PORTFOLIO DEVELOPMENT: A GUIDELINEold.iss.it/binary/ures/cont/Portfolio_Guidelines.pdf · The learning memorandum between teacher and student in used to lay down ... current phase

APPENDIX 10

Strengthening the training capacity of the Dogliotti College of Medicine in Monrovia

PORTFOLIO DEVELOPMENT: A GUIDELINE

Portfolio Guidelines -‐ AMDCM -‐ 2011 1

Table of contents

1. Introduction ................................................................................................................ 3

2. Contents ...................................................................................................................... 3

3. Some definitions ......................................................................................................... 3

3.1 Learning memorandum ........................................................................................................... 3

3.2 Teacher-‐Centered and Learner-‐Centered Instruction ............................................................. 4

3.3 Lecture ..................................................................................................................................... 4

3.4 Lesson ...................................................................................................................................... 4

3.5 Exercise .................................................................................................................................... 5

3.6 Case study ................................................................................................................................ 5

3.7 Group study or peer group ...................................................................................................... 5

3.8 Role playing .............................................................................................................................. 6

3.9 Tutorial ..................................................................................................................................... 6

3.10 Essay ...................................................................................................................................... 6

4. Objectives ................................................................................................................... 7

5. Philosophy of Education .............................................................................................. 7

6. Course development/Instructional Materials -‐ Design, development and evaluation of curricula/programs ........................................................................................................ 7

7. Teaching Skills ............................................................................................................. 8

8. Continuing education. ................................................................................................. 8

9. Instructional Innovation .............................................................................................. 8

10. Assessment of Learner Performance -‐ Construction and implementation of examinations/methods of assessment ............................................................................... 8

11. Contact Time, Availability & Accessibility .................................................................... 9

12. Methods of Evaluating Educational Activities .............................................................. 9

13. Long Term Goals .......................................................................................................... 9

14. Practical instructions ................................................................................................. 10

15. ANNEXES ................................................................................................................... 11


Annex I -‐ Teaching units. An example: introduction to medicine ............................................... 11

Annex II -‐ Learning memorandum: a template ............................................................................ 14

Annex III -‐ Schedule of teaching units. An example: Gross Anatomy I ....................................... 15

Annex IV -‐ Lesson template ......................................................................................................... 16

Annex V -‐ Lesson plan. An example: Gross Anatomy I ................................................................ 17

Annex VI -‐ A lecture material: An example: clinical and nursing skills ......................................... 18

Annex VII -‐ Tutorial Template ...................................................................................................... 18

Annex VIII -‐ Tutorial. An example: Skin Disease .......................................................................... 18

Annex IX -‐ Essay outline ............................................................................................................... 19

Annex X -‐ Essay. An example: Surgery 1a ................................................................................... 20

Annex XI -‐ Student evaluation ..................................................................................................... 20

Annex XIII -‐ Teaching assessment ................................................................................................ 22


1. Introduction An educational portfolio is a set of materials documenting teaching activities in the broadest use of the word “teaching”. This includes not only teaching performances and skills but instructional design, mentoring, educational administration and many other areas. The portfolio is fast becoming the accepted vehicle for documenting teaching just as the CV has long been the accepted vehicle for documenting research. Typically the portfolio is included with your Curriculum Vitae in order to help promotion committees assess your ability to teach, your commitment to teaching, and your efforts to improve teaching. Indeed, the Educator’s Portfolio has been described as an “educational curriculum vitae.”

2. Contents A portfolio should lead to the production of:

• Teaching Unit contents (see annex I) • Learner contracts (see annex II) • Schedule with all activities to be implemented during the course. (see

annex III) • All the lessons (see annex IV - V) • All the lectures (see annex VI) • All the exercises • Tutorials organization with time frame - who will do what, where and

when (see annex VII – VIII) • Essay and its criteria (e.g. no. of pages, length, % of exams credits)

(see annex IX and X) • Student and course assessment (all the MCQ assessment questions, all

the exams questions) (see annex XI –XII – XIII) A step-by-step guide to the preparation of a portfolio is provided in the last page of this document (section 15).

