Educator Portfolio Template of the Academic Pediatric Association's Educational Scholars Program

Publication ID Published Volume
626 August 6, 2007 3


Designed for educators, the portfolio is a collection of information that documents educational efforts, activities, and scholarship. In our national faculty development program, this template is used as a developmental document. Throughout the program, scholars are expected to build their educator portfolio (EP) with mentoring and feedback from faculty. Ultimately, these materials will be used to create a "high stakes EP" for promotion review. This tool provides a template for the collection of information in a standardized manner. Standardization makes the portfolio suitable for internal peer review in promotion decisions, and also allows for external review. The template contains both quantitative and qualitative components. The qualitative elements promote reflective self assessment by users. Questions throughout stimulate users to consider criteria for scholarship. The purpose of each section is clearly defined. The instructions embedded in each section discuss important underlying educational principles to be considered during the development of the document. The authors have expertise in education and have experience developing and using portfolios in their academic careers. The template was created using a scholarly approach. The first step involved a critical appraisal of existing formats for portfolios and of the literature regarding their use. Using a modified Delphi process, we conducted multiple iterations of review and refinement of the template.

To our knowledge, this is the first comprehensive template that includes both qualitative and quantitative components. Educational principles are included with specific references to the literature. Users are stimulated to recall and then appraise their own application of these principles throughout the document. As a "developmental document," this template encourages users to reflect on their work and to use what they learn to guide their future educational efforts. This template is generalizable to all institutions and can be used by all types of educators within an organization. This template allows health sciences educators to document their educational activities and the results of their educational efforts. Standardization facilitates review of the information for academic performance review and promotion and tenure decisions for all health sciences educators.

During the pilot of this template, we realized that young educators needed specific guidelines to enable them to complete their EPs successfully. The instructions were enhanced by the description of educational principles and of specific references from the literature. The guidelines were also augmented by specific examples of activities, teaching strategies, assessment tools, and evaluation strategies. Throughout completion of the EP, scholars are asked to use the principles of educational scholarship in their analysis of the results and impact of their work.


Gusic M, Chandran L, Balmer D, D'Alessandro D, Baldwin C. Educator portfolio template of the academic pediatric association's educational scholars program. MedEdPORTAL Publications. 2007;3:626.

Educational Objectives

  1. To develop a standardized template that documents one's educational activities and their outcomes.
  2. To stimulate and document thoughtful reflection on these activities.
  3. To integrate educational principles and the criteria governing scholarship in the instructions and in the qualitative elements of the portfolio.
  4. To create a template whose format allows a standardized approach to the appraisal and critique of the content of the portfolio.


  • Educator Portfolio Template, Academic Career, Delphi Process, Fellowships and Scholarship, Academic Pediatric Association's Educational Scholars Program

Prior Scholarly Dissemination


Baldwin, C. Educational Scholarship: An Introduction. Presentation to the PAS Educational Scholars Program, Annual Meeting of the Pediatric Academic Societies, San Francisco, CA, May 9, 2006.

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ISSN 2374-8265