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A workshop on using an electronic portfolio for undergraduate medical students: lessons learnt from three UK medical schools. A workshop led by undergraduate students and faculty.
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Use of an electronic ePortfolio for undergraduate medical students: lessons learnt from three UK medical schools
The UMeP Collaboration
ePortfolios
“a purposeful assembly of a collection of evidence of student learning and achievement in selected domains, with an element of intellectual engagement by the student with the portfolio content and associated learning.”
Purposes of portfolios
Helen C Barrett PhD http://electronicportfolios.org/balance/
OVER TO YOUTime for some group discussions
AMEEWorkshop on undergraduate e-portfolios Prague 2013
Pascale Avery, Reeanne Jones, Kathleen Meyer, Jennifer Schamotta
Year 5 medical students
At BSMS• Introduced into first clinical year (Year 3)
– Voluntary
– Used by medical students, and Clinical Academic Tutors (CATs)
• User guides, tutorials, student advocates, junior doctor
session
• Training for Clinical Academic Tutors (30)
• Formative use– Use of self appraisal form
– Use of personal development plan
– Use of personal library
– Meetings with Clinical Academic Tutor (CAT)
– Use of the reflective/educational logs
Research• Objective:• To explore its acceptability and impact of the
e-portfolio on students at BSMS, and to identify the drivers and barriers to its use
• Methodology - Mixed Methods approach :• Paper based questionnaire• Focus groups with advocates• Thematic analysis of qualitative data
BSMS data: Year 3 (2011-13)
• Participants n: 209 • (76% response rate)
• Students using the e-portfolio (%)
60
40YesNo
• Sections used by students
BSMS data: Year 3 (2012/13)
CAT PDP Reflective logs Personal library0
102030405060708090
100
Sections of the e-portfolio
Stu
dent
use
(%
)
Thematic analysis of data
• Acceptability of use• Practical issues - “I can't remember my username or
password• Time pressures - “we already have a huge workload”• “It is difficult to find time to use it” • “It’s overshadowed by the multitude of marked
assessment we have in Year 3”• Confidentiality “I don’t know who can access this
portfolio”• Non – Compulsory “maybe a compulsory element
would encourage and get the most out of the portfolio”
Thematic analysis of data
• Role modeling important• “having junior doctors describing what they put in their
eportfolio and why it has been helpful”• “make CATs encourage us to use it”
• Understanding the purpose of a portfolio• “provide more examples of what goes on the
eportfolio” • “could be checked by CAT”• Tell us what it is exactly we need to be writing about”• “I don’t know what I should be using it for” • “people have become doctors for years without it, why
the big fuss now?”
Reflective practice
• Unsure, not confident or motivated to ‘reflect’ • examples requested• concerns of privacy or negative consequences• “I am not particularly certain… what we are supposed to
reflect on”
• The format: not at ease with written reflection• “reflection should take any form, not necessarily written”
• Students may feel reflective practice is not relevant to them
Personal Opinions
• “Perhaps a true limitation is that at our stage, we may not understand the benefit of using the eportfolio early in our careers. I believe this will become more apparent when we are Foundation doctors.”
• “Using the eportfolio may be perceived as another thing to do – this makes many students reluctant to do in their free time. To overcome this, the portfolio should be made compulsory as many believe it is useful but lack the direction/understanding to complete it on their own”
Personal Opinions
• “I can relate to the comments given about the portfolio being at the bottom of the one’s ‘to do list’, especially in 3rd year. I think the portfolio would become a higher priority for us if it was used to record completion of skills and other assessments, as well as providing us with a lasting and visual record.”
Personal Opinions
• “Medicine seems to have a confusing conflict: teaching us values of being professional, competent, accountable and self directive, However, this manifests in a culture where we feel unable to express any weakness. Yet ability to do this is vital for effective reflection and personal development (a task required of us). For portfolios to be a success and at their most useful I feel an entire cultural change would be required.”
Personal Opinions
• “In order to use the undergraduate e-portfolio as a helpful transition mechanism into foundation years, compulsory use for clinical skills assessments and meetings would be highly beneficial”
• “The ability to demonstrate written reflective practice is of growing importance to professional development. However concerns over internet privacy may prevent me recording personal thoughts – I prefer to naturally reflect on events and talk to others (without putting ‘pen to paper’)”
UMeP as the Foundation for Academic Mentoring
Megan Lloyd (Year 4)Anna Taylor (Intercalating)University of Bristol Medical School
What is an Academic Mentor?
