Portfolio and learning reflection By Dr. MEDHAT A. GHORABA MBBCH,MSC,FRACGP,FARGP,DipRGP Consultant Family Medicine,SFHP Adj.Lecturer FM, Flinders University, AUS Adj.ASS.Prof. FM,UAE University

Learning Plan

What you wants to learn And How you will learn it.

The process When Be realistic – what is do-able? Recognize that the learning plan is not set in stone Identifying learning strategies and information sources

The content What topics or skills do you feel are essential for you to learn. Remember that you have different experiences so you are not all at the same point. Ask what you have done before.

LEARNING PLAN What do I need to learn? (specific goals) How am I going to learn it? (methods, resources, timeframe) Review Achieved goal? Need to modify plan?

Specific Measurable Applicable Relevant Time bonded

WHAT IS A PORTFOLIO?

PRODUCT: ”A collection of products of student work showing student reflection and progress or achievement over time in one or more areas” (Bryant & Timmins, 2002) PROCESS: Using writing as a tool for reflection and systematic analysis of learning

The family medicine module’s portfolio components: 1.The learning contract: objectives to be followed. 2.Evidence of learning WPBA Any evidence of learning from the learning contract other than WPBA Evidence of self-directed learning activities

The Learning contract

Learning contract that typically specifies: Learning objectives Learning resources and strategies Target date Evidence of accomplish ment Specific measurable criteria

Workplace Based Assessment (WPBA)

It provides a framework for evaluating a doctor’s progress in those areas of professional practice best tested in the workplace.

CBD The Case-based Discussion (CBD) is a structured interview designed to assess your professional judgment in clinical cases. As a FM trainee, you’re responsible for selecting cases, requesting a CBD and ensuring the paperwork is completed properly.

What’s covered in the discussion The discussion is framed around the actual case rather than hypothetical events. The discussion should not shift into a test of knowledge. It is recommended that each discussion should take about 30 minutes, including the discussion itself, completing the rating form and providing feedback.

Ken Smith is 69 years old. He is a regular patient of the practice, and was diagnosed with diabetes at age 60. He presents for 3- monthly review. You establish that he has been also previously been diagnosed as having hypertension, and retinopathy. O/E BMI 29.9, evidence of peripheral neuropathy, BP 142/90. His medications are ramipril 10mg mane, metformin 500 ii bd, diamicron ii bd. His HbA1c is 9.1,Creat 0.11 (eGFR 68ml/min)

Direct Observation of Procedural Skills (DOPS)

DOPS had become very much a tick box exercise. (DOPS) assesses the procedural skills essential to providing good clinical care, focusing on especially important and technically demanding procedures.

Application of a simple dressing Breast examination Cervical cytology Female genital examination Male genital examination Prostate examination Rectal examination Testing for blood glucose

Aspiration of effusion Cauterisation Cryotherapy Curettage/shave excision Excision of skin lesions Incision and drainage of abscess Joint and peri-articular injections Hormone replacement implants Proctoscopy Suturing of skin wound Taking skin surface specimens for mycology

Clinical Evaluation Exercise (MiniCEX)

The Clinical Evaluation Exercise (miniCEX) assesses clinical skills, attitudes and behaviors in a secondary care setting. Each miniCEX should represent a different clinical problem. The observer will give you immediate feedback and the evidence will be rated and recorded in your Portfolio.

Required WPBA Frequency in family medicine modules I& 3 (12 week), 2 (11 weeks) Mini-CEX6 per rotation CBD3 per rotation DOPS6 per rotation

Required WPBA Frequency in family medicine modules 4 (46 week) Mini-CEX20 per rotation CBD10 per rotation DOPS10 per rotation

DatePatients DataClinical ProblemManagementLearning Points