The Pocket Portfolio Workplace Based Assessment & Feedback in Medicine

Slides:

Advertisements

Similar presentations

Context 2 Moving from HE to Work. Context 2 Stage 5 of Student Lifecycle Model Work-based learning Progress File for Under- and Post-graduate Nurses 2.

Advertisements

UOW ePortfolio Symposium ‘Round-table’ 2007 & 2008 cohorts 13 May 2008.

Pharmaceutical Sciences NON MEDICAL PRESCRIBING Non Medical Prescribing Alison Hogg.

Workplace-based Assessment. Overview Types of assessment Assessment for learning Assessment of learning Purpose of WBA Benefits of WBA Miller’s Pyramid.

School of Exercise and Health Sciences Edith Cowan University – Western Australia CAPHIA Forum 18 th -19 th September 2014 UWA Eportfolio and engaging.

Reflection and veterinary students Veterinary graduates are expected to be reflective practitioners able to direct their own continuing professional development.

Practice-based learning across the curriculum Morag Harvey, Senior Project Officer, April 2008.

Comparing approaches in the development of VLE for two groups of primary teachers through student use. Jay Deeble King Alfred's University College, Winchester.

MBBS E-PORTFOLIO PROCEDURES JOANNA CARROLL MBBS E-PORTFOLIO PROJECT COORDINATOR.

UNIVERSITY OF JYVÄSKYLÄ Developing Web-Based Tools and Support Model for Lifelong Learning and Learning Evaluation Processes in Higher Education ICT- Framework.

Preparation for practice What you need to do to prepare for and undertake your placements.

Quality assurance for e- learning Dr Tim Brown (formerly) Deputy Director, Validation Services, Open University UK.

Pebblepad: for successful student personal professional development Radiotherapy and Oncology Jo Doughty.

Program Overview The College Community School District's Mentoring and Induction Program is designed to increase retention of promising beginning educators.

CHANGES TO THE LEVEL 4 CERTIFICATE

Learning Development and Innovation Overview and Updates Steve Wyn Williams March 2013.

PROFESSIONAL ORGAINIZATIONS LEADERSHIP FORUM AUGUST 6-7, 2013 NYSACTE RECOMMENDATIONS FOR COLLEGE AND CAREER READINESS.

Developing professional competence: The British Model David Taylor School of Medical Education University of Liverpool, UK.

Enhancement Themes FLEXIBLE DELIVERYWORKSHOP THE INSTITUTIONAL PERSPECTIVE Monday 6 th December 2004 Heriot-Watt University Thelma Barron, Assistant Director,

Tackling the Wicked Issues Portfolio Assessment The Fellowship in Advanced Rural General Practice Dr Kathryn Kirkpatrick, Chair NRF.

Results Student Engagement : Students generally found logbooks easy to use and practical in the hospital setting. Purpose : There appeared to be a perceived.

The Lessons and Challenges of Implementing an Electronic Portfolio to a BSc (Hons) Nursing Programme Fiona Powling and Libs Browne May 2014.

Developments in Medical Education Peter Benning Associate Director of Medical Education.

LINKS Evaluation. Why evaluate? Evaluation of the LINKS Advising Program is particularly important in this pilot year. It gives participating staff, students.

Introduction Teaching and Assessment for Medical Educators is a programme designed to enhance teaching, learning, assessment, feedback and evaluation in.

THEMATIC WORKSHOP B 9-11 MAY 2011 TURIN Offering an Integrated Response to the Social Demand for Education and Training.

Educator Recruitment and Development Office of Professional Development The NC Teacher Evaluation Process 1.

QUALITY ASSURANCE: OCCUPATIONAL QUALIFICATIONS DEVELOPMENT UPDATE AND WAY FORWARD (JUNE 2016)

Patient safety: what’s being taught at medical schools? Professor Jennifer Cleland John Simpson Chair of Medical Education, University of Aberdeen Chair.

Miss Alexis Sudlow, ST3 General Surgery

Centre for Learning and Development

Accreditation External Review

MRCGP The Clinical Skills Assessment January 2013.

CAREER DEVELOPMENT MODULE: GAIN WORK EXPERIENCE FOR ACADEMIC CREDIT

Using PebblePad for PDP and Employability at Worcester

Assurance in Open and Distance eLearning

The Big Picture – curricula, the Gold Guide and the assessment system

MUSC College of Medicine New Faculty Orientation

Introduction to the Mentorship Course

Actors and Radiographers: A comparison of approaches to embedding PDP and Employability Fiona Boyle Employability Coordinator Centre for Academic Practice.

Programme Review Dhaya Naidoo Director: Quality Promotion

Hello Adam Cibulka Chuck Syperski

Introduction to electronic Assessment of Professional Practice e-OARS

Course Evaluation Committee

EDU 620 Education for Service/snaptutorial.com

Digital Learning at GCU

Peer Consultation Program

Peer Review & Enhancement Promoting enhancement through reflective critical friendship Quick guide Version 2, LEAD, October 2017.

21st Century Learning Environments Phase 1 Professional Development

Zakia Elhadi ISNA Education Forum 2018

RARPA Recognising and Recording Progress and Achievement

M4 Interest Group Nabil Issa, MD- Director, Surgery Subinternship Northwestern University Feinberg School of Medicine.

