1 / 21

Implementation and evaluation of an electronic portfolio to support undergraduate medicine

Implementation and evaluation of an electronic portfolio to support undergraduate medicine. Simon Cotterill, Tony McDonald, Geoff Hammond, Philip Bradley School of Medical Education Development University of Newcastle upon Tyne, UK. Undergraduate Medicine at Newcastle - The MBBS Programme.

nenet
Télécharger la présentation

Implementation and evaluation of an electronic portfolio to support undergraduate medicine

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Implementation and evaluation of an electronic portfolio to support undergraduate medicine Simon Cotterill, Tony McDonald, Geoff Hammond, Philip Bradley School of Medical Education Development University of Newcastle upon Tyne, UK

  2. Undergraduate Medicine at Newcastle - The MBBS Programme • Regional medical school • 1,400 students • 1,600 contributing staff • Multiple points of entry: • Standard 5 year programme • Accelerated (4 year) programme • Joint programme with Durham • Outcomes based Curriculum

  3. Managed Environments for Portfolio-based Reflective Learning.Integrated Support for Evidencing Outcomes.  • An FDTL-4 project: • Newcastle University (lead site) • Leeds University • Sheffield University • Dundee University (for consultancy) • Developing Web based portfolios to support reflective approaches for evidencing the attainment of programme outcomes in undergraduate Medicine. • Closely integrated with on-line curricula and study guides to become an integral component of managed learning environments for Medicine. Project funded by

  4. Development and Piloting in 2003/4 • ‘Generic’ ePortfolio framework • Generic tools (CV, Meetings recorder etc) + Context-Specific tools • ePortfolio is customised by course and year-group • Stand-alone embedded within a VLE • MBBS Phase I ePortfolio • Learning Diary, Meetings with Personal Tutors, CV, SWOT • Learning Outcomes, Log of Family and Patient visits • Non-mandatory, choice of paper or online for diary, meetings & log • Year 4 Student Selected Components (SSCs) • Learning Outcomes and Action Plan • Mandatory for 1 of the students’ 3 SSCs • Content not assessed/graded (could inform borderline cases)

  5. Learning Diary and Planning Tool

  6. Recording Meetings with Personal Tutors

  7. CV

  8. Year 4 SSC Portfolio: Action Plan

  9. Year 4 SSC Portfolio: Action Plan

  10. Research and Evaluation Studies*Preliminary Findings*

  11. Evaluation of a Phase I Portfolio/Log Book • (paper and electronic versions). • Cotterill SJ, Sarma S, McDonald AM, Bradley P • Ethical approval / informed consent • Focus groups - facilitated by a 4th year student (Sean Sarma) • Questionnaires - based on findings of the focus groups (on-going) • Key issues from the focus groups • Generally well received but what motivation ? • not assessed • not viewed by tutors (staff interface completed later) • Need better clarity of purpose • Wanted a more quirky / fun design ! • Learning diary - useful at first, less so over time • Good to browse the Learning Outcomes

  12. Evaluation of an electronic portfolio to facilitate reflective learning in stage 4 medical students during their student selected components. • Cotterill SJ, McDonald AM, Bradley P, Robinson R, Hammond GR • Ethical approval / informed consent • Questionnaires (before and after using the ePortfolio) • change in awareness of intended learning outcomes ? • factors influencing use of the ePortfolio • attitudes and perceptions of using the ePortfolio • student perception of impact of using the ePortfolio • evaluation of technical features and ‘usability’ • 186 students completed the portfolio (~100% compliance) • 105 questionnaires completed (56% of cohort) at 30/06/2004

  13. Outcomes recorded and time to complete: • median number of learning outcomes: 5 • median number of ePortfolio sessions: 6 • median time taken to complete ePortfolio: 3 hours (IQR 2-4 hours) • Locations of computers used: • 77% used computers at the University • 59% used computers at home • 41% used computers on location at the SSC • Usability: • 67% found the ePortfolio easy to navigate • 80% found the online instructions easy to understand • 79% thought that the LO action plan was quite intuitive • 74% thought that the submission process was easy to understand

  14. Evaluation - positive • “It encouraged me to really give thought to what I wanted to achieve during the option, which was especially useful as this was my first option. As a result of the portfolio I think I got much more out of the option than I would have otherwise.” • “It made me concentrate on creating aims at the start of the option and allowed me to plan the option with my supervisor in a defined way. Overall it made my learning for the option more organised and focused.”

  15. Evaluation - negative • “Most of the things I learned couldn't be 'measured/quantified' so I felt it was of little value to try and invent a way in which they could.” • “Access to computer as option took place in Barnard Castle, records may have been more detailed if completed straight after meetings etc.”

  16. Building the ePortfolio was a useful learning experience 80% thought it was a useful learning experience I feel that I have recorded good evidence that I have achieved specific learning outcomes from this option. 83% felt they had recorded good evidence

  17. Having clearly defined intended learning outcomes influenced the way in which I approached the option 72% felt that the LOs influenced their approach Building the ePortfolio gave me a sense of achievement 62% felt a sense of achievement 56% were proud of their portfolio

  18. The use of the ePortfolio facilitated the interaction between me and my supervisor 90% discussed the plan with their supervisor. However, only 39% felt it facilitated their interaction with the supervisor At the end of the option I spent time considering what I had learned from this option. 93% reflected on their learning after the option

  19. Key points raised in the open-ended questions • What did you most like about using the ePortfolio ? • facilitated organisation and planning (n=31) • usability (n=14) • sense of achievement (n=11) • encouraged reflection after the SSC (n=6) • What did you least like about using the ePortfolio ? • time consuming (n=13) • technical problems (n=10) • outcomes hard to define / measure (n=9) • repetitive (n=8) • What were the main barriers to using the ePortfolio ? • access to computers / Internet (n=20) • technical problems (n=11)

  20. Conclusions • ePortfolios implemented / piloted in 2003/4 • Most students perceive these as beneficial • But unless assessed the motivation to complete is reduced • The ePortfolio is being piloted in other contexts • Dentistry • Biosciences • Contract Research Staff

  21. Further information:http://www.eportfolios.ac.ukS.J.Cotterill@ncl.ac.uk

More Related