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Medical Education
Center for Faculty Educators

AME Service: Fundamental and Self-directed

The Academy strives to balance the need to preserve a functional and cohesive community of educators with sensitivity to faculty's increasing productivity and time pressures. To that end, we interpret broadly the ways members might meet their service obligation of 10 hours or more per year.

We ask members to reflect proactively about their academic interests and commitments, and how these interface with the AME's mission and goals. Are there educational activities in which one plans to engage anyway - e.g., on a departmental or curricular level - that could be accomplished with an "Academy flavor?"

The “feedback loop” is key: How do these activities inform the AME, and how does AME membership inform these activities?

What might count:

  • Mentoring a junior faculty member, formally or informally: talk about the Academy and actively involve mentees in our work and/or programs.
  • Facilitating faculty development activities, on a departmental level or under the auspices of the RaDME/AME or GME/AME teaching workshops.
  • Serving as an ESCape consultant (visit ESCape page).
  • Contributing to curricular development initiatives.
  • Serving on select institutional academic committees.
  • Reviewing membership applications for sister academies.

What won't count:

  • Direct teaching (as important as it is, there is nothing particularly "brand-able" about our direct teaching).
  • Presenting in your professional area of expertise (e.g., specialty-focused talks unrelated to the Academy's mission or activities).

What counts (just a few examples):

  • Serving on an AME committee or a purpose-driven action group focusing on a particular mission-related issue or area of AME work
  • Serving as a trained TOP mentor or AME applicant coach.
  • Facilitating/presenting at an AME seasonal meeting; inviting and hosting a guest attendee.
  • Providing other direct administrative support for the AME.