A Retrospective ePortfolio Capstone project Jillclarke
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"This presentation describes an ePortfolio capstone project in which student groups in a tutorial setting retrospectively brainstormed experiences and achievements that could be used to evidence professional attainment. This activity served as a prompt for each student to subsequently collect their personal evidence to reflect on, curate and create an employment-focussed personal ePortfolio. The ePortfolio assessment task had three foci: Professional Capabilities (self-evidence of), University Graduate Qualities and specific Learning to Learn skills. The context was a graduate-entry medical imaging professional degree with 80 students. The Radiographic ePortfolio, or ‘RadFolio’, involved 3 x 2hr interactive lectures plus 2 x 2hr tutorials per student. The assessment involved 2 group reports based on tutorial work, and the creation of a personal ePortfolio of depth and complexity as discussed in tutorials, plus a 1000w structured individual reflection on the process. Student feedback, staff reflections and changes for the next iteration will be discussed. "
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A Retrospective ePortfolio Capstone project Jillclarke
- 1. A RETROSPECTIVE E-PORTFOLIO CAPSTONE PROJECT by Jill Clarke & Yobelli Jimenez Discipline of Medical Imaging Science University of Sydney Acknowledgement: USyd Sabbatical Leave Thanks to: Lynn McAllister and ePortfolio users at QUT
- 3. Professional Programs •psychomotor skills •anatomy and pathology •clinical reasoning •clinical competence University education • graduate qualities • ‘learning to learn’ skills • longer-term learning • typically under-appreciated in professional programs1
- 4. LEARNING SKILLS PROFESSIONAL CAPABILITIES GRADUATE QUALITIES
- 7. Student 1 with permission
- 8. I'm a 23 year old graduate ... I've always had an interest in the field of science, but it wasn't until I was well into my BSc degree that I realised my passion lay with the delivery of healthcare … I had always envisioned myself being involved with the diagnosis of disease .... To my delight … during my first clinical placement at a private hospital, I realised I had finally found [my passion] … This e-portfolio, therefore, is a collection of evidence for all I have achieved thus far. Student 1 with permission
- 9. Student 1 with permission
- 10. Student 1 with permission
- 11. ‘My ability to be responsible for my own learning has been demonstrated through … an assignment on the justification of scoliosis imaging which required me to individually research … the issues … and the diagnostic imaging pathways …It also required me to make an informed decision on the efficacy of routine imaging ... I also researched, created and gave a presentation during my clinical placement at a large teaching hospital … which was well received by the staff …’ Student 1 with permission
- 12. Student 1 with permission
- 13. Mid-placement clinical assessment forms were … a method of identifying areas in which I could improve … but it would ultimately come down to me to imagine ways in which to improve and then implement those methods for the remainder of the placement block. Student 1 with permission
- 14. ‘My clinical judgement has largely improved during my final two placements, as evidenced by my knowledge of when [example] … ‘ ‘The single best example of this I believe is my engagement with the simulation clinic … the reflective reports that I wrote … allowed me to look back on my experiences interacting with different patients and other allied health professionals …’ I was given the opportunity to collaborate with students from other disciplines … it was a great learning experience for everyone involved, as we all gained a greater appreciation and understanding of the different roles in allied health’ Student 1 with permission
- 15. Student 1 with permission Qualities of the Sydney graduate: foundations for leadership (2016-20 Strategic Plan)
- 16. ‘… we are often required to get creative with our techniques to adapt to a patient’s presentation [followed by an example]’ ‘My ability to influence others was exemplified during my final placement … when a male patient was referred for a CXR. On arrival he was sceptical as to how a simple CXR could still be of any use these days …’Student 1 with permission
- 17. ‘… there are certain gaps in my knowledge and abilities which I hope to fill during my [first year of employment]’ ‘… my main aspirations for the future are to be trained in CT and MRI … these modalities … create fantastic anatomical detail which makes full use of my knowledge from undergraduate studies. Secondly, I really enjoy using these technologies (which may just be a male Student 1 with permission
- 18. Student 2 with permission
- 19. Student 2 with permission‘In writing a piece reflecting on my cultural competence in a clinical environment, I was able to devise strategies [for] future cases. … the act of reflecting … assisted in paving the way to becoming a more culturally-aware radiographer … in a range of
- 20. EVALUATION AND CHANGES FOR 2019 • Earlier in Semester • Big impact on confidence at Interviews (anecdotally) • Now have Exemplars • ‘The e-portfolio assignment was actually kind of enjoyable and got me to reflect on all my experiences’ • ‘Having the ePortfolio assessment is good and vital but probably no need for progress reports’
Editor's Notes
- Good afternoon everyone and thank you for coming! Today my colleague Yobelli and I would like to tell you about an ePortfolio capstone project in which student groups in a tutorial setting retrospectively brainstormed experiences and achievements to curate and create an employment-focussed personal ePortfolio.
