Implementing ePortfolios in a multi-site medicine course Jennifer Lindley
Use of digital resources to facilitate work-based learning and assessment tasks has become an increasing priority for implementation of curricula in clinical workplaces. This year the medicine program at Monash introduced the use of PepplePad as a platform to provide an ePortfolio to collect work-based assessment completed by students in their first clinical year (Year 3 of the course). This year approximately 400 students located across several clinical sites have been completing ePortfolios for work-based assessment tasks. This required translation of existing assessment tools into the ePortfolio as well as navigating implementation and user issues. Communication with and training for staff and students across multiple locations has been complex and differing attitudes and expectations across stakeholder groups has been evident. Introduction of this initiative has created some challenges but has also provided benefits in terms of monitoring and recording student performance of assessment tasks.
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Implementing ePortfolios in a multi-site medicine course Jennifer Lindley
- 1. Implementing ePortfolios in a multi-site medicine course Jennifer Lindley 2019 e-Portfolio Forum 20-21 November 2019 Canberra ACT
- 2. Monash BMedSc/MD course Campus based Hospital/Community Based Theme I Theme II Theme III Theme IV Foundations Ethics/Law Population sciences Social sciences Basic sciences Clinical skills Year 1 2 x 12 week semesters Foundations Ethics/Law Community Engagement Research skills Population sciences Social Sciences Basic Sciences Clinical Skills Year 2 2 x 12 week semesters Integration and Teams General Practice Children’s Health Women’s Health Psychiatry Year 4C 2 x 18 week semesters Preparing for Practice Medicine Surgery Emergency Medicine Aged Care Specialty Scholarly intensive Patient safety Year 5D 2 x 18 week semesters Foundations in Clinical Medicine Population Health Medicine Surgery Pathology Year3B 2 x 18 week semesters
- 4. Longitudinal Assessment and Monitoring Key challenges: •reporting proformas/documentation •data recording and processing •time lag identify ‘at risk’ students Aims: •longitudinal assessment •accessible documentation across sites •proactive monitoring, remediation and reporting
- 5. Does Knows how Shows how Knows Does Knows how Shows how Knows Competency framework Assessment workload
- 6. Skills assessments (simulation) Written examination (MCQ) Written assignments Year 1 Does Year 2 Year 3 Year 4 Year 5 Knows how Shows how KnowsOSCEs Written examination (MCQ) Written assignment Observed clinical encounters Pre-Intern Appraisal (PIA) Clinical simulation assessments Written examination (EMQ) OSCEs Observed clinical encounters Skills assessments (simulation) Case presentations Written examination (EMQ) OSCEs Observed clinical encounters Case reports Written examination (EMQ) Assessment Overview
- 7. Skills assessments (simulation) Year 1 Year 2 Year 3 Year 4 Year 5 Does Knows how Shows how KnowsOSCEs Observed clinical encounters Pre-Intern Appraisal (PIA) Clinical simulation assessments OSCEs Observed clinical encounters Skills assessments (simulation) Case presentations OSCEs Observed clinical encounters Case reports Assessment Overview
- 11. Principle: Transfer existing forms Does Knows how Shows how Knows
- 12. Building a community of practice
- 13. Building a community of practice
- 17. Impact •Monitoring of students •Administrative workload •Data integrity
- 18. Organisational factors •Training •Pre-existing perception •Communication •Digital literacy •Administrative processes
- 20. Summary