1. ePortfolios in Medicine: paddling against the tide ? John Couperthwaite, Austen Okonweze, Naseem Akram ePortfolios in Medicine: paddling against the tide ? John Couperthwaite, Austen Okonweze, Naseem Akram ePortfolios in Medicine: paddling against the tide ? John Couperthwaite College of Medical and Dental Sciences Austen Okonweze, Naseem Akram Learning Development Unit

2. ePortfolios in Medicine: paddling against the tide ? John Couperthwaite, Austen Okonweze, Naseem Akram ePortfolios in Medicine: paddling against the tide ? John Couperthwaite, Austen Okonweze, Naseem Akram “The curriculum must have a core and student-selected components (SSCs). The core curriculum must take up most curricular time. We expect that in a standard five-year curriculum between 25% and 33% would normally be available for SSCs.” Background: a rationale for change

3. ePortfolios in Medicine: paddling against the tide ? John Couperthwaite, Austen Okonweze, Naseem Akram ePortfolio Programme Determined Hospital Placements Extra-Curricula Self-study modules Reflections Assessments Skills Feedback Plans Goals Lectures Small-groups Tutorials Practicals Self-study activities Community Placements Student Determined Background: student learning activities

4. ePortfolios in Medicine: paddling against the tide ? John Couperthwaite, Austen Okonweze, Naseem Akram – Student Selected Activities (SSA’s) Years 1 and 2 (800 students) Self-directed and academic-led student projects (2 x 1 week) Personal Mentor review (130 staff) – Integrated Problems (IP’s) Years 1 and 2 (800 students) Problem-based learning sessions (1 day per week) Facilitated by instructor – Community Based Medicine (CBM) Years 1 - 4 (1600 students) Weekly GP placements GP tutors ePortfolio use in the MBChB Phase 1 Phase 2

5. ePortfolios in Medicine: paddling against the tide ? John Couperthwaite, Austen Okonweze, Naseem Akram file store diary privacy controls personal preferences guide mentor area goals reflections Development of the ePortfolio

6. ePortfolios in Medicine: paddling against the tide ? John Couperthwaite, Austen Okonweze, Naseem Akram Led by the University eLearning Team Key criteria included: – Skills recording/tracking – Reflective writing (blogs, journals) – Media support (images, audio, video) – Presentation feature (sharing, publishing, submitting content) – Usability, portability and longevity Tools considered: – Blackboard – Elgg – ePET – Moodle – PebblePad – WebCT Vista Institutional Review

7. ePortfolios in Medicine: paddling against the tide ? John Couperthwaite, Austen Okonweze, Naseem Akram Evaluation of student / staff use

8. ePortfolios in Medicine: paddling against the tide ? John Couperthwaite, Austen Okonweze, Naseem Akram – Student Selected Activities (SSA’s) Evaluation of student / staff use – Integrated Problems (IP’s) – Community Based Medicine (CBM)

9. ePortfolios in Medicine: paddling against the tide ? John Couperthwaite, Austen Okonweze, Naseem Akram – Student Selected Activities (SSA’s) Evaluation of student / staff use – Integrated Problems (IP’s) – Community Based Medicine (CBM)

10. ePortfolios in Medicine: paddling against the tide ? John Couperthwaite, Austen Okonweze, Naseem Akram – Student Selected Activities (SSA’s) Evaluation of student / staff use – Integrated Problems (IP’s) – Community Based Medicine (CBM) –It focused my report on specific areas and helped me analyse my study skills –ability to share with mentor –good guidance/examples on how to use –I think it would be much easier to correspond with your mentor using word and e-mail Students

11. ePortfolios in Medicine: paddling against the tide ? John Couperthwaite, Austen Okonweze, Naseem Akram – Student Selected Activities (SSA’s) Evaluation of student / staff use – Integrated Problems (IP’s) – Community Based Medicine (CBM) –It seems to improve students’ ability to reflect –good for reviewing all my student’s work –student presentations are much better –greater curriculum integration is needed –Needs to link to assignments Personal Mentors

12. ePortfolios in Medicine: paddling against the tide ? John Couperthwaite, Austen Okonweze, Naseem Akram – Student Selected Activities (SSA’s) Evaluation of student / staff use – Integrated Problems (IP’s) – students fully engaged with the reflection process – quality of the work very high – student feedback to facilitator very positive – Community Based Medicine (CBM)

13. ePortfolios in Medicine: paddling against the tide ? John Couperthwaite, Austen Okonweze, Naseem Akram Has the tide turned ? Students and staff need more training Frequent, facilitated contact works best Greater curriculum integration improves student buy in Finding the right ePortfolio is critical to success Reflect, Review and React

14. ePortfolios in Medicine: paddling against the tide ? John Couperthwaite, Austen Okonweze, Naseem Akram Acknowledgements Rob Jones, Web Developer Nick Ross, Director of Innovation Lisa Coulson, Project Researcher References http://del.icio.us/couperjo Contact details Dr John Couperthwaite, Educational Technology Manager Email: j.couperthwaite@bham.ac.uk Austen Okonweze, Project Researcher Email: a.okonweze@bham.ac.uk Naseem Akram, eLearning Consultant Email: n.akram@bham.ac.uk