple Focused Contribution Summaries can be written in one Area of Contribution if there are multiple distinct activities in that area
- A maximum of five Focused Contribution Summaries are permitted
Preparing to Write a Contribution Summary
One way to get started is to take stock of all the work that you do as an educator. You may wish to create a table like the one below (Table 3) and record any contributions that you have made since your last promotion or appointment. Work that started prior to the last promotion or appointment may be included in the Teaching Portfolio if there are ongoing meaningful contributions. While many activities may be categorized in more one than area, for the purposes of writing your teaching portfolio, categorize your work where it fits best. Thinking about the ways in which the activity was most meaningful to you or most impactful to others can help with categorizing your educational work.
Table 3. Categorizing Education-Related Contributions
| 1. Teaching Activities | 2. Mentoring, Advising, and Coaching | 3. Curriculum Development | 4. Learner Assessment | 5. Educational Leadership | 6. Educational Research and Scholarship |
| l | l | l | l | l | l |
It is necessary to determine which activities should be included in a single Focused Contribution Summary. Recall that the goal of the Teaching Portfolio is to showcase specific important, impactful and meaningful contributions, not to replicate the comprehensive list of activities which are already documented in your CV. A Focused Contribution Summary should describe a discrete activity rather than grouping together multiple related activities. Table 4 illustrates how work activities may be assessed for inclusion in the Teaching Portfolio.
For most faculty, the purpose of the Teaching Portfolio is to help make the case for readiness for promotion to partners in the promotion process. As you select contributions to showcase in a Focused Contribution Summary, it may be helpful to ask yourself:
- Are you able to cite evidence supporting the quality of the work?
- Have you made efforts to grow and strengthen your work in that area?
- Have other contributions or outcomes developed because of your work?
Table 4. Assessment of Activities for Inclusion in the Teaching Portfolio
| Examples of Educational Contributions | Focused Contribution Summary Recommendations |
| You teach medical students and residents for four 2-week blocks throughout the year when on clinical service. You also occasionally lead small groups for medical students’ block courses – once or twice a year. You also teach on a clinical topic at a CME course for one hour annually. | Summarize work done teaching students and residents on clinical service – create a “Focused Contribution Summary” under “Teaching Activities.” You could also include a second Focuses Contribution Summary on “volunteer teaching activities” if the additional teaching activities are important part of your educational work. |
| You serve as a mentor for medical students in the Colleges program and provide longitudinal mentorship to a total of 20 students accumulated over four years. You also meet occasionally with junior faculty – over the past three years you have met with two faculty a year for a total of six hours. | Summarize work done to provide mentorship to medical students – create a “Focused Contribution Summary” under “Mentoring, Advising and Coaching.” The occasional meetings with junior faculty would likely not be considered among your most “important, impactful and meaningful contributions” |
| You served as Co-PI on a research project investigating how trainees deal with uncertainty. That work was presented in a meeting and published in a peer reviewed journal. You have also published two case reports as first author and were middle author on an editorial. | Summarize work on the research project for which you were the Co-PI – create a “Focused Contribution Summary” under “Educational Research and Scholarship.” The additional, unrelated scholarly work will be listed separately in your CV. |
Summary:
- To start, categorize your educational work into one of the six listed areas
- Identify contributions that hold together as a single activity
- Select the activity or activities that are important, impactful and meaningful enough to create a Focus Contribution Summary
- Do not overlap content between Focused Contribution Summaries
- The “Extended Impact” section is optional – indicate N/A if there are none
Writing a Focused Contribution Summary
After determining which educational activity or activities you wish to highlight in the Teaching Portfolio, describe your contribution using the corresponding Focused Contribution Summary template. As noted above, all Teaching Portfolios must include a Focused Contribution Summary for a Teaching Activity. If you have more than one Focused Contribution Summary, do not repeat content between summaries.
All summaries should describe the contribution, summarize evidence for the quality of the contribution, and describe work done to strengthen skills in that area. If no further contributions or outcomes have resulted from the activity being summarized, then put N/A in the “Extended Impact” section. If you haven’t worked to strengthen skills in that area, the activity may not be ideal to include in the teaching portfolio. Table 5 provides self-assessment questions to provide guidance on writing your Focused Contribution Summary. Focused Contribution Summary Templates and example Focused Contribution Summaries are provided in the respective sections below.