3. Some definitions

3.1 Learning memorandum The learning memorandum between teacher and student in used to lay down the skills that the latter wishes to achieve in his clinical experience, and the training and assessment considered appropriate in view of the defined objective. The learning memorandum is the result of a negotiating process which reinforces the sense of responsibility of all those involved in learning process. It clarifies the roles, the skill to be obtained within a given timeframe and the opportunities offered by the learning context.


3.2 Teacher-‐Centered and Learner-‐Centered Instruction Teacher-Centered. Topics are broken down into units of instruction. Emphasis is on the accumulation of facts with the teacher being the main source of information. Learner–Centered. Students answer their own questions and solve their own problems. Emphasis is on application of knowledge and skills Learning centered approaches should be implemented for the following reasons:

a. Increased student engagement with the content; b. Increased student learning and long-term retention.

3.3 Lecture A lecture is the presentation by the teacher of the course content regarded as fundamental for the acquisition of basic knowledge in a given discipline. In the current phase of development of information and communication technology, it has become less significant as a source of information (except for particular complex content or subject). Nevertheless, it is still used as a form of education in the management of complex situations, the presentation of the professional and scientific experience of the lecturer and, in fundamental terms, as a study guide. It is particularly useful in certain stages of the learning process especially when summarizing certain reflections in the concluding phases.

3.4 Lesson A lesson is an organized set of activities designed to present one manageable sized piece of your course. The lesson is different from the lecture (confusing lesson and lecture is a common mistake, for instance when using the expression lecture/lab to describe course hours). A lecture is just one teaching technique that you may use in a lesson Each lesson should be a complete segment in itself, providing new learning. Try to keep your students in mind as you plan your lesson—ask yourself:

a) Who are they? b) What do they already know? c) Why should they learn about this? d) What must they learn? e) What must they do to learn?

When preparing a lesson plan, use the following checklist.

• At the beginning, you can plan to: a) Use a bridge-in to capture students’ interest and motivate them

to learn b) Make the learning outcomes clear c) Assess prior learning and student expectations

• In the middle, you can plan to:


a) Use strategies to actively involve students in the learning process b) Use a variety of media to illustrate concepts and processes c) Ensure that the lesson flows easily and logically d) Ensure that students are learning material that is meaningful and

new e) Provide opportunities for practice and feedback f) Review and build on related material

• At the end, you can plan to:

a) Assess what students have learned b) Summarize the lesson c) Connect the lesson to the next lesson

The techniques you plan to use in your lessons depend on:

a) The types of students you have and their previous knowledge b) Your physical teaching environment and the available equipment

and resources c) The type of learning you are aiming at

3.5 Exercise An exercise is an activity at the end of which one should have a clearly definable result (objective). The aim is: developing practical skills, using the theory and concepts previously discussed. It can be written, oral or practical. It can be individual, in pairs or groups (small groups, peer groups, case studies). It includes: rules, objective(s), time. It is geared towards mastering of the concepts of the teaching matter and a transfer of skills (mental, practical etc.), attitudes and behaviors. It can be a means of assessing skills etc. (including self-assessment)

3.6 Case study An exercise can be a medical case study: How To Write A Medical Case Study?

a) Have a eye catching title. b) The primary hallmark of a case study is to present to the student a

problem to solve that revolves around a story (the case). c) The story is usually about a sick patient. d) Give a little history and theory e) Introduce your proposed solution and research method. f) Close with the long-term benefits of the study and what you think can

be done further.

3.7 Group study or peer group a) One of the most powerful ways to learn is to teach other students

about a subject. b) To organize a committed group of 3 or 4 students that will study, teach

and learn together.


c) The teaching should be done in the form of a lesson by each group member.

d) After the four presentations, discussion should center on “putting the four parts together”.

e) Preparation and presentation of subject material is a reinforcement exercise that increases the learning of the “student teacher”.

