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Using an ePortfolio to encourage independent learning, self-evaluation and peer review
Jim AitonJulie Struthers
School of MedicineUniversity of St Andrews
Tomorrow’s Doctor and the Scottish Doctor
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.
Medical student portfolio at St Andrews
Provides a framework for independent learning– Changes learning style
Introduces the concept of professional development– Required for CPD, audit, reflection,
career development etc
Presentation outline
Curriculum Portfolio philosophy Training programme
– Reflect– Record– Plan
Evaluation Conclusions
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 philosophy
Record evidence of learning
Plan learning
Reflect on learning
Learning outcome
ePortfolio – implementation strategy
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 Lecture theatre 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 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.
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?
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
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
School of Medicine ePortfolio
ePortfolio in St Andrews
Patient Scenarios: Sanjay Sharma
New material in the scenario
Setting learning goals
Associated clinical skills
Modifying skill set
Peer and staff review of clinical skills
Logging knowledge, skills and attitudes
Public and Private folders
Content of the Public folder
Reflective folder
Clinical skills folder
Share list
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
Evaluation
What we try to do with the portfolio?
Set realistic goals for the students Develop a structured training programme Adopt a light touch to assessment Involve personal tutors Ask for, but not demand compliance
The 2010 challenge
Partner clinical schools– Aberdeen– Dundee– Edinburgh– Glasgow– Manchester