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ePortfolios A review of curriculum reform through educational discourses

ePortfolios A review of curriculum reform through educational discourses. Helen Cameron University of Edinburgh helen.cameron@ed.ac.uk Karen Simpson Pat Warren Michael Begg Allan Cumming. Educational Theories and Evidence. Shaping our vision and its delivery. Student and staff feedback.

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ePortfolios A review of curriculum reform through educational discourses

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  1. ePortfoliosA review of curriculum reform through educational discourses Helen Cameron University of Edinburgh helen.cameron@ed.ac.uk Karen Simpson Pat Warren Michael Begg Allan Cumming

  2. Educational Theories and Evidence Shaping our vision and its delivery Student and staff feedback Prepared for Practice? Student publications

  3. Summary of ideologies • A curriculum based more in the community • A process of Personal Professional Development • Self-aware, Life-long learning, Valuing mentoring • Blend of new and traditional methods • Core and options, developing attitudes and skills, • Integrated courses around systems, • SDL, incorporating reflective practice • A managed programme

  4. Ideologies for discussion • Personalising Learning and Self-directed Learning • Reflective Practice and Learning Styles • Personal Professional Development and Professionalism

  5. Personalising Learning and SDL • Personalised learning – ‘choice and voice’ • SDL is central to personalising learning • the student attributes • the curriculum • SDL integral to many theories of learning

  6. Personalising Learning and SDL • Tensions and queries • How can we prepare students for the unknown? • Trait or State? • What role self-assessment?

  7. Boots Wellingtons 2 Pairs thick socks 2 Jumpers Waterproof Personalising Learning and SDL • Tensions and queries • Possible mismatch of personal/course aims. • Where’s the Femur? • Finite resources to personalise learning e.g. tutors

  8. Reflective Practice & Learning Styles • Dewey 1933 – reflection as rigorous thinking • Roots in scientific enquiry • All contexts • Requirement for deep learning (Moon 1999) • Akin to the processes of deliberate practice. • Schon 1980s Professional artistry & Reflection

  9. Deep learning and experience PERFORMANCE Conscientious with deep learning Conscientious Limited experience TIME

  10. Reflective Practice & Learning Styles • Tensions and queries • How do expert clinicians reflect? • Does current reflective writing equate with expertise? • What tasks encourage appropriate reflection?

  11. Reflective Practice & Learning Styles • Tensions and queries • Can we help novices develop reflection-in-action?

  12. I thou it Framework for Reflective Practice

  13. Attributes: Integrity, compassion, altruism, continuous improvement, excellence, partnership Emphasis on the needs of the patients & employers Undertaken by employers/line managers Process to develop individual Attention to professionalism Attention to own values/lifestyle/drivers Often aided by a mentor PPD Professionalism

  14. Professionalism PPD • Tensions and queries • Can portfolios address both agendas? • How might portfolios offer evidence of Professionalism? • Can we evaluate professionalism and nurture the individual?

  15. Portfolios and Reflective Practice in the Edinburgh Medical Curriculum PROFESSIONAL DEVELOPMENT PORTFOLIO SELF APPRAISAL Reflection on OWN PERFORMANCE from a synthesis of the evidence Learning Objectives SWOT analysis LEADS TO GOALS, PLANS AND ACTION RECORD OF GENERIC PROFESSIONAL SKILLS Reflection on OWN PERFORMANCE LOGBOOKS Reflection on PROPOSITIONAL KNOWLEDGE & OWN PERFORMANCE around a focussed moment/learning opportunity 3rd Party information on performance from Tutor LEARNING PORTFOLIO Reflection on PROPOSITIONAL KNOWLEDGE (vertical disciplines/ around specific patients) 3rd Party Information on performance CRITICAL INCIDENT ANALYSES Reflection on PROPOSITIONAL KNOWLEDGE and OWN PERFORMANCE (around a specific incident) MISCELLANEOUS PERFORMANCE INDICATORS E.g. posters, presentations, papers 3rd Party information on performance e.g. letters, certificates of competence ASSESSMENT RESULTS (ASSESSMENT ENGINE) 3rd Party information on performance in exams and in-course assessments PEER & TUTOR FEEDBACK 3rd Party information on performance in group work and SSCs

  16. ePortfoliosA review of curriculum reform through educational discourses Helen Cameron University of Edinburgh helen.cameron@ed.ac.uk Karen Simpson Pat Warren Michael Begg Allan Cumming

  17. Major Drivers for Change • Medical social and political environment • The GMC • Attributes of the independent practitioner (1987) • Tomorrow’s Doctors (1993) • The New Doctor (1997) • Duties of a Doctor (1995) • The Royal Colleges • National Trends in Higher Education • Financial position of University & Teaching Hospitals • Faculty educational and research priorities • Changing local healthcare needs and delivery • Key personalities had vision and inspired others

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