e portfolios for health care education using evernote

E-portfolio for healthcare education

learners take control

Vaikunthan Rajaratnam

e portfolios [email protected]

At the end of this presentation you should

• Understand the role of portfolios in a learners educational journey• Be able to design and develop a learners personal e portfolio• Be able to use Evernote to develop and deploy a portfolio


Defining• collection of student’s work • that is purposefully performed • to provide evidence of the student’s learning• bundle of evidence • student participation in the selection of the

contents• clear guidelines for selection, and rubrics for

assessment

Tochel, C., Haig, A., Hesketh, A., Cadzow, A., Beggs, K., Colthart, I., & Peacock, H. (2009a). The effectiveness of portfolios for post-graduate assessment and education: BEME Guide No 12. Medical Teacher, 31(4), 299–318. doi:10.1080/01421590902883056


Portfolio development

• Collection: artifacts that represent learning.

• Selection: review and evaluate the artifacts and identify those that demonstrate achievement

• Reflection: reflective practitioners • Projection: compare to the

standards • Presentation: share their portfolio


Drive for e portfolio

• student-centered active learning• the dynamism of digital

communication• increased accountability in

higher education • Increasing fluidity in

employment and education

Eynon, B., Gambino, L. M., & Török, J. (2014). Completion, Quality, and Change: The Difference E-Portfolios Make. Peer Review, 16(1), 1–11.


The growing body of research in e portfolio and the impetus from the Association for Authentic Experiential and Evidence based learning(AAEBL) has placed pressure … for path of the portfolio as an evidence of learning

Kahn, S. (2014). E-Portfolios: A Look at Where We’ve Been, Where We Are Now, and Where We’re (Possibly) Going. Peer Review, 16(1), 1–6.


E-portfolios provides an environment in which students/trainees/knowledge

worker can collect, select, reflect upon, build, and publish a digital archive of

their activity work

Van Tartwijk, J., & Driessen, E. W. (2009). Portfolios for assessment and learning: AMEE Guide no. 45. Medical Teacher, 31(9), 790–801.


Types

•developmental (Work in Progress)•assessment•showcase


Artefacts

• Topical collection of artefactsis useful for those who are subject matter The disadvantage is this – not show evidence of development and growth that is occurred

• Temporal collection of artefactsshowing the individuals growth as a learner. a measure of lifelong learning , to show reflection in practice. Con - does not have a theme, and may not how the learner has developed. • Developmental collection of artefacts advancement and development of the learner over period of time.. Its usefulness is mainly in the form of communication between a teacher and a student


Domains of medical competencies

• Knowledge, skills and performance

• Safety and quality• Communication, partnership and teamwork

• Maintaining trust

• Patient Care• Medical Knowledge• Practice Based Learning

and Improvement• Systems Based Practice• Professionalism• Interpersonal Skills and

Communication


Structure for e portfolio• Introduction• Brief Bio data• Reflective essay on purpose of the portfolio• Resume• Educational Certificates• Courses/training workshops attended and reflections• Achievements – academic, clinical, innovation, research and teaching• Log book of procedures• Work based assessments• 360/multi source feedback• Compliments/complaints and undesirable outcomes with reflections• Aspiration and Personal Development Plan


Requirements for e portfolios in healthcare

• Assessment against specified learning objectives.

• Record clinical observations and practice.

• Map clinical observations with clinical skills.

• Help student analyse patterns in their own learning.

• To measure against state-based standards.

• To support reflective practice.

Toro-Troconis, Maria, Ms, and Ashish Toro-Troconis(2009). "E-PORTFOLIOS EVALUATION REPORT." Http://www1.imperial.ac.uk/resources/E02C5058-A25E-4002-AAB1-A1588C364849/. Imperial College, retrieved 1 June 2014.


Technical requirements for e portfolios

• Value-added to student learning. • Infrastructure costs: integration,

sustainability (cost-effectiveness). • Maintenance and support costs. • Ease of use • Choice of back-end technology and tools. • Ownership of the artefacts and final product. • How the data will be managed and user-

support required• Setup, maintenance and upgrade costs


Able to record and store the following

• Actual marks/grades• Detailed tabulation of practical training/clinical

skills etc. against a matrix. • Reflective work (e.g. blogs, comments on

assessments, responses to peer mentor, or faculty reviews).

• Presentation of particular achievements, e.g. graphic designs, artwork, creative writing.

• Video/audio of student-patient interactions with reflective commentary.

• Peer reviews of joint projects. • Faculty feedback on any of the above.


Portfolio

• allows for formative assessment

• over an extended period of time

• showing evidence of deep learning and

• behaviour of self-directed • lifelong learning. • provision of evidence by

reflecting upon the learning

Kitchen, M. (2012). Junior doctors’ guide to portfolio learning and building. Clinical Teacher, 9(5), 308.


