E portfolios for health care education using Evernote

E-portfolio for healthcare education
learners take control
Vaikunthan Rajaratnam

At the end of this presentation you should
• Understand the role of portfolios in a learners educational journey
• Be able to design and develop a learners personal e portfolio
• Be able to use Evernote to develop and deploy a portfolio
e portfolios vaikunthan@gmail.com

Defining
• collection of student’s work
• that is purposefully performed
• to provide evidence of the student’s learning
• bundle of evidence
• student participation in the selection of the
contents
• clear guidelines for selection, and rubrics for
assessment
Tochel, C., Haig, A., Hesketh, A., Cadzow, A., Beggs, K.,
Colthart, I., & Peacock, H. (2009a). The effectiveness of
portfolios for post-graduate assessment and education: BEME
Guide No 12. Medical Teacher, 31(4), 299–318.
doi:10.1080/01421590902883056

Portfolio development
• Collection: artifacts that represent
learning.
• Selection: review and evaluate the
artifacts and identify those that
demonstrate achievement
• Reflection: reflective practitioners
• Projection: compare to the
standards
• Presentation: share their portfolio

Drive for e portfolio
• student-centered active
learning
• the dynamism of digital
communication
• increased accountability in
higher education
• Increasing fluidity in
employment and education
Eynon, B., Gambino, L. M., & Török, J. (2014). Completion, Quality, and Change: The
Difference E-Portfolios Make. Peer Review, 16(1), 1–11.

The growing body of research in e portfolio
and the impetus from the Association for
Authentic Experiential and Evidence based
learning(AAEBL) has placed pressure … for
path of the portfolio as an evidence of
learning
Kahn, S. (2014). E-Portfolios: A Look at Where We’ve Been, Where We Are Now, and
Where We’re (Possibly) Going. Peer Review, 16(1), 1–6.

E-portfolios provides an environment in
which students/trainees/knowledge
worker can collect, select, reflect upon,
build, and publish a digital archive of
their activity work
Van Tartwijk, J., & Driessen, E. W. (2009). Portfolios for assessment and learning:
AMEE Guide no. 45. Medical Teacher, 31(9), 790–801.

Types
•developmental (Work in Progress)
•assessment
•showcase

Artefacts
• Topical collection of artefacts
is useful for those who are subject matter The
disadvantage is this – not show evidence of development
and growth that is occurred
• Temporal collection of artefacts
showing the individuals growth as a learner. a measure of
lifelong learning , to show reflection in practice. Con -
does not have a theme, and may not how the learner has
developed.
• Developmental collection of artefacts
advancement and development of the learner over
period of time.. Its usefulness is mainly in the form of
communication between a teacher and a student

Domains of medical competencies
• Knowledge, skills and
performance
• Safety and quality
• Communication,
partnership and
teamwork
• Maintaining trust
• Patient Care
• Medical Knowledge
• Practice Based Learning
and Improvement
• Systems Based Practice
• Professionalism
• Interpersonal Skills and
Communication

Structure for e portfolio
• Introduction
• Brief Bio data
• Reflective essay on purpose of the portfolio
• Resume
• Educational Certificates
• Courses/training workshops attended and reflections
• Achievements – academic, clinical, innovation, research and teaching
• Log book of procedures
• Work based assessments
• 360/multi source feedback
• Compliments/complaints and undesirable outcomes with reflections
• Aspiration and Personal Development Plan

Requirements for e portfolios in healthcare
• Assessment against specified learning
objectives.
• Record clinical observations and
practice.
• Map clinical observations with clinical
skills.
• Help student analyse patterns in their
own learning.
• To measure against state-based
standards.
• To support reflective practice.
Toro-Troconis, Maria, Ms, and Ashish Toro-Troconis(2009). "E-PORTFOLIOS
EVALUATION REPORT." Http://www1.imperial.ac.uk/resources/E02C5058-A25E-4002-
AAB1-A1588C364849/. Imperial College, retrieved 1 June 2014.

Technical requirements for e portfolios
• Value-added to student learning.
• Infrastructure costs: integration,
sustainability (cost-effectiveness).
• Maintenance and support costs.
• Ease of use
• Choice of back-end technology and tools.
• Ownership of the artefacts and final product.
• How the data will be managed and user-
support required
• Setup, maintenance and upgrade costs

Able to record and store the following
• Actual marks/grades
• Detailed tabulation of practical training/clinical
skills etc. against a matrix.
• Reflective work (e.g. blogs, comments on
assessments, responses to peer mentor, or
faculty reviews).
• Presentation of particular achievements, e.g.
graphic designs, artwork, creative writing.
• Video/audio of student-patient interactions
with reflective commentary.
• Peer reviews of joint projects.
• Faculty feedback on any of the above.

Portfolio
• allows for formative
assessment
• over an extended period of
time
• showing evidence of deep
learning and
• behaviour of self-directed
• lifelong learning.
• provision of evidence by
reﬂecting upon the learning
Kitchen, M. (2012). Junior doctors’ guide to portfolio learning and building. Clinical Teacher,
9(5), 308.

