#E12_ps055 epfmg_slides_ educause2012


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For ten years the physician teachers of the Medicine Faculty of Paris Descartes have focused their
efforts on the structuration of knowledge and on self-apprenticeship.
The medical students’ program of studies is collected in a portfolio which stays with them
throughout their three years of study. This follow-up was achieved through the use of a paper
portfolio compiling each student’s work.
The teachers wished to use an online tool that was easy to use, reachable from everywhere, that
allowed a fine management of access rights, that could broadcast protected contents and insure the
progressive validation, by tutors, of the skills acquired during the three years of study.
An experiment on the social network of Paris Descartes University, in collaboration with the TICE
department (ICT for Education) lead to the creation of an educational plan for skill acquisition and
A system of e-Portfolios of medical students was set up in 2010. It is an original solution relying on a
community of learners in a network. It is a virtual space, which is not a simple on-line copy of paper
documents, but an environment in which collaborative work can occur.
The interface personally involves all members of the medical practitioners department. It is
organized on a personal workspace allowing the user to present him or herself and to be identified
within the university.
The student uses his or her e-portfolio, bringing together his work, alternating editorial sections
(clinical narratives, track of learning, balance assessment of the meetings with the tutor) and
declarative sections (index cards of training course, self-assessment of the skills with link towards
the contents described in the other sections).
The tutor sees a follow-up and assessment board, allowing him or her to guide the student in the
progress of his/her work and writing, to spot possible delays and failures before formal on-line
The work produced by the student is easily useable for research: it contributes to the description of
the practices and the situations, made exploitable by the tool, which allows the transverse export
of the data. This is a flexible tool, in the service of the evolution of needs.
This e-portfolio favors the emergence of innovative educational solutions, harmonizes the various
places of learning, federates the teaching team and facilitates interactions. It brings the students
into a dynamic of educational research. It increases the digital visibility of the students, the
teachers and the course within Paris Descartes University. The medical is a precursor within the
Paris Descartes University of the use of on-line e-portfolios.
This social Learning tool is extremely useful for students who alternate brief periods in the Medical
College with training periods in a medical office and/or in a hospital. It allows a simplified teaching
follow-up for the tutors of medical studies.

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#E12_ps055 epfmg_slides_ educause2012

  1. 1. A Learning Social Network using an e-Portfolio forMedical Practitioners Studies epfMG : ePortFolio de Médecine Générale Thierry Koscielniak, ICT for Education Executive Director
  2. 2. Contents  S  Context and issues at General Practice OfficeS  e-portfolio : tutor’s view and student’s viewS  Network and communicationS  Evolutions and benefits
  3. 3. Paris  Descartes  University   S  Multidisciplinary university S  Spread over 9 colleges and 1 institute of technology S  38,000 students S  200 PhD granted each year S  4,000 members S  Faculties, researchers, staff and technical people S  1,300 researchers S  82 research labs
  4. 4. Paris  Descartes  University Institute of Technology Biomedecine Maths & Computer Sci. Human & Social Sciences Headquarters + Medecine Pharmacy Psychology Sports Odontology Law – Economics
  5. 5. General  Prac3ce  Office  S  The DES of Medical Practice is a postgraduate professionalizing study (3 years)S  A pedagogy based on self-apprenticeship used since 6 yearsS  A pedagogy focused on mentoringThe distance between the sites of courses and tutors justifies the use of an online educational tool
  6. 6. General  Prac3ce  program   S  330 students using epfMG (100 students each year of studies) S  80 tutors (mainly GP) S  More than 1,000 reports done on it since 2010 S  Minimum 2 reports a semester/per student
  7. 7. Mentoring  at  General  Prac3ce  department  S  The students’ work is to : S  Produce researched and written works S  Accountable for their learningS  The tutors’ work is to S  Help and accompany a future GP in a constant, formative, and progressive assessment
  8. 8. Individual  and  central  tools  S  On line S  Use everywhere S  Access control : tutors, epfMG members S  Enable to illustrate and to document skillsS  Easy S  For supervision and tracking of students S  For sharing information S  For progressive validation S  For certificate students
  9. 9. Tools  S  Contents of student portfolio S  Editing tool S  Communication tool S  Personal space S  Self-assessment toolS  Contents of tutors tracking S  Validation tool S  Communication tool S  Personal space S  Dashboard
  10. 10. The  student’s  view  Name of the tutor Validation requests
  11. 11. The  tutor’s  view  Direct access to students’ portfolios Pending validation requests
  12. 12. A  student  porBolio’s  exemple  :  medical  story  The student writes his or her The tutor validates and clinical narratives comments the clinical narratives
  13. 13. The  tutor’s  dashboard  Global vision of students on-going works
  14. 14. The  network   S  The network is focused on the student-tutor relationship S  Working groups S  Students’ shared knowledge S  MentoringWorks on an elgg platformOpen Source Social Networking Engine
  15. 15. Working  groups  S  ForumS  Files exchangeS  Shared agenda
  16. 16. Personal  Workspace  S  All his/her writings worksS  Displaying his/ her own qualifications profileS  Digital identityS  Messages
  17. 17. Evolu3ons  S  Develop validation and assessment tools via a Moodle connexionS  The e-portfolio could concern other medical practice trainings in partner universitiesS  To help tutors with more training : let them be more efficient while using epfMG
  18. 18. Benefits  S  Simplify teaching follow-up for tutorsS  Encourage a regular work pace for students and tutorsS  Strengthen the communication and relationship between students and tutorsS  Federate the teaching team and facilitate interactionsS  Create of an environment in which collaborative work occursS  Increase digital visibility of the students within Paris Descartes UniversityS  Promote innovative teaching solutions
  19. 19. Contact  us   The associated GPs ICT for Education Paris Descartes Thierry Koscielniak, Dir.Dr Jean-Claude Schwartz thierry.koscielniak@parisdescartes.frjean-claude.schwartz@parisdescartes.fr Guylène Lefèvre, Prj. MngDr Robert Sourzac guylene.lefevre@parisdescartes.frrobert.sourzac@parisdescartes.fr Yann Sallou, Lead dev. yann.sallou@parisdescartes.fr eportfoliomg@parisdescartes.fr
  20. 20. Next block to my office, 56 rue Jacob « In this building formerly Hotel of York on September 3rd, 1783 David HARTLEY in the name of the king of England Benjamin FRANKLIN John JAY John ADAMS in the name of the United States of America have signed the definitive peace treaty recognizing the independence of the United States » Thierry Koscielniak, ICT for Education Executive Director