The Use of Course Portfolios to Document the Scholarship of Teaching

Klocko, David J.

doi:10.1097/01367895-201021010-00004

Cited by 2 publications

(8 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In answering its primary and secondary research questions, this SSR in SEBA provides a number of key insights into the creation and employ of MEPs. To begin MEPs chronicles the professional, personal, research, academic, education and learning Listing of key contributions to medical education and major educational activities 81,85,95,98,108,109,117,118 Teaching and scholarship Documentation of teaching evidence illustrating topics taught [1][2][3]5,6,14,15,[18][19][20][21]25,71,72,[76][77][78][79][80][81][82][83][85][86][87][88][89][90][91][92][93][94][95][96][98][99][100][101][102][103]…”

Section: Stage 6: Synthesis Of the Ssr In Sebamentioning

confidence: 99%

“…Motivates life-long self-learning [1][2][3][4]6,8,14,18,20,24,71,75,77,78 Through repeating phases of reflection, preparation and execution of learning goals [1][2][3]5,8,24,77 Flexibility in managing and selection of content in one's own portfolio 8,78 Identification of areas for improvement 1,3,8,14,24,77,79 Developing self-awareness through reflection 2,3,14,79 Facilitates the planning of activities to undertake in the future 1,14,79 Strengthens good learning attributes 3,77 Fosters self-confidence 1,24 Develops an inquisitive mind 1 Promotes problem-solving skills 71 Promotes courage and stepping out of comfort zones 1 Encourages teamwork 75 Acquisition of competency 3,24,77 Portfolios motivates educator to reach targeted objectives 2 Expertise improvement 1 Facilitates career advancemen...…”

Section: Impact On Medical Educatorsmentioning

confidence: 99%

“…MEPs: Time and effort required 2,8,23,25,77,79 user stress when deciding what content to include 16 Lack of user motivation 8,74 Lack of user control over portfolio components 2 and variability in rigidity or flexibility 2 Assessment orientated E-MEPs: Lack of technologic skill required to navigate online platform unacquainted 3,8,9 Lack of technical support 3,8 unable to find the time to learn how to use 3,8 Security Hacking 3,8 Faculty perspective MEPs: Time and effort required 8,20 Cost to assess 23 unnecessary 18 Inadequate as a stand-alone measure of performance 18 Presence of other documentation modalities already in use 18 Lack of reliability 2,19 subjectivity is a concern due to variability of portfolio content 7,19,20 Issues with plagiarism 8 E-MEPs:…”

Section: Sub-themes Elaboration And/or Examples User Perspectivementioning

confidence: 99%

“…Components of MEP. SuB-THEMES ELABORATION AND/OR EXAMPLES general Cover page 2,71,80,81 List of Contents 2,71,79,80,82-84 Identification 72,83,85-90Personal particulars and contact details72,83,[85][86][87][88][89][90] Present rank and organisation affiliation83,[86][87][88][89][90][91][92] Present role71,[93][94][95][96][97] Personal statement2,6,17,79,81,89,93,98,99 Teaching philosophy1,3,5,6,14,17,20,22,71,72,75,81,[86][87][88]90, What the educator considers essential constituents and attributes for successful teaching and learning1,6,…”

mentioning

confidence: 99%

“…Multi-source feedback and ratings1,2,6,8,[15][16][17]20,69,73,75,85,86,89,91,92,[94][95][96]98,100,101,106,107,109,110,120,124 Learner grades and feedback5,7,15,20,69,71,72,74,75,79,81,83,84,86,89,92,[94][95][96][98][99][100][105][106][107]…”

mentioning

confidence: 99%

See 4 more Smart Citations

A Systematic Scoping Review on Portfolios of Medical Educators

Hong

Lim

Tan

et al. 2021

Journal of Medical Education and Curricular Development

View full text Add to dashboard Cite

Background: Heralded as a teaching, assessment and reflective tool, and increasingly as a longitudinal and holistic perspective of the educator’s development, medical educator’s portfolios (MEP)s are increasingly employed to evaluate progress, assess for promotions and career switches, used as a reflective tool and as a means of curating educational activities. However, despite its blossoming role, there is significant dissonance in the content and structure of MEPs. As such, a systematic scoping review (SSR) is proposed to identify what is known of MEPs and its contents. Methods: Krishna’s Systematic Evidenced Based Approach (SEBA) was adopted to structure this SSR in SEBA of MEPs. SEBA’s constructivist approach and relativist lens allow data from a variety of sources to be considered to paint a holistic picture of available information on MEPs. Results: From the 12 360 abstracts reviewed, 768 full text articles were evaluated, and 79 articles were included. Concurrent thematic and content analysis revealed similar themes and categories including: (1) Definition and Functions of MEPs, (2) Implementing and Assessing MEPs, (3) Strengths and limitations of MEPs and (4) electronic MEPs. Discussion: This SSR in SEBA proffers a novel 5-staged evidence-based approach to constructing MEPs which allows for consistent application and assessment of MEPs. This 5-stage approach pivots on assessing and verifying the achievement of developmental milestones or ‘micro-competencies’ that facilitate micro-credentialling and effective evaluation of a medical educator’s development and entrust-ability. This allows MEPs to be used as a reflective and collaborative tool and a basis for career planning.

show abstract

Section: Stage 6: Synthesis Of the Ssr In Sebamentioning

confidence: 99%

Section: Impact On Medical Educatorsmentioning

confidence: 99%

Section: Sub-themes Elaboration And/or Examples User Perspectivementioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

A Systematic Scoping Review on Portfolios of Medical Educators

Hong

Lim

Tan

et al. 2021

Journal of Medical Education and Curricular Development

View full text Add to dashboard Cite

show abstract

Professional Reward in the Academic Fieldwork Coordinator Role

Stutz-Tanenbaum

Greene

Hanson

et al. 2017

The American Journal of Occupational Therapy

View full text Add to dashboard Cite

The purpose of this national survey was to explore perceptions of professional reward among occupational therapist (OT) and occupational therapy assistant (OTA) academic fieldwork coordinators (AFWCs). Agreement was found in ranking the value of six role factors: (1) fieldwork data management, (2) fieldwork site management, (3) fieldwork teaching and consultation, (4) departmental and institutional compliance, (5) scholarship and accreditation, and (6) laying groundwork for students in fieldwork. Both levels of AFWC indicated teaching and consultation had the highest value and data management the least. OT AFWCs placed significantly higher value on publishing articles and lower value on educating fieldwork educators about role delineation than OTA AFWCs. Five themes emerged regarding professional reward: (1) intrinsic reward, (2) collaboration, (3) development of the profession, (4) feeling appreciated, and (5) student success. AFWCs value activities involving personal interaction, promoting professional development, and facilitating student success. Results have implications for AFWC collaboration, workload distribution, and scholarship.

show abstract

The Use of Course Portfolios to Document the Scholarship of Teaching

Cited by 2 publications

References 2 publications

A Systematic Scoping Review on Portfolios of Medical Educators

A Systematic Scoping Review on Portfolios of Medical Educators

Professional Reward in the Academic Fieldwork Coordinator Role

Contact Info

Product

Resources

About