1 / 27

Portfolios – The 5 Ws

Portfolios – The 5 Ws. David Taylor School of Medical Education University of Liverpool. The five Ws. Who What Where When hoW. Why ?. There are many ways of assessing knowledge and skills But we need some way of recording activities

lilly
Download Presentation

Portfolios – The 5 Ws

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Portfolios – The 5 Ws David Taylor School of Medical Education University of Liverpool

  2. The five Ws • Who • What • Where • When • hoW

  3. Why ? • There are many ways of assessing knowledge and skills • But we need some way of recording activities • And developing and demonstrating appropriate attitudes

  4. Who • Our course is five years long, and is followed by two years in foundation posts before the Doctor is fully registered and allowed to practice independently.

  5. Who (2) • We currently use portfolios in years 1,3 & 5 of the undergraduate course F1, F2 • And for consultants, academics and anyone seeking promotion

  6. What is a portfolio • It is a collection of documents • Supported by a commentary • It can be electronic • more convenient in the University context • It can be on paper • More convenient in the clinical context

  7. What documents? • It depends on the reason for the portfolio! • Diaries • Log-books • Case notes • Examination results • Longer discursive pieces

  8. Dewey (1933) • Reflection is… • A purposeful form of thought provoked in learners when they recognize that their understanding is incomplete.

  9. In order to reflect • 3 things are needed • something to reflect on • reflection time & modelling • motivation • Albanese,2006,Medical Education 40;288-290

  10. What sort of commentary? • Technical • What and how of practice • Facts and theories • Audit • Practical • How decisions are made • Articulate concerns • Resolve professional dilemmas • Critical • Social and political context and constraints

  11. What is included • The portfolios all include examination results and the student commentary on them. • In the first year they also include reflection on settling in and adjusting to University life. • In the third year they include reflections on professional attitudes students have experienced or observed.

  12. What is included in later years • In fifth and subsequent years they also include reflection on particular cases/treatment regimes • In F1/F2 and beyond they will include reflection upon critical incidents

  13. Final year PETA

  14. Final year PETA Bottom half

  15. When • Right from the start and often • Habit helps • Novelty is important • So we focus on different things each year • Settling in, clinical experiences, ethical behaviour, evidence base to medical practice, audit, future plans, critical incidents • It has to be relevant • In the clinical arena it will focus on cases determined by the agreed learning outcomes

  16. Where • Wherever the student works • In the first/second year this is often at the computer, so we use electronic portfolios • In the UK the hospital computers won’t “talk” to the internet, so where a VPN can’t be set up we use…. • Paper, and interviews, formal and informal, with the educational supervisors

  17. How • How is it assessed? • Through discussion with a supervisor • The whole thing? • The reflective component? • Parts chosen by the student? • Parts chosen by the supervisor?

  18. Marks? • Best practice currently is to use criteria rather than a “checklist” • The criteria need aggregating in domains • KSA • Burch, Seggie and Gary 2006 SAMJ 96;430-433 • The number of raters needed for validity depends on the criteria and the domains • Roberts et al.,2006 Med Educ 40;363-370

  19. How (2) • It is the main form of assessment for our final year students. • They sit “finals” at the end of their fourth year. • Their final year is a clinical apprenticeship, assessed through the portfolios. • 5 different assessors (3 meetings each - plus referees in the case of difficulty/expected difficulty) • Mid-Year portfolio review (all borderline/fails and sample of others) • End of year review of borderline/fails

  20. Benefits • Allows the student to demonstrate insight and understanding • Allows student and staff to observe development and progress • Models the “real world” • Goes one step beyond the “competencies” model – in developing professionalism • Provides a focus (and evidence) for the discussion between student and doctor

  21. F1

  22. Staff

  23. David Taylor’s response..

More Related