- I was first introduced to Portfolios in a Masters of Education course which I then implemented into the course I was running at the time. Of all the assessments in the program ths was far and away the best. When I sat down to makr a PF,I could see where the student was at and how I could help.
- Most professional programs like mine however programs are focused on training people for the profession. In contrast, University education emphasise:graduate qualities and the ‘learning to learn’ skills longer-term learning typically under-appreciated in professional programs
- The ePortfolio assessment task had three foci: Professional Capabilities (self-evidence of), University Graduate Qualities and specific Learning to Learn skills Context: Graduate Entry Masters in Diagnostic Radiography - 80 students Final semester - ePortfolio is one of 3 modules 3 x 2hr interactive lectures 2 x 2hr tutorials per student – 3 groups per tutorial Assessment – 2 group reports based on tutorial work ePortfolio Content, Depth and Complexity as discussed in tutorials + 1000w structured individual reflection Added ‘Learning Skills’ - Independent Learning, Reflection, Self-Assessment, Judgement, self-demonstration of Competence Work in Teams to reflect on and brainstorm evidence Collect personal examples Curate these into a statement of achievement/success Create a professional ePortfolio
- 3 x 2hr interactive lectures 2 x 2hr tutorials per student – 3 groups per tutorial Assessment – 2 group reports based on tutorial work ePortfolio Content, Depth and Complexity as discussed in tutorials + 1000w structured individual reflection offered tech support (nervously)
- So how do you go about retrospectively creating an ePortfolio? Well the students were pretty much their own resources brainstorming examples and incidents, but we did have available all their past Subject Guides for reference, and reminded them of significant experiences – our Simulation Lab where patient actors get angry at them, or cry on them, our interdisciplinary Heath Collaboration Challenge.
- Exemplar of a student’s landing page – See the tabs here. One of the tutorial tasks was for each student in the group to investigate different platform that was free, easy to use and had good privacy settings plus a link they could share. Suggestions included Wix, and Weebly were the most represented
- This is Student 1's introportfolio started with ‘My Story’
- In Diagnostic Radiography we have an extensive set of professional capabilities defined under 5 Domains. Having to not just reflect on their competencies, but to talk about and document them in their ePortfo, allowed students to own those achievements, rather than just have an assessor check them off. I won’t go into those now. be able to articulate show others that they have achieved the required competence,
- Under the ‘Learning to learn’ Skills’ we talked about 4 things: Independent Learning, Reflection, Self-Assessment, Judgement Work in groups to reflect on and brainstorm evidence Collate the personal examples included quiet time to Curate these into a statement of achievement/success so they had a draft to take away from the tutorial
- An example of the curated paragraph on self-assessment, the Boud version of course, which means what the student does before handing in the assignment.. peer or mentor etc.
- Many of the University’s GQs overlap with the Prof Comps,
- To be effective in exercising professional and social responsibility and making a positive contribution to society DRAFT: Influence is engaging others in a process, idea or vision.
- Of course, I am showing you my best examples today, not everyone went on to do ‘Future Learning’ and ‘Aspirations’ , but even the worst one was terrific.