ELISABETH E. BENNETT 1 , PHD ROCHELL R . MCWHORTER 2 , PHD

HEATHER Z. SANKEY 1 , MD

1 T U F T S U N I V E R S I T Y S C H O O L O F M E D I C I N E2 U N I V E R S I T Y O F T E XA S AT T Y L E R

Electronic Portfolios: Technology Innovations in Graduate Medical Education and across the Medical

Education Continuum

DISCUSS THE RESULTS OF A LITERATURE REVIEW OF EPORTFOLIOS IN GME

DESCRIBE THE PORTFOLIO FEATURE IN NEW INNOVATIONS

ADDRESS IMPLICATIONS FOR EPORTFOLIOS ACROSS THE CONTINUUM

Goals

Defined by Lorenzo & Ittelson (2005, p. 2)

A variety of perspectives & stakeholders

A digitized collection of artifacts including demonstrations, resources, and accomplishments that represent an individual, group, or institution

ePortfolio Defined

ePortfolios in Medical Education

Schools and hospitals are considering implementing locally Human resource systems (e.g. PeopleSoft) Learning Management Systems (commercial &

proprietary) Student records systems (e.g. New Innovations)

Both ACGME and AAMC have current initiatives ACGME Learning Portfolio: for professional development

“Experience, Learn, Reflect, Assess” premise

AAMC GIR E-Portfolio workgroup

ePorfolios and Virtual HRD

ePortfolios reflect Virtual HRD, especially if used for multiple purposes where residents are both students and employees

Virtual HRD defined as “a media-rich and culturally relevant web[bed] environment that strategically improves expertise, performance, innovation, and community building through formal and informal learning” (Bennett, 2009, p. 364)

Connected to other hospitals creates an ecology in which culture & trust (Bennett & Bierema, 2010) are critical for knowledge sharing & learning (Bennett, Blanchard, & Fernandez, 2011)

Static Interactive

Procedure LogRecord of

CertificationPatient Events/LogsScholarly

Publications & Awards

Store Learning Artifacts

Track Exam Scores

Identify Learning Needs

Reflective PracticeMentoringAssessment

ePortfolio Uses in Literature

• SUMMATION OF TEN ARTICLES HANDOUT

• MOST INTERESTING FINDING: TENSION BETWEEN PROGRAM-DRIVEN & LEARNER-CENTERED PURPOSES

Benefits & Limitations for GME

• A SNAPSHOT OF RESIDENT PERFORMANCE BASED ON SIX CORE COMPETENCIES

• TIED TO FACULTY EVALUATIONS OF RESIDENTS

• LOGS PROCEDURES & TEST SCORES

• RESIDENTS CAN UPLOAD FILES FOR SCHOLARLY PUBLICATIONS

• PROGRAM DRIVEN RATHER THAN LEARNER DRIVEN

Review of New Innovations Portfolio for OB-GYN

Conclusions for GMEImplications for the Continuum

Portfolio feature of NI limited, new journal feature option

Balance between learner & program unresolved

New ACGME accreditation standards will drive use

Recruitment tool example: evaluating a

candidate’s reflective skill

Track performance & development overtime UME-GME-CME

Foster reflective practice, metacognition

Capture “soft” skills and systems-based practice

Tie into quality and EHR systems

Career Development

Conclusions & Implications

References

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Resources, 11(3), 362-374. Bennett, EE & Bierema, LL (2010). The Ecology of Virtual Human Resource Development. Advances in Developing Human Resources 12(6),

632-647. Bennett, EE, Blanchard, RD, & Fernandez, GL. (2011). Knowledge Sharing in Academic Medical Centers: Exploring the Nexus of Higher

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