3.8 Role playing Role-playing and simulations in class can be an excellent way to engage students. A well constructed role-playing or simulation exercise can emphasize relevant aspects of the real world and require students to become deeply involved in a topic.

3.9 Tutorial A tutorial consists either of a one-on-one course or a small seminar. Such a setting provides the type of individualized attention and academic challenge capable of stimulating the intellectual growth of talented and creative students. A tutorial is meant to be an ongoing conversation in which the tutor and tutee(s) move through the academic landscape of a particular discipline. Tutorials meet at a fixed time in a location that is free of interruptions and conducive to the creation of a serious environment for learning. Tutors should provide students with a written statement detailing the expectations for the work to be accomplished in the tutorial and a description of how the student will be evaluated. Tutors should submit a tutorial description and evaluation form at the end of the academic quarter. These documents track tutorial content and academic development. Copies of these documents are shared with students.

3.10 Essay Essays are shorter pieces of writing that often require the student to hone a number of skills such as close reading, analysis, comparison and contrast, persuasion, conciseness, clarity, and exposition. As is evidenced by this list of attributes, there is much to be gained by the student who strives to succeed at essay writing.

The purpose of an essay is to encourage students to develop ideas and concepts in their writing with the direction of little more than their own thoughts (it may be helpful to view the essay as the converse of a research paper). Therefore, essays are (by nature) concise, and require clarity in purpose and direction. This means that there is no room for the student’s thoughts to wander or stray from her purpose; she must be deliberate and interesting. Elements of essays are: Introduction, Thesis, Body Paragraphs, Topic Sentences, Support (You use arguments, data, facts, analysis, quotes, anecdotes, examples, details, etc. to support your topic sentences and flesh


out your body paragraphs), Transitions (an effective essay will show the connection between paragraphs with transitions), Conclusion.

4. Objectives The objectives of the portfolio are to:

1. Engineer the educational process in order to strengthen and 2. Standardize the learning activities.

It is a tool to guide the development of the training methodology to strength the health care system and new generation of medical doctors aimed at improving the health of the Liberian population.

5. Philosophy of Education Expert teachers—those who are in the process of continually improving their teaching—are expected to reach beyond short-term teaching strategies. They should be aware of their broad aims as teachers. Some teachers even write a personal teaching philosophy that includes some of the following components: their personal theory of learning, characteristics of a good teacher, aims of instruction, learner objectives, beliefs about roles and responsibilities of students and teachers; and variables that promote learning. Evidence that you have developed a teaching philosophy need not be more than a coherent paragraph addressing some of the components mentioned above. Such a statement is relevant documentation of your expertise as a teacher and should be included in your portfolio. Moreover, by delineating your philosophy at the beginning of the Portfolio you provide the reader with a context within which the portfolio can be evaluated.

6. Course development/Instructional Materials -‐ Design, development and evaluation of curricula/programs

This section of the portfolio needs to include a list of all your formal teaching obligations:

• Course title. • A brief description of the course. • Number of students in the class. • Students attendance. • Number of times the class meets. • Your attending or rounding time separately. • Your average weekly supervision time.


A description of the courses and programs that you coordinate, including their objectives, and a description of the setting including both students and staff, is a good beginning in the documentation of a course.

7. Teaching Skills This section of the portfolio may include documentation of teaching by target audience, year and topic

8. Continuing education. This section of the portfolio may include evidence of growing knowledge and skills as a teacher as well as documentation of courses, seminar etc. attended by Professors.

9. Instructional Innovation This section of the portfolio may include: introduction of new teaching strategies; creative development of media such as slides, video, film, displays; live demonstrations, simulations, models; innovations in handouts, textbooks, computer program, self-learning packages, problems for problem-based learning; innovations in course development or evaluation methods such as teacher or self-evaluation.