Table 5. Focused Contribution Summary Self-Assessment Questions
| Description |
|
| Quality |
|
| Growth |
|
| Extended Impact |
|
Summary:
- Use the self-assessment questions to guide your writing
- Review the provided example Focused Contribution Summaries
Formatting Instructions
The Teaching Portfolio will be a maximum of six pages long (cover page and maximum of five 1-page Focused Contribution Summaries). Please follow the formatting requirements in Table 6. Following formatting requirements helps ensure fairness and consistency for all faculty when Teaching Portfolios are assessed.
Table 6. Teaching Portfolio formatting requirements
| Title Page | Focused Contribution Summaries (maximum of five) |
Please include the following information on the first page
|
Each Focused Contribution Summary must fit on a single page with the following restrictions:
|
Focused Contribution Summary Templates
| Teaching Activity |
| Title: |
| Description. Describe the teaching activity. Include the number and level of learners, frequency of the activity. Quantify the effort spent on teaching and preparation. |
| l |
| Quality. Summarize the evidence for the quality of the teaching. Examples: summary of teaching evaluations, awards or recognition for teaching. Reference or summarize evaluations included in the promotion packet. |
| l |
| Growth. Summarize any work that you have done to strengthen your teaching skills. Include any attention to creating inclusive learning environments. Examples: peer feedback, workshops, courses. |
| l |
| Extended impact. If applicable, summarize any further contributions or outcomes that resulted from this teaching activity or extended the impact of your teaching. Examples: learning modules, collaborations across institutions, workshops. |
| l |
| Mentoring, Advising, or Coaching |
| Title: |
| Description. Describe the mentoring, advising, or coaching activity. Include the number and level of mentees or advisees, frequency of the activity, and amount of time spent in mentoring, coaching or advising. |
| l |
| Quality. Summarize the evidence to support the effectiveness of your mentoring, advising, or coaching. Examples: mentoring awards, evaluations of mentorship, publications with a mentee, mentee successes. Reference or summarize evaluations included in the promotion packet. |
| l |
| Growth. Summarize any work that you have done to strengthen your mentoring, advising, or coaching skills. Include any attention to supporting a diverse cohort. Examples: workshops, courses, feedback from mentees. |
| l |
| Extended impact. If applicable – summarize any further contributions or outcomes that resulted from mentoring, advising, or coaching effort or extended the impact of this work. Examples: publications, learning modules, abstracts, workshops, collaborative activities. |
| l |
| Curriculum Development |
| Title: |
| Description. Describe the curriculum development work. Include the need for the curriculum, number and level of learners, frequency of use of curriculum (e.g. Annually, Quarterly) and amount of time spent in development and delivery of the curriculum. |
| l |
| Quality. Summarize evaluation of the effectiveness of the curriculum. Examples: evaluations, feedback from learners, program assessment measures, recognition resulting from the work. |
| l |
| Growth. Summarize any work that you have done to strengthen your skills in curriculum development and evaluation. Include any attention to developing inclusive curricula. Examples: workshops, courses. |
| l |
| Extended impact. If applicable – summarize any further contributions or outcomes that resulted from the curriculum development work or extended the impact of this work. Examples: publications, learning modules, abstracts, workshops, collaborative activities. |
| l |
| Learner Assessment |
| Title: |
| Description. Describe the learner assessment work that you have done. Include the context and goals for the work, number and level of learners. |
| l |
| Quality. Summarize any evidence for the quality of the work. Examples: awards or recognition, changes in institutional practices or curricula, evidence for increased competency. |
| l |
| Growth. Summarize any work that you have done to strengthen your skills in learner assessment. Include any attention to skills in reducing bias in assessment. Examples: workshops, courses. |
| l |
| Extended impact. If applicable – summarize any further contributions or outcomes that resulted from this learner assessment work or extended the impact of this work. Examples: publications, learning modules, abstracts, workshops, collaborative activities. |
| l |
| Educational Leadership |
| Title: |
| Description. Summarize the leadership role and describe your effort in the role. Include the level and number of learners impacted, if applicable. Include the scope of the role. |
| l |
| Quality. Summarize the evidence for your effectiveness in the role and the impact of your leadership. Examples: awards or recognition, achievements, evidence for positive impact. |
| l |
| Growth. Summarize any work that you have done to strengthen your skills as a leader. Include any attention to creating inclusive and collaborative teams. Examples: workshops, courses. |
| l |
| Extended impact. If applicable – summarize any further contributions related to your educational leadership role or extended the impact of your leadership role. Examples: publications, learning modules, abstracts, workshops, collaborative activities. |
