Using an ePortfolio to encourage independent learning, self-evaluation and peer review Jim Aiton...
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Transcript of Using an ePortfolio to encourage independent learning, self-evaluation and peer review Jim Aiton...
Using an ePortfolio to encourage independent learning, self-evaluation and peer review
Jim AitonJulie StruthersSusie Whiten
Simon CotterillPaul Horner
School of MedicineUniversity of St Andrews
School of Medical Education DevelopmentUniversity of Newcastle
CurriculumPre-Honours Honours
Year 1 MD2000 Year 3 MD4000Year 2 MD3000
Foundations of Medicine 1
Musculo-skeletal
Cardiovascular
Renal
Nervous System
Research Dissertation
Applied Medical Science
Respiratory
ReproductiveGastrointestinal
Endocrine
Patient Strand, Communication skills, Clinical Skills, Health Psychology, ePortfolio, Ethics, Public Health Medicine, Generic
Research Skills
Family interviewGP Attachments
Hospital ElectivesA & E
General Surgery
Community HealthAttachments
Foundations of Medicine
2
Introduction to Medicine
Portfolio deployment
Set realistic goals for the students Develop a structured training programme Adopt a light touch to assessment Involve personal tutors Request, but not demand student
compliance
ePortfolio implementation
REFLECT: Embed reflective practiceSignificant learning experiences GP attachmentsCommunity medicine attachmentsResearch project
RECORD: Document knowledge and skills acquisition
Log clinical skills acquisition Evidence competencyShowcase work
PLAN: Encourage independent learning
Determine personal learning objectivesTime and project management
The ePortfolio is used to:
MD2001 Portfolio training tasks
MD2001Week 0 Presentation Introduction
Week 1 Workshop Record Getting started with the ePortfolio
Week 2 Workshop Reflect Using your learning diary – first visit to DR
Week 4 Guided study Reflective Good / Bad reflection –paper based
Week 5 Guided study Plan Clinical Skills Tool
Week 6 Guided study Reflect Group work/dynamics
Week 3 -12 Guided study Reflect GP attachment
Week 12 Guided study Review Review and reflect on S1 work and the use of portfolio tools
OSPE STATION
MD2001 Example Reflective tasks
Early experience in the dissection room - Early experience in the dissection room - Self reflection – [200-300 words]To explore the emotions felt during the first visit to the DR.
Recognising Good Reflection - Recognising Good Reflection - Learning to reflectTo read examples of different reflective writing styles and to review and assess a reflective piece from a peer.
Group Dynamics - Group Dynamics - Learning from reflection - [200-300 words]To understand the dynamics of your clinical group, your role within the group and your relationship to the group.
MD3001 Portfolio tasks
MD3001Week 1 Workshop Introduction Reminder of the role of the ePortfolio
Week 1 (ongoing) Guided study Plan Set goals for knowledge, skills and attitudes from patient scenarios
Week 2(ongoing)
Guided study Record Record staff and peer review of key clinical skills
Week 5 Guided study Reflect Write a reflective piece on loyalty to colleagues
Week 3 -12 Guided study Reflect Reflect on the experience gained in the Community Health attachment scheme
OSPE STATION
Monitoring and assessment: when and how?
Formative
Summative
MD2001 MD2002 MD3001 MD3002 MD4001 MD4002MD4003
Personal tutors/staff acting as a facilitators to confirm completion of tasks
and provide feedback
Summative assessment of Honours
project (SSC) entry
OSPE
The Importance of the Portfolio
The Scottish Doctor - A foundation for competent and reflective practitioners
GMC Item 61 Delivering the curriculum
– Clinical logbooks and personal portfolios, which allow students to identify strengths and weaknesses and to focus their learning appropriately, can provide such information.
– Using these will emphasise the importance of maintaining a portfolio of evidence of achievement, which will be necessary once they have become doctors and their licence to practise is regularly revalidated.
Generic skills matrixMD2001 MD2002 MD3001 MD3002 MD4001 MD4002 MD4003
The scientific method in medicine
Evidence based medicine
Writing and numeric skills
Numerical Manipulation + + ++ ++ + +
Presentation skills
Personal development
Portfolio
Peer teaching, learning and assessment
Reflection on learning experiences
The scientific method + + + + + ++
Understanding the scientific literature + + ++ ++ ++ ++++
Experimental design and interpretation + + ++ ++ +++ ++++
The role of evidence based medicine + ++ + ++ +++
Statistics and statistical analysis + ++ + +++ ++
Critical appraisal of a scientific paper + + + ++ +++ ++++
On-line literature searching + + ++ + + ++++
Structured scientific writing + ++ ++ ++ +++ ++++
Referencing source material and plagiarism + + + + + +
Oral presentation + + ++ ++ ++ ++++ ++++
Poster design and presentation + +++
+
+ ++ ++ ++ ++ + +++
++ ++
+ ++
++ +++++ ++
Clinical reasoning + + ++ ++ ++
+ ++
++++
++ ++++
MD2002 Reflective tasks
Second/third GP attachmentSecond/third GP attachmentAim of task [500 -750 words] Reflection on learning
To reflect on your first experiences of taking histories from real patients
Group DynamicsAim of task [200-300 words] Reflection on reflection
To re-appraise how your group is working. Has the dynamics of the group changed, are you more confident and how different personalities are influencing the group dynamics
Reflective writing in MD3001
Loyalty to colleagues – Bristol Heart Inquiry - Loyalty to colleagues – Bristol Heart Inquiry - Reflection on judgement [200-300 words]Use the experience gained from studying the Bristol Heart Inquiry to reflect on whether loyalty and sympathy for your colleagues outweighs the commitment to question and act upon substandard practice?
Community Medicine Attachment Scheme - Community Medicine Attachment Scheme - Reflection on learning -[300-400 words]Use the experience gained from working in, and with the community health services to reflect on the importance of public health medicine