Faculty Development Dr Samira Rahat Afroze.

The American Psychiatric Nurses Association

nMRCGP Assessments on the e portfolio

Become a Course Rep HUU Education Zone.

M4 Interest Group Nabil Issa, MD- Director, Surgery Subinternship Northwestern University Feinberg School of Medicine.

Purpose of Task and Finish Group

Rules of Evidence  The State of Queensland (Department of Education and Training),

Rebecca Daly Ba DipHE PGCAP FHEA

RMU RESIDENCY PROGRAMS

IST – The HEE perspective

Learning and Teaching Conference

Career Essentials as a Delivery method for CFM

Introduction to trusted charity Croydon Voluntary action 13/06/2019

Advance HE Surveys Conference

Dr. Martin Hopkins Associate Professor Caroline Nilson

Natalie Medlicott, Jennifer Bruce, Carla Dillon and Megan Anakin

The Professional Registration Process

Building Evidence for Technology and Autism

Presentation transcript:

The Pocket Portfolio Workplace Based Assessment & Feedback in Medicine Paul Duvall Director of Technology Enhanced Learning School of Medicine University of Liverpool

The Pocket Portfolio - PebbleBash 2016 Why an E-portfolio? Develop reflective practitioners Increase quality and quantity of feedback Monitor placement activity Evidence of competency Administrative efficiency Reduce paper use Paul Duvall The Pocket Portfolio - PebbleBash 2016

The Pocket Portfolio - PebbleBash 2016 Background TEL academic posts (June 2013) New medical curriculum (Sept 1st 2014) NHS/GMC developments Numerous e-portfolio options School, NHS Trusts, student requirements Paul Duvall The Pocket Portfolio - PebbleBash 2016

The Pocket Portfolio - PebbleBash 2016 Context Money, technical support, time Mobile devices (BYOD) Paper logbook model - sign off NHS internet access Curriculum 2014 content Paul Duvall The Pocket Portfolio - PebbleBash 2016

The Pocket Portfolio - PebbleBash 2016 Development PebblePad selected VLE integration and enrolment Workbooks – keeping it simple Offline process refined Staff training Student support Paul Duvall The Pocket Portfolio - PebbleBash 2016

The Pocket Portfolio - PebbleBash 2016 Workbooks Paul Duvall The Pocket Portfolio - PebbleBash 2016

The Pocket Portfolio - PebbleBash 2016 Workbooks Paul Duvall The Pocket Portfolio - PebbleBash 2016

The Pocket Portfolio - PebbleBash 2016 Workbooks Paul Duvall The Pocket Portfolio - PebbleBash 2016

The Pocket Portfolio - PebbleBash 2016 Workbooks Paul Duvall The Pocket Portfolio - PebbleBash 2016

The Pocket Portfolio - PebbleBash 2016 Clinical Activity Paul Duvall The Pocket Portfolio - PebbleBash 2016

The Pocket Portfolio - PebbleBash 2016 Offline Forms Paul Duvall The Pocket Portfolio - PebbleBash 2016

The Pocket Portfolio - PebbleBash 2016 Offline Forms Paul Duvall The Pocket Portfolio - PebbleBash 2016

The Pocket Portfolio - PebbleBash 2016 Offline Forms Paul Duvall The Pocket Portfolio - PebbleBash 2016

Reflective Experience Paul Duvall The Pocket Portfolio - PebbleBash 2016

The Pocket Portfolio - PebbleBash 2016 Workbook Evidence Paul Duvall The Pocket Portfolio - PebbleBash 2016

The Pocket Portfolio - PebbleBash 2016 Workbook Evidence Paul Duvall The Pocket Portfolio - PebbleBash 2016

The Pocket Portfolio - PebbleBash 2016 Current Situation Staff/student feedback NHS involvement E-portfolio administrator post Full curriculum coverage Years 1 – 5 involved (1,500 students 300+ internal/external staff) Offline and online synchronisation Paul Duvall The Pocket Portfolio - PebbleBash 2016

The Pocket Portfolio - PebbleBash 2016 Future Year 1 – 5 personal reflective portfolio NHS placement feedback Quality assurance monitoring Customised offline content Academic advisor development All assessment in e-portfolio Paul Duvall The Pocket Portfolio - PebbleBash 2016

The Pocket Portfolio - PebbleBash 2016 Observations Clarity of purpose Time required for students and staff Simple structure – student centred Dedicated support- student IT skills? Effective vs popular Flexibility vs consistency Personal mobile device use Formative and summative Paul Duvall The Pocket Portfolio - PebbleBash 2016

The Pocket Portfolio - PebbleBash 2016 Recommendations Simple structure clearly communicated Summative assessment elements Offline option essential Personal mobile device requirement Recognition of excellence Staff engagement/supervision crucial Keep on going! Paul Duvall The Pocket Portfolio - PebbleBash 2016

Email: p.duvall@liverpool.ac.uk Blog: http://livmedicine.wordpress.com Paul Duvall Tel: +44 (0) 151 7954351 Email: p.duvall@liverpool.ac.uk Web: www.liv.ac.uk/medicine Blog: http://livmedicine.wordpress.com Paul Duvall The Pocket Portfolio - PebbleBash 2016