Table 2.

Components of MEP.

Sub-themes	Elaboration and/or examples
General	Cover page2,71,80,81 List of Contents2,71,79,80,82-84 Identification72,83,85-90 Personal particulars and contact details72,83,85-90 Present rank and organisation affiliation83,86-92 Present role71,93-97 Personal statement2,6,17,79,81,89,93,98,99 Teaching philosophy1,3,5,6,14,17,20,22,71,72,75,81,86-88,90,94-115 What the educator considers essential constituents and attributes for successful teaching and learning1,6,71,75,87,94-98,100,101,104-106,115,116, experiences that shaped teaching style6,75,86,87,96,101,104,105,109,115,116, motivation in teaching1,75,100,104,112. beliefs and principles71,86,87,100,104,112 reflections on strengths, weaknesses, challenges, and growth in teaching over time81,105,106,109,115,116 enthusiasm in teaching 98 comparing own teaching approach with other/newer approaches 1 Goals1,2,5,7,14,20,75-77,79,84,86-88,93-95,97,99-103,105-108,110-113,115 short- and long-term goals2,6,110 may be recorded and ought to be regularly re-evaluated1,2,75,105 should consider areas of interest in medical education, future duties to be undertaken, potential obstacles for progression1,20,89,94,101,105 Should be specific, measurable, attainable, relevant and time bound (SMART)1,75,108 outline of duties and roles2,85,91,97,103,113,114,117 Listing of key contributions to medical education and major educational activities81,85,95,98,108,109,117,118
Teaching and scholarship	Documentation of teaching evidence illustrating topics taught1-3,5,6,14,15,18-21,25,71,72,76-83,85-96,98-112,114,115,117-126 Individual exemplars of techniques, approaches and outcomes7,78 Or general materials used in lectures, tutorials, workshops or courses1,2,6,15,19,20,71,86,92,94,107,110,121,124 Or online multimedia5,18,20,71,92,94,107,124 Teaching pedagogy and modalities19,69,79,81-83,85,90,99,103,105,110,112,114,116,122,124. This should highlight alignment with learning objectives and learner needs7,69,116 should consider the characteristics of the learner population 5 should have an interactive element 69 Use of creative and realistic teaching pedagogy7,100,107,112,116,124 Adoption of best practice when developing teaching content7,69,80,85,98,108,117 Evidence of use of the individual’s teaching pedagogy by fellow educators81,100,124 Learner numbers and profile2,6,15,19,20,72,75,79-83,85-91,95,96,99,101,103,105-108,112,117,119-122,124-126 Balance between quantity of learners and quality of teaching impact on learner69,75,83 Teaching location and hours15,20,69,75,80-83,85-92,95,96,99,100,103,105-108,112,117-119,121,122,124-126 Includes number of hours spent devising the activity as well as its actual execution69,105 Teaching impact7,14,69,81,85,88,90,98,108,109 Invitations to teach95,98,100,107,118,125 Multi-source feedback and ratings1,2,6,8,15-17,20,69,73,75,85,86,89,91,92,94-96,98,100,101,106,107,109,110,120,124 Learner grades and feedback5,7,15,20,69,71,72,74,75,79,81,83,84,86,89,92,94-96,98-100,105-110,112,117,118,121,122,124-126 Based on standardised assessments 2 Comparing pre and post teaching2,69 Mentor or supervisor feedback20,75,107,109,112 Peer feedback2,6,15,71,75,77,79,83,85,92,95,96,98,99,107,109,110,112,118,124-126 Self-evaluation1,2,71,75,98,106,110 Comparing one’s performance with the standard 1 Reflective entries1,2,8,24,69,73,76,79-81,85,90,105,108,116,118 Context, analysis and response (2, 57) Reflect on defining teaching experiences8,76 Reflect on insufficiencies, what was learnt and how to improve teaching8,24,80,85,116,118 Reflect on how to utilising feedback and outcomes to better teaching7,69,80,118 Aids goal setting 74
