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Using an ePortfolio to encourage independent learning, self-evaluation and peer review Jim Aiton Julie Struthers Susie Whiten Simon Cotterill Paul Horner.

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Presentation on theme: "Using an ePortfolio to encourage independent learning, self-evaluation and peer review Jim Aiton Julie Struthers Susie Whiten Simon Cotterill Paul Horner."— Presentation transcript:

1 Using an ePortfolio to encourage independent learning, self-evaluation and peer review Jim Aiton Julie Struthers Susie Whiten Simon Cotterill Paul Horner School of Medicine University of St Andrews School of Medical Education Development University of Newcastle

2 The 2010 challenge Partner clinical schools –Aberdeen –Dundee –Edinburgh –Glasgow –Manchester

3 Curriculum Pre - HonoursHonours Year 1 MD2000Year 3 MD4000Year 2 MD3000 Foundations of Medicine 1 Musculo-skeleta l Cardiovascular Renal Nervous System Research Dissertation Applied Medical Science Respiratory Reproductive Gastrointestinal Endocrine Patient Strand, Communication skills, Clinical Skills, Health Psychology, ePortfolio, Ethics, Public Health Medicine, Generic Research Skills Family interview GP Attachments Hospital Electives A & E General Surgery Community Health Attachments Foundations of Medicine 2 Introduction to Medicine

4 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

5 ePortfolio implementation REFLECT: Embed reflective practice Significant learning experiences GP attachments Community medicine attachments Research project RECORD: Document knowledge and skills acquisition Log clinical skills acquisition Evidence competency Showcase work PLAN: Encourage independent learning Determine personal learning objectives Time and project management The ePortfolio is used to:

6 MD2001 Portfolio training tasks MD2001 Week 0PresentationIntroduction Week 1WorkshopRecordGetting started with the ePortfolio Week 2WorkshopReflectUsing your learning diary – first visit to DR Week 4Guided studyReflectiveGood / Bad reflection –paper based Week 5Guided studyPlanClinical Skills Tool Week 6Guided studyReflectGroup work/dynamics Week 3 -12Guided studyReflectGP attachment Week 12Guided studyReviewReview and reflect on S1 work and the use of portfolio tools OSPE STATION

7 MD2001 Example Reflective tasks Early experience in the dissection room - Early experience in the dissection room - Self reflection – [ words] To explore the emotions felt during the first visit to the DR. Recognising Good Reflection - Recognising Good Reflection - Learning to reflect To 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 - [ words] To understand the dynamics of your clinical group, your role within the group and your relationship to the group.

8 MD3001 Portfolio tasks MD3001 Week 1WorkshopIntroductionReminder of the role of the ePortfolio Week 1 (ongoing)Guided studyPlanSet goals for knowledge, skills and attitudes from patient scenarios Week 2 (ongoing) Guided studyRecordRecord staff and peer review of key clinical skills Week 5Guided studyReflectWrite a reflective piece on loyalty to colleagues Week 3 -12Guided studyReflectReflect on the experience gained in the Community Health attachment scheme OSPE STATION

9 Carrying coals to Newcastle

10 The St Andrews ePortfolio

11 Patient Scenarios: Sanjay Sharma

12 Logging knowledge, skills and attitudes

13 Add learning needs

14 Learning needs set

15 Associated clinical skills

16 Peer assessment of skills

17 Peer and staff review of clinical skills

18 Public and Private folders

19 Share list

20 Content of the Public folder

21 Reflective folder

22 Monitoring and assessment: when and how? Formative Summative MD2001MD2002MD3001MD3002 MD4001MD4002MD4003 Personal tutors/staff acting as a facilitators to confirm completion of tasks and provide feedback Summative assessment of Honours project (SSC) entry OSPE

23 Evaluation

24 Tomorrow’s Doctor and the Scottish Doctor

25

26 Course management system (Galen)

27 Galen element

28 Tomorrow’s doctors mapping

29 Scottish Doctors mapping

30 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.

31 Generic skills matrix

32 MD2002 Reflective tasks Second/third GP attachment Aim of task [ words] Reflection on learning To reflect on your first experiences of taking histories from real patients Group Dynamics Aim of task [ 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

33 Reflective writing in MD3001 Loyalty to colleagues – Bristol Heart Inquiry - Loyalty to colleagues – Bristol Heart Inquiry - Reflection on judgement [ 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 - [ words] Use the experience gained from working in, and with the community health services to reflect on the importance of public health medicine

34 Clinical skills folder


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