Eportfolio Implementation in a Multiple Campus University Environment 6 – Academic Teacher Continuous Improvement

Fisher, Marie B.; Hill, Andrew

doi:10.20533/ijcdse.2042.6364.2017.0413

Cited by 4 publications

(3 citation statements)

References 8 publications

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“…In contrast, the quantitative data showed that the e-portfolio was rated as the least effective among program components. This finding confirms similar reported challenges on e-portfolios (Fisher & Hill, 2017).…”

Section: Discussionsupporting

confidence: 92%

Setting Students up for Success

Estaiteyeh,

Campbell,

DeCoito

et al. 2023

GJSD

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Acknowledging the importance of skill development in graduate programs, Western University in Canada developed an innovative master’s program in interdisciplinary medical sciences. The program aims to promote students’ academic, professional, and personal skills by engaging them in experiential and interdisciplinary learning that adopts an explicit and reflective approach in focusing on seven core skills: problem-solving, communication, leadership, critical reflection, working in diverse teams, project management, and decision making. This paper draws on the experiences and reflections of the inaugural cohort of students enrolled in the program to address the following research questions: 1) How does the MSc IMS program impact students’ skill development? and 2) How did students practise the seven core interdisciplinary skills outlined in the program? The study utilizes a mixed methods approach by collecting quantitative and qualitative data using pre- and post-online surveys administered to the students. The findings highlight the program's positive impact in terms of students’ reflection on their level of competence in the seven core skills, especially in complex problem-solving, oral and written communication skills, and critical reflection. Results also show that students specifically appreciated the contribution of experiential learning components of the program in advancing their skills. The paper emphasizes the importance of addressing students’ skill development in higher education in an explicit and intentional approach and engaging students in reflective practise on their skill development. Implications for the design and review of graduate programs are also discussed.

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Section: Discussionsupporting

confidence: 92%

Setting Students up for Success

Estaiteyeh,

Campbell,

DeCoito

et al. 2023

GJSD

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“…One key strategy to encourage ownership is to highlight how they could use this document for multiple purposes such as achieving internship and/or pursuing employment positions. It is preferable to ensure that 13 academic teaching staff have their own 'living' E-Portfolios (Fisher & Hill, 2017) as they serve as an example to students regarding how E-portfolios are successfully used by their mentors as part of their everyday practice.…”

Section: Tip 4: Developing Assessmentsmentioning

confidence: 99%

Twelve tips for introducing E-Portfolios in health professions education

et al. 2022

Self Cite

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Portfolios have been used in health professions for many decades as a means of documenting reflective practice that inform change, supports the understanding of professionals' development needs and changing care options for clients. Electronic versions of one's portfolio of evidence or E-Portfolios became more prevalent in the early 2000s as a repository to store evidence and reflections. However, in recent years E-Portfolios have evolved from a repository to an articulation of authentic learning and development. Introduction of a range of E-Portfolio technology options, hosting systems and increasing professional/ethical standards, has resulted in challenges and opportunities for academics and professionals to meet increasing requirements for teaching and support of students training for health professions. This paper explores twelve tips explained and justified in a Health Science context, designed to support students developing and using E-Portfolios to fulfil professional standards, show evidence of reflective practice and culminate in securing a job in their field.

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“…It can present these documents and evidence to one or more audiences. In addition, it can provide bene ts such as increasing motivation in students, sharing contents with evaluators and other students, hyperlinking the data, easily updating contents, easily accessing portfolios for both students and schools, reducing paper consumption, making students reconsider and nally students can recognize their strengths and weaknesses in their academic years (10,11). However, there are aws such as the requirement for an internet connection and computer skills as well as ethical challenges, which in some cases cause students and teacher to be reluctant to use this assessment system (12) Therefore, it is recommended that in addition to emphasizing the several bene ts of this system of assessment on students' learning, this system be used mandatorily in medical science universities.…”

mentioning

confidence: 99%

Designing, Implementation and Evaluation of an E-portfolio for Assessment of Surgical Technologist Students in Iran: a Mixed Method Study

Sadati

Karami

Tayebi-Arasteh

et al. 2021

Preprint

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Background: Building a portfolio is an appropriate method for assessing competency and practice in clinical settings. Portfolio assessment provides opportunities for students to reflect on their performance and therefore could have a critical role in observing students' progress and developing competencies. With the emphasis of modern medical education on e-portfolios, the present study was done to design, implement, and evaluate an electronic portfolio to assess surgical technologist students learning in Iran.Methods: This mixed study was conducted in three stages: "designing," "implementation," and "evaluation." The "design" stage included a literature review, the completion and modification of the list of portfolio items, and content approval by experts. The "implementation" stage involved loading the system, holding workshops for students and clinical preceptors. Finally, the "evaluation" stage included assessing preceptors' and students' satisfaction, knowledge, and clinical skills and recording the number of reflections. Results: The paired sample t-test result shows that students' knowledge and clinical skills significantly improved. More than two-thirds of the students and preceptors were thoroughly satisfied with the e-portfolio assessment. On average, each student had more than three reflections recorded.Conclusions: Using an e-portfolio assessment satisfies students and preceptors, improves surgical technologist students' knowledge and skills, and supports their progress toward achieving professional goals; therefore, it is recommended as a comprehensive and cost-effective assessment method.

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Eportfolio Implementation in a Multiple Campus University Environment 6 – Academic Teacher Continuous Improvement

Cited by 4 publications

References 8 publications

Setting Students up for Success

Setting Students up for Success

Twelve tips for introducing E-Portfolios in health professions education

Designing, Implementation and Evaluation of an E-portfolio for Assessment of Surgical Technologist Students in Iran: a Mixed Method Study

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