eportfolios in medicine: paddling against the...

ePortfolios in Medicine: paddling against the tide ?John Couperthwaite, Austen Okonweze, Naseem Akram

ePortfolios in Medicine: padding against the tide ?John Couperthwaite, Austen Okonweze, Naseem Akram

ePortfolios in Medicine:

paddling against the tide ?

John CouperthwaiteCollege of Medical and Dental Sciences

Austen Okonweze, Naseem AkramLearning Development Unit

ePortfolios in Medicine: paddling against the tide ?John Couperthwaite, Austen Okonweze, Naseem Akram

ePortfolios in Medicine: padding against the tide ?John Couperthwaite, Austen Okonweze, Naseem Akram

“The curriculum must have a core and student-selected components (SSCs). The core curriculum must take up most curricular time.

We expect that in a standard five-year curriculum between 25% and 33% would normally be available for SSCs.”

Background: a rationale for change

ePortfolios in Medicine: paddling against the tide ?John Couperthwaite, Austen Okonweze, Naseem Akram

ePortfolio

Programme Determined

Hospital Placements

Extra-CurriculaSelf-study modules

Reflections Assessments Skills Feedback Plans Goals

Lectures

Small-groups Tutorials

Practicals

Self-study activities

Community Placements

Student Determined

Background: student learning activities

ePortfolios in Medicine: paddling against the tide ?John Couperthwaite, Austen Okonweze, Naseem Akram

– Student Selected Activities (SSA’s)• Years 1 and 2 (800 students)

• Self-directed and academic-led student projects (2 x 1 week)

• Personal Mentor review (130 staff)

– Integrated Problems (IP’s)• Years 1 and 2 (800 students)

• Problem-based learning sessions (1 day per week)

• Facilitated by instructor

– Community Based Medicine (CBM)• Years 1 - 4 (1600 students)

• Weekly GP placements

• GP tutors

Planned ePortfolio use in the MBChB

Phase 1

Phase 2

ePortfolios in Medicine: paddling against the tide ?John Couperthwaite, Austen Okonweze, Naseem Akram

file store

diary

privacy controls

personal preferences

guide

mentor area

goals

reflections

Development of the ePortfolio

ePortfolios in Medicine: paddling against the tide ?John Couperthwaite, Austen Okonweze, Naseem Akram

• Led by the University eLearning Team

• Key criteria included:– Skills recording/tracking

– Reflective writing (blogs, journals)

– Media support (images, audio, video)

– Presentation feature (sharing, publishing, submitting content)

– Usability, portability and longevity

• Tools considered:– Blackboard

– Elgg

– ePET

– Moodle

– PebblePad

– WebCT Vista

Institutional Review

ePortfolios in Medicine: paddling against the tide ?John Couperthwaite, Austen Okonweze, Naseem Akram

Evaluation of student / staff use

ePortfolios in Medicine: paddling against the tide ?John Couperthwaite, Austen Okonweze, Naseem Akram

– Student Selected Activities (SSA’s)

Evaluation of student / staff use

– Integrated Problems (IP’s)

– Community Based Medicine (CBM)

0

10

20

30

40

50

60

Very difficult Quite difficult Neither easy or difficult Quite easy Very easy

Re

sp

on

ses

(%

)

Logging in to PebblePad Navigating through PebblePad

ePortfolios in Medicine: paddling against the tide ?John Couperthwaite, Austen Okonweze, Naseem Akram

– Student Selected Activities (SSA’s)

Evaluation of student / staff use

– Integrated Problems (IP’s)

– Community Based Medicine (CBM)

0

10

20

30

40

50

Very difficult Quite difficult Neither easy or difficult Quite easy Very easy

Re

sp

on

se

s (

%)

Creating an action plan Creating a blog Creating a webfolio Sharing your Webfolio with your personal mentor

ePortfolios in Medicine: paddling against the tide ?John Couperthwaite, Austen Okonweze, Naseem Akram

– Student Selected Activities (SSA’s)

Evaluation of student / staff use

– Integrated Problems (IP’s)

– Community Based Medicine (CBM)

– It focused my report on specific areas and helped me analyse

my study skills

– ability to share with mentor

– good guidance/examples on how to use

– I think it would be much easier to correspond with your

mentor using word and e-mail

Students

ePortfolios in Medicine: paddling against the tide ?John Couperthwaite, Austen Okonweze, Naseem Akram

– Student Selected Activities (SSA’s)

Evaluation of student / staff use

– Integrated Problems (IP’s)

– Community Based Medicine (CBM)

– It seems to improve students’ ability to reflect

– good for reviewing all my student’s work

– student presentations are much better

– greater curriculum integration is needed

– Needs to link to assignments

Personal Mentors

ePortfolios in Medicine: paddling against the tide ?John Couperthwaite, Austen Okonweze, Naseem Akram

– Student Selected Activities (SSA’s)

Evaluation of student / staff use

– Integrated Problems (IP’s)

– students fully engaged with the reflection process

– quality of the work very high

– student feedback to facilitator very positive

– Community Based Medicine (CBM)

ePortfolios in Medicine: paddling against the tide ?John Couperthwaite, Austen Okonweze, Naseem Akram

Has the tide turned ?

Students and staff need more training

Frequent, facilitated contact works best

Greater curriculum integration improves student buy in

Finding the right ePortfolio is critical to success

Reflect, Review and React

ePortfolios in Medicine: paddling against the tide ?John Couperthwaite, Austen Okonweze, Naseem Akram

AcknowledgementsRob Jones, Web DeveloperNick Ross, Director of InnovationLisa Coulson, Project Researcher

Referenceshttp://del.icio.us/couperjo

Contact detailsDr. John Couperthwaite, Educational Technology Manager Email: j.couperthwaite@bham.ac.uk

Austen Okonweze, Project ResearcherEmail: a.okonweze@bham.ac.uk

Naseem Akram, eLearning ConsultantEmail: n.akram@bham.ac.uk