One of the biggest hurdles we faced was the initiation of external users in the clinical centres in the use of our platform.
This presentation will present the interaction needed from the clinical preceptors with the ePortfolio. Supervisor sign off, formal assessment, formative and summative feedback.
This presentation will also discuss the training programme as we implemented it, what worked well and will provide some examples of the resources we provided to facilitate the process.
Measures of Central Tendency: Mean, Median and Mode
Challenges of Utilising External Assessors in ePortfolios
1. Medicine, Nursing and Health Sciences
Challenges of utilising external
assessors (our experiences)
Presented by: John Mc Inerney
Prepared by John Mc Inerney in collaboration with Ruth Druva
2. Background
Change can be difficult to implement and
Manage.
The challenge is not unique to Monash.
Our experience, the challenges.
What we have learned.
3. Development
Introduce personalised online Learning management system in the
undergraduate radiography program.
Replacing paper-based workbooks as a repository for recording of
clinical skills and assessment.
Students submit their work to the institutional learning environment for
review.
Clinical skills assessments conducted within the submissions by
external clinical partners.
Students to create ePortfolios to showcase their abilities following
clinical placement.
4. Release date
First cut to be completed three weeks post training on the new
platform.
Full implementation across the years within 1 year
– All task portolios created and released
– All student guides created
– All clinical partners trained
– All clinical partners guides created
6. Production
Team approach
– IT
– PebblePad
– Students
– Clinical Partners
– Other institutions
Training workshops offered via Doodle Poll (Early April and Early June)
Finalised dates X 2
Resources created
7. Distribution
Students and clinical partners access workbooks on a “live link”
Phased approach in an effort to reduce the strain on clinical partners
52 Year thee students late February(S1)
– limited, no assessor input
54 Year two students late March (S1)
– early adopters for clinical skills assessment component,
radiography skills only
40 Year one students mid June (S1)
– radiography skills only
52 Year three students late August (S2)
– full clinical partners engagement, including nursing assessments
8. Post-distribution
OH&S requirements to be signed as part of professional development
Clinical skills assessments
Radiography
Associated nursing tasks
Verify students submissions
Case reports including image collection
Evidence based assignments
Reflective reports
Attendance
Deputies
9. The reviews
360 degree feedback from stakeholders
– Students
– Clinical partners
– Clinical Liaison staff
– IT (designer)
– PP
– Ourselves
Review and incorporate changes
Showcase our own work
10. Our approach
It can be taxing
Adopt a positive can do attitude
Must cater for all levels of digital literacy
11. Trailers!!
Manual produced to coincide with each clinical placement
Printed copy for workshop attendees
PDF provided to all email contacts
Step by step pictorial guides
Highlighted areas of potential difficulty
12. Meeting the audience
Clinical liaison visits
Scheduled to train assessors at centres where student would be
utilising workbooks
Time consuming, not the focus of visits
13. An actual movie
First full year group of “paperless students” students, not all clinical
partners trained for various reasons
Had to be innovative
Camtasia Movie
15. Release date
• Building resources
• Being cognisant of the planning required
to conduct training
• Have a contingency
• Have a realistic timeline
16. The critics
Very broad range of digital literacy
skills
People have very different attitudes,
some will “blindly” proceed without
even referring to the resources
Some will be uber cautious and are
fearful of “losing” what they have
completed
17. The script
EPortfolios have a very different
terminology
Adds to the communication
difficulties
18. The message
What we hoped for v What can
happen
Demonstration
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19. Testing
Remember that glitch in the matrix?
You need to have a plan how you will trial
and what (Language used)
Trialling when the students were on clinical
placement was incredibly difficult for many
reasons
21. Acknowledgements
Monash University
Ruth Druva
Marilyn Baird
Our clinical partners across the board
Our students
Alex Czech/George Kotsanas
PebblePad
Alison Poot/Jodie Young
LaTrobe University
Terry Young
Everybody else along the way who weighed in with great advice
Notas do Editor
Here today we have seen presentations and been involved in workshops around this very challenge
PebblePad is a web based program provided by Monash University to support the creation of a Personal Learning Space (Pebble+) where the user can create, organise, share and present records of learning and experience. They can then choose to submit their work to the Institutional Learning Environment (ATLAS) for assessment or peer review.
Unlike other systems you may be familiar with (such as LMS, Blackboard & Moodle), PebblePad has been designed with the learner at its core. It provides you with your own space to make plans, record thoughts, ideas and experiences that are personally significant to you so that you may reflect on your learning and development. The system also supports you in demonstrating your capabilities and competencies to others on a formal and informal basis.
In summary PebblePad incorporates:
- collaboration
- self and peer assessment
- planning and reflection
- collection of evidence
- demonstration of outcomes
It is important to remember that everything you create in PebblePad is private and owned by you, but can be shared with others by invitation.
IT, took a while to get them on board but they have made valuable suggestions
PebblePad, support
Students, proof readers
Clinical Partners, Given time during training workshops to make suggestions, *
Other institutions, eg Terry
3 early adopters chosen at specific sites
Students, Focus groups, surveys, proof readers
Room bookings
IT
A bit like trying to get to grips with a hoverboard, there are various levels of computer Savvy
Login and showcase what is meant to happen, refer to earlier slides,
We eventually got IT on board to check our setups
Finding a reliable “proof reader” we are considering students, would appreciate any other advice in this regard.