Using an ePortfolio to encourage independent learning, self-evaluation and peer review

Jim AitonJulie Struthers

School of MedicineUniversity of St Andrews

Tomorrow’s Doctor and the Scottish Doctor

The Importance of the Portfolio

The Scottish Doctor - A foundation for competent and reflective practitioners

GMC Item 61 Delivering the curriculum

– Clinical logbooks and personal portfolios, which allow students to identify strengths and weaknesses and to focus their learning appropriately, can provide such information.

– Using these will emphasise the importance of maintaining a portfolio of evidence of achievement, which will be necessary once they have become doctors and their licence to practise is regularly revalidated.

Medical student portfolio at St Andrews

Provides a framework for independent learning– Changes learning style

Introduces the concept of professional development– Required for CPD, audit, reflection,

career development etc

Presentation outline

Curriculum Portfolio philosophy Training programme

– Reflect– Record– Plan

Evaluation Conclusions

CurriculumPre-Honours Honours

Year 1 MD2000 Year 3 MD4000Year 2 MD3000

Foundations of Medicine 1

Musculo-skeletal

Cardiovascular

Renal

Nervous System

Research Dissertation

Applied Medical Science

Respiratory

ReproductiveGastrointestinal

Endocrine

Patient Strand, Communication skills, Clinical Skills, Health Psychology, ePortfolio, Ethics, Public Health Medicine, Generic

Research Skills

Family interviewGP Attachments

Hospital ElectivesA & E

General Surgery

Community HealthAttachments

Foundations of Medicine

2

Introduction to Medicine

Portfolio philosophy

Record evidence of learning

Plan learning

Reflect on learning

Learning outcome

ePortfolio – implementation strategy

REFLECT: Embed reflective practiceSignificant learning experiences GP attachmentsCommunity medicine attachmentsResearch project

RECORD: Document knowledge and skills acquisition

Log clinical skills acquisition Evidence competencyShowcase work

PLAN: Encourage independent learning

Determine personal learning objectivesTime and project management

The ePortfolio is used to:

MD2001 Portfolio training tasks

MD2001Week 0 Lecture theatre Presentation Introduction

Week 1 Workshop Record Getting started with the ePortfolio

Week 2 Workshop Reflect Using your learning diary – first visit to DR

Week 4 Guided study Reflective Good / Bad reflection –paper based

Week 5 Guided study Plan Clinical Skills Tool

Week 6 Guided study Reflect Group work/dynamics

Week 3 -12 Guided study Reflect GP attachment

Week 12 Guided study Review Review and reflect on S1 work and the use of portfolio tools

OSPE STATION

MD2001 Example Reflective tasks

Early experience in the dissection room - Early experience in the dissection room - Self reflection – [200-300 words]To explore the emotions felt during the first visit to the DR.

Recognising Good Reflection - Recognising Good Reflection - Learning to reflectTo read examples of reflective writing styles and to review and assess a reflective piece from a peer.

Group Dynamics - Group Dynamics - Learning from reflection - [200-300 words]To understand the dynamics of your clinical group, your role within the group and your relationship to the group.

MD2002 Reflective tasks

Second/third GP attachmentSecond/third GP attachmentAim of task [500 -750 words] Reflection on learning

To reflect on your first experiences of taking histories from real patients

Group DynamicsAim of task [200-300 words] Reflection on reflection

To re-appraise how your group is working. Has the dynamics of the group changed, are you more confident and how different personalities are influencing the group dynamics?

MD3001 Portfolio tasks

MD3001Week 1 Workshop Introduction Reminder of the role of the ePortfolio

Week 1 (ongoing) Guided study Plan Set goals for knowledge, skills and attitudes from patient scenarios

Week 2(ongoing)

Guided study Record Record staff and peer review of key clinical skills

Week 5 Guided study Reflect Write a reflective piece on loyalty to colleagues

Week 3 -12 Guided study Reflect Reflect on the experience gained in the Community Health attachment scheme

OSPE STATION

Reflective writing in MD3001

Loyalty to colleagues – Bristol Heart Inquiry - Loyalty to colleagues – Bristol Heart Inquiry - Reflection on judgement [200-300 words]Use the experience gained from studying the Bristol Heart Inquiry to reflect on whether loyalty and sympathy for your colleagues outweighs the commitment to question and act upon substandard practice?

Community Medicine Attachment Scheme - Community Medicine Attachment Scheme - Reflection on learning -[300-400 words]Use the experience gained from working in, and with the community health services to reflect on the importance of public health medicine

School of Medicine ePortfolio

ePortfolio in St Andrews

Patient Scenarios: Sanjay Sharma

New material in the scenario

Setting learning goals

Associated clinical skills

Modifying skill set

Peer and staff review of clinical skills

Logging knowledge, skills and attitudes

Public and Private folders

Content of the Public folder

Reflective folder

Clinical skills folder

Share list

Monitoring and assessment: when and how?

Formative

Summative

MD2001 MD2002 MD3001 MD3002 MD4001 MD4002MD4003

Personal tutors/staff acting as a facilitators to confirm completion of tasks

and provide feedback

Summative assessment of Honours

project (SSC) entry

OSPE

Evaluation

What we try to do with the portfolio?

Set realistic goals for the students Develop a structured training programme Adopt a light touch to assessment Involve personal tutors Ask for, but not demand compliance

The 2010 challenge

Partner clinical schools– Aberdeen– Dundee– Edinburgh– Glasgow– Manchester