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The Teaching track is designed for individuals whose career involves active engagement in training programs, delivering educational content to students and trainees, pursuing educational innovation, mentoring learners, fostering collaboration and knowledge exchange within the education community, engaging in regional and national education events, and nurture their own professional growth and development.

• Provide a brief description of how you instruct learners.

Teaching Fellow Criteria (choose one)

• Evidence of a divisional/sectional or program teaching or mentoring award 
• 5 or more invitations to speak and teach locally outside the individual’s department
• Contributions to external professional society’s education organization
• Peer reviewer for educational focused journals
• 1 or more first author publication in peer reviewed, index journal related to medical education
• PI, Co-PI, or mentor on intramural peer reviewed grant related to education 

• Evidence of innovative teaching methods or novel application of existing teaching methods with adoption regionally/nationally
• Evidence of a CU SOM or departmental teaching or mentoring award 
• 20 or more invitations to speak and teach regionally/nationally
• 10 or more first author publications in peer reviewed, index journal related to medical education
• PI, Co-PI, or mentor on an external peer reviewed grant related to education

• National, international, or CU SOM campus/system teaching award 
• 10 or more plenary presentations at national meetings related to teaching
• 10 or more visiting professorships related to education 
• 50 or more first author publications in peer reviewed, index journal related to medical education
• Editor of an educational journal
  

The Curriculum Development & Instructional Design track is designed for individuals whose career involves developing innovative educational materials, creating engaging and effective learning experiences, developing multi-modal platforms for teaching and assessment, sharing knowledge of curriculum design and instructional methodologies, and ensuring quality and effectiveness in learning outcomes.

• A brief description of how you have developed curricula, experiential learning sessions, simulation programs, or similar.

• Development and local adoption of educational materials (print or other media) or assessment tools
• Examiner or item writer for CU SOM exams (UME or GME)
  Evaluations and success of course(s) for which the individual is a leader
• 5 or more external workshops/presentations to disseminate curricular materials
• PI, Co-PI, or mentor on intramural peer reviewed grant related to curriculum/assessment/simulation development

• Â鶹´«Ã½¸ßÇåal product adopted by locally but outside candidate’s department  
• Examiner or item writer for national boards/exams 
• 20 or more external workshops/presentations to disseminate curricular materials/instructional design
• 10 or more first author publications in peer reviewed, index journal related to medical education
• PI, Co-PI, or mentor on an external peer reviewed grant related to curriculum/asses

• Â鶹´«Ã½¸ßÇåal product adopted by external institution 
• Licensed education innovation/technology
• 10 or more plenary presentations at national meetings related to education
• 10 or more visiting professorships related to education 
• 50 or more first author publications in peer reviewed, index journal related to medical education
  

In the realm of education, individuals may ascend to leadership positions within accrediting or certifying bodies, where they play pivotal roles in ensuring educational standards and quality. These professionals may also progress to senior leadership roles such as Assistant Dean, Associate Dean, Chair of the Â鶹´«Ã½¸ßÇå Committee, Vice Chancellor of Â鶹´«Ã½¸ßÇå, or Program Director, where they oversee and guide educational initiatives at a higher level. Additionally, they may share their expertise through visiting professorships dedicated to educational topics, enriching the learning experiences of students and fellow educators alike. Furthermore, some educators contribute to the field by serving as editors for educational journals, shaping the discourse and dissemination of innovative educational practices and research findings.

Â鶹´«Ã½¸ßÇåal Leadership Associate Criteria

• A brief description of how you have engage in educational leadership (including interviewing residents/fellows/medical students, leading courses/programs, coordinating seminars/courses, serves on CU SOME education committee)

• Holds CU SOM education leadership role 
• Serves on external education related committee 
• Development of educational related policies
• Service for an educational journal (peer reviewer)
• Successful leader of regional or national CME course

• Regional/national education leadership role in a professional society or national course related to education (e.g., Chair of a committee)
• Senior local leadership role in education (PD, VC of education, chair education committee, Associate Dean, Assistant Dean)
• Editorial board role for an educational journal (peer reviewer)
• 10 or more first author publications in peer reviewed, index journal related to medical education
• 20 or more education related presentations at national meetings 
  

• Major leadership role in an accrediting body or certifying body (NBME, LCME, ACGME, HLC, etc)
• 10 or more plenary presentations at national meetings related to education
• 10 or more visiting professorships related to education 
• 50 or more first author publications in peer reviewed, index journal related to medical education
• Editor of an educational journal
  

Plenary presentations are different than oral abstract presentations. Plenary presentations are invited presentations, that have a special “spot” on the program. They’re often the first session of the conference or right before/after the presidential address when no other conflicting activities can occur and all conference attendees are present. Note that not all societies/organizations have a place for plenary presentations.  

As the Academy is focused on education, all publications and scholarly output need to be related to medical/health professions education such as teaching, curriculum development, assessment, faculty development, learning environment, etc. While we appreciate your efforts toward clinical and basic science research, these do not meet the eligibility criteria.

No. Applicants must only submit evidence for the specific level and track for which you are applying. If you choose to submit your entire CV, please highlight the items that reflect the evidence for the track and level you are applying for to ensure our reviewers see those items. 

Applicants must only submit evidence for the specific level and track for which they are applying. If you choose to submit your education portfolio, please highlight the items that reflect the evidence for the track and level for which you are applying to ensure our reviewers see those items. 

Yes! If your experiences and work history span tracks, we encourage you to apply and receive recognition in multiple! However, we request you apply to only one track per year. 

If our reviewers have questions about your application or have concerns that your application does not meet the criteria for the selected track or level, we will reach out for clarification and/or for more documentation.