“ ELECTRONIC PORTFOLIOS FOR ASSESSING THE TRAINING OF TUTORS AND RESIDENTS IN ANDALUSIA ” Authors: LUCAS-RODRÍGUEZ, I;CAMPOS-GARCÍA, T;MARTINEZ-CAÑAVATE,T; GARRIDO,A E-mail. Isabel.lucas@juntadeandalucia.es This project on tutor portfolios (Tutor Training Assessment Tool – HEFOT) and resident portfolios (Resident Training Assessment Tool – HEFOR) has been sponsored by the Regional Ministry of Health in conjunction with REDECA, SAMFYC, IAVANTE and the EASP as part of the Strategic Plan for Comprehensive Training in the Andalusian Public Health System and the “ Training of Specialists in Health Sciences ” (2007 – 2013) project funded by the European Social Fund. The tools are based on electronic portfolio methodology ( PortalEir) and a competence-based learning model which integrates knowledge, skills and attitudes . A general definition of the portfolio describes it as a collection of work samples or evidence from courses and learning results which, by means of a process of critical reflexion, demonstrate the acquisition of certain knowledge, skills and attitudes . The Hefor portfolio is mainly a training tool, the aim being to encourage trainee specialists to use reflection (significant learning), gathering a collection of evidence on the acquisition of certain skills, thus stimulating them to take responsibility for regulating their own learning process and stimulating the ability to learn how to learn. The core objective of this assessment tool is learning, which enhances its impact on the training of residents . The objective of the HEFOR tool is to ensure that tutors develop teaching skills and bring elements of quality to bear on their teaching and assessment activity . Logo METHODOLOGY INTRODUCTION OBJECTIVES/PURPOSES OF THE WORK TAKE HOME MESSAGES These portfolios are samples of evidence of the acquisition of skills and encourange the p rofessionals to take responsibility for regulating T heir own learning process The design of the HEFOR and HEFOR tools has been structured as follows: • 1 . Establishing the strategic bases of the tool. • 2. Selecting skills . • 3. Listing the appropriate training activity linked to each skill. • 4. Selecting tasks (tests), either compulsory or optional, which residents can apply to their own duties and which constitute the objective element with which they can demonstrate compliance with the good practices associated with professional competence. • 5. Defining the evidence (operative indicators) used to form the criteria on which the correct performance of good practices linked to the acquisition of skills is assessed. The tutor portfolio includes the following skills linked to the teaching process: 1.Teaching methodology: didactics and teaching methods 2.Designing teaching programmes 3.Training assessment 4.Methodology for assessing people 5.Ability to plan and define objectives 6.Other skills HEFOR 1. The resident portfolio comprises comon and core skills: 2.Willingness to learn and continually improve. 3.Ability to encourage and adapt to change (flexibility and adaptation). 4.Teamwork. 5.Citizen-based approach. Respect for citizen’s rights. 6.Clinical, diagnostic and therapeutic decision-making ability. 7.Time management. 8.Communication and/or people skills (clinical interview). 9. The tasks include: clinical sessions, critical events, self-audits, reflection reports, videos and external assessments, all designed to document whether or not the skill has been acquired. HEFOR HEFOT CONCLUSION The HEFOR tool is compulsory for all health science specialists in training in Andalusia during their first three years of residency. As well as complying with the objective inherent in all portfolios, that of training assessment, it also serves as an accumulative assessment tool linked to finalising the PCCEIR (Complementary Common Programme for Specialists in Health Sciences in Andalusia) modules. The resident’s tutor is responsible for monitoring and supervising compliance with the electronic portfolio through the PortalEIR distance learning web site, which will provide the corresponding dialogue and interaction areas which allow for continual and individual feedback with specialists in training, thus giving importance to both the learning process and its results, and encouraging tutor-student interaction. In addition to this, the virtual learning environment (PortalEir) enables users to directly observe to what extent the tasks have been fulfilled and the skills acquired. Tutors should always bear in mind that HEFOR is focused on the specialist in training and in will encourage them to take responsibility for their own education.

The Hefor portfolio is mainly a training tool, the aim being to encourage trainee specialists to use reflection (significant learning), gathering a collection of evidence on the acquisition of certain skills, thus stimulating them to take responsibility for regulating their own learning process and stimulating the ability to learn how to learn. The core objective of this assessment tool is learning, which enhances its impact on the training of residents .

The objective of the HEFOR tool is to ensure that tutors develop teaching skills and bring elements of quality to bear on their teaching and assessment activity .