10. Assessment of Learner Performance -‐ Construction and implementation of examinations/methods of assessment

Enter any student evaluation results that you may have, particularly student opinion regarding the usefulness of the innovation in helping their learning. Participating in courses, seminars or workshops about education in order to improve the teaching and learning process is also evidence of serious commitment to educational expertise and should be listed under this heading in your portfolio. Adviser - Lists of formal and informal advisees. Engage a subject expert to critically review your curriculum, handouts, lecture plans, or any written materials. Reviewers should be asked to identify any ideas that do not reflect the current status of the field and to state the strengths of the particular selection and organization as well. Their report can be submitted as evidence of your being in touch with the field and included in your teaching portfolio. Ask a subject matter expert to observe your teaching and comment briefly, in writing, about the validity and currency of your information.


11. Contact Time, Availability & Accessibility Teaching may end when a lecturer leaves the classroom but supervision and clinical teaching can take as much time as the teacher allows it to take. In addition, the perception of a teacher’s availability does not always match her or his actual availability. Students often complain that teachers are unapproachable even though they may have regular office hours. It is one thing to be physically present for students, it is quite another to communicate your availability to students—to be seen as willing to listen to students.

12. Methods of Evaluating Educational Activities Estimate the number of hours that you have spent reading and preparing the subject matter for your teaching. Use a questionnaire items asking students about their perception of your knowledge of the subject matter and teaching methods:

a) Open-Ended Questionnaires b) Classroom Observation

13. Long Term Goals Reflection on portfolio and future plans


14. Practical instructions

Step one: start from teaching unit (annex I).

Step two: fill the learning memorandum (annex II).

Step three: prepare the schedule of your course (annex III).

Step four: develop your lesson plan using the lesson template (annex IV).

Step five: develop your lesson using: lectures, exercises, tutorials, working groups, case studies, video, essay and role playing (annex V VI VII VIII IX X)

Step six: try to discuss your teaching unit materials with a colleague or with the head of the department.

Step seven: use the teaching assessment questionnaire (annex XIII)

Step eight: consider students evaluation scheme (annex XI).

YOUR PORTFOLIO IS READY.


15. ANNEXES

Annex I -‐ Teaching units. An example: introduction to medicine Course Title: Introduction to Medicine Integrated course Yes Year: 1st Semester: 1st Credits: 8 Hours: 160 (of which 32 theory, 64 practical and 64 personal study) Lecturers: To be allocated Course Coordinator: To be allocated Integrated course of: Discipline 1 History and Basic Concepts of Community Medicine20 hours (4 theory, 8 practical, 8 personal study) Discipline 2 Communication Skills (writing) 60 hours (12 theory, 24 practical, 24 personal study Discipline 3 Ethics 20 hours (4 theory, 8 practical, 8 personal study) Discipline 4 Basic IT 60 hours (12 theory, 24 practical, 24 personal study) AIMS At the end of the Unit of teaching, the students will acquire the basic knowledge of the history and concepts of community medicine, communication skills, ethics, and basic internet technology. CORE CURRICULUM Discipline 1 The History and Concepts of Community Medicine 20 hours (4 theory, 8 practical, 8 personal study)

• Introduction • History of Community Medicine • Concepts of Community Medicine

Discipline 2 Communication Skills 60 hours (12 theory, 24 practical, 24 personal study)

• Communication Skills • Introduction • Definition of Terms • The information chain • The skills of communication • Non-‐verbal expression • Expressive skills • Listening skills • Managing the overall process • Process issues

Discipline 3 Ethics 20 hours (4 theory, 8 practical, 8 personal study)

• Definition of Ethics • Ethical Theories • Applied Ethics

Discipline 4 Basic Internet Technology 60 hours (12 theory, 24 practical, 24 personal study)

• Definition • List and definitions of internet terminologies • PC principles and Operations • Operating Systems • Worldwide Web


• Word Processing • E-‐mail • Spreadsheet • Software and System Integration • Network Technologies

