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Membership | Health Sciences Educators’ Academy for Learning (HEAL)

HEAL

HEAL Membership

HEAL membership is currently open to UC Davis Health School of Medicine faculty, including MSP and Graduate Health Sciences appointees). To become a member of the Health Sciences Educators' Academy for Learning (HEAL), eligible faculty must submit an application and obtain support from their Department Chair or Division Chief.

Benefits of membership include:

  • Professional development opportunities
  • Educational scholarship workshops
  • Recognition for educator excellence
  • Educational leadership development
  • Educational merits and promotions support

Plus, access to:

  • HEAL educational leadership roles
  • Networking events
  • Local and national medical education presentation opportunities
  • Communities of practice
Tiers and Criteria

There are three tiers of membership – Member, Senior Member, and Distinguished Member. Membership tiers are dependent upon the applicant’s activity, experiences and leadership in health sciences education. 

Tier 1

Member

  • Demonstrate active engagement in ONE educator activity category.
Tier 2

Senior Member

  • Demonstrate Proficiency in THREE educator activity categories, AND
  • Serve in ONE of the following areas: HEAL subcommittee, HEAL steering committee, development/implementation of a new HEAL teaching course or faculty educator development area, HEAL conference/curriculum planning group, lead/serve in a HEAL community of practice group (for example: scholarship, journal clubs, peer review work, career workshops).
Tier 3

Distinguished Member

  • Demonstrate Excellence in FIVE educator activity categories, AND
  • Serve in TWO of the following areas: HEAL subcommittee, HEAL steering committee, development/implementation of a new HEAL teaching course or faculty educator development area, HEAL conference/curriculum planning group, lead/serve in a HEAL community of practice group (for example: scholarship, journal clubs, peer review work, career workshops).
Educator Activity Categories

Proficiency in this category is evidenced by at least two accomplishments within the last three years. Examples of accomplishments include, but are not limited to:

  • Pursues more than average teaching opportunities.
  • Consistently receives outstanding teaching evaluations.
  • Recipient of a teaching award or other recognition as an outstanding teacher or role model for health professions learners.
  • Has a local, regional, national, or international reputation as a teacher evidenced by invitations to speak or present on educational topics at meetings at any of those levels.
  • Demonstrates teaching excellence in other ways justified in application material as the membership subcommittee deems appropriate.

Proficiency in this category is evidenced by at least two accomplishments within the last three years. Examples of accomplishments include, but are not limited to:

  • Develops and/or implements learner assessment instruments or strategies (for example: OSCEs, labs, simulations, peer educator evaluations).
  • Develops and/or implements program evaluation strategies (for example: work with LCME, GME, departmental educational evaluation strategies).
  • Initiates or actively participates in quality improvement activities for program evaluation or learner assessment.
  • Leads or participates in an assessment or competency focused committee (for example: Competence Committees for residencies).

Proficiency in this category is evidenced by at least two accomplishments within the last three years. Examples of accomplishments include, but are not limited to:

  • Has created and/or implemented a new course, curriculum, or innovative teaching method used for health professions education (for example: leading a course in I-EXPLORE, integrating new technology into teaching, implementing new curriculum on well-being).
  • Is recognized as an innovative educator as evidenced by dissemination and adoption of their materials or methods locally, regionally, or nationally (for example: invited presentations/publications related to their work in this area).

Proficiency in this category is evidenced by at least two accomplishments within the last three years. Examples of accomplishments include, but are not limited to:

  • Holds leadership position in education such as: course instructor, clerkship director, residency program director/assistant director, fellowship director, lab leader, Vice Chair of Education, member of major decision-making educational committee (CEP, CSP, FEC).
  • Serves on or leads an education-associated committee in regional, national, or international organization.
  • Serves as a member of editorial boards of journals with a focus on education or as an expert on education-related content in other journals.
  • Participation in national educational activities (for example: involvement in programs sponsored by professional organizations, workshops, certification courses for education).
  • Critical participation/leadership in site accreditation visits.
  • Participation in major educational reform endeavors (for example: I-EXPLORE).

Proficiency in this category is evidenced by at least two accomplishments within the last three years. Examples of accomplishments include, but are not limited to:

  • Demonstrates significant impact on mentee goals.
  • Recipient of awards or other accolades for work in mentoring and advising.
  • Supports and advises others in review of teaching and learning practices.
  • Involvement in a HEAL community of practice.

Proficiency in this category is evidenced by at least two accomplishments within the last three years. Examples of accomplishments include, but are not limited to:

  • Impact on local, regional, or national health professions educators through dissemination of knowledge via publication or other methods (for example: invited speaker on educational topics, podcasts on education).
  • Peer reviewed publication related to health professions education.
  • Serves as a PI, mentor, or team member on an education focused grant.
  • Evidence of scholarship in teaching and learning including application development, or peer-reviewed educational workshops/presentations.
  • Serves as an editor, peer reviewer, or organizer of education-focused publication, organization, or event (for example: organizes med ed annual conference).
info

Maintaining Membership

In addition to the above criteria, members must accrue and maintain a minimum of 10 points total over a 2 year time frame by participating in HEAL activities to remain a member in good standing. 

HEAL will provide a letter of support for faculty in good standing to be utilized for merits and promotions.

1 Point Activities
  • Attending HEAL meetings, HEAL MedEd Talks, and/or HEAL community/networking events
  • Attending a live course in an educator series
  • Mentoring and/or peer review of other faculty educators
  • Participating in HEAL assessment surveys
  • Inspiring membership (referrals)
2 Point Activities
  • Facilitating a journal club
  • Coordinating a community/networking event
  • Serving on a HEAL sub-committee
  • Presenting at external educational venues on the behalf of HEAL
3 Point Activities
  • Leading a HEAL subcommittee
  • Serving on planning committee for and/or presenting at annual HEAL conference
  • Presenting an Educator Series course
  • Working on scholarship actively leading to publication/writing with HEAL colleagues
  • Engaging in peer teaching review
4 Point Activities
  • Creating an Educator Series
  • Serving on the HEAL steering committee