School of Medicine

e-Portfolio Supporting Learning in WBL

F:EED Project and iPhone Developments

Christopher Murray

A Bit of History

e-Portfolio learning encouraged since 2005

Drivers-PDP, Foundation Year e-portfolio

Underpinned by overall curriculum structure and formative and summative assessment points including work place learning

Collection of evidence from these points ‘used’ at annual appraisal

New curriculum 2010/New e-Portfolio 2009

New drivers-Passport assessment and ‘catching them early’

ALPS Project and use of mobile devices in work place settings

e-Portfolio

Private - then shared

Supports-passport assessments and personal tutorial

Used every week by Year 1

Personal blog area as well as structured exercises

Competencies which are marked off

Work Place Learning Context

Years 4 and 5 now out from Year 1

250 students a year

Hospitals, clinics and GP’s

Entire West Yorkshire area

5 rotations per year

Assessment=completion of 5 formative assessments to a satisfactory level

Questions

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Some Findings!

• Developed Typology

Relevance and audience were key

Some comments

“Not enough time”

“What is it for?”

“Not assessed”

“Nobody looks at it”

40% usage in first year (2005-06) down to 30% by (2008-09)

ALPS-154 medical students-24 used devices

iPhones

Embedding concept from ALPS Project

All 4th and 5th years loaned an iPhone

Provides new ways to collect evidence

Apps developed to:

Add to personal blog

Undertake compulsory formative assessment

Access learning materials through e-portfolio

Emerging Findings

• Students doing more assessments

• Useful as an information searching tool outside of clinical practice

• Useful for organisation-diary, email etc.

• Organisational culture issues

e-Portfolio Learning!

• Monitoring by university staff

• Very few students checking back at completed assessments

• No overarching exercise at the end of each placement in e-Portfolio

• No competencies being mapped

• No feedback being received in the e-Portfolio

F:EED Project

TQEF Funded

Tutor volunteers & focus group

Handbook created and used in tutor training

Online resources currently being developed

Themes

Acknowledge and negotiate use with students

Integrate in teaching practice

Link learning activities with course content

Knowing

Wider view of student

Support required

Other areas of the course

Feedback

Negotiate with students what they wanted feedback on!

The Missing Links

• Mobile devices good for capturing and recording learning in work based settings

• Curriculum activities need to aligned to encourage e-portfolio learning to utilise this evidence

• Raise awareness amongst clinical teachers

• Feedback-assumption that use of devices will increase the quality of feedback in practice. e-Portfolio can increase quality of feedback on progress but not on the actual assessment

• Training on giving feedback on progress and giving feedback on feedback! F:EED model in a different context

Questions

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