| l |
| Educational Research and Scholarship |
| Title: |
| Description. Summarize the research or scholarly activity and describe your role in the activity. |
| l |
| Quality. Summarize the evidence for the impact or significance of the work. Examples: awards or recognition, peer-reviewed publications, grant funding, application of the work. |
| l |
| Growth. Summarize any work that you have done to strengthen your skills in research or scholarly work. Examples: workshops, courses. |
| l |
| Extended impact. If applicable – summarize any further contributions related to the research or scholarly work or extension of the impact of this work that are not already listed above. Examples: learning modules, workshops, collaborative activities. |
| l |
Example Contribution Summaries
| Teaching Activity |
| Title: Didactic Teaching |
| Description. I teach several core psychiatry resident didactics and integrated care fellows. My psychiatry resident electives are Primary Care Consultation Psychiatry, How to Teach in Small Groups: Applying Educational Theory and Cognitive Behavioral Therapy for Schizophrenia. Each didactic is a 90-minute session presented annually to a class of 16 residents. I developed all the content for these lectures. For the integrated care fellows, I developed and taught in three key areas for didactics: Patient Engagement, Distress Tolerance Skills and Sustainability of Collaborative Care (including Team Building and Financing Lectures). These didactics include online prework and a one-hour discussion. These are delivered annually to up to 5 fellows. |
|
Quality. I consistently receive high overall teaching ratings as well as positive resident feedback for creativity and excellence in my teaching.
The graph above represents my yearly average of 5.3-5.6 on a scale with a maximum score of 6 = Fantastic over the course of my teaching at the University of Washington. For the integrated care fellowship, the fellows consistently rated my teaching as 5.6 on a scale with the max score of 6+Fantastic. I received comments such as, “Such a useful lecture. Maybe my favorite to date.” |
| Growth. As part of the development of the integrated care didactic development I participated in an internal 6-month faculty development effort which included didactic learning about curriculum development and regular peer feedback. We also learned how to design an effective didactic session and increase interactivity of didactic content. |
| Extended Impact. Taking my learning from my didactic teaching at UW, I wrote two papers resulting from a national survey of psychiatrists working in integrated care. “Perceived Educational Needs of the Integrated Care Psychiatric Consultant” describes the educational needs of psychiatric consultants and “The Role of the Integrated Care Psychiatrist in Community Settings: A Survey of Psychiatrists’ Perspectives” describes the practice patterns of a community sample of psychiatrists working in integrated care settings. These papers provided the assessment of learning needs for the development of a national curriculum for the American Psychiatric Association – Applying the Collaborative Care Approach. This is a four-hour course that covers the foundation of Collaborative Care, an evidence-based model of care that supports the delivery of mental health services in primary care settings. I have taught this course for CME nationally; the course is also being offered as a module on the APA national website. Using my Applying the Collaborative Care Approach materials I personally taught 938 psychiatrists nationally with more than 900 additional trainees receiving this education using my didactic materials. I received consistently high ratings, with 99.55% of trainees rating my training as Excellent. In summary, this curriculum has been taught to over 1900 psychiatrists which represents ~4 % of US psychiatrists and over 5% of the APA membership from 2015-2019. |
| Mentorship, Advising, or Coaching |
| Title: Student and Resident Mentorship |
| Description. Mentorship is one of my core values, and I strive for excellence in mentorship of medical students (particularly those who identify as women or underrepresented in medicine) as well as residents and faculty. I consistently have 3-4 active mentees at a time from within the UW, including dermatology and pathology residents, for which I spend approximately 2 hours weekly on mentoring activities. I am also listed as an active mentor in the American Academy of Dermatology Diversity Mentorship, Women’s Dermatologic Society, as well as the American Society of Dermatopathology, and have been connected with mentees (medical students and residents) from outside the UW through these programs. |
| Quality. My primary goal in mentoring is that my mentee achieves their goals, and my mentee’s journeys and successes are for me a “product” in themselves (see table of mentees in CV). My mentorship impact has been recognized by the University of Washington dermatology residency program when I was awarded the John Olerud Resident Teaching Award (awarded for dedication to mentorship, teaching and clinical excellence) in 2015 and 2024, as well as the Philip Fleckman Resident Mentorship Award in 2024. In addition, I received a nomination for the University of Washington School of Medicine Excellence in Mentoring Women Faculty Award in 2024. Lastly, I was asked to speak at the UW Women’s Faculty Day in 2025, where I spoke about “Recovering from Human Giver Syndrome: Protecting your Best Asset”, to (mostly women) faculty from around the UWSOM in a peer mentoring capacity. |
