Using a PreHealth ePortfolio to Encourage Growth and Reflection
1. See How They Grow:
Using a PreHealth ePortfolio
to Encourage Student Growth and
Reflection
NEAAHP Annual Conference
June 2017
Alicia Kehn, Penn State University
Jessica Matzko, Princeton University
2. Our goals today
• Introduction to ePortfolios
• Advising Applications for ePortfolios
• Advice on ePortfolios
3. What is an ePortfolio?
In an eportfolio students collect, organize, and present
evidence that showcases and/or supports their growth and
learning. It presents that evidence (publicly or privately)
through:
• Inputted text
• Images
• Multimedia
• Blog entries
• Hyperlinks
• Files
4. What Can an ePortfolio Do to Support
PreHealth Students’ Growth?
Applicant Needs
• Less “checklist mindset,”
more reflective self-evaluation
• Fewer sweeping claims, more
specific motivations and
evidence
• Less tracking against others’
accomplishments, more
understanding of their own
lived experiences (social
comparison)
ePortfolio Opportunities
• Place to practice and develop
reflective writing skills
• Space to summarize relevant
experiences (i.e., shadowing,
service, work history, etc.)
• Tool for enhancing advising
support and feedback
5. Why an ePortfolio for the PreHealth Student?
Reason 1: Empowers them to use 21st century skills
• ePortfolio use in medical school and industry
Medical School examples*: Vanderbilt, Georgetown, UCSF
• Communication on the web in a mobilized world
Premed examples*: Auburn, Penn State, Notre Dame
* See Conference Toolkit for hyperlinks to examples.
6. Why an ePortfolio for the PreHealth
Student?
Reason 2: Gets beyond “I want to help people.”
• Personal motivations for medicine
• Context for personal decisions and assumptions
• Individual “fit” for physician role
Reason 3: Motivates social cognitive development
• Articulating vision and goals (self-efficacy and self-affirmation)
• Envisioning a pathway or course of action (self-determination)
• Building resiliency in the face of doubt or obstacles
7. ePortfolio as Preparation for the Application
“Your application is like a lab report
on your life. If you haven't taken
good notes and organized your
experiences, thoughts, and
conclusions, your lab report won't be
very good…Write down and talk
through your experiences.”
-Shirley B Smith, Director of the
Office of Student Diversity and
Enrichment at University of South
Florida COM
8. How does an ePortfolio affect a PreHealth
advisor/instructor?
Considerations
• Requires strong design
thinking skills (value
impacted by design)
• Limits efficiency for student
and advisor
• Reflects expectations of the
advisor/instructor more
than the student
Benefits
• Helps advisors/instructors
detect early warning signs
• Provides greater insight on
students’ thinking and
development
• Introduces opportunities
for more focused and
meaningful advising
9. Deciding on an ePortfolio Platform
Important Factors:
• Goals
• Longevity
• Comfort with technology
• Integration options
• Audience
Note: Toolkit summary available for Google Sites, Google Blogger,
Wordpress, and Squarespace
10. Sample ePortfolio Tools Online
ePortfolios for PreHealth Advisors
Platform: Wordpress
URL: https://reflectionsamples.wordpress.com/
ePortfolios in the Classroom
Platform: Google Sites
URL: https://sites.google.com/view/classroomeportfolios/about-eportfolios
11. Classroom and Advising Contexts
First Year Seminars (e.g., PSU Engl 137)
Pros: Introduction to reflective thinking, early planning tool for
exploring health professions, recognizing early warning signs or shift in
interests/goals
Cons: Longevity of eportfolio use, limited prehealth experiences to
reflect on, learning curve and early skill development for students
Upper Level/Applicant Seminars
Pros: More specific expectations, wealth of experience to draw upon,
self-evaluative purpose for applicants, buy-in from students, intake
option for committee letter
Cons: Time-consuming for juniors/seniors applying to medical school,
recall issues (past experiences)
12. Lessons Learned Within the Classroom
Avoid assumptions
• That students will have access to mobilized technology
• That students are more tech-savvy than you
• That students have experience reflecting and writing on their lives
Be forgiving (of everyone)
• This is a trial-and-error process!
• Understand your students’ limitations
• Meet them where they are and adapt.
13. Lessons Learned Within the Classroom
Design a student-centered eportfolio
Upper-level students need to prepare for applying:
• What are my competencies? How am I using them?
• What experiences have prepared me to care for patients?
• How have I changed and grown in the last three years?
First-year students need to self-affirm and explore interests:
• What are my core values? My biggest priorities?
• What is it like to be a patient? A doctor?
• What was it like to grow up in my family?
• What is the biggest obstacle I have overcome?
14. Technology Tips for Classroom Applications
Navigation Issues
• Pages vs. Blogrolls
• Pages vs. Menus
• Page Parts
Themes
• De-quirkify but individualize
• Flexibility vs. structure
15. Design Self-Reflection Guides*
Step 1: Identify and articulate your experience (e.g., academic, co-
curricular, service, transitions, etc.)
Step 2: Reflect on that experience.
Note: Give students questions, such as: What did you learn? How
have you or your opinions changed? What was important to you?
Why did it impact you so much? How does this experience affect
others?
Step 3: Identify its value to you and/or what competency it
developed.
*Recommended: “Maintaining a Pre-medical Journal or Diary,” Missouri State
University http://www.missouristate.edu/bms/CMB/PremedJournal.htm
16. Utilize Self-Assessment Tools
Example: The four-corner room
• Skills: What you are good at doing
• Interests: What you enjoy doing and learning
• Personality: What unique combination of traits and
characteristics influence your choices and interactions with
others
• Values: Which principles, standards, or qualities influence your
choices and guide you
Note: Advising follow up to compare notes recommended!
17. Resources to Consider
• Your institution’s instructional design team(s)
• FAQ pages of the eportfolio platform you have chosen
• Experienced prehealth colleagues and committees
• Google and YouTube (i.e., tutorials, etc.)
• Theme designers