• Practicing clinician • Concerned with the student’s academic life, not
their personal life• Available to meet twice a year, preferably on a one
to one basis
During the meetings …
• Academic progress– Exam success– Possibility of intercalation – Other queries
• E-portfolio progress – Discuss any updates – Ensure it meets the targets
• Photo• Exam upload• CAPS logbook upload
• Career thinking• Professionalism
How do we feel about our Academic Mentor as students?
• Personal• Contact links • Knowledge for the future • Confidence booster
Our experiences
Thank you
CAPS LogbookDuncan Brown (Year 4)
Tom Lloyd (Year 5)
University of Bristol Medical School
What is CAPS?
• Consultation And Procedural Skills• Introduced to Bristol in 2012• Written record & proof of competence in procedural
skills; GMC requirement by the time of graduation• 32 procedural skills grouped in the following
categories:1. Diagnostic
2. Therapeutic
3. General Procedures
Why use CAPS Logbook?
• An aid to learning – provides learning objectives• Help with procedures• Guide & encouragement for practical examination
skills• Compulsory progression through medical school• Skills learning are a GMC requirement
CAPS Feedback
• Survey of the student body regarding the introduction of CAPS Logbook
• Recurring themes identified-aids practical skill learning
-re-enforces importance of practical skill learning
-inter-professional interactions & learning from MDT
-personal record of progress
-documentation and reference for practical skills
• Overall, scheme welcomed
Thank you
Any questions?
The UCL experience
Focus groups with students from pilot year (2011-12)
Students’ perception of intended purpose
Feedback
Minimum standards
Monitoring progress
Logbook/record
Students’ perception of intended purpose
I think the idea is that it helps you get feedback on your progress ... I
really don’t think it does.Feedback
Minimum standards
Monitoring progress
Logbook/record
Students’ perception of intended purpose
I think most of the time most people are doing fine, so they don’t really help ... but they
might flag up if you weren’t doing fine.
Feedback
Minimum standards
Monitoring progress
Logbook/record
Students’ perception of intended purpose
Feedback
Minimum standards
Monitoring progress
Logbook/record We go round so many
departments, it’s hard to have a
central [overview]... It’s a
good way of keeping track of
what we’re doing.
Students’ perception of intended purpose
Feedback
Minimum standards
Monitoring progress
Logbook/record
To sort of correlate everything
together in one place for easy
access later on... records of
practicals that you do.
Students’ perception of actual purpose
Tick-boxSelf-
monitoring
Way of lifePractice clinical skills
Students’ perception of actual purpose
Tick-boxSelf-
monitoring
Way of lifePractice clinical skills
Because this one is I guess more clinics-focused
and you have to get it done by
clinicians, I do feel it keeps you on your toes a bit
more...
Students’ perception of actual purpose
Tick-boxSelf-
monitoring
Way of lifePractice clinical skills
Because this one is I guess more clinics focussed and you have to
get it done by clinicians, I do feel
it keeps you on your toes a bit
more...
And if they’ve had two supervised
examinations and two history presentations .. it’s good, because in the process they’ve
done that and had the practice.
Students’ perception of actual purpose
Tick-boxSelf-
monitoring
Way of lifePractice clinical skills
I think at first a lot of students just thought this
is something that the med school is doing .. once you actually start
speaking to junior doctors and you hear that this is what they’re doing, [it]… it does make you feel ...
it’s not kind of a lost cause.
Students’ perception of actual purpose
Tick-boxSelf-
monitoring
Way of lifePractice clinical skills
I think the good thing to be said about us having the ePortfolio, talking to other people from other
med schools ... you have it when you’re a junior doctor and probably
forever, so at least we get used to it now... when we actually qualify it’s not this other new thing we have to get our heads
around.
Students’ perception of actual purpose
Tick-boxSelf-
monitoring
Way of lifePractice clinical skills
Although some might argue that it’s just... a
paper pushing exercise... to show that
you have been attending things.
Students’ perception of actual purpose
Tick-boxSelf-
monitoring
Way of lifePractice clinical skills
...they can’t be bothered typing you know more than a few words really in their
evaluation there. So I think the idea that it helps you get
feedback on your progress... I don’t really
think it does.
Actions
Students
• Information for students
Staff
•Training for assessors
Process
•Number of assessments
Ethos
•Hearts and minds mission
Thank you