Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Cross-faculty implementation of Myprogress


Published on

Presentation given by Luke Woodham, Technical Developer in the e-Learning Unit at St George’s University of London, at MyKnowledgeMap's "How to innovate in work placement assessment" event. The presentation looks at the benefits and challenges of introducing an e-portfolio.

  • Be the first to comment

Cross-faculty implementation of Myprogress

  1. 1. Cross-faculty implementation of Myprogress Luke Woodham, St. George’s, University of London
  2. 2. Medicine and Healthcare at St.George’s, University of London • Specialist health sciences university – joint site with hospital • Joint faculty with Kingston University • Range of courses in medicine and healthcare • e-Learning Unit – Provide and manage electronic educational resources for the curriculum – Coordinate overall project for Myprogress implementation
  3. 3. Myprogress – current usage • Rolled out – Diagnostic Radiography • Pilots – Medicine – St. George’s Award for personal and community development activities • Prospective – Therapeutic Radiography – Paramedic Sciences – Nursing
  4. 4. Medicine - WPBAs at SGUL Year 1 Year 2 Year 3 Year 4 Year 5 Basic Science Transition Pre-Clinical Practice Foundation MBBS5 Year 1 Transitional (T) Year MBBS5 Year 2 MBBS4 Year 1 Penultimate (P) Year Final (F) Year Workplace-based assessments• Key element in both learning (formative) and summative assessment of clinical competency
  5. 5. • Complex, hard to read • Difficult to analyse – No validation – “spoilt” assessments – Illegible • Large number of forms to manage – Lost and damaged forms – Difficulties in storage • Submission difficulties when off-site • Difficult for students to monitor progress Paper WPBAs
  6. 6. E-Portfolio Aims • Students “own” their own data – Provide learners with real-time access to their progress – Ability to identify own opportunities for learning, reflect upon own practice – Evidence of own progress facilitates transition to clinical practice • Mechanisms for providing feedback – Evidence submitted directly to academic tutors, tools for returning comments • Reduced administration load
  7. 7. Key System Requirements • Flexibility – able to apply to range of courses – able to adapt to future changes • Robust – Meeting support challenges across several courses and many geographically disparate sites • Appropriate to clinical environment – Lack of access to traditional PC workstations – Variable access to Wifi – Differing working practices across sites – Usability – varying ability of assessors to embrace new technology
  8. 8. MyProgress • Web-based – Hosted solution – Commercially developed by MyKnowledgeMap – All data stored centrally • Allows data input from both the web and mobile devices – Cross-platform • Works offline – Downloads new assessments for use offline – Uploads completed assessments back to system
  9. 9. An opportunity for WPBA is identified The student begins to enter assessment details onto their mobile device The device is passed to the assessor The assessor completes and locks the assessment and hands the device back to the student who then submits the assessment when they next have network access
  10. 10. Assessment functionality • Free text • MCQs • File uploads • Likert matrix • Reflective blog posts
  11. 11. Assessment Verification • Email sent to clinical assessor once assessment has been submitted • Prevents students from using assessors’ email addresses to verify an assessment without their permission
  12. 12. Student-centred functionality • Simple, real time access for students to keep track of their own completed assessments and their progress, both on desktop and mobile devices. • Allows academic tutors to give feedback directly to students. – Monitor on going student progress in real-time and resolve potential issues before they arise. • Assessments can be linked to a competency framework to aid with monitoring progress
  13. 13. Pilots • Series of pilots – Medicine and Radiography – Iterative improvements based upon feedback • Pilot 1 – Bring your own device (Smartphones) • Pilot 2 and 3 – Provided device (7” Tablets) – Expanding scope • Multiple attachments and sites • Increased participant numbers • Feedback – Online survey • Students and Assessors • Survey designed to be used for all attachments/courses – Verbal and e-mailed feedback
  14. 14. Results • Increase in number of assessments completed – or at least submitted • Improved feedback from using tablets
  15. 15. Feedback & Challenges • “Faster, efficient, saves a bunch of paperwork” – Addresses many issues of paper-based system • “[Paper is] easier to carry and less time consuming, but electronic devices are good for monitoring progress” – Paper has some perceived advantages • “I was not sure whether my WBAs went through the system even after synchronizing” – Training students to fully realise the benefits
  16. 16. Feedback & Challenges • “In terms of interface and actual usability of the app, the only issue I had was I needed to zoom out -would be nice to be able to zoom out even more. Otherwise it's very easy to use and understandable.“ – Usability tweaks • “If I'm honest doing paper CBD and cexes is a lot less complicated! I've forgotten to charge/bring in the tablet a few times meaning I can't get forms done, and I've also forgotten to get the paper counterpart signed on some occasions as well.” – Changing the culture
  17. 17. Current and Future challenges • How to structure system – Cohorts and organisations – Balance need for separation of courses with lack of flexibility • Support – How to effectively support multiple courses and sites • Adapting assessment strategies to suit the system – Developing reporting procedures • Opportunities?
  18. 18. Thank you and Questions