Mentorship and advising5,14,15,19,22,69,71,72,75,80-83,85-91,93-96,98-103,105,106,108,110-112,116-125	Mentoring duties80,82,83,85-91,93,96,100,103,108,117,118,121,124 List and profiles of mentees69,72,75,80,82,83,86-91,93,94,96,98-101,103,105,108,110,118-122,124 Mentoring goals and pedagogies85,88,108,117 Mentee’s awards and scholarly products69,75,80,83,85-87,89-91,93,94,96,98-100,103,105,108,110,117,118,122,124 Reflective entries85,98,103,108,112,117
Educational research products	Publications details1,6,7,15,20-22,69,71-73,75,82-84,86,87,89,91,94-101,103-110,112,117,118,122,124,126 Presentations and invited conferences7,15,18,20,21,69,71,73,75,82-84,86,87,89-91,95-97,99,100,103-105,107-110,112,117,118,124 Details of delivery method and impact7,69,82,83,87,89,91,96,105,108,117 Books and Chapters2,18,20,69,71,86,91,96,99,106,107,124,126 Details of role, impact, and methodology69,96 Research projects2,3,5,18,71,72,82,96,98 Details of role and impact 96 Development of educational tools and/or modules15,20,69,71,75,88,104,105,108,121,125 Details of effect on other institutions/curriculums7,20,69,75,88,100,108,118
	Use of modern technology 71 Research or project or educational grants5,15,20,69,71,72,75,82,83,88,90,91,94,96,97,99,100,103,105,117,122,124 Details of grant value and impact on program development15,69,82,90,94,96,105 Role in grant (Principal or Co-Investigator)69,82,90,94,96,105
Leadership and Administration	Leadership roles5,14,15,21,69,71,72,75,80-83,85-91,93-106,108-112,116-120,122-125 Details of duties, position and impact15,69,80,82,83,85-91,93,96,98,99,101,103,105,106,108,116-118,120,122 Directs curriculum through establishing challenging targets, proper distribution of resources and assessing standard of teaching and learning69,106,108,117,118 Reflective entries85,90,108,117,118 Administrative roles3,15,69,71,72,75,80,82,83,86,87,90-107,110,111,120,122-126 Organising courses69,97,107 or assisting in curriculum development69,96,97,99,107 Member of institution committees20,69,71,83,86,90,93,94,96,97,99,101,103,105,106,110,117,122,124 Part of student-faculty associations20,71
Curriculum development	Curriculum development1,5,6,15,20,21,69,71,75,79,80,82,83,85,86,89-91,93-106,108-110,112,116-119,121-126 Role and contribution to curriculum development69,80,82,83,85,96,97,100,101,104-106,108,112,117,118,121,122,124 Brief description of curriculums created including its implementation process and learner profile69,80,82,83,85,86,89-91,94,96-98,100,101,103-106,108,110,116-118,121,122,124 Evidence of needs analysis of students89,90,98,106,108 Assessment of curriculum86,89,90,94,96-99,101,103,105,108,116,117,124 Adoption of curriculum by other institutes 122 Reflective entries85,98,105,108,117
Assessment of learners	Learner assessment1,15,19,69,75,80,85,89-91,94,95,99,101-103,105,108-110,117,118,121,122,125 Role in assessment of learners101,103,108 Details of number of learners assessed and its importance of evaluation to the program15,69,75,80,85,90,101,103,105,108,117,118 Creating new assessment modalities69,75,80,89-91,107,110,117,121 Adoption of best practice117,127 Use of assessment tools to evaluate learners’ knowledge, skills, behaviours, and actions69,90,101,103 Special attention paid to reliability and validity of assessment modality 94 Reflective entries80,103,108,117,118
Formal recognition	Teaching awards1,2,5-7,17,20,69,71,72,75,81,82,85,86,89,91-101,103,104,106-108,110-112,115,117,118,120-122,124,125 Description of selection criteria for94,96,106,110,120,124 Reference letters or letters of appreciation/support2,6,7,71,75,81,92,96,98,100,103,110,120,124,126
Professional development (training and certification)	Attendance at medical education conferences, meetings, courses, seminars, workshops, or modules1,2,6,18,71,73,82-84,86,89,92,94-97,99,100,103,106,107,109,111,112,115,117,122,124 Post-graduate degrees, programs or CME activities in medical education1,3,71,82-84,92,94-97,103,106,109,111,112,117,121,122