| Growth. I believe that mentorship skills (and leadership skills) are like muscles and require constant attention and exercise. I am an active member of the Professors of Dermatology, a group of academic dermatologists who meet annually to discuss innovations in teaching and mentoring and have served on the Program Committee for the annual meeting for 4 years. I have also attended numerous leadership educational sessions about coaching and mentoring. Lastly, I have participated in individual and team leadership coaching for several years to work on leadership and mentoring skills, which has allowed me to learn some coaching skills in addition to mentoring and sponsoring. |
| Extended Impact. N/A |
| Learner Assessment |
| Title: Clinical Assessment Change in SOM |
| Description. I have been part of the leadership team that has organized a major overhaul in how the core clerkships in the third year of medical school are assessed. There have been national trends in recent years towards implementation of comprehensive competency-based medical education (CBME) at UME institutions. There has also been national recognition that the tiered grading system we use in these clerkships (e.g. at UWSOM, Honors/High Pass/Pass/Fail) results in an inequitable distribution of Honors grades, which can have downstream impacts on residency selection. The goals of the work have been to 1) implement CBME in the required core clerkships as a prelude to implementation throughout the four-year MD program, 2) implement workplace-based assessments (WBAs) of entrustable professional activities (EPAs), and 3) transition core clerkship grading to Pass/Fail. Eventually this work will impact all students in the clinical phases (i.e., MS3, MS4; ~600/year). Time estimate: ~5-10 hrs/month |
| Quality. This work started in 2022, with Phase 1, during which we defined the problem and selected a model for implementation. The broad strokes of the assessment model were presented and passed through the pertinent governance committees. From 2024-2025, smaller workgroups met to design the assessment system in more detail. In Spring 2025, we have just launched a pilot of the WBA program and are starting to collect formative data (i.e., not yet used for grading), while our clerkships still have tiered grading. The pilot has been very successful so far in that students and preceptors are participating in submitting WBAs across all EPAs and clerkships. During the next academic year, I will continue to work with this group to further define and implement assessment changes as we transition to Pass/Fail grading in Spring 2026. We will also collect feedback from both students and preceptors in order to minimize any logistical pain points and maximize the usage of preceptor feedback. |
| Growth. In 2023, the leadership team invited a series of speakers with expertise in CBME and WBAs/EPAs to deliver seminars to the clinical assessment workgroup. Listening to these speakers talk about their experiences implementing these methods at their schools helped cement some of the theory I had previously read about in the literature. I also completed an online international course on entrustable professional activities (EPAs) taught through Utrecht University in the Netherlands; this also helped me to conceptualize the changes we were making. |
| Extended Impact. I am part of a small group of people involved in this work who are starting to plan publications around the implementation of this program at UWSOM. |
| Educational Leadership |
| Title: Course Director – SoM Rising Leaders Course |
| Description. I created the Rising Leaders Course, in a collaborative effort, and have been the course director since its inception in 2019. When I began my role as Associate Dean for Faculty Development, I engaged in a needs assessment for faculty growth and development across the SoM. Through a series of interviews with key stakeholders, including all department chairs, vice deans, and leaders across the healthcare system, it became clear that we needed a structured approach to leadership development for our faculty. I brought together a diverse group of leaders who had taught about different aspects of leadership. Over the course of a year, we collaboratively developed a curriculum for a yearlong leadership development program for SoM faculty. The program was launched in 2019, and since that time the program has evolved to include 30-34 learners/year, meeting monthly for 4 hours. Course content includes: knowing yourself as a leader, leading change, navigating conflict, mentorship/sponsorship, healthcare finance, strategic planning, and restorative practices. The course is entering its sixth iteration, and in total we have taught more than 200 learners. I teach many of the sessions myself or with a dyad partner. In addition, I meet with each instructor both before and after their session to collaboratively develop and iterate content. I have spent nearly 100 hours, over multiple years, in the development of this course. |
