ePortfolio in a Professional Program Susan Stalewski

UWM C OLLEGE OF H EALTH S CIENCES M AJORS Occupational therapy Physical therapy Radiologic technology Medical informatics Athletic training Kinesiology Medical laboratory science

Relevant to learning Driven by pedagogy Foster reflective learning and confidence Integrate curricular, co- curricular and clinical experiences Demonstrate curricular standards Adopt across the curriculum Make explicit link between theoretical knowledge and learning experiences Develop student self-appraisal skills Program goals for ePortfolios

Planning Organization of evidence Future employment Revision over time Professional certification Lifelong learning Student goals or ePortfolios

D2L TOOL VS OPEN SOURCE Import course artifacts Standard across all courses Learner control of displayed information Customized presentations Secure High start-up value Pilot at UWM Faculty development Transportable? Other institutions Post graduate aschneidersportfolio/congestive- heart-failure aschneidersportfolio/congestive- heart-failure ProCon

I MPLEMENTATION IN M EDICAL L AB S CIENCE Introduced to Junior/Senior cohort Scaffold tasks/entries Add reflective elements Tied to accreditation requirements Information literacy Principles of education Continuing education modules Professionalism Clinical training documentation

D EVELOPING PROFESSIONALISM Final graduation requirement Professional membership and service Service to the University Service to the community Professional education Presentations Ex. -UG research

N EXT STEPS Incorporate into all coursework for Junior/Senior cohort Faculty development and buy-in Audio/video evidence of competency and skills Demonstration of value to clinical affiliates Joint evaluation between program, student, clinical mentors