About Faculty Effort Tracking
Learn role definitions and how to accurately complete the EVU data collection form.
EVU data collection training video
Role Definitions
Lecturer (NEW or Established): Includes lecture, didactics, large group engaged learning sessions (EL) [e.g. case-based and problem-based EL sessions], live demos, presentations, and reviews. In these roles faculty engagement time with the students should be greater than 40% of the time spent in the session. Requires submission of faculty-written multiple choice test questions (NBME format) that assess the learning objectives for summative course exams.
Group Facilitator: Includes leader, moderator, or evaluator of group discussions and student presentations. In these roles faculty engagement time with the student(s) should be less than 40% of the time spent in the session. These include 1) case-based discussions and group presentations [e.g. Team Based Learning (TBL), Active Learning (AL)], 2) case conferences in Doctoring, 3) small group discussions [e.g. CPS/EBCR, Doctoring, Medical Sciences], 3) individual student presentations, and 4) Journal Club presentations [e.g. Scholarly Concentrations]. Requires written evaluation of student performance.
Team Teaching: An educational session for a group of students led by 2 or more faculty, who collaborate and interact during the delivery of the session. Requires submission of faculty-written multiple choice test questions (NBME format) that assess the learning objectives for summative course exams.
Clinical Skills (Instruction/Evaluation): Includes instructional techniques in obtaining comprehensive history and physical examination, direct standardized patient interactions (no clinical billing), reviewing interpersonal and communication skills, giving verbal feedback, performing organ system examinations and sequencing. Requires one-on-one time with students, observing H&Ps, exams, and providing written narrative feedback.
Lab Instructor: Includes clinical simulations, clinical procedure-based techniques (e.g. blood drawing, ultrasound), anatomy labs, pathology labs, physiology labs, Sonosim labs, and group discussions pertaining to lab activities. Requires either 1) written evaluation of student performance, 2) submission of test questions for a lab practical, or 3) submission of faculty-written multiple choice test questions (NBME format) that assess the learning objectives for summative course exams.
DCE Preceptor: Doctoring 1 and 2 clinical precepting
Major Clinical Preceptor (In-patient or Out-patient): Preceptor is actively engaging with the student 60% or more of time spent during clinical rounds. Requires more active examining, presenting and engaging with the student during rounds. (e.g. many 3rd year clerkships, AIs)
Other Clinical Preceptor (In-patient or Out-patient): Preceptor is actively engaging with the student less than 60% of time spent during clinical rounds. Involves more shadowing or observing by the student during the rounds. (e.g. many 4th year electives)
Prospective Roles: Hours are not collected, effort (EVU) is assigned at the beginning of the academic year.
Roles that fit this category are Course/Clerkship Director, Co-Course/Clerkship Director, Associate/Assistant Course/Clerkship Director.
Instructions for Preclinical or Clinical Courses
Instructions for completing the EVU data collection form:
Add rows as necessary. Each role a faculty member performs should be on a separate row. Last academic year faculty names and roles have been provided, if available.
All hours in defined roles, didactic or clinical teaching, must be student focused contact time.
All individuals (faculty, staff, residents, volunteers) who participated in delivery of the course should be listed on the form.
Additional information on teacher types – Some things to consider are:
* If the residents are doing evaluations on the students, then teaching hours should be available.
* If the student is only shadowing the resident, and minimal instruction is applied, and reporting these teaching hours are too cumbersome, do not report the teaching hours.
* The same role definition applies for the residents, staff and volunteers as for the faculty – teaching requires active engagement with the student.
* If individual teaching hours are unknown, report the hours and roles using generic types such as "Resident" in the name columns. If actual student contact time is unclear, placeholders like Volunteer, Resident, or Unknown Name are acceptable. This approach enables tracking course content delivery time accurately without assigning incorrect EVU credit to individuals.
Complete columns for New in Role or New Content, if applicable. Do not leave any data points empty.
For 3rd and 4th year clerkships and electives, do not report hours for morning reports and noon conferences. Additionally, Grand Rounds should not be reported as clinical teaching time.
The role “Lecturer – NEW” should only be used in the first rotation, after that lecture hours would be recorded using “Lecturer – Established, redelivered same year”.
If a new faculty member starts anytime during the year use the column “New in Role”.
If a faculty member has a 100% new lecture, you may use multiple rows to indicate how many hours are new and how many are existing lecture hours.
Report student contact teaching hours only, no prep or post faculty time.
Record hours for each role and rotation separately.
A limited number of courses have Team Teaching roles for lectures and group facilitations. For each team taught lecture or group session, there must be a session name, total length of session, faculty names, and the actual time that each devoted to teaching the session (presenting, answering questions). The time for each individual must add up to 100% for the total session time.
Instructions for Graduate Education Courses
Instructions for completing the EVU data collection form:
Total hours in a role are collected for each role separately for the course.
The defined set of roles are: Lecturer, Lab Instructor, Small Group Facilitator, Mentor, Seminar Leader, and Attended Seminar.
No hours for course directors/assoc./asst. directors need to be provided.
Complete columns for New in Role or New Content. Additional weight is applied to new content.
If a faculty member has a 100% new lecture, you may use multiple rows to indicate how many hours are new, and how many are existing lecture hours.
Student type has 4 choices - PhD, Masters, Undergrad, Certificate (non-degree).
Credit hours are per course or per student, if the course is mentor based.
However, data for mentor courses are reported separately by the Dean’s office.
MCQ assessment question is exclusively for PhD courses. Be sure to include the number of assessments per instructor.
Due dates are as follows: Summer semester data is due mid-August, Fall semester data is due mid-December, Spring semester data is due mid-April with revisions accepted through mid-May.
Visualize Data
View completed data from last year.
See how the data is visualized once the process is completed.
