Embedding and integration of ePortfolios

in Medical and Dental curricula

http://www.eportfolios.ac.uk

Cotterill S, Horner P, Teasdale D, Ellis J, Thomason JM,

Vernazza C, Bradley P, Peterson J, Skelly G, Ball S. Effective

embedding and integration of ePortfolios in medical and dental

curricula Int.J.Clin. Skills. 2011; (5): 18-23.

Simon Cotterill

Faculty of Medical Sciences

Discrete ‘bolt on’ – optional and additional to

the curriculum

+ Low cost

- Risk low engagement

Linked Run in parallel to the curriculum but

linked to it

+ No disruption to curric.

- Risks low engagement

Embedded Included in specific module(s) + Better consistency of

experience

- Risks being fragmented

Integrated Underpins and used throughout the

curriculum

+ Becomes integrated part

of staff/student thinking

- Difficult to achieve!

Extended Integrates activities in the curriculum

along with wider life experiences

+ Draws together study,

work & life experiences

- Unpredictable outcomes

Atlay (2009)

Classification

Atlay, M. Embedding PDP practice in the curriculum, in Personal

Development Planning and Employability, Higher Education

Academy, York. 2006

Case Study #1: Medicine

“It encouraged me to really give

thought to what I wanted to achieve

during the SSC ....As a result of the

portfolio I think I got much more out

of the SSC than I would have

otherwise.”

“It made me concentrate on creating aims

at the start of the SSC and allowed me to

plan the SSC with my supervisor in a

defined way. Overall it made my learning

for the SSC more organised and

focused.”

Cotterill SJ, McDonald AM, Hammond GR, Bradley PM. ePortfolio to support planning, learning and summative assessment for

student selected components in Medicine: 4 years experience. Proc. ePortfolios, identity and personalised learning in healthcare

education. 2008. (ISBN 978-1-905788-66-2)

MBBS ePortfolio for SSM PlacementsMedicine: Summative assessment of placement portfolios

Blogs / Embedded Outcomes

Medicine: Portfolios to support F2F Annual Appraisals

Cotterill SJ, Bradley PM, Stacy R. Using ePortfolios to support annual appraisal in undergraduate medicine.

Proc. ePortfolios, identity and personalised learning in healthcare education. 2008. (ISBN 978-1-905788-66-2)

Case Study #2: iDentity

Accessed using

a broad spectrum of devices

• Accessed using wireless laptops/ Mobile devices in clinics

• Students record procedures & grade their own performance

• Staff grade students’ performance & feedback

• Additional reflections can be added & grade summaries

accessed later via Web

• Supports reflective / SWOB self assessments & tutor

meetings

Vernazza C, Ellis, J, Teasdale D, Cotterill S, Scott L, Thomason M, Drummond P, Moss J. Introduction of an

e-portfolio in clinical dentistry: Staff and student views. Eur J Dent Education 2011;15:36-41

Ellis JS, Teasdale D, Cotterill SJ, Thomason JM. Is a generic UK e-portfolio for dentistry desirable and

achievable? Eur J Dent Educ 2010; 14:254-6

iDentity

Embedding / Integration:

• Used on a day-to-day basis at the point of learning

• Supports assessment across the curriculum

• High levels of engagement & highly valued by students

• Customisation of specialties, procedures, grading schemes

• Used at Newcastle & partners Major update for Aug 2015

http://www.eportfolios.ac.uk/identity

Conclusions: Embedding & Integration Key to Engagement and Effective Use of ePortfolios

• Clarity of purpose

• Students

• Staff

• Perceived value – what’s in it for me?

• Assessment? Careers / employability?

• Embed in and relates to the curriculum – not a ‘bolt on’

• Training

• A brief mention at induction is unlikely to be enough

• Set a specific task early on

• Plan in a check-point - don’t leave it all to the end of the

year!

Factors related to engagement with ePortfolio / blog

Group 1

High

Engagement

Group 2

Medium

Engagement

Group 3

Modest

Engagement

I have a clear understanding of the purpose of the ePortfolio 87% 74% 58%

I have a clear understanding of how the ePortfolio is used in my programme 91% 76% 42%

I received adequate information on how to use the ePortfolio 58% 50% 58%

I had a clear understanding of the skills being evidenced in the ePortfolio 66% 65% 17%

The skills included in the ePortfolio are important in studying for my degree 69% 94% 25%

The skills included in the ePortfolio are important for my longer-term career 59% 94% 33%

The ePortfolio is important for my programme 75% 82% 33%

Course handbooks and study guides refer to the ePortfolio 58% 65% 25%

Teaching staff regularly refer to the ePortfolio 84% 41% 33%

Questionnaire results n=163 (30% response rate, 3 subjects)

EPICS-2 Projecthttp://www.epics.ac.uk

% of respondents who

agreed with statements

Types of embedding in the curriculum:• Directly relates to the ‘core’ curriculum or specific components of it

• Explicit support for learning outcomes defined in the curriculum

• Embedded in summative assessment

• Supports formative assessment processes (e.g. appraisals)

• Used at the point of learning

• Included in study guides and course documentation

• Uses the language and terminology of the curriculum

Indicators of embedding:• Good levels of uptake and engagement

• Regularly referred to by teaching staff

Conclusions:

• Embedding and integration with the curriculum can enhance

engagement and effective use of ePortfolios

• There are a wide variety of ways to embed and integrate

Embedding and integration in the curriculum =

better engagement and effective use of ePortfolios

Driessen E et al. Portfolios in medical education: why do they meet

with mixed success? A systematic review. Med Educ. 2007;41:1224-

33.

Atlay, M. Embedding PDP practice in the curriculum, in Personal

Development Planning and Employability, Higher Education

Academy, York. 2006

… but, what do we mean by embedding?

Embedding the curriculum in ePortfolios• Curriculum-specific tools within the portfolio

• Explicit support for skill sets / Learning outcomes

• Context-specific Terminology

Integration with the wider Learning Environment (VLE / MLE)

• Importance of portfolio interoperability – Leap2a

• Dynamic Learning Maps is an example of this

Can include blended approaches

• Dental ePortfolios – used in clinics on a day-by-day basis

• Medicine: evidence summaries for annual appraisal

• Medicine: embedded in process with placement supervisors

• negotiating intended learning outcomes

• criterion-based assessment by supervisors