Using PortfoliosPortfolios used for Assessment of Learning Portfolios that support Assessment for Learning

Purpose of portfolio prescribed by institution Purpose of portfolio agreed upon with learner

Artifacts mandated by institution to determine outcomes of instruction

Artifacts selected by learner to tell the story of their learning

Portfolio usually developed at the end of a class, term or program - time limited

Portfolio maintained on an ongoing basis throughout the class, term or program - time flexible

Portfolio and/or artifacts usually "scored" based on a rubric and quantitative data is collected for external audiences

Portfolio and artifacts reviewed with learner and used to provide feedback to improve learning

Portfolio is usually structured around a set of outcomes, goals or standards

Portfolio organization is determined by learner or negotiated with mentor/advisor/teacher

Sometimes used to make high stakes decisions Rarely used for high stakes decisions

Summative - what has been learned to date? (Past to present)

Formative - what are the learning needs in the future? (Present to future)

Requires Extrinsic motivation Fosters Intrinsic motivation - engages the learner

Audience: external - little choice Audience: learner, family, friends - learner can choose

Revised March 28, 2007 - ©2006, Helen C. Barrett, Ph.D.


Challengesconsiderable practical difficulties in maintaining and implementing the key portfolio in a busy clinical setting and explain the persisting negative perception of e-portfolios among junior doctors in the United Kingdom

Vance, G., Williamson, A., Frearson, R., O’Connor, N., Davison, J., Steele, C., & Burford, B. (2013). Evaluation of an established learning portfolio. Clinical Teacher, 10(1), 21.


What is it

• a note taking app that • stores them in ‘the cloud’ • and syncs them to all devices • can take audio, photo or text notes, or a

combination of all 3.• take clippings from the web and save them

automatically


Review

PROS• Effortless solution to note-taking

and -syncing. • Some of the best search outside

Google. • Adjustable user interface. • Simple and well-balanced design. • Superb features.

CONS• Design lacks

individuality. • Reminders feature

in Web version only• has one notification

setting (email daily digest).


Summary

The Web-based version of Evernote, the best note-taking and organizational program you'll find, delivers on its promise to make the information you need available to you anywhere. Reminders, nested notebooks, and other great features make this one killer Web app


Potential for educators

• Easily Capture and Store notes, photos, audio of learner performance

• Create Checklists to record progress , achievements etc.;• Recording work based assessment - e.g. Direct Observation of

Procedures • Displaying student work• Document reflections


Getting Started

• Go to http://evernote.com/download/ • Installing the Evernote Desktop Client• Install Evernote for mobile from app site• Creating your Evernote User Account• Evernote Sync• Saving Web Content• Setting Reminders


Get a copy free at this link .Click Save to EvernoteYou will need Evernote installed on your desktop

http://www.evernote.com/shard/s9/sh/13779c1c-0617-49e7-9a1b-66e37983b421/3ff11715d19cff7fad53302be347996f


• Bass, R. (2014). The Next Whole Thing in Higher Education. Peer Review, 16(1), 1–2.• Chen, M.-Y., Mou-Te Chang, F., Chen, C.-C., Huang, M.-J., & Chen, J.-W. (2012). Why do individuals

use e-portfolios? Educational Technology & Society, 15(4), 114–125.• Clark, J. E., & Eynon, B. (2009). E-portfolios at 2.0-Surveying the Field. Peer Review, 11(1), 18–23.• ePortfolios | Towards Open Education. (n.d.). Retrieved from

http://bcopened.org/resources/eportfolios/• Eynon, B., Gambino, L. M., & Török, J. (2014). Completion, Quality, and Change: The Difference E-

Portfolios Make. Peer Review, 16(1), 1–11.• Kahn, S. (2014). E-Portfolios: A Look at Where We’ve Been, Where We Are Now, and Where We’re

(Possibly) Going. Peer Review, 16(1), 1–6.• Kitchen, M. (2012). Junior doctors’ guide to portfolio learning and building. Clinical Teacher, 9(5),

308.• Tochel, C., Haig, A., Hesketh, A., Cadzow, A., Beggs, K., Colthart, I., & Peacock, H. (2009a). The

effectiveness of portfolios for post-graduate assessment and education: BEME Guide No 12. Medical Teacher, 31(4), 299–318. doi:10.1080/01421590902883056

• Tochel, C., Haig, A., Hesketh, A., Cadzow, A., Beggs, K., Colthart, I., & Peacock, H. (2009b). The effectiveness of portfolios for post-graduate assessment and education: BEME Guide No 12. Medical Teacher, 31(4), 299–318. doi:10.1080/01421590902883056

• Toro-Troconis, Maria, Ms, and Ashish Toro-Troconis(2009). "E-PORTFOLIOS EVALUATION REPORT." Http://www1.imperial.ac.uk/resources/E02C5058-A25E-4002-AAB1-A1588C364849/. Imperial College, retrieved 1 June 2014.

• Van Tartwijk, J., & Driessen, E. W. (2009). Portfolios for assessment and learning: AMEE Guide no. 45. Medical Teacher, 31(9), 790–801. doi:10.1080/01421590903139201

• Vance, G., Williamson, A., Frearson, R., O’Connor, N., Davison, J., Steele, C., & Burford, B. (2013). Evaluation of an established learning portfolio. Clinical Teacher, 10(1), 21.

e portfolios for health care education using evernote

Healthcare

portfolios vaikunthan gmail

junior doctors guide

portfolios evaluation report

established learning portfolio

beme guide

amee guide

portfolios make

clinical teacher