| Quality. The evaluations of the course have been uniformly positive, both for individual sessions and the course as a whole. We have also sought constructive feedback to continuously improve the content and format. For the last four years, we have had more than 100 applicants for the 30-34 positions available. Several of the participants have taken new leadership roles across UW Medicine. To date, we have had learners from all but four of our 31 departments. We have prioritized diversity along multiple dimensions in the cohort. This includes biomedical research and clinical departments; leadership of clinical, research and educational programs; early and mid-career; gender and URMS diversity; physicians/APPs/PhDs; WWAMI. We have been asked to create unique versions (e.g., for women faculty, for medical directors) of the content in recognition of the impact of the course to date. |
| Growth. I have prioritized continuing to grow as a leader and have incorporated these skills and knowledge into the course. My education about coaching, in collaboration with Dr. Giana Davidson, has led to the inclusion of group coaching into the course. I personally get feedback on my teaching and course direction each year. I have participated in leadership courses through my national societies (AAMC, ATS) and am beginning work with a personal executive coach. |
| Extended Impact. We have presented our approach to leadership development at the AAMC Group for Faculty Affairs meetings and have brought this content to multiple conversations at these meetings. We are in the process of writing about the inclusion of group coaching into the course curriculum. |
| Educational Research and Scholarship |
| Title. Implementation and evaluation of a longitudinal curriculum, INCLUDE, in a pediatric residency program |
| Description. In January 2018, the UW Pediatric Residency Program implemented a longitudinal curriculum called INCLUDE (Inclusion, Cultural Humility, Diversity, and Equity) to formalize and integrate didactic and experiential learning in health equity across all 3 years of residency. We began with a needs assessment funded by a UW Diversity and Inclusion Seed Grant. The goals of INCLUDE are to: 1) strengthen and formally evaluate training in equity, diversity, inclusion, and cultural humility; 2) increase residents’ awareness of health inequities and provide tangible tools to address them; 3) teach residents to advocate for the health and well-being of patients and families across a broad range of socioeconomic and cultural backgrounds; and 4) promote self-reflection and community learning to more effectively care for patients as part of a diverse healthcare team. In my role as Associate Program Director (0.25 FTE), I co-led all steps in this process alongside faculty, resident, and GME colleagues, including creation of the needs assessment and follow-up surveys, curriculum planning, and evaluation. As of 2022, INCLUDE comprised close to 30 hours of educational time per academic year, consisting of trainings that began during Intern Orientation and extended to noon conference lectures, interactive sessions focused on skill-building and communication tools to address microaggressions, and seminars on caring for specific populations, including immigrants, foster youth, LGBTQ+ youth, and children with medical complexity, among others. |
| Quality. We have conducted quantitative (survey-based) and qualitative studies of INCLUDE. To date there have been multiple peer-reviewed publications, including an overview of our needs assessment and implementation (Mullett T. et al., Journal of the National Medical Association 2022) and a qualitative study of pediatric residents’ perspectives (Gilliam C. et al., Journal of the National Medical Association 2023). We have presented our curricular work nationally, at the Pediatric Academic Societies Conference in 2020, and as a workshop for the Association of Pediatric Program Directors in 2020. In addition, the UW Pediatric Residency Program was recognized by ACGME in 2022 with the Barbara Ross-Lee, DO Diversity, Equity, and Inclusion Award, a recognition based in part on our work on INCLUDE. |
| Growth. Working on this curriculum from 2017-2022 strengthened my ability to work with a dynamic team of residents, chief residents, faculty, and hospital partners to achieve a shared goal: a curriculum that highlights and advances the residency program’s vision and values. I learned how to successfully mentor early career colleagues during their scholarship process and drive forward both programmatic and scholarly work. |
| Extended Impact. INCLUDE continues to evolve and incorporate new curricular approaches, including the use of resident affinity groups and caucusing, which became a fellowship research project funded by CLIME, with a manuscript currently in progress (Yeboah D. et al., 2025). Clinical offshoots include use of an equity checklist on rounds and partnership with the Center for Health Outcomes at Seattle Children’s Hospital to review clinical policies and practices with attention to equitable patient outcomes. |
Key References and Appendix
Key References
Christensen et al. “Teaching capital”– a sociological analysis of medical educator portfolios for promotion. Adv in Health Sci Educ 29, 1769–1786 (2024)
Shinkai et al. Rethinking the Educator Portfolio: An Innovative Criteria-Based Model. Acad Med. 2018 Jul;93(7):1024-1028.
