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									          ePortfolios
 A review of curriculum reform
through educational discourses

     Helen Cameron
 University of Edinburgh
helen.cameron@ed.ac.uk

    Karen Simpson
      Pat Warren
     Michael Begg
    Allan Cumming
                       Shaping our vision
                        and its delivery
       Educational
       Theories and
       Evidence




                        Student and staff
                           feedback         Prepared for Practice?
Student publications
            Summary of ideologies
• A curriculum based more in the community
• A process of Personal Professional
  Development
  – Self-aware, Life-long learning, Valuing mentoring
• Blend of new and traditional methods
  – Core and options, developing attitudes and skills,
  – Integrated courses around systems,
  – SDL, incorporating reflective practice
• A managed programme
       Ideologies for discussion

• Personalising Learning and Self-directed
  Learning


• Reflective Practice and Learning Styles


• Personal Professional Development and
  Professionalism
  Personalising Learning and SDL

• Personalised learning – ‘choice and voice’

• SDL is central to personalising learning
  – the student attributes
  – the curriculum


• SDL integral to many theories of learning
 Personalising Learning and SDL




Tensions and queries
•How can we prepare students for the unknown?
•Trait or State?
•What role self-assessment?
   Personalising Learning and SDL




Tensions and queries

•Possible mismatch of personal/course aims.
•‘Where’s the Femur?’
•Finite resources to personalise learning e.g. tutors
Reflective Practice & Learning Styles

• Dewey 1933 – reflection as rigorous
  thinking
  – Roots in scientific enquiry
  – All contexts
  – Requirement for deep learning (Moon 1999)
  – Akin to the processes of deliberate practice.


• Schon 1980s Professional artistry &
  Reflection
       Deep learning and experience


PERFORMANCE
                Conscientious with deep learning



                                            Conscientious




                                          Limited experience




                                                    TIME
Reflective Practice & Learning Styles




Tensions and queries
•How do expert clinicians reflect?
•Does current reflective writing equate with expertise?
•What tasks encourage appropriate reflection?
Reflective Practice & Learning Styles




Tensions and queries
•Can we help novices develop reflection-in-action?
Framework for Reflective Practice
 Professionalism                       PPD
• Attributes: Integrity,     • Process to develop
  compassion, altruism,        individual
  continuous improvement,    • Attention to
  excellence, partnership      professionalism
• Emphasis on the needs of   • Attention to own
  the patients & employers     values/lifestyle/drivers
• Undertaken by              • Often aided by a mentor
  employers/line managers
   Professionalism                    PPD




Tensions and queries
•Can portfolios address both agendas?
•How might portfolios offer evidence of Professionalism?
•Can we evaluate professionalism and nurture the
individual?
            Portfolios and Reflective Practice in the Edinburgh Medical Curriculum




                                                 SELF APPRAISAL
                             Reflection on OWN PERFORMANCE from a synthesis of the evidence
                                                   Learning Objectives
                                                     SWOT analysis
                                           LEADS TO GOALS, PLANS AND ACTION



RECORD OF GENERIC               LOGBOOKS                       CRITICAL INCIDENT          LEARNING PORTFOLIO
PROFESSIONAL SKILLS                                            ANALYSES
                                Reflection on                                             Reflection on
Reflection on OWN               PROPOSITIONAL                  Reflection on              PROPOSITIONAL
PERFORMANCE                     KNOWLEDGE & OWN                PROPOSITIONAL              KNOWLEDGE (vertical
                                PERFORMANCE around a           KNOWLEDGE and              disciplines/ around specific
                                focussed moment/learning       OWN PERFORMANCE            patients)
                                opportunity                    (around a specific         3rd Party Information on
                                3rd Party information on       incident)                  performance
                                performance from Tutor



MISCELLANEOUS PERFORMANCE                        ASSESSMENT RESULTS             PEER & TUTOR FEEDBACK
INDICATORS                                       (ASSESSMENT ENGINE)
E.g. posters, presentations, papers                                             3rd Party information on
                                                 3rd Party information on       performance in group work and
3rd Party information on performance e.g.        performance in exams and       SSCs
letters, certificates of competence              in-course assessments
          ePortfolios
 A review of curriculum reform
through educational discourses

     Helen Cameron
 University of Edinburgh
helen.cameron@ed.ac.uk

    Karen Simpson
      Pat Warren
     Michael Begg
    Allan Cumming

								
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