SPECIFIC OBJECTIVES Discipline 1 The History and Concepts of Community Medicine Upon completion of this Module, the student will be able to:

• Discuss the history and concepts of community medicine Discipline 2 Communication Skills Upon completion of this Module, the student will be able to:

• Define the various terms in communication • Identify the information chain in communication • Recognize non-‐verbal expression • Acquire expressive and listening skills

Discipline 3 Ethics Upon completion of this Module, the student will be able to:

• Explain the definition of ethics • Describe the various ethical theories • Apply various aspects of ethics to life situations

Discipline 4 Basic IT Upon completion of this Module, the student will be able to:

• Acquire the basic/practical skills in internet technology LEARNING ACTIVITIES

• Lectures • Seminars • Tutorials • Practicals

STUDENT LEARNING OUTCOMES

Practical/Communication skills To define To discuss

To argue

1 Concepts of Community Medicine X 2 The information chain X 3 The skills of communication X 4 Process issues (communication) X 5 Ethical Theory X 6 Applied Ethics X 7 PC principles and Operations X STUDENT ASSESSMENT

• Written assignments for credits • Class presentations • Written test • Oral exam

STUDENT ASSESSMENT OF MODULE Feedback questionnaire ASSESSMENT OF MODULE Pre-‐ and post-‐test


LEARNING RESOURCES TEXTBOOKS

A. Abrahamsen, M. Cavallo, J.A McCluer, (1985), Is the sign advantage a robust phenomenon? From gesture to language in two modalities. Merril-‐Palmer Quarterly

S. Deep, L. Sussman (1993). What to Ask When You Don't Know What to Say.MJF Books

J. Solomon (1988). The Signs of Our Time. Harper & Row, Perennial Library

P Watzlawick, J B Bavelas, and D. Jackson, (2007), Pragmatics of Human Communication: A Study of Interactional Patterns, Pathologies, and Paradoxes, Norton

WEB SITES

www.communicationskills.co.in ethics.sandiego.edu/index.asp www.trainingvision.com.sg www.nlm.nih.gov/bsd/disted/pubmedtutorial www.healthonnet.org www.gcflearnfree.org/computers www.bbc.co.uk/webwise/courses


Annex II -‐ Learning memorandum: a template Learning memorandum Learner…………………………………………………………………………………………………………………… Teacher……………………………………………………………………………………………………………………. Learning objectives

Resources and/or tools

Evidence of completion

Target completion date

Evaluation method

Signed, Teacher__________________________ Date___________________________________ Signed, Learner__________________________


Annex III -‐ Schedule of teaching units. An example: Gross Anatomy I

Lesson will be held every week on Tuesday: from 9.00 to 12.00 in classroom number 5 in the main building, and from 13.00 to 16.00 in the anatomy laboratory.


Annex IV -‐ Lesson template


Annex V -‐ Lesson plan. An example: Gross Anatomy I

Resources Time

Lesson Title: Introduction to Anatomy

Bridge-‐In (Motivation): History of Anatomy [to bridge Comparative Anatomy, Biology and Human (Clinical, Systemic, Regional) Anatomy]

10

Pre-‐Test: Interactive oral discussion

Definition, Division, Father, Origin, Languages (Greek, Latin) of Anatomy

5

Learning Outcome: At the end of the lesson, the students would be able to demonstrate an understanding of the historical aspect of anatomy and the language used to adequately communicate with colleagues in the medical profession.

Instructor’s Activities Learner’s Activities

1. Self introduction • Student introduction • White/black board • Human skeleton • Anatomic models • Power point presentation

• Over head transparencies

• Textbooks and Atlas

- K. Moore - Gray Anatomy - Grant Anatomy

20

2. Ask students the following questions:

• Why is Anatomy important in the medical curriculum?

• Based on the importance of Anatomy in the medical curriculum, can you define Anatomy?

• Students give their own opinion

about the importance of Anatomy in the medical curriculum.

• Students give their operational definition of Anatomy.

