Fewtrel & platt_conf_10

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Fewtrel & platt_conf_10

  1. 1. The Ups and Downs of Introducing a Student Learning Portfolio
  2. 2. A Portfolio • A portfolio is simply a collection of items • Doctors in training are required to maintain a portfolio of evidence to demonstrate their development • Medical Students also amass a collection of evidence • The Portfolio group, established in 2008 listed the items students should collect together
  3. 3. • Specific to each year group, students were given a laminated sheet, listing the items they should collect together – Entrants in 2008. – Years 1-3 in 2009 Year 1 Portfolio Please keep the following documents in an A4 ring binder and bring them with you when instructed: □ Criminal Record Background (CRB) copy □ Conditions of Training (Student Agreement) copy – Year 1 □ Clinical Skills Self Assessments □ Details of Medical Indemnity (e.g. MDU, MPS) LUSID (Personal Development Plan) □ Initial Semester 1 Reflection □ Formative Exam Results and Reflection □ SSM 1 Mark Sheet □ Community Studies Family Presentation □ Year 1 Personal and Professional Development Log □ Additional evidence for feedback appraisal PBL Evaluations □ Semester 1 □ Semester 2 Spider Output Exam Results □ Summatives □ Resits Other evidence of in-year academic activity/achievement (e.g., documentation of professional posters/presentations/papers) Record of non-academic contribution to the University (e.g., certificate of attendance for Admissions Taster Days, tours, LMSS participation/representation).
  4. 4. Year 3 Portfolio Please keep the following documents in an A4 ring binder and bring them with you when instructed: □ Conditions of Training (Student Agreement) copy – Year 3 □ Details of Medical Indemnity (e.g. MDU, MPS) LUSID (Personal Development Plan) □ Semester 1 □ Semester 2 □ Formative Exam Results and Reflection □ SSM 4 Mark Sheet □ SSM 5 Mark Sheet □ Feedback from CTM □ Feedback from ethics reflective portfolio □ Year 2 Clinical Logbook □ Additional evidence for feedback appraisal □ Copy of elective application form and approval □ Disability Reflection Presentation Spider Output Exam Results □ Summatives □ Resits □ Copies of signed off Core Presentation clerkings (handwritten is acceptable) □ Other evidence of in-year academic activity/achievement (e.g., documentation of professional posters/presentations/papers) □ Record of non-academic contribution to the University (e.g., certificate of attendance for Admissions Taster Days, tours, LMSS participation/ representation). NB: Please ensure you retain your Year 2 documents (including your Year 2 PPD log) It is your responsibility to keep this portfolio up-to-date, and to bring it to any meeting with the Director of Medical Studies (or his deputies), your Year Director(s), or your Clinical Sub-Dean. On request, other educational supervisors may also wish to review your portfolio. • List includes – ‘Professional’ items, • Evidence of Indemnity cover – Record of experience • ‘Log book’ – Record of achievement • Results of coursework
  5. 5. Status of Portfolio • The Portfolio itself is not assessed, although students are advised that they should be able to produce the items listed on request (e.g. at an interview with a year or component director) • Inability to produce the information on request is recorded in the student file • Recurrent evidence of poor recordkeeping would be a cause for concern.
  6. 6. Evaluation • Medical Students have an individual appraisal during semester 2 • In March 2010, prior to reminding the students of this, and before notifying them of their appraisal dates, students in years 1-3 were asked, via an individual email to complete an online questionnaire about their Portfolio. They received one reminder. • The questionnaire comprised mainly of closed response questions, but were also open response questions asked about their views of the process
  7. 7. Responses to Questionnaire • 163 students responded (about 20%) – 17 (10%) from A101 (30%) – 83 (51%) from year 3 • 36 (22%) year 1 • 44 (27%) year 2 • 86 (58%) remembered receiving the 2008 sheet, but only 36(%) used it • 159 (95%) reported still having this year’s sheet • 31 (19%) had kept a portfolio before
  8. 8. So have they kept a portfolio, or even the laminated sheet? 0 10 20 30 40 50 60 Started at the beginning of year, and kept it uptodate Started at the beginning of year,but it is not uptodate Have collected some of the paperwork together, but didn't start at the beginning of term Haven't done it, but have most of the paperwork somewhere Not done anything but still have the sheet Not done anything and have lost the sheet Unrelated to student year (p=0.7), programme (p=0.5), or whether they had previously kept a portfolio (p=0.25)
  9. 9. And what have they done with it? • Not a lot! – 6 shown it to their friends – 5 shown it to staff
  10. 10. Views of Portfolio Number of students agreeing with statement 0 20 40 60 80 100 120 1.The portfolio is a waste of time 2.The portfolio helps me keep organised 3.I am an organised person and would have done it anyway 4.I don't like it, but recognise it role Significant association between views 1 and 4 and not keeping a portfolio!
  11. 11. Open Ended Questions • Pros / Cons of an Electronic Version • Suggestions for improvements • Any other comments
  12. 12. Pros / Cons of Electronic • Pros: – Less likely to lose information – Convenience • Cons: – Duplication of work / format of documents – Reliability and ease of use
  13. 13. Pros / Cons Electronic • ‘Loss of said portfolio would be somewhat harder’ • ‘the medical school are crap at e-stuff so don’t bother’
  14. 14. Suggestions for improvements • Guidance / Instructions • Encourage use • Confusion by 3rd year students
  15. 15. Suggestions for improvement • ‘We could be given more guidance on how to keep a portfolio as I myself have never had to keep one before’ • ‘if people knew you checked the portfolio like you do the blue books they would be more likely to keep it up to date’ • ‘better education on what it is and why it is important!’
  16. 16. Any other comments • ‘Only really beneficial for disorganised people. Those of us who keep things in order anyway don’t really gain anything from it.’

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