Leveraging a required e-portfolio course to meet multiple needs: Student assessment, curriculum improvement, and accreditation

Ray, Mary E.; DuBrava, Lisa; Jacks, Morgan

doi:10.1016/j.cptl.2020.07.004

Cited by 8 publications

(10 citation statements)

References 4 publications

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Section: Resultsmentioning

confidence: 99%

“…Finally, nine studies included feedback within the co-curricular space, all of which were moderate theory talk [ 69 , 70 , 71 , 72 , 73 , 74 , 75 , 76 , 77 ]. Five studies provided only written feedback [ 69 , 73 , 75 , 76 , 77 ] while three studies provided multimodal feedback [ 70 , 71 , 74 ], and one study provided only verbal feedback [ 72 ]. The focus of most publications was related to preparing final year students in obtaining a residency or employment through mock interview practice, curriculum vitae development, and related activities [ 69 , 71 , 72 , 73 , 74 , 78 ] while two focused on student reflections [ 75 , 76 ], and one incorporated feedback into a student portfolio activities [ 77 ].…”

Section: Resultsmentioning

confidence: 99%

“…Five studies provided only written feedback [ 69 , 73 , 75 , 76 , 77 ] while three studies provided multimodal feedback [ 70 , 71 , 74 ], and one study provided only verbal feedback [ 72 ]. The focus of most publications was related to preparing final year students in obtaining a residency or employment through mock interview practice, curriculum vitae development, and related activities [ 69 , 71 , 72 , 73 , 74 , 78 ] while two focused on student reflections [ 75 , 76 ], and one incorporated feedback into a student portfolio activities [ 77 ]. No study evaluated the quality or impact of feedback provided, only reporting student perceptions on the feedback they received.…”

Section: Resultsmentioning

confidence: 99%

“…No study evaluated the quality or impact of feedback provided, only reporting student perceptions on the feedback they received. Although three studies included more than 100 participants [ 74 , 75 , 77 ], samples sizes in individual studies were generally small ranging from 9–39 participants [ 69 , 70 , 71 , 72 , 73 , 76 ].…”

Section: Resultsmentioning

confidence: 99%

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Feedback for Learning in Pharmacy Education: A Scoping Review

Nelson

McCall

Corbett³

et al. 2021

Pharmacy

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Feedback is an effective pedagogy aimed to create cognitive dissonance and reinforce learning as a key component of clinical training programs. Pharmacy learners receive constant feedback. However, there is limited understanding of how feedback is utilized in pharmacy education. This scoping review sought to summarize the breadth and depth of the use of feedback within pharmacy education and identify areas for future research. PubMed, Embase, Scopus, and Web of Science were searched for English articles since January 2000 to identify studies related to feedback in pharmacy education. Sixty-four articles were included for analysis, stratified by moderate and major theory talk, where moderate theory talk explicitly included feedback into study design and major theory talk included feedback into both study design and analysis. Feedback was provided in Bachelor (14%), Master (15.6%), Doctor of Pharmacy (67.2%) and post-graduate programs (4.7%) on a variety of curricular objectives including communication and patient work up in didactic, objective structured clinical examination (OSCE), and experiential settings, and career/interview preparation in the co-curriculum. Feedback comments were mostly written in didactic courses, and both written and verbal in OSCE, experiential, and co-curricular settings. The pharmacy education feedback literature lacks depth beyond student perceptions, especially with respect to assessing the effectiveness and quality of feedback for learning. While feedback has been utilized throughout pharmacy education across myriad outcomes, several areas for inquiry exist which can inform the design of faculty and preceptor development programs, ensuring provision of effective, quality feedback to pharmacy learners.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

Feedback for Learning in Pharmacy Education: A Scoping Review

Nelson

McCall

Corbett³

et al. 2021

Pharmacy

View full text Add to dashboard Cite

show abstract

“…3. Implementing the Accreditation Exam -a comprehensive test of knowledge, practical skills and clinical thinking [9,10].…”

Section: The Second Trend Is Continuing Medical Education (Cme)mentioning

confidence: 99%

Transitivity processes in the field of higher medical education in the risk environment

Khoronko

Bondarenko

2020

E3S Web Conf.

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The article deals with transitivity processes in the field of higher medical education. Several trends related to transitivity processes are highlighted: the high demand for medical education with a shortage of qualified specialists; the continuing medical education and the introduction of an accreditation exam; the introduction of distance technologies, simulation and e-learning; specialist mobility. Thus, the educational process in the context of transitivity processes in the field of medical education should be focused on the formation of self-improvement skills, self-education. The article describes the functions of the students’ independent work in a medical university and the conditions that increase the effectiveness of the educational process. The article defines the role of the organization of student’s independent work in the development of self-education and self-improvement skills. The student’s independent work is considered as one of the forms that allow students to develop self-education and self-improvement skills, taking into account their abilities. The independent work as a form of self-improvement is aimed at developing the skills of independent search and choice of problem solutions; developing the skills of information analysis when working with a large volume of educational material; provides the development of critical thinking skills; stimulating the skills of evaluative and reflexive activity in the context of dynamic changes in the professional sphere.

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E-portfolio as a tool of pedagogical management in the virtual information and educational environment of the university

Likhushina

Radchenko

2021

E3S Web Conf.

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One of the main tasks of the modern education system is not just to transfer to students as much knowledge as possible, but rather the ability to extract it, the ability to navigate the flow of up-to-date information. The quality and reliability of the future specialist’s knowledge, his ability to solve complex issues independently, and the success of his future professional activities depend on the organization of pedagogical management in the educational activities of students. The virtual educational environment is understood as an arbitrarily constructed structure of the information environment, consisting of a set of autonomous subjects which connections are nonlinear and probabilistic. The virtual educational environment implements students’ life strategies and values in digital social interaction. The purpose of the research is to determine the features of using the pedagogical technology of creating a portfolio in the electronic form as a tool of pedagogical management in the virtual information and educational environment of the University. The objectives of the research are to analyze the components of the electronic portfolio of students and compare them with the stages of implementation of the pedagogical technology for creating a students’ portfolio. The solution of the research tasks is based on the criterion of improving the professional literacy of the university students and evaluating their achievements using e-portfolio technology.

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Leveraging a required e-portfolio course to meet multiple needs: Student assessment, curriculum improvement, and accreditation

Cited by 8 publications

References 4 publications

Feedback for Learning in Pharmacy Education: A Scoping Review

Feedback for Learning in Pharmacy Education: A Scoping Review

Transitivity processes in the field of higher medical education in the risk environment

E-portfolio as a tool of pedagogical management in the virtual information and educational environment of the university

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