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Monash University pedagogy draws heavily on the writings of John Dewey (1). Dewey maintained that reflective thought is a complex, rigorous, intellectual and emotional enterprise necessary for critical thinking. We wanted students to develop their critical thinking and in particular reflecting on their own clinical actions. We devised some criteria for this and presented the students with a number of tasks which they were able to collate into a short ePortfolio. The feedback from students regarding the tasks was very positive and the EPortfolio provided an insight into the student mindset that we had not experienced before. This presentation will touch on the benefits of self-evaluation, the tasks we introduced to facilitate it, the criteria we set and.. Will close with some examples of students submissions, feedback comments and some of our own comments on the ePortfolios. 1. Dewey J. How we think. Dover publications. (1933).
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Medicine, Nursing and Health Sciences
“BUILD IT AND [T]HE[Y]
WILL COME”
Presented by: John Mc Inerney
Prepared by John Mc Inerney in collaboration with Ruth Druva
BACKGROUND Paper to online
Online platform introduced February 2014 (PebblePad)
ePortfolio was not immediate in our thinking
Initial thoughts is that we have clinical workbooks (task portfolios)
Longitudinal view to create an evidence based portfolio to capture their development from Y1 - Y4
Objectives, some set by University , student also sets own objectives.
BEFORE WE BEGIN
THE JOURNEY We will now take a journey with some students as aspects of their
portfolios build.
It is very much worth noting that the “task” portfolios were located in different workbooks and the portfolio of achievement was collated post clinical placement.
In some instances the students were not given such specific direction what/how to align with specific objectives.
The tasks were carefully thought out to assist students progress along the “novice to expert continuum” of clinical skill acquisition.
SAYING HELLO
THE CONTRACT
THE OBJECTIVESUNIVERSITY
STUDENT
THE TASK
THE OUTCOME
• STUDENT DERIVED
• FOCUSSED
• MET OBJECTIVES OUTLINED PREVIOUSLY
THE TASK
THE OUTCOME
THE TASK
THE OUTCOME
THE OBJECTIVE
THE OBJECTIVE
THE DIRECTIONCLINICAL TUTOR
UNIVERSITY LIAISON
THE OUTCOMESTUDENT
CLINICAL TUTOR
THE ATTITUDE
THEY CAME!!!
THOSE DOTS!!!
ACKNOWLEDGEMENTS
Ruth Druva, Monash University
Year three students at Monash University (In fact all the students across the years who have constructed such wonderful evidence of their learning.