Using Portfolios
Portfolios used for Assessment of Learning Portfolios that support Assessment for Learning
Purpose of portfolio prescribed by institution Purpose of portfolio agreed upon with learner
Artifacts mandated by institution to determine outcomes of
instruction
Artifacts selected by learner to tell the story of their
learning
Portfolio usually developed at the end of a class,
term or program - time limited
Portfolio maintained on an ongoing basis throughout the
class, term or program - time flexible
Portfolio and/or artifacts usually "scored" based on a rubric
and quantitative data is collected for external audiences
Portfolio and artifacts reviewed with learner and
used to provide feedback to improve learning
Portfolio is usually structured around a set of outcomes,
goals or standards
Portfolio organization is determined by learner or
negotiated with mentor/advisor/teacher
Sometimes used to make high stakes decisions Rarely used for high stakes decisions
Summative - what has been learned to date? (Past
to present)
Formative - what are the learning needs in the future?
(Present to future)
Requires Extrinsic motivation Fosters Intrinsic motivation - engages the learner
Audience: external - little choice Audience: learner, family, friends - learner can choose
Revised March 28, 2007 - ©2006, Helen C. Barrett, Ph.D.

Challenges
considerable practical
difficulties in maintaining
and implementing the key
portfolio in a busy clinical
setting and explain the
persisting negative
perception of e-portfolios
among junior doctors in
the United Kingdom
Vance, G., Williamson, A., Frearson, R., O’Connor, N., Davison, J., Steele, C., &
Burford, B. (2013). Evaluation of an established learning portfolio. Clinical Teacher,
10(1), 21.

What is it
• a note taking app that
• stores them in ‘the cloud’
• and syncs them to all devices
• can take audio, photo or text notes, or a
combination of all 3.
• take clippings from the web and save them
automatically

Review
PROS
• Effortless solution to note-taking
and -syncing.
• Some of the best search outside
Google.
• Adjustable user interface.
• Simple and well-balanced design.
• Superb features.
CONS
• Design lacks
individuality.
• Reminders feature
in Web version only
• has one notification
setting (email daily
digest).

Summary
The Web-based version of Evernote, the best note-taking and
organizational program you'll find, delivers on its promise to make the
information you need available to you anywhere. Reminders, nested
notebooks, and other great features make this one killer Web app

Potential for educators
• Easily Capture and Store notes, photos, audio of learner
performance
• Create Checklists to record progress , achievements etc.;
• Recording work based assessment - e.g. Direct Observation of
Procedures
• Displaying student work
• Document reflections

Getting Started
• Go to http://evernote.com/download/
• Installing the Evernote Desktop Client
• Install Evernote for mobile from app site
• Creating your Evernote User Account
• Evernote Sync
• Saving Web Content
• Setting Reminders

Get a copy free at this link .
Click Save to Evernote
You will need Evernote installed on your desktop

• Bass, R. (2014). The Next Whole Thing in Higher Education. Peer Review, 16(1), 1–2.
• Chen, M.-Y., Mou-Te Chang, F., Chen, C.-C., Huang, M.-J., & Chen, J.-W. (2012). Why do
individuals use e-portfolios? Educational Technology & Society, 15(4), 114–125.
• Clark, J. E., & Eynon, B. (2009). E-portfolios at 2.0-Surveying the Field. Peer Review, 11(1),
18–23.
• ePortfolios | Towards Open Education. (n.d.). Retrieved from
http://bcopened.org/resources/eportfolios/
• Eynon, B., Gambino, L. M., & Török, J. (2014). Completion, Quality, and Change: The
Difference E-Portfolios Make. Peer Review, 16(1), 1–11.
• Kahn, S. (2014). E-Portfolios: A Look at Where We’ve Been, Where We Are Now, and Where
We’re (Possibly) Going. Peer Review, 16(1), 1–6.
• Kitchen, M. (2012). Junior doctors’ guide to portfolio learning and building. Clinical Teacher,
9(5), 308.
• Tochel, C., Haig, A., Hesketh, A., Cadzow, A., Beggs, K., Colthart, I., & Peacock, H. (2009a).
The effectiveness of portfolios for post-graduate assessment and education: BEME Guide
No 12. Medical Teacher, 31(4), 299–318. doi:10.1080/01421590902883056
• Tochel, C., Haig, A., Hesketh, A., Cadzow, A., Beggs, K., Colthart, I., & Peacock, H. (2009b).
The effectiveness of portfolios for post-graduate assessment and education: BEME Guide
No 12. Medical Teacher, 31(4), 299–318. doi:10.1080/01421590902883056
• Toro-Troconis, Maria, Ms, and Ashish Toro-Troconis(2009). "E-PORTFOLIOS EVALUATION
REPORT." Http://www1.imperial.ac.uk/resources/E02C5058-A25E-4002-AAB1-
A1588C364849/. Imperial College, retrieved 1 June 2014.
• Van Tartwijk, J., & Driessen, E. W. (2009). Portfolios for assessment and learning: AMEE
Guide no. 45. Medical Teacher, 31(9), 790–801. doi:10.1080/01421590903139201
• Vance, G., Williamson, A., Frearson, R., O’Connor, N., Davison, J., Steele, C., & Burford, B.
(2013). Evaluation of an established learning portfolio. Clinical Teacher, 10(1), 21.

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