Eportfolios in Medical Education: The good , the bad and the ugly
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E-Portfolios in Medical Education The Good, the Bad and the Ugly Dr. Bronwen Dalziel University of Western Sydney Dr. Zarrin S Siddiqui University of Western Australia
Transcript of Eportfolios in Medical Education: The good , the bad and the ugly
E-Portfolios in Medical Education The Good, the Bad and the Ugly
Dr. Bronwen Dalziel University of Western Sydney
Dr. Zarrin S Siddiqui University of Western Australia
Session Objectives
• To discuss the use of portfolios in terms of assessment and share experiences – What are the attributes being assessed by the E-
Portfolios?
– What are the challenges faced in E-Portfolio assessment ?
What is being assessed?
• Reflective learning
• Clinical activity
• Research activity
• Assignments
• Professional attributes
Cleveland Clinic Lerner College of
Medicine
Research
Basic and clinical sciences
Clinical skills
Communication
Professionalism
Personal development
Health care systems
Reflective practice
University of Ottawa/Maastricht
Collaborator
Manager
Medical expert
Communicator
Professional
Person
Health advocate
Scholar
University of Western Australia
Research
Clinical skills
Communication
Professionalism
Leader
Advocacy
Educator
University of Ottawa/Maastricht
University of
Western Sydney
Communication
Professionalism
Personal development
Health advocate
Reflective practice
Types of assessment
• Learners gather evidence “Using a pass/fail system, the coach assesses whether the student has provided evidence of achieving the objectives in the role discussed and has demonstrated skills in self-assessment and giving and receiving feedback.” Hall et al., 2012
• Assignment based “LO example: Describe the impact of chronic disease or lifelong disability on a patient living in the community UWS Year 1 PPD handbook”
Types of Assessment: contd. • A reflective summary of 800 - 1000 words is
required. This will provide you an opportunity to revisit your experiences in assessment and reflect on your learning.
• A minimum of six artefacts are required against the learning outcomes specified for this unit and of these, at least three artefacts are required to demonstrate evidence against the educational principles identified by the University.
• One piece of evidence may be used for both unit outcomes and UWA educational principles.
Excerpt from Unit Guide IMED5802 Principles of Assessment & Evaluation
Timing of Assessment
• Unit based
• Longitudinally across the entire course
• How often (e.g. annually, twice yearly, assignment based)
Challenges Support from Institution
• Physical Resources – Commercial (e.g. PebblePad, Mahara, Google Docs, WebCT)
– Institution
• Human Resources – Assessors
– Administration
Orientation
Progression Rules
Introduction to the course
Access after graduation
Conclusion
• Best Practices
• E-Portfolio Interest Group
