Summary of ideologies A curriculum based more in the community A process of Personal Professional Development –Self-aware, Life-long learning, Valuing mentoring Blend of new and traditional methods –Core and options, developing attitudes and skills, –Integrated courses around systems, –SDL, incorporating reflective practice A managed programme
Ideologies for discussion Personalising Learning and Self-directed Learning Reflective Practice and Learning Styles Personal Professional Development and Professionalism
Personalising Learning and SDL Personalised learning – ‘choice and voice’ SDL is central to personalising learning –the student attributes –the curriculum SDL integral to many theories of learning
Personalising Learning and SDL Tensions and queries How can we prepare students for the unknown? Trait or State? What role self-assessment?
Personalising Learning and SDL Tensions and queries Possible mismatch of personal/course aims. Where’s the Femur? Finite resources to personalise learning e.g. tutors Boots Wellingtons 2 Pairs thick socks 2 Jumpers Waterproof
Reflective Practice & Learning Styles Dewey 1933 – reflection as rigorous thinking –Roots in scientific enquiry –All contexts –Requirement for deep learning (Moon 1999) –Akin to the processes of deliberate practice. Schon 1980s Professional artistry & Reflection
Deep learning and experience PERFORMANCE TIME Conscientious with deep learning Conscientious Limited experience
Reflective Practice & Learning Styles Tensions and queries How do expert clinicians reflect? Does current reflective writing equate with expertise? What tasks encourage appropriate reflection?
Reflective Practice & Learning Styles Tensions and queries Can we help novices develop reflection-in-action?
Professionalism Attributes: Integrity, compassion, altruism, continuous improvement, excellence, partnership Emphasis on the needs of the patients & employers Undertaken by employers/line managers Process to develop individual Attention to professionalism Attention to own values/lifestyle/drivers Often aided by a mentor PPD
Professionalism PPD Tensions and queries Can portfolios address both agendas? How might portfolios offer evidence of Professionalism? Can we evaluate professionalism and nurture the individual?
SELF APPRAISAL Reflection on OWN PERFORMANCE from a synthesis of the evidence Learning Objectives SWOT analysis LEADS TO GOALS, PLANS AND ACTION LEARNING PORTFOLIO Reflection on PROPOSITIONAL KNOWLEDGE (vertical disciplines/ around specific patients) 3 rd Party Information on performance CRITICAL INCIDENT ANALYSES Reflection on PROPOSITIONAL KNOWLEDGE and OWN PERFORMANCE (around a specific incident) LOGBOOKS Reflection on PROPOSITIONAL KNOWLEDGE & OWN PERFORMANCE around a focussed moment/learning opportunity 3rd Party information on performance from Tutor RECORD OF GENERIC PROFESSIONAL SKILLS Reflection on OWN PERFORMANCE PEER & TUTOR FEEDBACK 3 rd Party information on performance in group work and SSCs ASSESSMENT RESULTS (ASSESSMENT ENGINE) 3 rd Party information on performance in exams and in-course assessments MISCELLANEOUS PERFORMANCE INDICATORS E.g. posters, presentations, papers 3 rd Party information on performance e.g. letters, certificates of competence Portfolios and Reflective Practice in the Edinburgh Medical Curriculum
ePortfolios A review of curriculum reform through educational discourses Helen Cameron University of Edinburgh firstname.lastname@example.org Karen Simpson Pat Warren Michael Begg Allan Cumming
Major Drivers for Change Medical social and political environment The GMC –Attributes of the independent practitioner (1987) –Tomorrow’s Doctors (1993) –The New Doctor (1997) –Duties of a Doctor (1995) The Royal Colleges National Trends in Higher Education Financial position of University & Teaching Hospitals Faculty educational and research priorities Changing local healthcare needs and delivery Key personalities had vision and inspired others