Use of E-Portfolios in Health Professions Education

Abstract

In light of the changing landscape of workforce demand, digital technologies are becoming increasingly important to support students with their studies and professional preparation. As such, tertiary institutions are embedding curriculum approaches focused on the development of employability skills and drawing upon technology in order to prepare students for the real world of work in a manner that is scalable and transferable. Digital technologies such as ePortfolios have become an increasingly utilized platform for reflection, evidencing professional competencies and professional branding. Within this chapter, the authors discuss the benefits and limitations of these platforms from the perspectives of students, staff, professional, and institutional contexts. Case studies are utilzsed to demonstrate ePortfolios in practice across the allied health disciplines and key research questions and solutions for the future are discussed.

Enhancing graduate employability through targeting ePortfolios to employer expectations: A systematic scoping review

“…Research into employer, industry representative and university educator views of ePortfolio was most prominent in teacher education, with research in the Health sector limited to one study in nursing (Fowler, 2012) and one in Medical Radiation Therapy (Dewhurst, 2017), both of which were dissertations. With expanded use of ePortfolios in tertiary education (Pearson et al, 2018) the number of studies providing evidence for their use will hopefully also increase. It would also benefit from enhanced methodological rigour, given the included studies were all of cross-sectional design, and based on relatively small participant numbers.…”

“…There are several distinct advantages of online ePortfolios over hard copy portfolios, such as enhancing students' digital literacy (Lorenzo & Ittelson, 2005) and creating a product that is easily modifiable (Simatele, 2015), as well as something that can be easily shared in a variety of online modes including email and online platforms. In the digital age, which is heavily invested in technological learning, ePortfolios are receiving increased attention within universities (Pearson et al, 2018). ePortfolios are a useful tool for collaboration, reflection and facilitating student-centred learning (Kimball, 2005;Pearson et al, 2018), and can encourage an attitude of 'lifelong learning' amongst students (Green, Wyllie, & Jackson, 2014;Willmarth-Stec & Beery, 2015).…”

“…In the digital age, which is heavily invested in technological learning, ePortfolios are receiving increased attention within universities (Pearson et al, 2018). ePortfolios are a useful tool for collaboration, reflection and facilitating student-centred learning (Kimball, 2005;Pearson et al, 2018), and can encourage an attitude of 'lifelong learning' amongst students (Green, Wyllie, & Jackson, 2014;Willmarth-Stec & Beery, 2015). Through an ePortfolio, students are able to critically reflect 'on one's learning and for compiling and demonstrating evidence of learning and skill development' (Krause, 2006, p. 1).…”

A self‐determination theory analysis of reflective debrief themes about dietetic student placement experiences in hospital: implications for education

“…In healthcare, curriculum reflection is used to enhance the development of critical reasoning skills on student placement and thereby their clinical reasoning ( 4,5 ) . Portfolios and simulated scenarios have been used within university curricula to develop reflective skills ( 6–9 ) . The final clinical placement for nutrition and dietetic students is a time of professional learning at the same time as adapting to the numerous pressures and challenges of dietetic service provision in the hospital work environment.…”