HEAL Membership Criteria and Tiers

To become a member of the Health Sciences Educators' Academy for Learning (HEAL), UC Davis Health faculty must submit an application and obtain support from their Department Chair, Division Chief, or Dean.

• Note: for Senior or Distinguished educator membership, you will also be required to submit an education-focused CV or educator portfolio in addition to criterion listed below under Membership Tiers and Criteria.
• To apply, please carefully review expectations and criteria before clicking the Apply Now button at the bottom of this page.

• 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 every 2 years detailing the faculty member’s involvement, anticipated to be utilized in promotions.

Points:

• 1 point awarded for each: attending HEAL meetings, HEAL MedEd Talks, and/or HEAL community/networking events, mentoring and peer review of other faculty educators, inspiring membership (referrals).
• 2 points awarded for each: attending annual Medical Educator’s Conference Day, completing all requirements for a teaching certificate series, leading a journal club, leading/planning a community/networking event, serving on a HEAL sub-committee, presenting at external educational venues on the behalf of HEAL.
• 3 points awarded for each: leading a HEAL subcommittee, serving on planning committee for the annual HEAL conference, presenting at annual HEAL conference or part of a teaching certificate series, working on scholarship actively leading to publication/writing with HEAL colleagues, engaging in peer teaching review.
• 4 points awarded for each: creating a teaching series, serving on the HEAL steering committee.

Member (Tier 1): Demonstrate proficiency in ONE educator activity category AND

• Involvement in activities required to be a member.

Senior Member (Tier 2): Demonstrate Proficiency in THREE educator activity categories AND

• Involvement in activities required to be a member 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).

Distinguished Member (Tier 3): Demonstrate Proficiency in FIVE educator activity categories AND

• Involvement in activities required to be a member 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).

Proficiency in a category would be evidenced by at least two accomplishments listed in the category within the last three years. Examples are provided below of evidence that would meet each criterion.

1. Teaching: Activities that foster learning/ direct teaching
   1. Pursues more than average teaching duties/ opportunities to teach.
   2. Consistently receives outstanding teaching evaluations.
   3. Recipient of a teaching award or other recognition as an outstanding teacher or role model for health professions learners.
   4. 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.
   5. Demonstrates teaching excellence in other ways justified in application material as the membership subcommittee deems appropriate.
2. Assessment: Activities associated with measuring learners’ knowledge, skills, and attitudes
   1. Develops and/or implements learner assessment instruments or strategies (for example: OSCEs, labs, simulations, peer educator evaluations).
   2. Develops and/or implements program evaluation strategies (for example: work with LCME, GME, departmental educational evaluation strategies).
   3. Initiates or actively participates in quality improvement activities for program evaluation or learner assessment.
   4. Leads or participates in an assessment or competency focused committee (for example: Competence Committees for residencies).
3. Curriculum design, implementation, or evaluation
   1. 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).
   2. 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).
4. Educational Leadership and Administration
   1. Holds leadership position in education such as: course instructor, clerkship director, residency program directory/assistant director, fellowship director, lab leader, Vice Chair of Education, member of major decision-making educational committee (CEP, CSP, FEC).
   2. Serves on or leads an education-associated committee in regional, national, or international organization.
   3. Serves or has served as a member of editorial boards of journals with a focus on education or as an expert on education-related content in other journals.
   4. Participation in national educational activities (for example: involvement in programs sponsored by professional organizations, workshops, certification courses for education).
   5. Critical participation/leadership in site accreditation visits.
   6. Participation in major educational reform endeavors (for example: I-EXPLORE).
5. Mentoring and Advising
   1. Demonstrates significant impact on mentee goals.
   2. Recipient of awards or other accolades for work in mentoring and advising.
   3. Supports and advises others in review of teaching and learning practices.
   4. Involvement in a HEAL community of practice.
6. Educational Scholarship
   1. 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).
   2. Peer reviewed publication related to health professions education.
   3. Serves as a PI, mentor, or team member on an education focused grant.
   4. Evidence of scholarship in teaching and learning including online, application development, or peer-reviewed educational workshops/presentations.
   5. Serve as an editor, peer reviewer, or organizer of education-focused publication, organization, or event (for example: organizes med ed annual conference).