1. Pebblepad: for successful student personal professional development Radiotherapy and Oncology Jo Doughty

2. Radiotherapy and Oncology Profession Specific Professional values and personal commitment Technical Experts Care and Compassion

3. Training our Students Academic Focus Student Focus Can be shifted to passing the module and achievement of the learning outcomes? Clinically competent/ safe practice Personal and professional development Clinically competent/ safe practice Personal and professional development Clinical portfolio modules with learning outcomes

4. Paper based Taught aspects (no change): portfolio theory/ action planning/ reflective practice/ use of evidence/ professional requirements Electronic PebblePAD training sessions, face to face, practical computer based seminars Etivity 1: Sharing information with link staff about background (template given to students) Etivity 2: Reflection on clinical placement (student chooses template with guidance, feedback from peers and ML) Etivity 3: Draft learning outcome, template provided initially feedback from ML)

5. Supporting our students Unplanned study, student can work on webfolio if internet access available Staff can view webfolio in advance, prepare and use time available in a more constructive manner Unplanned study, student can work on webfolio if internet access available Staff can view webfolio in advance, prepare and use time available in a more constructive manner Unplanned study, student unable to work on portfolio Staff arranged to meet student, portfolio not always available If available staff required to read and support while with the student (pressure and time) Unplanned study, student unable to work on portfolio Staff arranged to meet student, portfolio not always available If available staff required to read and support while with the student (pressure and time)

6. Assessment Workspace Most students have already submitted prior to the date Date of submission, Workspace is locked Sections of work have already been seen and assessment now can include how students act on feedback Archiving Workspace Most students have already submitted prior to the date Date of submission, Workspace is locked Sections of work have already been seen and assessment now can include how students act on feedback Archiving Date of submission arrange for local collection of portfolios By year 3, not unusual to see three lever arch files per student / transportation issues Often the first time that much of the work is seen by staff No way of archiving Date of submission arrange for local collection of portfolios By year 3, not unusual to see three lever arch files per student / transportation issues Often the first time that much of the work is seen by staff No way of archiving

7. Quality of work (personal view) Increased interaction with the evidence base and evidence Narration is more appropriate (setting contexts and reflections) Greater recognition of the cross over of learning to different areas Increased interaction with feedback Increased practical demonstration of personal and professional development Increased interaction with the evidence base and evidence Narration is more appropriate (setting contexts and reflections) Greater recognition of the cross over of learning to different areas Increased interaction with feedback Increased practical demonstration of personal and professional development Vast swathes of photocopied information (literature/ reports/ websites etc.) Mainly narrative Limited recognition of how evidence could be applied in multiple settings Limited opportunity for student to demonstrate acting on feedback Vast swathes of photocopied information (literature/ reports/ websites etc.) Mainly narrative Limited recognition of how evidence could be applied in multiple settings Limited opportunity for student to demonstrate acting on feedback

8. Lessons Learned (Personal View!) If you want students to value it then all teaching staff have to value it too Understand the software, what can it do? Specifically in relation to assessment? Look at your programme and what you would like to use the tool for, integrate and embed it If you make it optional student’s won't use it! Do you want to encourage personalisation and wider thinking? Some boundaries are important!

9. Student Comments Year 2 PgD I think having an electronic portfolio is a good idea because its easy to access. If I need to access any evidence or reflection I can log on to a computer and its all there. So its very convenient. The portfolio is a great tool to see your own personal development and how you have progressed from starting in clinical and not knowing anything to where you end up at the end of the year. It lets you piece together all of the reflections you have created and how you have learned from those experiences. Was very new to me and I did struggle in the beginning. I think it is a good experience as I keep improving personally, academically and professionally. I did like the way I could submit my work months before and it was just frozen at submission time. Greater flexibility to personalise, less time collating the information and more time writing the content.