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
?
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
?