30

3. Lecture:

• Approaches of study –Notes (Hard and e-‐copies)

• Anatomic terminology e.g. abduction, pronation, supination, adduction

• Terms of reference

• Interactive participation • Demonstration • Ask questions for clarification

40

4. Summary of key points 5

5. Post-‐test: Definition, Division, Father,Origin, Languages (Greek, Latin) of Anatomy

5

6. Reading assignment for next lecture

5


Annex VI -‐ A lecture material: An example: clinical and nursing skills see slides

Annex VII -‐ Tutorial Template Prof. …………………………………………………..

Subject: …………………………………………….

Date and place Time Topic Methodology/tools Learners objectives

Annex VIII -‐ Tutorial. An example: Skin Disease see slides


Annex IX -‐ Essay outline I. Introduction:

General info about topic, reason for reader to be interested, context, etc.

Thesis statement:

II. Topic Sentence 1: A. Support

1. Detail/example/data/explanation 2. Detail/example/etc. 3. Detail/example/etc.

B. Support 1. Detail/example/etc. 2. Detail/example/etc. 3. Detail/example/etc.

C. Support 1. Detail/example/etc. 2. Detail/example/etc. 3. Detail/example/etc.

D. Transition III. Topic Sentence 2:

A. Support 1. Detail/example/data/explanation 2. Detail/example/etc. 3. Detail/example/etc.



D. Transition IV. Topic Sentence 3:

A. Support 1. Detail/example/data/explanation 2. Detail/example/etc. 3. Detail/example/etc.



D. Transition


V. Concluding Paragraph Re-state thesis: Summary of main points, return to general context, wrap-up of essay,

etc.

Annex X -‐ Essay. An example: Surgery 1a see slides

Annex XI -‐ Student evaluation

No.

Components Percentage of Total Grade

Points Comments

1 Attendance Used to assess student’s readiness to sit the examinations. Less than 90% attendance not qualified for exams.

2 Class participations Interactions between students and teachers during class

3 Written examinations MCQs, Essays, Lists,True & False, Fill in the blanks, Matching

4 Oral examinations Pre-prepared questions are placed in a box and each student select his or her question(s)

5 Practical examinations Demonstrations, scenarios, case studies

6 Class presentations


Annex XII -‐ Courses Evaluation tools

WHO WHAT WHEN STUDENTS PUNCTUALITY OF THE

PROFESSOR EVALUTION AT THE END OF THE COURSE

REGULARITY OF THE PROFESSOR

EVALUTION AT THE END OF THE COURSE

PREPARENESS OF THE PROFESSORS


KNOWLEDGE & DELIVERY OF THE PROFESSOR


PRESENTATION –CLEAR & UNDERSTANDABLE OF THE PROFESSOR


ENTHUSIASM-‐ MAKES THE COURSE INTERESTING


PROFESSOR/INSTRUCTOR PRE-‐EVALUATION ASSESSMENT OF STUDENT

BASE LINE AT THE START OF THE COURSE

POST EVALUATION TEST ASSESSING LEVEL OF PROGRESS & LEARNING

AT THE END OF THE COURSE

STUDENT LEVEL OF PARTICIPATION

STUDENT INTEREST IN LEARNIG

DURING THE COURSE

STUDENTS ATTENDANCE STUDENT INTEREST IN LEARNING

DURING THE COURSE

EVALUATION OF PERFORMANCE

STUDENT ASSESSMENT END OF SEMESTER

COMMITTEE OF DEPARTMENT & FACULTY


PEER REVIEW END OF SEMESTER


EVALUATION OF STUDENT QUESTIONTIONER

END OF SEMESTER

KILLER EXAM END OF SEMESTER


Annex XIII -‐ Teaching assessment


Documents

PORTFOLIO DEVELOPMENT: A GUIDELINEold.iss.it/binary/ures/cont/Portfolio_Guidelines.pdf · The learning memorandum between teacher and student in used to lay down ... current phase