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Introduction to ePortfolio

Introduction to ePortfolio

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Introduction to ePortfolio

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  1. Introduction to ePortfolio

  2. Learning Objectives At the end of this presentation, users will be able to: • Describe the different responsibilities of trainees, supervisors and administrators in relation to ePortfolio • Explain the role of ePortfolio as part of the training process

  3. The ePortfolio The ePortfolio: • Is a collection of evidence to inform decisions on a trainee’s progress • Provides tools to support a trainee’s education and development, such as reflective practice • Brings the specialty curricula to life • Supports the ARCP process

  4. Background • ePortfolio is a browser-based platform provided by NHS Education for Scotland to specification from RCR • It is a common system used by a number of royal colleges in the UK. These include the RCP (as JRCPTB), RCOG, RCEM and RCPCH. It is also used for Foundation Year. • The ePortfolio platform is used for both clinical oncology and radiology, with many forms common to both, though some WpBAs are unique to each specialty.

  5. ePortfolio Log-in screen (right) and home screen (below)

  6. ePortfolio Content A trainee’s ePortfolio holds: • User’s details • Personal Development Plan • Log book • Reflective practice • WpBA forms • Clinical supervisor’s forms • Educational supervisor’s forms • Records courses attended, exam result, audits, papers, etc Supervisors are granted access to a trainee’s ePortfolio as required. These users have limited information stored in their ePortfolio accounts.

  7. Roles and Responsibilities of a Supervisor • The full definitions for the roles of those involved in specialty training can be found in the relevant section of the College website. However, a brief overview of those important for ePortfolio is given below: • Educational Supervisor – Responsible for overseeing a trainee’s progress over an extended period of time, covering a number of rotations/posts/clinical attachments. • Clinical Supervisor – Responsible for overseeing a trainee’s progress within an individual rotation/post/clinical attachment. • Other consultants may be involved in training as assessors for Workplace Based Assessments, but they do not require ePortfolio accounts.

  8. Supervisor ePortfolio Responsibilities Clinical and Educational Supervisors should: • Use ePortfolio evidence to inform appraisal meetings: • Assessments • Reflections • PDP • Update the record of progress through the curriculum • Write/finalise appraisals • Write supervisor’s reports

  9. Trainee ePortfolio Responsibilities In ePortfolio, trainees should: • Ensure the ePortfolio is kept up to date • Arrange assessments and ensure recording • Prepare drafts of appraisal forms • Maintain their Personal Development Plan • Record reflections on any relevant learning event • Record progress through curriculum, including linking any evidence to competencies

  10. Appraisal Forms Clinical and Educational Supervisors both have a series of appraisal forms they should complete as part of their role in training. • Clinical Supervisor Appraisal forms should be completed at the start and end of a rotation as a minimum, with a mid-point review to be completed as required. • Educational Supervisor Appraisal forms should be completed at the start, the mid-point and the end of a training year. These appraisal forms provide the basis for the Educational Supervisor’s Structured Report that goes to the ARCP Panel to aid their decision.

  11. Workplace-Based Assessments Introducing Workplace Based Assessments (WpBAs) was a key driver for developing an ePortfolio. Each specialty has a specific set and details on these are on the College website. WpBAs can be entered into the ePortfolio: • By directly linked supervisors • Through an external assessor ticketing system • By individual trainees WpBAs can be linked as evidence against individual competency sets in the syllabus

  12. Example of a WpBA inside ePortfolio

  13. Reflective Practice • Trainees are encouraged to reflect on learning events and record their reflections in ePortfolio. Reflections can be made on a number of things, such as: • Lectures • Courses • Interesting cases • Posts • Reflections are made public to linked supervisors as a default, but can be made private if the trainee wishes. • They can also be linked to curriculum competencies as ‘evidence’ to help a supervisor identify further areas for progression. An example of a reflection on teaching is on the next slide.

  14. Syllabus Progress The syllabus in ePortfolio is a representation of the competency sets available in the paper documents of the relevant specialty training curricula in clinical oncology and clinical radiology. The competency sets can be viewed in a hierarchical structure, that allows them to be located more easily than in the paper version. Trainees can record their views on their progress against each competency set, while supervisors will be required to record actual progress. In addition, evidence, such as WpBAs can be linked to competency sets to support the comments.

  15. Supervisor’s rating and comments Linked Evidence Trainee’s rating and comments