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ePortfolios in Medicine: paddling against the tide ? John Couperthwaite

ePortfolios in Medicine: paddling against the tide ? John Couperthwaite College of Medical and Dental Sciences Austen Okonweze, Naseem Akram Learning Development Unit.

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ePortfolios in Medicine: paddling against the tide ? John Couperthwaite

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  1. ePortfolios in Medicine: paddling against the tide ? John Couperthwaite College of Medical and Dental Sciences Austen Okonweze, Naseem Akram Learning Development Unit

  2. “The curriculum must have a core and student-selected components (SSCs). The core curriculum must take up most curricular time. We expect that in a standard five-year curriculum between 25% and 33% would normally be available for SSCs.” Background: a rationale for change

  3. Background: student learning activities Programme Determined Student Determined Small-groups Self-study activities Extra-Curricula Self-study modules Tutorials Community Placements Practicals Lectures Hospital Placements ePortfolio Reflections Assessments Goals Feedback Plans Skills

  4. ePortfolio use in the MBChB • Student Selected Activities (SSA’s) • Years 1 and 2 (800 students) • Self-directed and academic-led student projects (2 x 1 week) • Personal Mentor review (130 staff) • Integrated Problems (IP’s) • Years 1 and 2 (800 students) • Problem-based learning sessions (1 day per week) • Facilitated by instructor • Community Based Medicine (CBM) • Years 1 - 4 (1600 students) • Weekly GP placements • GP tutors Phase 1 Phase 2

  5. Development of the ePortfolio file store guide privacy controls mentor area personal preferences goals reflections diary

  6. Institutional Review • Led by the University eLearning Team • Key criteria included: • Skills recording/tracking • Reflective writing (blogs, journals) • Media support (images, audio, video) • Presentation feature (sharing, publishing, submitting content) • Usability, portability and longevity • Tools considered: • Blackboard • Elgg • ePET • Moodle • PebblePad • WebCT Vista

  7. Evaluation of student / staff use

  8. Evaluation of student / staff use • Student Selected Activities (SSA’s) • Integrated Problems (IP’s) • Community Based Medicine (CBM)

  9. Evaluation of student / staff use • Student Selected Activities (SSA’s) • Integrated Problems (IP’s) • Community Based Medicine (CBM)

  10. Evaluation of student / staff use • Student Selected Activities (SSA’s) Students • It focused my report on specific areas and helped me analyse my study skills • ability to share with mentor • good guidance/examples on how to use • I think it would be much easier to correspond with your mentor using word and e-mail • Integrated Problems (IP’s) • Community Based Medicine (CBM)

  11. Evaluation of student / staff use • Student Selected Activities (SSA’s) • It seems to improve students’ ability to reflect • good for reviewing all my student’s work • student presentations are much better • greater curriculum integration is needed • Needs to link to assignments Personal Mentors • Integrated Problems (IP’s) • Community Based Medicine (CBM)

  12. Evaluation of student / staff use • Student Selected Activities (SSA’s) • Integrated Problems (IP’s) • students fully engaged with the reflection process • quality of the work very high • student feedback to facilitator very positive • Community Based Medicine (CBM)

  13. Has the tide turned ? Students and staff need more training Frequent, facilitated contact works best Greater curriculum integration improves student buy in Finding the right ePortfolio is critical to success Reflect, Review and React

  14. Acknowledgements Rob Jones, Web Developer Nick Ross, Director of Innovation Lisa Coulson, Project Researcher References http://del.icio.us/couperjo Contact details Dr John Couperthwaite, Educational Technology Manager Email: j.couperthwaite@bham.ac.uk Austen Okonweze, Project Researcher Email: a.okonweze@bham.ac.uk Naseem Akram, eLearning Consultant Email: n.akram@bham.ac.uk

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