Simpson et al. Advancing educators and education by defining the components and evidence associated with educational scholarship. Medical Education, 41: 1002-1009
Appendix: 2025 Guideline Development Process
In the summer of 2024, the University of Washington School of Medicine’s Center for Learning and Innovation in Medical Education (CLIME) was tasked with revising the existing Teaching Portfolio Guidelines. CLIME’s task was to standardize the Teaching Portfolio across School of Medicine, align the document with a defined purpose, make the writing process less burdensome to faculty and make the document more useful to the reader.
We embarked on a stepwise process to create new Teaching Portfolio guidelines that met these imperatives. The published literature on Teaching Portfolios was reviewed, along with Teaching Portfolio guidelines from other institutions. All School of Medicine members were invited to join a White Paper Conference to develop guiding principles for the new guidelines. Departmental leaders in faculty advancement and education were invited to share the strengths and opportunities of the current Teaching Portfolio format.
In December 2024, a CLIME White Paper Conference was held at the UW Medical Center Health Sciences Library. Participants included Vice-Chairs for Education and Faculty Development, members of Appointment and Promotion Committees, Fellowship and Residency leadership, and other partners. Thirteen School of Medicine Departments were represented at the White Paper Conference; representatives of two additional Departments were added to the group later in the development process.
White Paper Conference participants used a process rooted in nominal group technique to make recommendations on three themes: clarity of function and goal, documentation of the value of activities, and appropriate structure and flexibility. Written materials and notes from the White Paper Conference were analyzed to provide guiding principles for new Teaching Portfolio Guidelines. These were iteratively revised with input from a smaller working group. Six areas of contribution were defined to categorize the educational work of faculty.
| Guiding Principles for the Structure of the Teaching Portfolio | Areas of Contribution |
|
|
On this basis, CLIME drafted an initial proposal for new Teaching Portfolio Guidelines. These Guidelines were iteratively revised and refined with input from the White Paper Conference Group and a smaller Workgroup. The guidelines presented above reflect their time, effort and dedication.
University of Washington School of Medicine, Center for Learning and Innovation in Medical Education (CLIME)
Director, Somnath Mookherjee, MD
Manager, Amanda Garza
| 2025 CLIME White Paper Conference of the Teaching Portfolio
December 12th, 2024 |
| White Paper Conference Group |
| Catherine Albright, MD, MS – Department of Obstetrics & Gynecology Eileen M. Bulger, MD, FACS – Department of Surgery Hugo Carmona, MD – Department of Medicine Matthew Cunningham, PhD – Department of Biomedical Informatics and Medical Education Jonathan David Cogen, MD, MPH – Department of Medicine Dawn M. Ehde, PhD – Department of Rehabilitation Medicine Giana H. Davidson, MD, MPH, FACS – Department of Surgery Shoshana Hague – Department of Medicine Jonathan Ilgen, MD, PhD – Department of Emergency Medicine Eileen J Klein, MD, MPH – Department of Pediatrics Cynthia W. Ko, MD, MS – Department of Medicine Eric LaMotte, MD – Department of Medicine Andrew M. Luks, MD, MS – Department of Medicine |
Jennifer Mercado – Dean’s Office, Administration and Finance Susan Merel, MD, FACP – Department of Medicine Laurel D. Pellegrino, MD – Department of Psychiatry and Behavioral Sciences Marion Pepper, PhD – Department of Immunology Anna Ratzliff, MD, PhD – Department of Psychiatry and Behavioral Sciences Sahar Nayereh Rooholamini, MD, MPH – Department of Pediatrics Michi M. Shinohara, MD – Department of Dermatology Amy C Trowbridge, MD – Department of Pediatrics Edith H. Wang, PhD – Department of Pharmacology Nathaniel Watson, MD – Department of Neurology Mark Whipple, MD, MS – Department of Otolaryngology, Head and Neck Surgery Rebekah Zaharia – Department of Medicine |
| Additional contributors Kristi Hendrickson, PhD, DABR, FAAPM – Department of Radiation Oncology Patricia Noritake Matsuda PT, DPT, PhD – Department of Rehabilitation Medicine |